University of South Carolina Libraries
?r * ^ A REFLEX OF 1' (> 1" I.A U E V E N TS . Dcuotelr to progress, ll jtBights of tf)tSoul!), anb t\)e Diffusion of ttseful tlnorolciigf among all Classes of IDorhing ittm. VOLUME IV. GREENVILLE. SOUTH CAROLINA.. THURSDAY MORNING. JANUARY 14. 1638. NUMBER 36. I mm?mm? <!>!)* loutjjtrn Cittirpriat! 18 PU8U8HED WEEKLY IY W. P, PRICE & C. M. M'JUNKIN, I Proprietors. \ WILLIAM P. PRICE. EDITOR. One Potior a Year, In Advance, 81.50, IF DELAYED. i ADVERTISEMENTS inserted conspicuously at : the rate* of 16 oent* per square of IS line* for the first insertion, and 87$ cents for eaeh subsequent insertion. # ' Contraots for yearly advertising made reason i able. i AOEWTB. 1 Pirn SraAOUtv, Esq., Flat Rock, N. C. i A. M. PiDi*, Fairview P. O., Greenville Dist i William C. Bailbt, Pleasant Grove. Greenville. C*rr. R. Q. Andimoh, Enoree, Spartanburg. ???????? ' ?- i ,.r- MM?U.. . VL/Uiuuuuuui* A Synopsis of Views Relative to the Prevailing Customs and Systems of School Government, and suggesting an Exposition of a System for the Intellectual, Moral and Physical Education of Boys, by Wn. Pierck, Teacher of Mountain Lodge School, Greenville, S. C. I am persuaded, in my own mind, that the customary suspension of the primary schools of our State, for two or three months of every year, is in direct hostility to the educational intoreslsof the^young. Prolong ed vacations may be harmless to young men, who have so far advanced in their course of study, as to (eel their self-reliant and relevant ability to carry on and master unaided the various branches of science as signed to their labor; but for boys, who are Jet in course of elementary pupilage, these ong and unwarrantable interruptions are only suspensory of educational effort, and interests. Evnerienee attests, iliat the result of <1>m general custom is loss, not gain. An informal examination, in the beginning of every new year, demonstrates the fact, that its only effect has been retrogression. The commendable degree of their mental attainments, as marked at the close of tho school the preceding year, after a recess of two or three months, is astonishingly reduced. In a word, the school customs of the State are anti-progressive. An investigation of the cause leads on to discovery; there are dislocations somewhere in the machinery of school government, and the long labyrinthic train of ill consequences emergent therefrom must be traceable, in tbeir complex and inextricable windings, to an operating cause, and there are but three classes of persons who can be self interestedly concerned in its development?the Teacher, the Parent, the Child f The omissions of each, personally and severally, go to constitute a general corporative result, and the blame to be attached must be divisible, and is, therefore, tripartite. The necessity of the use of a system, the want of which is lamentably felt, carries us forward to the discovery of the prime cause. The want of system is fatal to any business. Success or partial advantages may accrue, it is true, from a loose way of doing things, but tbey are more the results of the achievements of hazard. Without a system of operations, the outlines of which are well defined, no permanent good can be reasonably expected. Parents and teachers must be the originators of the system, and pupils the subjects of its government. Indetw>nrl?ni<fi nf sctinn in whatever relates to official and relative doty, is the basis of its administration. Without the cordial cooperation of parents, in carrying out its designs, the best system that was ever devised wilt fritter away to inefficiency and uselemnesa. All the parts that enter into it, must work in their several dependencies and eonnations. An agent who is appointed to carry out *'l the definite objects contemplated under given system, must not only be Invested with due authority for action, but & of necessity must possess the abilities and qualifications requisite for the discbarge of all the duties suspendent from bis relation to it. To tea am, not to bear oblivioua recitations ; to enforce a rational discipline, aod not to bend to paltry fears from without , or from within, u> deal oat jcSTT-rr alike to ail according to capacity and power, with- j out regard to their " ab ttirpe," are the on Iv accredited credentials of fitness and quali- J flcatlou for duty. Co-operation of parents, ( or their silent indifference, gives efficacy to , the work. For it appears to me to be the , MM?a.liU I ?.l 1 mvmm /ii?vra viiu uuwj ui w examine well the rule* and regulation* of vary school to whteh thoy purpose sanding, and pronounce judgment of their justice, or injustice, adaptability or inadaptability.? And thin ia the more reasonable, when I refloat that there Is a cause apparently etensable in itself?a cense growing out of the warmth of natural affections?which may militate against, yea, paralyse, the efficiency of any srstem intended to answer a often end. I know that the discharge of my duties tery frequently comes in conflict with the implanted law of natural affection. But I I paiental love or