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 in season, or to dance, motor, entertain friends at dinner, or to travel to New York, Europe, Chicago, California. And there had been in the lives of most of these boys such a lack of anything that approached comfort or taste, let alone luxury, that not unlike Clyde, they were inclined to not only exaggerate the import of all that they saw, but to see in this sudden transition an opportunity to partake of it all. Who were these people with money, and what had they done that they should enjoy so much luxury, where others as good seemingly as themselves had nothing? And wherein did these latter differ so greatly from the successful? Clyde could not see. Yet these thoughts flashed through the minds of every one of these boys.

At the same time the admiration, to say nothing of the private overtures of a certain type of woman or girl, who inhibited perhaps by the social milieu in which she found herself, but having means, could invade such a region as this, and by wiles and smiles and the money she possessed, ingratiate herself into the favor of some of the more attractive of these young men here, was much commented upon.

Thus a youth named Ratterer—a hall-boy here—sitting beside him the very next afternoon, seeing a trim, well-formed blonde woman of about thirty enter with a small dog upon her arm, and much bedecked with furs, first nudged him and, with a faint motion of the head indicating her vicinity, whispered, “See her? There's a swift one. I'll tell you about her sometime when I have time. Gee, the things she don't do!”

“What about her?” asked Clyde, keenly curious, for to him she seemed exceedingly beautiful, most fascinating.

“Oh, nothing, except she's been in with about eight different men around here since I've been here. She fell for Doyle”—another hall-boy whom by this time Clyde had already observed as being the quintessence of Chesterfieldian grace and airs and looks, a youth to imitate—“for a while, but now she's got some one else.”

“Really?” inquired Clyde, very much astonished and wondering if such luck would ever come to him.

“Surest thing you know,” went on Ratterer. “She's a bird that way—never gets enough. Her husband, they tell me, has a big lumber business somewhere over in Kansas, but they don't live together no more. She has one of the best suites on the sixth, but she ain't in it half the time. The maid told me.”

This same Ratterer, who was short and stocky but good-looking and smiling, was so smooth and bland and generally agreeable that Clyde was instantly drawn to him and wished

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 12. Terms of Western Origin (외래어)

Guidelines

(a) Treat words of Western origin in the same manner as words of Korean, Chinese, or other origin.

(b) Connect a suffix of Korean or Chinese origin to a word of Western origin and also connect a word of Western origin when it is used as a suffix.

(c) When a proper noun of Western origin appears with a generic term for a type of topographic feature, treat the combination as one word.

(d) When it can be determined that a word or words in Korean consisted of more than one word in the original language, apply the following guidelines.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Page:Korean Romanization.pdf/38


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 man that I am, am one of many thousands, who have miserably lost the sweetest spring-time of their whole life, and have wasted the fresh years of youth on scholastic trifles. Ah, how often, since my mind has been enlightened, has the thought of my wasted youth wrung sighs from my breast, drawn tears from my eyes, and filled my heart with sorrow! How often has my grief caused me to exclaim:

14. But these prayers are in vain. Bygone days will never return. None of us who is advanced in years can grow young again, commence his career anew, and, furnished with a better method, pursue it more successfully. Of this there is no question. One thing alone does remain, and that is to give those who come after us such advice as we can. By showing how it was that our masters led us into error we shall be able to point out the way in which such errors may be avoided.


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 If the words appear separately, write them separately.

If the words appear without spaces, write them as a single word.

13. Personal Names (인명)

Guidelines

(a) Separate a family name from a given name or pseudonym. In such cases, when a forename or pseudonym (호, 필명 etc.) is three syllables long, do not hyphenate it.

(b) When a forename or pseudonym (호, 필명 etc.) is not preceded by a family name, connect the syllables. In such cases, when the forename or pseudonym is more than three syllables long, attempt to create binaries without doing harm to the original meaning.

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1. To cure deep-seated maladies is difficult and often well-nigh impossible. But if any one offer an efficacious remedy, does the sick man reject his services? Does he not rather wish to obtain aid as quickly as possible, and especially if he think that the physician is guided not by mere opinion but by solid reason? We, at any rate, in this our undertaking, have reached the point at which we must make plain (1) what we actually promise, and (2) on what principles we intend to proceed.

2. We promise, then, such a system of education that

All the young shall be educated (except those to whom God has denied understanding).

And in all those subjects which are able to make a man wise, virtuous, and pious.

