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“All for the Sake of Fair Ladye”
By Arthur H. Goodenough.
In the language quaint of some cloist
ered saint
Who flourished of old beyond the sea,
I read this rhyme of an olden time
And a brave man’s love for a fair
ladye.
To speed his wooing Sir Mordaunt
rode—
A steed of the midnight’s hue rode
he—
His plume was white, his blade was
bright
And all for the sake of a fair ladye.
The birds were glad in the greening
glade,
The flowers were bright but he did
not see —
In haste he rode —in haste he strode —
’Till he knelt at the feet of his fair
ladye.
Hastily down at her feet he knelt —
As one for pardon who sues knelt he —
And humbled his pride—and pled and
sighed
And all for the love of a fair ladye.
And the damsel sighed but shook her
head
“My father swears that it shall not
be—
So arise with speed and mount your
steed -
And seek ye another fair ladye.”
And still he pled ’till her cheek grew
red,
Aye, red as the rose of June grew
she —
“He peril must dare and scars must
wear
Who fain would call me his fair ladye.”
The wooer rose from his bended knees
And straight by the lady’s chair stood
he! —
“O, maiden rare, with amber hair
You shall see what I dare for a fair
Some Educational Errors
By G. T. Howerton.
Som edays ago after a mutual ex
change of notions about needed re
forms in education with the editor of
Grenada Sentinel, who is interested
in matters of this kind in his state,
he made the suggestion that I write
a few lines for the types. If any
thing in this is worth while, please
give him credit for it, if not debit.
It is easy to get into error if we
are started wrong. This is what hap
pened to matters of education. Schools
had their origin in the church, and
the church still has many of the er
rors of Paganism in it. Witness our
women, who are members of modern
Protestant churches, dressing them
selves in “deep mourning” ;on the
death of a member of the family.
Many of these good women do not
know that this is pure Paganism.
The church fostered learning, and ex
alted the “learned,” but did little for
education. Just as the Catholic
church got many of the errors of
Paganism, so the state schools got
many of the errors of the church, and
while the states are spending much
money for “education” most of it is
spent on “learning.” But,
Error 1. Learning is Not Education.
Not only is learning not education,
bur it often hinders education. Edu
cation is a life thing, brings life —IS
LIFE. Learning often brings death.
Education helps wisdom, IS WIS
DOM. Learning hinders wisdom
more often than otherwise, some
times brings madness: “Much learn
ing doth make thee mad.” Education
ladye.”
And he kissed her twice on her dainty
hand,
A kiss on her tender cheek pressed he
Then mounting his horse he chose his
course
And vanished soon from the fair ladye.
Off to the wars Sir Mordaunt rode —
To the land of the Saracen went he —
And a prayer he prayed that his brave
bright blade
Should win him the love of his fair
ladye.
Bravely he fought in that glory land
Os false Mahoun beyond the sea,
And his courage flamed and he slew
and maimed
In war, for the sake of a fair ladye.
Full many a fray his valor viewed —
And many a Moslem vanquished he —
But the die was cast, and he fell at
last
And all for the love of a fair ladye.
From the bended bow of a Saracen
The grim shaft sped and his soul was
free —
His sword was red —so was his bed —
And all for the love of a fair ladye.
Sir Mordaunt mixes with Detwolde
dust —
With the dust of his forbears mixes
he
“Dead in his prime,” says the good
old rhyme,
“And all for the love of a fair ladye.”
The lady wept when she learned his
fate,
Aye, wept ’till her eyes could no more
see—
But he neither cried nor cared who
died t
And all for the love of a fair ladye.
brings strength, IS STRENGTH.
Learning is one of the most frequent
causes of weakness.
Education ministers to health, is
health to the bones, activity to mus
cles, energy to the nerves. Learning
often brings disease, inactivity, nerv
ous break-down, laziness.
Education makes one work, want to
work, love work. Learning hinders
work, often incapacitates for work,
and makes one hate work.
Education liberates, brings freedom,
“sets the captive free.” Learning of
ten enslaves, binds one in narrows
and shoals, finds its fittest place in
the dark, damp, cloister.
Education is the natural, normal,
GOD-GIVEN life, an dappeals to ev
ery child, every human being in every
land. Learning is so unnatural that
it is despised by most children, and
appeals to precious few.
But the schools spend much time
and money and energy on LEARN
ING, and little on EDUCATION.
Witness the present condition of the
negro in the South.
After half a century of free schools
for him he is not so well EDUCATED
now as he was in 1860. Then he could
do things, was a. “willing worker,” a
dependable human being. Now he is
wholly unreliable and thrown on his
own rseources would be less able and
much less willing to supply his own
wants.
To start in the direction of educa
tion, therefore, we must go away from
text-book learning, school house con-
The Golden Age for May 22, 1913.
finement, pedagogis tyranny.
Error 2. Child Life Is Not Normal
Life.
This error like many others in edu
cational matters crept into our
schools through the church via Pag
anism. It would seem that the teach
ings of the “Man of Galilee” would
have forever silenced any such error,
but still we find it in the “tenets” of
many churches. Likewise in the
“tenets” of most schools.
The child’s desire is not made the
guide to school work by a long shot.
In fact, it is almost certain that the
thing is RIGHT because the child dis
likes it. And the more bitterly he
rebels against the medicine the more
certain is the teacher that he should
take it. Activity is THE law of child
hood, btu in school he must be made
to SIT STILL. Laughter is his life,
but in school he must not even
SMILE. Play and work and work and
play are his “meat an dhis drink,”
but in school he must quit both, and
b » made to read and spell and “do
sums” and “parse” and write sen
tences that would puzzle a Philadel
phia lawyer. “We learn to do by
DOING, therefore accustom the child
to do,” but in school he is told and
made to “DON’T.” When we recog
nize the child as a NORMAL HUMAN
BEING, and make LEARNING only
an incident of the school we shall be
bin on the right road to reform the
school life.
Error 3. Separate Schools for the
Sexes.
Os all the errors which have crept
into our schools thru the church, or
come galloping in through an open
door this segregation of boys and girls
because they are boys and girls has
cost more in’ money and human life
and inefficiency and immorality than
any one besides.
a. In Money.—The church and the
state must maintain TWO schools
where one would be sufficient.
b. In Efficiency. Boys and girls
have been set together in the same
family, and only in those families
where both have lived and grown up
together is there real efficiency. If
God had believed the presence of a
girl would injure a boy he would have
planted their lives in different fami
lies. But he did not. He gave the
boy a SISTER and girl a brother.
“Male and female created he them,”
and male and female he means for
them to live together.
c. In Immorality. .One of the most
serious objections to a standing army
is that it separates men from the
association and influence and help of
women. The same serious objection
may be made, and in the same de
gree, to our male schools. All moral
and social growth in such a school is
made under the most adverse condi
tions, and with the greatest difficulty,
Military discipline only seems to be an
swer. The REAL trouble lies deep
er, may be traced to the error of
“segregation.” If the teachers who
are having trouble with 500 to 1,000
boys will bring 500 to 1,000 of these
boys’ sisters and cousins and other
boys’ sisters and cousins into the
camp, ninet-enths of the difficulty will
be met. All the great schools west
of the Mississippi River have found
this out, and men and women are ad
mitted on equal terms.
CHILDREN AS OLD AGE INSUR
ANCE.
A professor of an important univer
sity said the other day that •’no man
whose wages amount to less than S6OO
a year should have children.” We
would be compelled to dissent from
the premises that would lead to such
a wrong conclusion —that society
(Continued on Page 16.)
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