partialities should never be suffered to contravene the good of their children, for whoee benefit these amiable characteristics, when subject to reason, have been specially conferred. Fortunately for the good of mankind, there is a sentiment coexistent in the human mind, which responds to the demands of justice; and so soon as parents see that good management is but the adoption of rational system of treatment, they will be sure to acquiesce in the means necessary for its sustenance. The oo-oi>era lion of parent*, then, is the life of school systems to a great degree. As every rational system will be a modified one, every school in the world is but the collection of so many minds differing in capacity and power, both intellectual, and moral, and physical. The treatment which justice, humanity, common sense, suggest, must also be a modified treatment. True justice in its distribution of studies assigned, and of penalties imposed, must regard these pre-eonstitutional differences, otherwise that which would be justice as applied to one of given mental, intellectual and physical capacity and power, would be actuai injustice assigned to another of nr.ore or less intellectual, or moral, or physical capacity and power. These truths suggest the necessity for the teacher being metaphysician enough to know the structure of the youthful mind, its capacity and power; and also the use there is of his knowledge of anatomy and physiology, to enable him to develops capacity and power physically, and of bis knowledge of the proper moral stimuli, to provoke the capacity and powers of this essential element of character. Discrimination here is the highest evidence of the highest qualifications of a public instructor. To clearlv perceive these differences of capacity and' power, moral, intellectual and physical, and then to construct a system of adaptations, which, in their appliances, severally and personally, will shorten what is too long in character, and lengthen what is too short in character, giving breadth where there is narrowness, and narrowness where I ;_ ? t t i.? i ? . * iueru is 100 mucD uieaam, in suon, 01 reducing the subject to moral, intellectual and physical symmetry?are the living oracles which proclaims superior endowments for teaching and modifying treatment aright. The idea of relative capacity and power, as well physical as intellectual and moral, should never be lost sight of. It should form the basis on which every educated teacher should build his system and predicate kis rightful authority for action. It should be the idea uppermost in the mind of every man in the world when he enters his son at school. It should be the eclectic thought in every trade or profession, for it is the secret key that unlocks the apparently concealed events which shroud in mystery much of the whole drama of life. It is, indeed, the strong truth before which error crouches in submission. Indeed, the doctriuo of relative capacity and power, and the necessity thence arising of varying treatment to accord thereto, if well understood, would entirely remove the distrust, which often shows itself in manifold ways and virtually alledges personal partiality against public instructors. All treatment in the school-room must be personal and nartSal firvw tf wennnf Ka A^sn/M-nl ?/* a. ? ? * I pi' IVI IV VMUIIVD ITO VUI j'Uinill'J l/l eral?it mu?t differ with personal capacities and personal merits. From the misconception of this troth have arisen, many unfounded alledges. I must also notice, that age and size have nothing 10 do with their capacities and powers just alluded to. Two boys of the same stock, the same age and weight, may so differ in their constitutional capacities and powers, both intellectual, moral and physical, that to give each the same task would bo taxing the one too heavily and the other too lightlv. The one too heavily taxed is unfairly dealt with, whilst the other is unfairly dealt with by being held back. These same boys of the same age and size may be overtaken in a common fault involving the question of morality. Now as motive and intention give the grade of the offence, the boy whose moral capacity is relatively the stronger, whoee motives and intentions must have been so too, is manifestly the guilter of the two, and the penalty involved should be relatively measured?this is justice, yet it Is often the ground of the alledgroent of unfair dealing. The same boys may be Dbvsicallv so different, that to iuiDose the tatue amount of muscular labor and fatigue, without regard to tbeir relative capacities, physically, irsuM be injustice, yeiv vindictive cruelty. Admit the truth of the last position, and of necessity we admit the truth of the preceding. Discrimination in this matter is essential to a just sdministra Lion of the school police. It is plain that that treatment pursuant in school policy, which fails to discern these three vital points, must be modified to suit the whims t>f favorites and the caprices of others?a itate of things inconsistent with my feelings, ind perfectly impracticable to my nature, [t is but just to remark, that the