That the process of education, being a preparation for life, shall be completed before maturity is reached.

(iv) That this education shall be conducted without blows, rigour, or compulsion, as gently and pleasantly as possible, and in the most natural manner (just as a living body increases in size without any straining or forcible extension of the limbs; since if food, care, and exercise are properly supplied, the body grows and becomes strong, gradually, imperceptibly, and of its own accord. In the same way I maintain that nutriment, care, and exercise,


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 (c) Write a pure Korean given name and a given name of Western origin as a single word.

(d) Write a Buddhist religious name or a posthumous name as one word.

(e) Write a family name consisting of two syllables as a single word. However separate when two different family names are combined intentionally, such as husband-wife, mother-daughter, etc. but:

(f) Write an official title or honorific term such as 군 (君), 양 (讓), 옹 (翁), etc., separately from a personal name.

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 prudently supplied to the mind, lead it naturally to wisdom, virtue, and piety).

That the education given shall be not false but real, not superficial but thorough; that is to say, that the rational animal, man, shall be guided, not by the intellects of other men, but by his own; shall not merely read the opinions of others and grasp their meaning or commit them to memory and repeat them, but shall himself penetrate to the root of things and acquire the habit of genuinely understanding and making use of what he learns. (vi) That this education shall be not laborious but very easy. The class instruction shall last only four hours each day, and shall be conducted in such a manner that one master may teach hundreds of pupils at the same time, with ten times as little trouble as is now expended on the teaching of one.

3. But who will have faith in these things before he see them? It is a well-known peculiarity of men that before a remarkable discovery is made they wonder how it can be possible, while after its achievement they are surprised that it was not discovered before. When Archimedes undertook for King Hiero to move down to the sea with one hand an immense ship that a hundred men were not able to stir, his proposal was received with laughter; but its accomplishment was viewed with stupefaction.

4. When Columbus suspected that there were new islands in the west, no one, with the exception of the King of Castille, was willing to hear him or give him any assistance towards making the experiment. It is related that his very companions on the voyage, in despair at their frequent disappointments, were within a little of throwing him into the sea and returning with their task unfulfilled. But, in spite of all, that vast new continent was discovered, and now we all wonder how it could have remained so long unknown. That well-known jest of Columbus illustrates the same point. For when, at a banquet, some Spaniards, who were envious that an Italian should have the glory of such a discovery, began to mock him, and


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 tauntingly said that the other hemisphere had been discovered not by skill but by chance, and could have been just as easily discovered by anybody else, he proposed an elegant problem. “How,” he asked, “can a hen’s egg, unsupported, be made to stand on its end?” When all had tried in vain to do this, he tapped the shell gentlyupon the table, cracked it, and in this way made it stand. The others laughed, and exclaimed that they could do the same thing. “No doubt you can, now that you have seen how it can be done,” said he, “but how is it that no one could do it before me?”

5. I believe that the same thing would have happened if John Faust, the inventor of printing, had made it known that he possessed a method by which one man, within a week, could copy more books than ten of the fastest copyists could copy in a year in the ordinary way; that the books would be better written; that from beginning to end all the copies would be exactly similar; and that all would be absolutely free from errors provided that one copy had been corrected. Who would have believed him? Who would not have thought it a riddle, or a piece of vain and foolish boasting? And yet every child knows now that this is sober truth.

6. If Berthold Schwartz, the inventor of muskets, had addressed the archers with these words: “Your bows, your catapults, and your slings are of little worth. I will give you a weapon which, without any human force, by the agency of fire alone, will not only hurl forth stones and iron, but will propel them farther and with more certainty, so that they will strike, uproot, or lay low whatever comes in their way.” Which of them would not have received him with laughter? So much is it the custom to consider everything new as marvellous and incredible.

7. Nor could the American Indians comprehend how one man is able to communicate his thoughts to another without the use of speech, without a messenger, but by simply sending a sheet of paper. Yet with us a man of the meanest intelligence can understand this.


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 Thus do the perplexities of one age afford amusement to the next.

8. I can easily see that this will happen to my new undertaking; in fact, I have already experienced it. Some people are certain to be indignant that there are men who find imperfections in the schools, books, and methods in use, and who dare to promise something unusual and extraordinary.

9. It would be easy for me to appeal to results as the most trustworthy witnesses (such confidence do I place in my God). But since I am writing this, not for the unlearned crowd, but for men of education, I must give demonstrative proof that it is possible to imbue all the young with knowledge, virtue, and piety, and to do so without that unpleasantness and difficulty continually experienced by the teachers, no less than by the learners, under the old system.

