Spirit of Jefferson. [volume] (Charles Town, Va. [W. Va.]) 1844-1948, 1868-09-29
INAUGURATION OF
CAPTAIN WIN. N. MCDONALD.
AS PRINCIPAL OF THE
High School of louisville, Ky.

IAlIou VI SdpG. w NJ N. LhCDONALD; as tne
Principal of the High School of Louisville,
Ky. The account occupies three columns of
the paper, aud the occasion seems to have ez-
cited much interest in the city. In addition
to the students, large audience of ladies and
gentlemen were present, and addresses highly
complimentary to Capt. Mcdonald, were de-
livered by W. w. Morris, President of the
Board of Trustees, by Albert S. Willis, j. Il.
White and C. B. Ferguson, Alumni of the
Institute, and by Professor Grant. Mr.. Nc
Donald made an appropriate reply, which we
here append:
REPLY OF PROF. MCDONALD.
Nr. President and Gentfcnen OF Tie Alum-
nj 1t is needless to say that L appreciate
the kindness which your words convey, and in
behalf of this institution [ thank you for the
interest you manifest in its prosperity like
you, | have u personal interest in its welfare.
These walls are endeared by many pleasant
recolections of the past. It was here first
embarked upon the voyage Of life, and re-
call that part Of the journey with feelings both
of pleasure and pride Of pleasure when | re
member my triumphs, and feel that | see be-
fore me living evidences of the same Of pride
when | recall my troubles and remember that
they were to some extent instrumental in pro.
Gucu. great results.
Iu accepting this seal, symbolica as it is of
a high aud sacred trust, allow me to say that
| am not ignorant Of the grave respousibili
ties it imposes.
An experience laboriouS, if not long, has
with the flight of time, fixed deeper and deep
cr in my mind the conviction that On the stage
OF life the teacher has serious and difficult
part to perform. What that part is in the
- n 7 lN,
the language OF the stage; but of this much
| am certain. He is not permitted to joke it
out with the clown, to strut it out with the
star or to cat, drink and loaf it out with the
multitude of stock actors. Still less is he an
idle spectator. For the want oil better word
| shall have to cal! him, in dramatic Parluncc,
the sccne-shiiIer. The modest and unpre
tending individual who stands unseen in the
background, and whose business it is, by
putting iu.O operation certain forces TO create
new spheres of activity for others No mat
ter how funny the joke, how poor or sublime
the acting, he has no time TO laugh, yawn, or
cry but at the tinkIug of little bell he
must perform his work, according to the ne
ccssitles OF the occasion.
TO use another figure, not so rude, but still
by no means tiattering, | would say that III
his daily struggle with the world, it is not his
privilege to toll along the banks OF nlurmuring
streams, through fragrant groves, or iiowery
mcadS Nor even to essay the bold mountain
side, beyond whose dangerous cliffs on sun
lit summit fame keeps her crowns of honor.
For him few Of earth roses grow by the way
side, and no glimpses of glory tempt him to
efforts sublime.
His path lies rather through the neglected
fields of life where briar and branible OBJ
struct his way, and where struggling Oh thro'
au unexplored wilderness, he finally lies down
to die OF despair, an unknown martyr i'll al
most an unknown cause.
But let inc not seem by comparison to de-
tract from the dignity of my profession
There is bright side to the picture, though
few can see it and moral grandeur in the
calling though hidden from the common eye.
1t is true that many persons think the whole
duty of teacher is to drill boy in certain
dry subjects, which, from some spiteiul me-
ceSsity in the order of things, are much es-
sentiaI to worldly success.
Others, not quite so we'll informed, enter
tain the opinion that teachers are sort Of
domestic police force, whose duty is to re-
leve them of the care of their spoilt children
during certain hours of the day.
With these two classes it is idle to argue.
They have horror of anything like an intel
lectual squabble, and the man who presumes
scutment
But there is another class, respectable both
in numbers and intelligence, with whom we
wish to have a few words. They think that
the whole duty of a teacher is simply to i'm
part knowledge and train the mental powers.
Let me tell them that they greatly err
There is higher development which the
teacher, noienS COicns, gives direction to. 1t
is that of character The moral and intel
lectual are SO intimately associated that move
meut in the one necessltates motion in the
other; aud hence there is in all school sys-
tens. according rs they are carried out by
different individuals, a tendency towards the
development Of certain moral qualities.
| come now to the most important part of
teaching. 1t is that of determining what these
moral qualities shall bc-whether noble or
mean, good or bad.
In the first place, even for worldly success,
certain moral traits arc Indispensable. You
must have force of character, besides strength
of mind You may ply the youthful mind
with acres of facts aud train its faculties till
of the child you have made an intellectual
"iant and yet nothing is accomplished The
nrodiov enters real life modern Goliah, with
iooic as tremendous as weavers beam, and
his whole person covered with the armor OF
college learning, and yet the first brave and
common sense David with whom he comes in
contact, knocks him down with pebble and
chops off his head
Thus it is that mental without moral de-
velopment even in worldly sense, avails but
little, and with regard to those interests which
survive this life the subject admits OF no dis
cussion.
Just at this point the teachers highest duty
commences, aud perhaps from no choice OF his:
Rot plar ha nf
must be sown and he cannot shirk the re-
snnns;hil;tr Nnr [ do not mean that he