influence and kutbority of parents should go band and hand with the authority and influence of the teacher. The causes which may interrupt the interlinkment of these influences and authorities, and gender mutual disquieting*, us so many that their specification would he tedious. In the conflict of our fallen passions, and the prejudices suspendent from them, no plan of operations, no system, can be free from liabilities to offences ; the avoidance of them (such are the infirmities of our natures) is a direct impossibility. The man is yet to be who can take the control of a multitude of boys of every order of mind, capacity and power, of every order of mora) temperament, moulded bv everv order of out ward agencies, without incurring the displeasure of some and the uncharitable views of others. When the interlink of feeling and purpose is breached, whether from just or supposititious causes, the existing relationship should be quietly dissolved. My experience teaches that the greatest barrier to the introducing of a right system of management, one that would meet the exigencies of capacity and teinperment, and give life and action, is the misconstructions of the steps needed to be taken to evolve a proper system, and their being resolved into partialities, or aversions; forgetting the truth that justice is distributive, that all managemeut must be personal, (as all merit is so,) and that there can be, strictly speaking, no bucu thing no corporative responsibility. As intellect is personal, all its operations must be so ; as moral responsibility is personal, all its rewards and personalties must be so. As wrong views are conceived, so wrong actions are propagated. The office of teaching, as it daily deals with the instincts of natural affections, has great claims upon the forbearance of parents.? Every teacher in the universe must be viewed in two distinct lights. The first is, that of his personal identity, in which he is un related to scholars or patrons ; the second is official, in which he is unrelated to himself, and becomes ab officio an obligated and res ponsible public Agent. llis first or unrelated position stretches up to the line of duty, whence emerge the responsibilities of the official relations. The perception and appreciation of this truth would dispel all the border differences of the two positions. But I have, only a little while ago. intimated that a just system, founded in the intelligence of the teacher, and on the co-operation of the patron, would suggest a plan of management suitable to the various plastic degress of capacity. This must likewise apply to school penalties, and the modes of inflicting them. An opinion is prevalent, without the shadow of a reason for its defence. or the claims of justic? in its vindication ; that the larger and older the offender the less reason there is for his corporal chastisement, and that such punishments should be reserved for little fellows. I think just the reverse of this?right backward. Bringing up the doctrine of relative capacity and power, this heterodox heresy disappears at once. The defencibilily or iodefencibility of conduct can never be separated from motives and intentions. These, which J graduate the character of all departures rom the right way, can never be unlinked from the grades of intelligence, in which they originated, by which they have been concocted, and the physical abilities which consummate them. The very grounds taken tojustify big-boy offences are the very grounds J 'ike toconderr.n'them; and the verv grounds 01 excuse and justification are precisely the proper grounds of condemnation, and inex cuipauon; ana upon mis conviction i snail unhesitatingly and inflexibly administer the government of my school. The impulsiveness of small children, their want of reflection, their actions, frequently without motives or intentions, aro extenuating circumstances in favor of a more persuasive and gentler governance. The abandonment of the rod is a modem heresy unwarranted by reason or the word of God. When moral suasion and gentle means fail it should be used without stinginess. To make a farce of government in school is as riidculous as it is absurd. Punishment is due to wilful offences?against law and order, it is its due. No opinion was ever so at fault with reason as that which attaches degradation to punishment. It is the offence that necessitates the punishment, which degrades, and not the punishment, for it is its only justification. The next thing which presents itself in connection with the plastic system, is the manner of teaching. A moment's reference to the organism of the mind of children, will suggest the propriety of the use of Oral Let urea. This, as far as possible, is " the ph r.. Judgment takes precedence before mc lory ; truths conceived are better understood, and the mind string'hm* by virtue of ita own action. Memory lays up facta, but never conceives principles. The taxing of one faculty at the expense of others, fetters the genius and retards improvement. The plan here suggested spring* thought by stirring the dormant f|pulties into life, and