University of Vermont - Ariel Yearbook (Burlington, VT)

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in our University. We are told that those things only have value that have purchasing power, and this statement is proven by the most con- clusive evidence. To speak of a sophomore as having purchasing power would be to commit a fallacy of four terms Cquarterni terminib, ergo a sophomore has no value. While this argument is entirely satisfactory to a mind beclouded with metaphysico-philosophical meditation, to the reader, whom I assume to be a person of ordinary intellect, there may still remain some grains of doubt. There is, however, a common sense test that anyone can apply, probably many of the students, at least, do apply it every day that they attend chapel and hear the chapel choir sing. A common sense test is, as we were saying, to judge them by their fruits. Things that from such a radix as roof can produce such fruit as rice evidently belong not to the things that are, but to the things that seem to be. Having thus established that '93 is one of the things that seem to be, our curiosity is naturally led to enquire, whence is this seeming reality derived P Evidently it must emanate from some thing real, from things that are. To assume that they could have an appearance of reality peer se, and not depend on some extraneous source for that appearance would be to violate the tirst law of logic and to overturn the whole philosophy of physics. That magic word physics has touched a tender chord in my heart, and I must digress long enough to weep and collect my sobbing thoughts. How often have I exclaimed in the words that the immoral Shakspeare put in the mouth of King Lear, Act three and the fourth scene z r 'A Take physicsg Expose thyself to feel what wretclies feel I Torreturn to the subject of this dessertation. It is evident that to deprive these things that seem to be of the reality from which they derive their seeming reality would show them as they are. But this process puts them in the category of things that are not, since we have already shown them to belong not to the category of things that are. Thus, by entirely different methods, we have three times reached the same result, viz.: That there is after all, in the highest and truest sense, no value in things that seem to be, i. e., the class of ,93. There remains for consideration only one point more: In what and whence is this reality that supplies to such an aggregate of nothing the appearance of actuality? Its source is not far to seek. It must be in 26

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793 N dealing with historical matter, the historian meets with three 1 classes of material: the things that are, the things that seem to be, AJ and the things that are not. Little difliculty is experienced in deal- ing with things that are not, inasmuch as it is possible for the historian to arrange and group such in what manner soever that pleaseth, without interfering with the onward march of events. Hence we notice that men of inferior ability are usually content to array and range the things that are notg while only the greatest masters will attempt to deal with things that are. In view of these facts, the present historian, recognizing his own mean ability-which is neither inferior nor yet superior, still less capable of disagreeable application-has decided:- To sing the things that seem to be, QI. e.j the class of '93.', Qrime.j , lt is probable that Prof. Emerson would have selected this same topic for the senior lectures in history, had he recognized these three funda- mental features, working principles of philosphico-historical work. lf the reader has heretofore had any doubt as to the value of the study of philosophy, let him now carefully observe how, by subtle distinction and sounding phrase, philosophy, that grotesque offspring of the human intellect, seizes upon things disordered and out of joint, and, deftly apply- ing the proper label to each, arranges them in such array as would com- pare favorably with the University Batallion on parade. Observe this, I say, and doubt no more. The first characteristic of things that seem to be is that they, like a mirage in a thirsty desert, illusively present all the phenomena of things that are, but, like the hump on a camel, it doth not yet appear for what end they seem. In fact, to the ordinary observer, who does not look beyond mere externalities, they are the same. What, then, is the use to argue this question further? The fact is, that a sophomore is of no value 5 and this can easily be proven by political economy, as taught 25

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one or more of three possible illuminating sources: f. The Faculty. 2. The Senior Class. 3. The Junior Class. As to the first, argument would be superfluous. It cannot he. No sane person would for a moment look to them for any such power. A little reflection will show that likewise the second is not the true source. Under ordinary circum- stances it probably would be to some extent, but the case this year is exceptional. lt is a well-known fact that all the illuminating power of -'91 is concentrated in the Visage of its one 01101 ,' and since the shadows have so lengthened adown his face he has fairly eclipsed himself, and the bright light of the graduating class has gone out, leaving them to trudge off the stage of our little college world in darkness. We l ' Zi il? if Il x- i !!:3QYf5g'1P'.e7 ' E.-1 , Q52 np' 1- - L 21