THE ALPHA PHI QUARTERLY VOL. V. BOSTON, MASS., MAY, 1893. PRACTICAL CHAPTER WORK. No. 3. ONE of the questions which continually come up for discussion in the chapter, is "What literary work shall be done, and how can it be made most helpful to all members?" An author may be studied, recentlypublished books may be read, writers may be compared and contrasted, བ བཅབཅད ་པ own perseverance and sen-tuucativi. edge of their native tongue. Indeed, the reaction from the tedious and wasted hours spent in "parsing," in the past, has carried us so far, that even our common schools sometimes omit grammar altogether, or pass it over as quickly as possible. There is danger of wasting precious time over chapters in many text-books called grammars; but, on the other hand, ought a person who feels at home in another language to maltreat his own? There is no college graduate who has not become familiar, during his college course, with the thoughtful Latin scholar, skilled in the use of idioms, who could not say three sentences, in English, without violating a rule. Latin does help to a knowledge of English, but it is THE ALPHA PHI QUARTERLY VOL. V. BOSTON, MASS., MAY, 1893. PRACTICAL CHAPTER WORK. No. 3. ONE of the questions which continually come up for discussion in the chapter, is "What literary work shall be done, and how can it be made most helpful to all members?" An author may be studied, recentlypublished books may be read, writers may be compared and contrasted, and so on. Subjects treated in the literary course of the college must be avoided, but the general mode of treatment of the two courses may be not unlike. If this plan be followed, the fraternity literary work runs in the same direction as that prescribed by the college; only by another road. Is this the wise path to choose? Ought not fraternity culture to supplement that of the college, so that the whole may be rounded and complete? This cannot be accomplished unless the work of the chapter is different, not only in degree, but in kind. If there is one subject the omission of which, in a college course, is plainly revealed in the language of graduates, it is our own English language. This study should belong to the preparatory course, you say. True, it does belong to the preparatory education; but there is a school here, and a seminary there, that prepare for college. How do these teach English? By the study of authors and their works. Again, many men and women enter college largely by their own perseverance and self-education. These, especially, miss a knowledge of their native tongue. Indeed, the reaction from the tedious and wasted hours spent in "parsing," in the past, has carried us so far, that even our common schools sometimes omit grammar altogether, or pass it over as quickly as possible. as possible. There is danger of wasting precious time over chapters in many text-books called grammars; but, on the other hand, ought a person who feels at home in another language to maltreat his own? There is no college graduate who has not become familiar, during his college course, with the thoughtful Latin scholar, skilled in the use of idioms, who could not say three sentences, in English, without violating a rule. Latin does help to a knowledge of English, but it is seldom the grammatical part of the language that is helped. The head masters of the celebrated schools in England have decided, at the sugges tion of the head master at Harrow, to teach English grammar in their schools. The common school boys learn English, but the Eton boy, the Harrow boy, and the Rugby boy have been expected to imbibe English, and the teaching of this subject has therefore been deemed unnecessary. It was thought that the study of Latin and Greek would gradually bring about a knowledge of correct English, but the fact that the change has now been made, shows that the desired effect was not forthcoming. Sometimes, of course, an incorrect habit of speaking is the result of indifference rather than of ignorance. Under this head ought to be classed teachers of high schools and college instructors. If these persons really do not know better, they might easily find a profitable employment for the summer vacation. However, few can be excused on the ground of ignorance. An instructor in one of our well-known colleges revels in the expression, "it do n't"; he confesses that it is incorrect, but, nevertheless, he uses the two words so often together, that if, at any time, he should desire a nick-name, one might easily be found for him. However learned a man may be, he cannot talk bad English with impunity. The old saying, "Noblesse oblige," is never more applicable than in a case of this kind. The college student wonders if the instructor, who clings to his pet incorrect expression, will hold an incorrect theory with as much tenacity, and expound it as often. Less confidence is felt in the views of such a man, and he lessens his own influence by his conceit. It is the duty of every chapter to improve its members, not as a whole, but individually. The chapter that plans a vast curriculum of work, with no reference to the bringing out of the differing talents of its members, has yet to see a higher ideal. It is pleasant for each chapter of a fraternity to adopt the same line of work; it gives a feeling of union and strength. However, such a course is not conducive to the highest attainments of the chapters. Some are in the East, some are in the West; some are in small colleges, others are in large; the needs of each chapter are different. Chapter development, and, especially, individual development is hindered by such a course. When we see a member of a fraternity graduated from college with the old displeasing freshman mannerism, with the unchecked bit of folly, with the incorrect grammatical expression, with the same ignorance with which college was entered, we may say to the fraternity, "You have not done your duty by this member. This person cannot, in after years, look back with gratitude to you as a great helper." For if there is one place. where we should see ourselves as others see us, it should be the college -- fraternity. If there is one duty for a college secret society, it is to make rough corners smooth, to prune, to complete, to round not the fraternity, but every member. This work must be done by every chapter; the fraternity, at large, cannot do it. Let the gift for writing be discovered in the chapter, and encouraged; let the ability for speaking be applauded; let the talents, whatever they may be, increase and grow stronger under the warm sunlight of friendship; let the heavy burden be lightened; let good aspirations be encouraged; but let not the rights and duties of a fraternity, on the negative side, be neglected. Correct this idea, improve that plan, change that course, reprove that carelessness; develop, but also repress; in short, round the character. ALUMNA. POEM. YE WHO love the mystic symbols, Like so many colored snow-flakes; That swift time, with all its changes, Listen to this simple story, To this tale of love and wooing. Ye whose lives are fresh and simple, Free from evil thought and action; Filled with thoughts e'er pure and noble, Who are loyal, true, and steadfast, To the friends that God has given; True alike in joy and sorrow, Loyal e'en when foes assail them, Steadfast though they err and wander; To this tale of love and wooing. Where the Frost King reigns supremely, |