sending them abroad ttJ be assigned each to ita legitimate sphere of action. This plan is approved by the constitution of the mind itself. To achieve with certainty the glorious results embosomed in tbia plastic system here suggested, the primary requisfte is a knowledge of the mind and its various powers , and the appropriation ef each power to ita proper orbit, and the only remaining requisite, is to keep tbia system of separate mental planetaries in daily, not alternate, but systematic exercise, each revolving with ita own sphere, strength\ ening and developing by imbibing nourishment congenial to its nature, and proportionate to its capacity. By symbolizing _ sciences, truths that were seen, like remote stars, but dimly scintillating, are upon approximation more fully realized. Oral Lectures and instructive symbols enter largely * into rav views of the best plan of instruct- ' ing. To this end, school apparatus ;s of ( importance. My experience has been, that 1 irregularity of attendance at school militates against the adoption of any system so ma- ' lerially as almost to defeat the end aimed ) at. Systematic training is all important. 1 Daily, not tri-weekly or weekly attendance, ' may profit with systematic exercises; five / months of regular attendance is better than , two years of irregular attendance. I have 1 no faith in any system that works by fit* 1 and starts. 1 cannot do iustice to inv du- ' Fits unless they are regular in attendance. * t would be doing positive justice to pa- 9 rents, and a great good to Buch pupils, to ' sever their connection with the school. In ' no business, commercial or mechanical, or otherwise, would irregularity of attendance 1 by apprentices be tolerated. It ought not to be in this case. When one enters his son, be becomes as virtually bound to 1 send him regularly as if he had expressly 1 stipulated to do no. All obligations between teacher and parent are reciprocal. Contract ceases to be contract so soon as it becomes a onesided contract; connected with irregularity, and forming a part of it are throe other causes, which disarrange the pupil's studies, and entirely frustrate the teacher's plans. First, the demands of home service, solicited by the child and acquiesced in by the parent. Timo once lost in any business is forever lost. The second is the thermometrical state of the weather. At tendance is regulated too much by this cause. The language that forms the apologies for absence is " it was too rainy, or cloudy, or windy, or cold or hot." These apologies serve very well as excuses for pupulistic delinquencies, but are quite negatory and unacceptable, if urged by the teacher as a just cause of backwardness in learning. In calculating progress, the thermometer is all important. The third is functional disorders of some sort. Languor and lisllessness, which supervene after the excesses of a party for a single night, form a chain of apologies, pm bracing as many and varied excuses as there are links in the chain or organs in the body. The excitement in anlicinalion for a week before, the excesses indulged or. the occasion, the consequent languor, feebleness, headache, catarrh and stomach diseases which supervene, will disarrange the boys' studies, and disorder the whole machinery of my school government. And yet, unfair as it is. these truths weigh nothing at all in calculating scholastic progress. Boys, whilst at school, have no business at parties, for they cannot serve their t>ooks and partie*.? These go under the euphonious name of holiday, alias holy days. There are two classes of these days, such as have birth by accident, and such as patriotism would respect. I do not recognize those by accident. The 4th of July is national?patriotism prompts us to respect and note it. Days of Executive appointment for public purposes of gratitude are proper and just occasions to be observed. All other secular days belong to labor. If we takeout the Sabbaths of the year, and the days I have just mentioned, and subtract them from the minuend of 365 days, the remainder justly and legally belong to service. Candor compels ine to say it.? This rule applies to farming, mechanical and mercantile engagement, and why not to teaching as well as to them and the professions. " Six days shall thou labor," is as much the command of God as " Remember the Sabbath to keep it holy." Saturday is one of the six days of labor, yet it 19 now one of the school Sabbaths. To be engaged but five days in the week in labor iB as much a violation of the aix-day rule as direct labor is a violation of the Sabbath. It was a Pagan custom that first introduced the elision of Saturday from the six day labor rule. If teachers give an inch, they will have to give an ell; so it has been with teachers, and especially parents, who, hav. ing given an inch, (Saturday.) are now compelled to more than an ell, viz: half of every day in the week, and the five-day rule is narrowed down to half days, making ac ! tually but two and a half day's to the old origioal number of six. 1 do not mean by this to reflect on the teachers of our Slate, but I do