10. The one and sufficient demonstration is this: That each individual creature not only suffers itself to be easily led in the direction which its nature finds congenial, but is actually impelled towards the desired goal, and suffers pain if any obstacle be interposed.

11. A bird learns to fly, a fish to swim, and a beast to run without any compulsion. They do these things of their own accord as soon as they feel that their limbs are sufficiently strong. Water runs downhill of its own accord, and, in the same way, fire burns when fuel and a current of air are supplied; a round stone rolls down hill, while a square stone remains stationary; the eye and a mirror receive the impression of an object when there is sufficient light, and seeds sprout when their surroundings are suitably warm and damp. In fact, each of these things strives to fulfil the function for which it is naturally fitted, and does this more perfectly when assisted, no matter how slight the assistance may be.

12. Since then, as we saw in, the seeds of knowledge, of virtue, and of piety exist in all men (with the exception of monstrosities), it follows of necessity that


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 they need nothing but a gentle impulse and prudent guidance.

13. But, it is objected, it is not out of every piece of wood that a Mercury can be carved. I answer: But out of every human being, if he be not utterly corrupt, a man can be formed.

14. But our inner strength, some one will remark, has been weakened by the Fall. I reply, weakened, yes, but not extinguished. Even our bodily force, if it be in bad condition, can be restored to its natural vigour by walking, running, and artificial forms of exercise. For, although the first created were able to walk, speak, and think as soon as they came into existence, while we cannot do so unless taught by practice, it does not therefore follow that these things cannot be learned without perplexity, labour, and uncertainty. For, if we learn without very great difficulty to perform the functions of the body, such as eating, drinking, walking, and jumping, why should we not learn to perform those of the mind with similar ease, if the proper instruction be given? Again, in a few months a horse-trainer can teach a horse to trot, jump, run in a circle, and perform evolutions to signs given by a whip; a mere circus performer teaches a bear to dance, a hare to beat the drum, and a dog to plough, to wrestle, or to divine; a weak old woman can teach her parrot, her magpie, or her crow to imitate a human voice or a melody; and all these things can be taught in a short time, although they are contrary to nature. And shall not a man be easily taught those things to which nature, I will not say admits him, or leads him, but rather urges and impels him? The trainers of animals would laugh at any one who seriously brought forward this argument.

15. But it is objected that, owing to the difficulty of the subjects to be learned, all men cannot grasp them. I reply: What is that difficulty? Does there exist any body of such a dark colour that I cannot be reflected in a mirror, if placed conveniently in the light? Is there anything that cannot be painted on a canvas, provided that


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48 to know him better. And Ratterer reciprocated that feeling, for he had the notion that Clyde was innocent and inexperienced and that he would like to do some little thing for him if he could.

The conversation was interrupted by a service call, and never resumed about this particular woman, but the effect on Clyde was sharp. The woman was pleasing to look upon and exceedingly well-groomed, her skin clear, her eyes bright. Could what Ratterer had been telling him really be true? She was so pretty. He sat and gazed, a vision of something which he did not care to acknowledge even to himself tingling the roots of his hair.

And then the temperaments and the philosophy of these boys—Kinsella, short and thick and smooth-faced and a little dull, as Clyde saw it, but good-looking and virile, and reported to be a wizard at gambling, who, throughout the first three days at such times as other matters were not taking his attention, had been good enough to continue Hegglund's instructions in part. He was a more suave, better spoken youth than Hegglung, though not so attractive as Ratterer, Clyde thought, without the latter's sympathetic outlook, as Clyde saw it.

And again, there was Doyle—Eddie—whom Clyde found intensely interesting from the first, and of whom he was not a little jealous, because he was so very good-looking, so trim of figure, easy and graceful of gesture, and with so soft and pleasing a voice. He went about with an indescribable air which seemed to ingratiate him instantly with all with whom he came in contact—the clerks behind the counter no less than the strangers who entered and asked this or that question of him. His shoes and collar were so clean and trim, and his hair cut and brushed and oiled after a fashion which would have become a moving-picture actor. From the first Clyde was utterly fascinated by his taste in the matter of dress―the neatest of brown suits, caps, with ties and socks to match. He should wear a brown-belted coat just like that. He should have a brown cap. And a suit as well cut and attractive.

