Presbyterian College - Pac Sac Yearbook (Clinton, SC)

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THE COLLEGIAN 9 to leave the building, but by some persuasion he induced her to stay until the play was over. Soon it was over, and Gray conducted her to the rear of the stage. If this young man is Walter's son, he will not Want to see me. Come on, he replied, We shall soon see. Gray asked her what name he should call her by, and she told him it was Miss Kapher. He found Stone talking with some of his friends. Stone, said Gray, Here is a lady who thinks she knows your father. Miss Kapher, this is Mr. Stone. hliapher! Not Ruth Kapher! he exclaimed. Yes, my name is Ruth Kapher. I suppose your father spoke of me to you, she replied. Ruth! Don 't you know me? Walter Stone. Can it be possible, she exclaimed as Stone caught her in his arms. Possibly the actor's art has deceived you. Wait one min- ute and you will understand. Watch me. As they talked over old times the young Stone by the help of some soap and Water faded into the old Stone. Wrin- kles became visible in his face, and then he snatched 05 his wig, revealling the old Walter Stone. So this is how Ruth Kapher, after Waiting fifty-six years before she went into a theatre, married the leading actor With- in one month after she had entered it. J. S. G. '13. QQQ Compulsory mutation Qionsiozreb historically aah Gliljzorzticallp Compulsory education should be. From very early times it has existed, but the education was not complete and Whole. A complete education, and one of which We should feel proud, is that which develops mankind morally, spiritually, men- tally, aesthetically, practically, and physically. Now at first

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8 THE COLLEGIAN it will start again? In a few minutesg and if you wish to speak to one of the actors I may be able to arrange it for you. It's the young man dressed in black. What's his nameifi' Walter Stone. Let 's go back to our seatsg the curtain is rising. But that 's his nameg but it can 't be he. It must be his son. One of the ushers, standing in the rear of the building, ask- ed Mr. Gray who she was and how she happened to come to the theatre. I don 't know who she is, Mr. Gray replied. Soon after the matinee I saw her tottering outside and brought her in here. I asked her if she wanted to see the play, and I told Roberts to give her a seat. She said she had never been in a theatre before. At the end of the act Roberts went down to talk with the old lady. Does the theatre make old people appear young? Do I look like an old woman? she asked. Yes, you do, he replied. Does the man in the black suit appear young to you? Yes, he appears so. I must be dreaming! It can 't be his son, because this man is lame just as Walter was. I can't understand. Roberts Went to the rear of the building and sent Mr. Gray down. Mr. Gray in the meantime had arranged for her to see the actor after the play. Mr, Stone, I suppose must be an old friend of yours. Oh no! He can 't possibly be. Compare us two. He seems tn be no older than when we were engaged. But it can't be he. This place is bewitched! I always thought that the theatre was Satan 's inventiong now I know it is! Gray remembered hearing that Stone had had a love aEair in his youth which ended very unhappily and the memory of which had kept him single. He began to think that this old lady might be his former sweet-heart. The old lady wanted

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10 THE COLLEGIAN glance this may seem, to use Milton 's words, to require sin- ews almost equal to those which Homer gave Ulysses, but upon careful thought you will agree that a complete educa- tion is not really unattainable, and this is the kind of edu- cation which we should strive to make compulsory. Persia and Sparta, of the Oriental nations, required com- pulsory attendance and made their youths, whether or not it seemed good to them, train their bodies, so that they became remarkable for their strength, hardness, and endurance. Now both these countries aimed at a country full of soldiers, and in so aiming they made each and every individual subject to do whatever they deemed wise and necessary. The Jews, however improbable it may seem, did have a compulsory education. They did not let a favorable oppor- tunity slip by without impressing upon their youths moral and spiritual excellences, and this idea of obligatory educa- tion was current among all that people. Philip Melanchthon, Preceptor Gerinaniaef' as he has been very fittingly and appropriately cognomened, was a very ardent supporter, a very profound thinker, and a most re- markable euthusiast as regards obligatory education. This great and good man did his best, indeed his utmost, to have each and every child, Whom he loved with a fatherly affection, educated, trained and cultured. He thought-and he was right-that compulsory education would be the best means as well as the easiest means of giving spiritual, moral, and intellectual nourishment to men 's souls, and we cannot but agree with him in thinking that compulsory education will strengthen us, ennoble us, and make us more progressive. Surely, were we to have compulsory education, there would be less inclination to wicked and shameful deeds, there would be less vice 5 there would be, as it were, a newer, grander and higher plane of thought. If all our people were educated, our government would have more trained men to select from and therefore more men to guide her rudder. If we had all our people cultured, there would be more stimulus to learning, there would be more inventions, there would be more discov-