mean to square this matter by truth ?r?d justice. Now. if we add up the number of home service and thermometries! days, and also the days lost by party nonsense, and stomach-hurting season*, and substract them from the Ave days reduced to half days, it is very clear that schoolmanagement is rapidly assuming the shape and outline of a glaring humbug. All such proceedings is indirect partiality to thet daily and systematic training on which the educational interest* of boys depend*. And ' whilst the rights of parents on the one hand are thus infringed, the rights of teachers, on tha other band, are disregarded. [concujdbd ik our next.] Those mammas must regard their daughters as mare dirt, who are desirous of getting them off their bands. * JfitBrrltottrons trailing. Randall'* Life of Jefferson. This biography has met with a large hare of commendation from the press.? Phe following extracts convey a good idea >f his }>ersonal apperance and habits when -(1 i young man: 44 Mr. Jefferson wns generally, however, ather a favorite with the other sex, and nor c without reason. Ilia apperance was engag- e ng. His face, though angular, and fat t rom beautiful, beamed with intelligence, v with benevolence, and with the cheerful vi racity of a happy, hopeful spirit. His com ? >lexton was ruddy, and delicately fair; his ^ eddish chestnut hair luxuriant and alitor. His full, deep set eyes, the prevailing colour ^ A which was a slight hazel (or flecks of ha sel on a groundwork of grey,) wore pecu- J liarly expressive, and mirrored, as the clear lake mirrors the cloud, every emotion which . was passing through his mind. He stood . six feet two and a half inches in height, and . though very slim at this period, his forin . was erect and sinew)', and his movements i displayed ela>ticity and vigor. He was an expert musician, a fine dancer, a dashing J rider, and there was no manlv exercise in * which he could not play well his part. Ilis < manners were unusually giaceful, hut simple i and cordial. His conversation already pos- . sessed no inconsiderabl share of that charm, which in after years was so tnnch extolled j by his friends, and to which enemies attri- ( bnted so teduciive an influence in moulding the young and the wavering to his political i views. There was a frankness, earnestness . and cordiality in its tone?a deep sinypathy . with humanity?a confidence in man, and a i sanguine hopeful noes in his destiny, which irresistibly won upon the feelings not only of the ordinary hearer, but of those grave , men whose commerce with the world had perhaps led them to form lees glowing esti mates of it?of sueb men as the scholar-like Small, the sagacious Wythe, the courtly and gifted Fauquier. Mr. Jefferson's temper was gentle, kindly and forgiving. If it naturally had anything of that warmth which is tiie usual concomitant of afi'ectiona and sym- | palbics so ardent, and it no doubt bad, it had been subjugated by habitual control.? Yet, under its even placidity, there were not wanting those indications of calm self reliance and courage which all instinctively re cognise and respect. Ttiere is not an instance on record of his having been engaged in a personal rencontre, or his having suf fered a personal indignity. Possessing the accomplishments, he avoided the vices of the young Virginia gentry of the day, and a class of habits which, if not vices themselves, i were too often made the preludes to them, i He never gambled. | To avoid importunities to games, which | were generally accompanied with betting. | he never learned to distinguish one card j from another ; he was moderate in the enjoyments of the table; to strong drinks he had an aversion which rarely yielded to any circumstances ; his mouth w as unpolluted by oaths or tobacco ! Though he speaks of enjoying 4 the victory of a favorite horse ' and the 'death of the fox,' he never put but one horse in training to run?never run but a single race, and he very rarely joined in i the pleasant excitement?he knew it to be j too pleasant for the aspiring student?of the , chase. With such Qualities of mind And 1 " character, with the favor of powerful friends and relatives, and even of vice royalty to ' urge him forward. Mr. Jefterson was not a j young man to be lightly regarded by the i young or old of either sex. lie became of age in 1764." Lines Written Upon Finding a Mall by the Wayside. Some ciueJ hand hath blocked thee from i thy bed, i Where you were shielded from the cold I wintry wind ; Where the storms could ne'er beat upon thy head, Nor eve could pierce thy secret home | within. 1 Resting in the bosom of some proud oak, Whose hard, tough surface you would | ever shield, Where naught could harm you save the lightning's stroke, ' If Jove should ever choose to make it yield. Until cruel man found your secret home, 1 And to himself said, u this will mako a 1 mall Viewing round, he to that conclusion come, 1 And went to work, ami soon vou, friend, ' did fall. Pressing you from the heart of your old I friend, * With his hard wedge, how cruel and so ? rough, J Then with the keon axe he your shape did end, Placed you o'er the fire to mako you ' tough. Now after serving hitn perhaps a year, i Hanging your head against hisiron wedge, I I, a traveler, find you laying here, ( Thrown out to rot beneath this Ivy hedge. I washimotow. 