Similarly, a not unrelated and yet different effect was produced by that same youth who had first introduced Clyde to the work here―Hegglund―who was one of the older and more experienced bell-hops, and of considerable influence with the others because of his genial and devil-may-care attitude toward everything, outside the exact line of his hotel duties. Hegglund was neither as schooled nor as attractive as some of the others, yet by reason of a most avid and dynamic disposition—plus a liberality where money and pleasure were concerned, and a courage, strength and daring which neither Doyle nor Rat-

title: Page:An American Tragedy Vol 1.pdf/62


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 and Government House, they set to work and cleared away the bush for an area of from four to six miles round the town. The ground soon became overgrown again, but this clearing is still perceptible in the different type of forest on it, and has enabled the gardens and little plantations round Clarence to be made more easily. My Spanish friends assure me that the Portuguese, who discovered the island in 1471, and who exchanged it and Anno Bom in 1778 to the Spaniards for the little island of Catalina and the colony of Sacramento in South America, did not do anything to develop it. When they, the Spaniards, first entered into possession they at once set to work to colonise and clear. Then the colonisation scheme went to the bad, the natives poisoned the wells, it is said, and the attention of the Spaniards was in those days turned, for some inscrutable reason, to the eastern shores of the island—a district now quite abandoned by whites, on account of its unhealthiness


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 the man who paints has learned the art of painting? Is there any seed or root that the earth cannot receive and bring to germination by its warmth, if the gardener understand when, where, and how it should be sown? Moreover, there is in the world no rock or tower of such a height that it cannot be scaled by any man (provided he lack not feet) if ladders are placed in the proper position or steps are cut in the rock, made in the right place, and furnished with railings against the danger of falling over. It is true that very few scale the heights of wisdom, though many start gaily on the journey, and that those who get any distance do so at the cost of toil, loss of breath, weariness, and giddiness; this, however, does not prove that there is anything inaccessible to the human intellect, but only that the steps are not well disposed, or are insufficient, dangerous, and in bad repair in other words, that the method is complicated. It is an undoubted fact that any man can attain any height that he may desire by means of steps that are properly disposed, sufficient in number, solid, and safe.

16. It will be urged, Some men have such weak intellects that it is not possible for them to acquire knowledge. I answer, It is scarcely possible to find a mirror so dulled that it will not reflect images of some kind, or for a tablet to have such a rough surface that nothing can be inscribed on it. Again, if the mirror be soiled by dirt or by spots, it must first be cleaned; if the tablet be rough, it must be polished; both will then perform their functions. In the same way, if teachers take sufficient trouble, men will become polished, and finally all men will understand all things (I stand firmly by my watchword because my fundamental principles prove correct). There is naturally a difference in intellects, and while those who are slow may only be able to attain to one stage of knowledge, the more gifted advance higher and higher, from one object to another, and collect new observations which are of great utility. Finally, though there may be some intellects that do not admit of culture, just as knotty


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 wood is unsuitable for carving, even then my assertion will hold good for men of ordinary capacity, of whom, through God’s grace, there is always a sufficiency. Indeed a man quite wanting in intellect is as rare a phenomenon as one who, from his birth, has lacked his full complement of limbs. For, in truth, blindness, deafness, lameness, and weakness seldom accompany a man from his cradle, but are caused by his own negligence; and thus it is with exceptional weakness of intellect.

17. A further objection is brought forward: With many not the capacity to learn but the inclination is lacking, and to compel these against their will is as unpleasant as it is useless. I answer: There is a story told of a philosopher who had two pupils, of whom one was idle and the other industrious. Both were sent away by their master; for one would not learn, though able to do so, while the other could not, though anxious to acquire knowledge. But how does the matter stand if it be shown that the teacher himself is the reason of the pupil’s aversion to learning? Truly did Aristotle say that all men are born anxious to acquire knowledge, and that this is so we have seen in chapters and  In practice, however, the tender indulgence of parents hinders the natural tendency of children, and later on frivolous society leads them into idle ways, while the various occupations of city and court life, and the external circumstances which surround them, turn them away from their real inclinations. Thus it comes to pass that they show no desire to investigate what is unknown, and cannot concentrate their thoughts with ease. (For just as the tongue, when permeated with one flavour, judges another with difficulty, so the mind, when occupied with one subject, finds it hard to give its attention to another.) In these cases the external distraction must first be removed; nature will then assert itself with its original vigour, and the desire for knowledge will once more be apparent. But how many of those who undertake to educate the young appreciate the necessity of first teaching them how to acquire knowledge? The turner


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A Social Networking Site Is Not an Open Access Repository

“What’s the difference between ResearchGate, Academia.edu, and the institutional repository?”

