Bowdoin Orient . o. 13.—January 29, 1890. Hancock Brook, 219 Editorial Notes 219 Literary:The Perplexities and Possibilities of the Young Journalist 222 My Three Girls 223 Plain Talk to the Nine, 224 To My Room, 225 Zeta Psi Convention 225 Rhyme and Reason 226 Exchanges 227 Book Reviews, 227 Collegii Tabula, 228 Personal 230 College World 231 Hancock Brook. It is not now as it was then, Dear stream, when last I looked on thee;Thy world of joy, as mine with men, Hath ceased to past; and winter now is come To turn to dross thy summers gold;Each hill seems distant; earth is dumb; The sun l
Bowdoin Orient . o. 13.—January 29, 1890. Hancock Brook, 219 Editorial Notes 219 Literary:The Perplexities and Possibilities of the Young Journalist 222 My Three Girls 223 Plain Talk to the Nine, 224 To My Room, 225 Zeta Psi Convention 225 Rhyme and Reason 226 Exchanges 227 Book Reviews, 227 Collegii Tabula, 228 Personal 230 College World 231 Hancock Brook. It is not now as it was then, Dear stream, when last I looked on thee;Thy world of joy, as mine with men, Hath ceased to past; and winter now is come To turn to dross thy summers gold;Each hill seems distant; earth is dumb; The sun looks scarcely can believe the moon Has filled but thrice since I was August kept high court that noon When I drew leafy world with wave-like rush, The quick whoop of the whip-poor-willAnd the slow treble of the thrush Were never as the breezes went and came, The cardinal flowers beside thy brinkIn one long wavering fringe of flame Did shake and shrink. —H. Bernard If we were ^to^be allowed to putinto £one sentence what would seem, fromour undergraduate standpoint, the most per-tinent hint to the Faculty regarding oursystem of instruction, it would be this:That more attention ought to be paid toshowing the mutual interdependence of thevarious branches pursued, so that the studentmay hold them before his mind, not as somany detached portions, but as an organicwhole. This may be wide of the mark, if notpresumptuous, but it seems to us that thestudent, looking at it as he does from thestandpoint of his own experience, is oftenbetter qualified to render criticism thanthose moving in the upper air. We firmlybelieve that a large proportion of the slackwork done by naturally good students, maybe directly traced to this fundamental mis-conception. It is no infrequent thing tohear a naturally able fellow saying, I wontgrind on that, it isnt in my line and wontdo me any good. But sooner or latertowards the end of his course, he wakes upt
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