Peru State College - Peruvian Yearbook (Peru, NE)

 - Class of 1917

Page 188 of 302

 

Peru State College - Peruvian Yearbook (Peru, NE) online yearbook collection, 1917 Edition, Page 188 of 302
Page 188 of 302



Peru State College - Peruvian Yearbook (Peru, NE) online yearbook collection, 1917 Edition, Page 187
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Peru State College - Peruvian Yearbook (Peru, NE) online yearbook collection, 1917 Edition, Page 189
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Page 188 text:

herself since the driver had made no move to, when this most discourteous driver started off. Betty caught herself looking hack in the direction from which they had come and several moments passed before she was conscious of her companion talking to her. “He’s only been in the West fer four years now. His name is Robert Stillman an’ he’s the dam engineer. Seem’s like a good nuf fellow, even tho he is one of them college high breds.” All this made Betty the more curious. Where in the East had he lived and what college had he attended ? As this cowpunchcr was trying to answer her incessant flow of questions, they neared the town of Crimson Gulch. Was this the place in which she was to live for nine months? How could she ever endure it? If she had only met Mr. Stillman she was sure that things would have proved more interesting, hut there was nothing to do now but make the best of it. . . . It was Friday afternoon and a quarter holiday at the school so Betty started home early. She was not her usual cheerful self—she had a headache and she thought she was a little homesick. She followed a path to the very top of a hill. T he sun was shining down fiercely but the breeze was cool. She walked along not interested in what she saw and thinking it was rather a waste of time, when suddenly she recognized that pleasant voice which she had heard before saying—“Are you lost. Miss West?” “No, Mr. Stillman," she replied. Then they looked at each other and laughed, shook hands and Bob said, “Now that we are formally introduced, may I walk with you ?” “If you can help me run away from my homesickness, I shall be more than pleased.” “Are you afflicted with that awful malady, too? Well, what do you know about that! We’ll have to form a society for homesick New Yorkers, won’t we?" asked Bob. “And say, let’s have the membership limited to two." “Hey git some action in there," yelled the director and the camera man was scowling as he ground out the film. “Don’t you know this is the finis?” Chemistry atth the Citrrtritlnm There is a wide-spread conviction that all is not well with the courses in our public schools and colleges. It is something more than a jest, that our graduates are unfitted rather than fitted for the workaday world, the world in which ninety-nine and nine tenths per cent of us live. By this is meant the world of thot, of society, and civic life, as well as the world of industry. When there is a radical difference between transactions of life, and of the curricula of our schools, there is something wrong with life or educational systems, and one may be pardoned for suspecting that it is not life that is awry. The trouble with the curricula makers, is the failure to distinguish essentials and desirables from non-essentials in education, and to put first things first—first in time, first in importance, and first in their insistence upon our attention. S 7

Page 187 text:

by the wild caprices of the horses which her companion was managing with a sort of grim pleasure. Up to this time she had not tried to think, or even talk—both she and the cowpunchcr were too much occupied in other ways. But it now occurred to her that she had not seen a soul out here in this almost trackless waste, except this f|iecimen by her side. Someway, even missionary work in the wild west didn’t seem very attractive unless there were people to missionaryi .e. This question about the population of her future field of labor worried her. She even ventured to ask, “Mow many were in attendance at the Crimson (rulch School?” “Wal now, you know we have ter keep a school agoin’ whether thar’s any—(gol-dang yer hide, jes’ you try shyin’ at nurher one un them thar sticks!)—or not. But a purty lass such as ye ought ter have a whole room full.” She laughed—rather hysterically. No one in that country can tell why, but everyone knows that at that moment those wooly bronchos began to run and gallop wildly on over that roughened road, dragging behind them the swaying stage with its two helpless occupants. Betty was wild with terror. She knew it was but a matter of a few moments when she could be forced to lose her hold and be flung off the pitching vehicle. In her delirium it seemed as if her mind’s eye were fixed on a bright, flaming red spot in the distance surrounded by a dusty halo, swaying to and fro,—and coming nearer, near . . . A sudden, side lurch and she was hurled off that mad stage. And in that one moment to keen perception that always precedes a blow of the horrible, she saw that galloping by the side of the coach was a man—in a red shirt! . . . Then all went black. She opened her eyes; a quiver of pain ran thru her body; she was aware of some one pouring a lot of sharp, stingy stuff down her throat. Her head was pillowed on crimson flannel, supported by a strong arm. Bending close over her was the face of a man such as she had never seen, but read about all her life—strong, kind, handsome. How she worshipped the West! She murmured something about Crimson (Julch School. “Yes,” he said, ‘Tvc been thinkin’ fer a long time a goin' to school.” She smiled just a wee, faint, satisfied smile. And never was there a woman more glad that she was mistress of the noble art of feigned unconsciousness. Episode No. Written by Maie Osborne “What would have become of me if you had not happened along,” sighed Betty as she slowly opened her eyes. “It was rather dangerous, wasn’t it?” he said pleasantly as he helped her into the coach. “Waal, that was a mighty narrow escape. Bob!” said the driver as he whipped up his horses and started off. Now it’s always just as affairs are growing interesting, that things like this happen. Here, she had seen a very handsome young man and was just about to introduce