“I put my papers in ResearchGate, is that enough for the open access policy?”

These and similar questions have been been common at open access events over the past couple of years. Authors want to better understand the differences between these platforms and when they should use one, the other, or some combination. First, a brief primer on what each service has to offer:

ResearchGate and Academia.edu
ResearchGate and Academia.edu are social networking platforms whose primary aim is to connect researchers with common interests. Users create profiles on these services, and are then encouraged to list their publications and other scholarly activities, upload copies of manuscripts they’ve authored, and build connections with scholars they work or co-author with. Essentially these services provide a Facebook or LinkedIn experience for the research community.

Both services are commercial companies. Although Academia.edu has a “.edu” URL, it isn’t run by a higher education institution. The domain name was registered before the rules that would now prohibit this use went into effect, and the address was grandfathered in and later sold to the company. On its filings with the Securities and Exchange Commission it uses the legal name Academia Inc.

Open access repositories
Open access repositories come in two basic flavors:
 * Institutional repositories (IRs) are generally library-run websites that enable authors to upload a version of their manuscripts for public “open access” display. UC’s is called eScholarship. The primary aim of institutional repositories is to make the scholarly outputs of the university as widely available as possible and to ensure long-term preservation of these outputs.
 * Subject-based repositories collect publications in a particular discipline or a range of disciplines, so that authors in a field can share and solicit feedback on their work from colleagues in that field, regardless of where they work.

Next, let’s take a closer look at some of the major differences between these two kinds of services:

Openness and interoperability
We are often asked by researchers already using ResearchGate or Academia.edu why they should use a repository operated or recommended by the library instead (or as well), or alternatively: Why can’t the library just take my information from ResearchGate or Academia.edu and use that to populate the institutional repository?

The simple answer is: ResearchGate and Academia.edu do not permit their users to take their own data and reuse it elsewhere, nor do their terms of service permit the library to extract that data on the authors’ behalf.
 * ResearchGate: “Users must not misuse the Service. Misuse of the Service includes, without limitation:… automated or massive manual retrieval of other Users’ profile data (‘data harvesting’).”
 * Academia.edu: “You agree not to do any of the following:…Attempt to access or search the Site, … through the use of any engine, software, tool, agent, device or mechanism (including spiders, robots, crawlers, data mining tools or the like).”

Interestingly, ResearchGate permits you to import publications from other applications, but provides no method for getting that same data out of the ResearchGate ecosystem (well, not without some creative acrobatics). Similarly, Academia.edu previously supported import, but now makes it impossible to bring data in or out of their system.

Institutional repositories, on the other hand, are largely committed to complete openness and re-use of data.

 * They get involved with efforts like SHARE, a mission to build a comprehensive, free open data set of research activities and outputs. SHARE participants include sites like the Social Science Research Network, the Smithsonian Digital Repository, and DataONE: Data Observation Network for Earth – see a full list here.
 * They make their metadata – the information about what’s in the repository – interoperable and open by using standards like OAI-PMH. PubMedCentral, ArXiv, and UC’s eScholarship are all OAI-PMH providers – see more examples here.

These kinds of activities make open access repositories good places for publications you want people to be able to find. Some IRs also offer APIs that further expand what researchers can do with the publication data they provide. ResearchGate previously discussed offering an API so that the data they collect could help foster open science, but over two years after announcing this intention, no progress seems to have been made.

Long-term preservation and access
Open access repositories are usually managed by universities, government agencies, or nonprofit associations. Affiliation with a larger institution (with a public service mission) means that repositories are likely to be around for a long time. They often employ librarians and data specialists who specialize in ensuring long term archiving. The content in UC’s eScholarship repository, for example, is preserved in the Merritt Preservation Repository.

Academia.edu and ResearchGate are independent for-profit companies that could theoretically close up shop at any time (anyone remember pets.com?). Both sites disavow any duty to warn users if they shut down:

 * Academia.edu “reserves the right, at its sole discretion, to discontinue or terminate the Site and Services and to terminate these Terms, at any time and without prior notice.”
 * ResearchGate “reserves the right to change, reduce, interrupt or discontinue the Service or parts of it at any time.”