1 fFrom the Christian Observer.] Half an Hour in Bad Company. DT PHILIP BARRETT. "Separated from simiera and unspotted from tie world."?Bible. A youth was once unintentionally thrown ito the company of nome half a doxon oung men of very immoral character.? 'heir language, their jests, were of the lowst order. Indecent expressions, vulgar ancdotes, heart defiling oaths, characterised boir conversation. It was evident there rns no thought of God in all their heart*. lie left them and wont to his room. It ras time for retiring to rest. He opened lis Bible and attempted to read its aacred ages ; but he could not confine his thoughts, 'he tow, vulgar anecdotes of that godless tarty were continually flitting across bis uind. Their hollow mockery of God still ung in bis ear ; the thoughts that perhaps here was no God, no heaven, no hell, dtsurbed his hitherto pleasant evening ineditaions; but that kind, triendly voice within, ho livofi anrl rluot li Iva/Ia of ?.1??? Mvnui wviii VI pntCdin w IIUIII le had lovc-d only to lose, told Lira too plainly there was a God of tender and forfiving mercy, there was a heaven of bliss md jov, there was a lake whose waves of ire and brimstone were never quiet. Ho melt down to pray ; still the profane jests of hat God-rejecting compaiy intruded themselves upon his thoughts ; he retired to rest; ihey haunted his slumbers; he awoke in the morning ; they still lingered in his mind. Year after year has passed away, but that half an hour in the company of the profane, :he wicked, still exerts its influence upon he heart of that young man. It will never eave him. Wherever he goes, whatever he Joes, it will remain in his mind to the last Jay of his life. It may be forgotten for a lime, but, like the serpent concealed in a bed of violets, it will again and again come up, to pollute his best and purest thoughts, to poison his sweetest affections. My dear young fiiends, particularly boys, write this as your motto upon the fly-Ieavea of your books?write it on the walls of your rooms?write it in your copy books?write it on your hearts?Keep out of dad compaky. Now to Thee, 0 God I we come, In our morning's early bloom ; Breathe on us Thy grace divine; Touch our hearts, aud make us Thine. imnsrArKK,?uuugo ivongsireei, wuose views on all subjects are practical, and worth treasuring up, thus sets forth the value of a uewspaper : " Small is the suin that is required to patronize the newspaper, and most amply remunerated is the patron. 1 care not how bumble aud unpretending the gazette which be takes, it is next to impossible to fill it fifty-two times a year without putting into it something that is worth the subscription price. Every parent whose son is ofl from home, at school, should supply him with a paper. 1 still remember what difference there was between those of my schoolmates who had, and those who had not, access to newspapers. Other things being equal, the first were decidedly superior to the last in debate and composition at least. The reason is plain?they have command of more facts ! Youth will peruse a newspaper with delight when they will read nothing else." Thr I'noork88 of Mkdical Sc?nce.? The effect of the means adopted for checking disease in England, France and Germany, during the past century, aie such thai, while formerly one out of every thirty of the population died each year, now the average is one to forty-five, reducing by one-half the number of the deaths in those countries. In the year 1 700, one out of ever twenty-five of the population died in each year in England. In *801, the proportion was one in thirtylive; in 1811, one in thirtv-eieht; and in 1848, one in forty-five; no that the ehances of life have been nearly doubled in England within eighty years. In the middle of the Ia9t century, the rate for Paris was one in twenty-five; now it is one in thirty-two. 44 Kerp Your Mouth Shut."?Never allow the action of respiration to be carried on through the mouth. The nasal passages are :learly the medium through which respira:ion was by our Creator designed to be caried on. 4* God breathed into man's nostrils lie breath of life," previous to his becoming i living creature. The difference in the exinustion of strength by a long walk with lie mouth firmly closed, and respiration caried on through (he nostrils instead of through lie mouth, is inconceivable to those who iave never tried the experiment. It it Mid hat the habit of carrying on the work of inpiration through the raoutli, is the origin >f almost all diseases of the throat and ""K8 It was Napoleon who savs, "Strange as t may appear, when I want any good headwork dono I choose a man?provided his xlucation has been suitable?with a long lose. His breathing is bold and free, and lis brain, as well as his lungs and heart, tooI and clear. In my observations of men, [ have almost invariably found a long nose ind head together."