Page 189 text:

 Why should science he classed as an essential, rather than simply as a desirable feature of education? Look at life. Nearly everything that differentiates the age and civilization in which we live, from all others—barring applied Christianity alone—is the product of scientific accomplishment. The steamship, airship, railroad, submarine, automobile, gas engine, dynamo, motor, telegraph, telephone, wireless communication, phonograph, moving picture, microscope, telescope, spectroscope, machinery, therapeutics, architecture, mechanics, the marvelous forces of steam, gas, electricity, explosives, etc., are but a few of the miracles science has performed, and is still performing for mankind. Science touches and transforms every phase of life today. The structure and functions of the bodies we inhabit, the food we cat, the clothes we wear, the materials and forces we handle—every activity of this marvelously active age. To be ignorant of science is to he out of touch with life and the world in which we live. How do these facts square with the school curricula of our state? Just how much science do you have to have in order to graduate from the average high school, normal school and college? The world has recently paid tribute to the wonderful efficiency and industrial accomplishments of the German people, and it has rightly attributed this to the diffusion of scientific knowledge in that empire. Their high schools are safd to require two years each of physics, chemistry, and biology. Do we not teach these sciences? Oh yes, in the universities, and incidentally America has as eminent scientists as Germany, or any other country. America, indeed, has led the world in scientific discovery and invention. Secretary Lane asserts that two-thirds of the epoch-making discoveries and inventions of the last fifty years have been made in America. The trouble with our educational system is not with its superstructure, but with its foundations. It is interesting to note that Germany has made suprisingly few of the great scientific discoveries and inventions of the past or present, as compared with America, Kngland or France, but she utilizes the discoveries of others to an astonishing extent. Their monster cannon, machine guns, telescopic sights, explosives, aeroplanes, submarines, torpedoes, automobiles, gas engines, coal tar dyes, etc., were invented elsewhere—but “made in Germany.” The reason for this is the German business man. financier, banker, etc., have all had something of a scientific training, and so appreciates the importance of discoveries and inventions, that do not appeal at all to the American business man, because he knows next to nothing about science and scientific principles. America needs a wide diffusion of scientific knowledge thru the output of its schools, rather than scientific experts, which she already has. What claim has Chemistry among the sciences? Science as a whole is not a pyramid of stones, this block labeled biology, that physics, but a living organism, with each department of science bearing a vital relation to the great body of scientific knowledge. Physics and chemistry are the fundamental sciences, not simply the branches, the flowers, the fruit or leaves of the tree of knowledge, but are like the fibrovascular and cambium systems of the tree that nourish and contribute to the development of the w hole organism. Physics is the science which treats of matter and energy, with the emphasis on energy. Chemistry is the science which treats of matter and energy, with the emphasis on matter. Both are fundamental to all sciences. Anything that concerns matter, 9 7

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