Business models
Less theoretical is the likelihood of a shift in these sites’ profit strategy. ResearchGate and Academia.edu are commercial sites, whereas most open access repositories are non-profits.

These academic social networking sites have each raised large amounts of initial funding: $17.8 million for Academia.edu, and $35 million for ResearchGate. They share funders with Uber, Snapchat, and Upworthy. Academia.edu’s largest funder is in a prolonged battle with the Surfrider foundation and the California Coastal Commission over preventing public beach access. This isn’t particularly notable for a startup company, but it’s unusual for an “academic” site.

And as Kathleen Fitzpatrick recently pointed out when writing about Academia.edu, venture capital funds don’t last forever. “There are a limited number of options for the network’s future: at some point, it will be required to turn a profit, or it will be sold for parts, or it will shut down.” What are their options?

ResearchGate offers to help companies “reach the right professionals in science and research with targeted, on-page advertising.” Academia.edu hopes to be able to track what topics and articles are trending with their users and sell that information to R&D companies. [Note: subsequent to this post, Academia.edu’s CEO Richard Price told the Chronicle of Higher Education that the company is no longer planning on pursuing that idea.] Both companies host job listings, and either charge for premium placement of the job ad or the ability to list it at all.

Open access repositories, as mentioned above, usually get their funding from a host entity like a university or a government agency.

Use of your contacts and personal data
ResearchGate and Academia.edu don’t have a lot in common with open access repositories, but they do have a lot in common with other social networking sites like Facebook, LinkedIn, and Twitter. They even encourage users to connect those and other services and contacts to their ResearchGate and Academia.edu accounts – sometimes aggressively.

Part of Academia.edu’s account setup process automatically tries to connect to a user’s Facebook account. If the user is signed in to Facebook, a pop up appears, saying “Academia.edu will receive the following info: your public profile, friend list, email address, work history and education history.” The options for moving past this screen are “Find Facebook Friends,” “Back,” or “I don’t have a Facebook account.” No “No Thanks” or “Skip this step” – you have to fib or fork over your data.

Both sites have a long list of possible types of email notifications, all of which can be turned off, and all of which appear to be turned on as a default. ResearchGate faced criticism in the past for sending unwanted emails not only to users themselves, but also to users’ co-authors that claimed, erroneously, to be from the users themselves.

For better or worse, open access repositories are not social networking sites. Users can search for work by a particular author, but authors can’t build a friend or collaborator list, and usually can’t manage a profile page. The success of ResearchGate and Academia.edu demonstrate that this is a functionality that scholars find valuable, and new efforts like MLA Commons are trying to fill the gap.

The fine print
Whenever you sign up for a service, it’s a good idea to read the Terms of Use. Academia.edu’s terms give the company a license to make derivative works (like translations?) based on articles users upload to the site “in connection with operating and providing the Services and Content to you and to other Members.” ResearchGate’s terms include an agreement to have the user’s relationship with the company be governed by German law. And both sites have an indemnification clause, asserting that if the site faces any legal claims arising from things users upload to the site, the user will bear the cost.

Ok, great. But really: what should I use?
In the end, both types of services have unique offerings, and both likely hold some value for researchers. Academic social networking sites, such as ResearchGate or Academia.edu, might be valuable when trying to find others in your field conducting related research, or for providing access to your papers to those people you know use the site.

The value provided by the institutional repository, however — particularly the long-term preservation and commitment to open access, should not be overlooked. Until some public commitment has been made, it should not be assumed that the other services provide this, and they will not be considered “open access repositories” that meet the requirements of participating in UC’s open access policies.

If your colleagues find a social networking site useful and you can manage the email notification settings, that site might be worth your time. On the other hand, as Kathleen Fitzpatrick writes, “everything that’s wrong with Facebook is wrong with Academia.edu.” If the typical behavior of commercial social networking sites bothers you – gathering users’ information for their own purposes – be as wary of those that target academics as you are of those with a more general audience. Whether or not you decide these social networking sites are right for you, remember that institutional repositories (such as UC’s eScholarship) enable you to share your research widely without trying to mine your address book. If you’re not already using eScholarship or another open access repository, take a few minutes to check out the services available to you, at no charge, from organizations who offer similar tools for broadening access to your publications, but who have no interest in making a profit from your work.


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 shapes a block of wood with his axe before he turns it; the blacksmith heats iron before he hammers it; the clothweaver, before he spins his wool, first cleans, washes, cards, and fulls it; the shoemaker, before he sews the shoe, prepares, shapes, and smooths the leather; but who, I ask, lever thinks it necessary that the teacher, in the same way, should make his pupils anxious for information, capable of education, before he begins to place knowledge before them? Teachers almost invariably take their pupils as they find them; they turn them, beat them, card them, comb them, drill them into certain forms, and expect them to become a finished and polished product; and if the result does not come up to their expectations (and I ask you how could it?) they are indignant, angry, and furious. And yet we are surprised that some men shrink and recoil from such a system. Far more is it matter for surprise that any one can endure it at all.

18. This is a suitable place in which to make a few remarks about differences of character. Some men are sharp, others dull; some soft and yielding, others hard and unbending; some eager after knowledge, others more anxious to acquire mechanical skill. From these three pairs of contradictory characters we get in all six distinct divisions.

19. In the first division must be placed those who are sharp-witted, anxious to learn, and easily influenced. These, more than all others, are suited for instruction. There is no need to provide them with what we may term a nutritive diet of knowledge, for, like goodly trees, they grow in wisdom of themselves. Nothing is needed but foresight; for they should not be allowed to hurry on too fast and thus to tire themselves out and wither away before their time.

20. Others are sharp-witted, but inclined to be slow and lazy. These must be urged on.

21. In the third place we have those who are sharp-witted and anxious to learn, but who at the same time are


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Page:Travels in West Africa, Congo Français, Corisco and Cameroons (IA travelsinwestafr00kingrich).pdf/84

 —and they lost in addition to the colonists a terrible quantity of their sailors, in Concepcion Bay. A lull then followed, and the Spaniards willingly lent the place to the English as aforesaid. They say we did nothing except establish Clarence as a headquarters, which they consider to have been a most excellent enterprise, and import the Baptist Mission, which they hold as a less estimable undertaking; but there! that's nothing to what the Baptist Mission hold regarding the Spaniards. For my own part, I wish the Spaniards better luck this time in their activity, for in directing it to plantations they are on a truer and safer road to wealth than they have been with their previous importations of Cuban political prisoners and ready-made families of colonists, and I hope they will send home those unfortunate wretches they have there now, and commence, in their expected two years, to reap the profits of the coffee and cocoa. Certainly the chances are that they may, for the soil of Fernando Po is of exceeding fertility; Mr. Hutchinson says he has known Indian corn planted here on a Monday evening make its appearance four inches above ground on the following Wednesday morning, within a period, he carefully says, of thirty-six hours. I have seen this sort of thing over in Victoria, but I like to get a grown strong man, and a Consul of Her Britannic Majesty, to say it for me.

Having discoursed at large on the various incomers to Fernando Po we may next turn to the natives, properly so-called, the Bubis. These people, although presenting a series of interesting problems to the ethnologist, both from their insular position, and their differentiation from any of the mainland peoples, are still but little known. To a great extent this has arisen from their exclusiveness, and their total lack of enthusiasm in trade matters, a thing that differentiates them more than any other characteristic from the mainlanders, who, young and old, men and women, regard trade as the great affair of life, take to it as soon as they can toddle, and don't even leave it off at death, according to their own accounts of


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slippers of gold and green,

Tied with a mouldering golden cord!

What pretty feet they must have been

When Csar Augustus was Egypt's lord!

Somebody graceful and fair you were!

Not many girls could dance in these!

When did your shoemaker make you, dear,

Such a nice pair of Egyptian "threes?"

Where were you measured? In Saïs, or On,

Memphis, or Thebes, or Pelusium?

Fitting them featly your brown toes upon,

Lacing them deftly with finger and thumb

I seem to see you!—so long ago,

Twenty-one centuries, less or more!

And here are your sandals: yet none of us know

What name, or fortune, or face you bore.

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 Your lips would have laughed, with a rosy scorn,

If the merchant, or slave-girl, had mockingly said, "The feet will pass, but the shoes they have worn

Two thousand years onward Time's road shall tread,

And still be footgear as good as new!"

To think that calf-skin, gilded and stitched,

Should Home and the Pharaohs outlive—and you

Be gone, like a dream, from the world you bewitched!

Not that we mourn you! 'Twere too absurd!

You have been such a very long while away!

Your dry spiced dust would not value one word

Of the soft regrets that my verse could say.

Sorrow and Pleasure, and Love and Hate,

If you ever felt them, have vaporzed hence

To this odor—so subtle and delicate—

Of myrrh, and cassia, and frankincense.

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 Of course they embalmed you! Yet not so sweet

Were aloes and nard, as the youthful glow

Which Amenti stole when the small dark feet

Wearied of treading our world below.

Look! it was flood-time in valley of Nile,

Or a very wet day in the Delta, dear!

When your slippers tripped lightly their latest mile—

The mud on the soles renders that fact clear.

You knew Cleopatra, no doubt! You saw

Antony's galleys from Actium come.

But there! if questions could answers draw

From lips so many a long age dumb,

I would not tease you with history,

Nor vex your heart for the men which were;

The one point to learn that would fascinate me

Is, where and what are you to-day, my dear!

You died, believing in Horus and Pasht,

Isis, Osiris, and priestly lore;

And found, of course, such theories smashed

By actual fact on the heavenly shore.

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Author:Katie Fortney

Works

 * A social networking site is not an open access repository, with Justin Gonder (2015)

title: Author:Katie Fortney


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 perverse and refractory. These are usually a great source of difficulty in schools, and for the most part are given up in despair. If treated in the right way, however, they frequently develope into the greatest men. A good example of this type is Themistocles, the great Athenian general. As a youth he was very wild, so that his tutor said to him: “My boy, you will not develope into anything mediocre; you will be either of great use or of great harm to your country.” And later on, when people wondered at his strange character, he used to say, “Wild colts make the best horses, if only they are properly trained.” Indeed, this was the case with Bucephalus, the horse of Alexander the Great. For, when Alexander saw that his father Philip was about to give away this unruly animal, which would suffer no rider on his back, he said: “What a magnificent horse these people are spoiling. They are unskilled and do not know how to treat it!” He forthwith took the horse in hand, and with marvellous skill (for he never used blows) he got it into such a condition that not only then but ever afterwards it carried him well, and no horse more noble or more worthy of his great master could be found in the whole world. Plutarch, who tells us this anecdote, remarks: “This story reminds us that many men of good parts are ruined by their teachers, who, in their inability to rule or to guide free men, treat them not as horses but as asses.”

22. In the fourth place we have those who are flexible and anxious to learn, but who at the same time are slow and heavy. These can follow in the footsteps of the last-mentioned. But to render this possible the teacher must meet their weak natures half-way, must lay no heavy burden on them, must not demand anything excessive, but rather have patience, help them, strengthen them, and set them right, that they may not be disheartened. Though such pupils take longer to come to maturity, they will probably last all the better, like fruit that ripens late. And, just as the impression of a seal made in lead lasts a long time, though hard to make, so these men have more stable


text:
Author:Justin Gonder

Works

 * A social networking site is not an open access repository, with Katie Fortney (2015)

title: Author:Justin Gonder


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 What next did you do? Did you transmigrate?

Have we seen you since, all modern and fresh?

Your charming soul—so I calculate—

Mislaid its mummy, and sought new flesh.

Were you she whom I met at dinner last week,

With eyes and hair of the Ptolemy black,

Who still of this find in the Fayoum would speak,

And to Pharaohs and scarabs still carry us back?

A scent of lotus about her hung,

And she had such a far-away wistful air

As of somebody born when the Earth was young;

And she wore of gilt slippers a lovely pair.

Perchance you were married? These might have been

Part of your trousseau—the wedding-shoes;

And you laid them aside with the garments green,

And painted clay Gods which a bride would use:

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 And, maybe, to-day, by Nile's bright waters

Damsels of Egypt in gowns of blue—

Great- great- great-—very- great-—grand-daughters

Owe their shapely insteps to you!

But vainly I beat at the bars of the Past,

Little green slippers with golden strings!

For all you can tell is that leather will last

When loves, and delightings, and beautiful things

Have vanished, forgotten—No! not quite that!

I catch some gleam of the grace you wore

When you finished with Life's daily pit-a-pat,

And left your shoes at Death's bedroom door.

You were born in the Egypt which did not doubt;

You were never sad with our new-fashioned sorrows:

You were sure, when your play-days on Earth ran out,

Of play-times to come, as we of our morrows!

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 Oh, wise little Maid of the Delta! I lay

Your shoes in your mummy-chest back again,

And wish that one game we might merrily play

At "Hunt the Slipper"—to see it all plain!

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