Morris tribune. [volume] (Morris, Minn.) 1880-2000, 1885-04-01
ABREAST, OF TH1 AGE.
arn,itics Rcuuisite for Successful Teach
inr.LSound and Vigorous Health,
Energy and Character
rs iisSeil tif,i.
Every school-boy has TO live in his

lIsseHNAs''
Every school-boy has to live in his
own day.
\ school that is behind the age is
! lacking in the first requisite of good
practical education-tha putting OF Its
possessor in accord with the spirit OF
the time.
Our present complicated life and
civilization require much OF the man or
woman who would make q success OF
the first order. Intellectual endoW-
ments are not enough; mental training
and familiarity with the intellectual
life and achievements of mankind are
notenouoh. Thcorize as we will, wemust
still depend on the primitive forces of
human nature. Sound and vigorous
health, energy, character; these were
never more essential than now. Like
powerful instrument that is to sustain
leading part in great orchestra, the
whole nature must be in perfect tune.
The keynote must be taken with
striking clearncsS, accuracy and force.
We need keen INSIGHT; the power to
discriminate; to generaliZe first, but
afterwards to particUlarize. We must
90 on to close observation and analysis
that tend to pettness, 10 that power OF
selection and combiEation,-tha pro-
ductive power which is genius in liter
allure, art. or daily lie. We must 60 a
step beyond the great CROWD or mucn-
educated young men, whose vessels
founder before they leave the harbor;
who would make an exhaustive study
OF navigation IL Si@ht OF shore ana
who doubt whether life IS worth living
not having tried 1t.
For the youth, the first thing to hnd
out is Just this: What You want. IL
you do not want Somethihg,-" WANT
to do something,-th9re IS small chance
for you Ill a world o. workers. III you
want something. and want 1t enough,
you Will get 1t; but yea must learn us
cost, and then Pay the price. raging
the price Is work. LOOK at the men In
various professions, various calllngs,
and you Will see what IS meant.
Time Is the ore precious metal that
may be coined Into every value IN the
worlds mimt.
Life worth living? Lille Is worth
whatever object life offers, -every ma
terlal gain, ard an lHilnlte posslolhty
left over. ~.
| Courage, sincerity, and earnestness
Of purpose; these lie deeper than any
special preparation for work. But next
to these come that scI-command and
agreement OF the inner powers which
has been Ikened to the tuning process
All knowledge Is good II truly mas
tered, but the power Of mastery is
worth more than any wealth OF in
formation: 1t IS the unity and harmony
OF the diverseforces OF mans life which
give efficiency. A man S best cHorts
should SO to the mark like rifle
shot.
Who will give toyouth this conscious
knowledge and UNCONSCIOUS power II
not the teacher? Ana use the Woro
youth Tor young men ana women as we
use the word man, IN a broad general
sense. The work OF the world, -llfe,
human sympathles, and interests and
powers; all help offered OF CLAIMS MADE
| upon the young; these things are
chiefly aside OF sex. more and more
1t is coming 10 be generally seen that
girls as well as boys must study the
conduct OF life. lrreSpCnSl0lllty IS 60
ing ont OF vogue. eIen 'of the most
EeavIiy-Weighyct!. Negroes, Indians,
the lame, the 5-lhd, the SICK these 90
not escape the burdens OF living.
More and more the helpless go to the
wall. What decent boy wants ms
mother, has SISTER, his future VIE,
thrust out from the true great posses
slons OF his race:
| Shall the teacher. then, have to DO
| with the boy Whole nature: Shall lie
raise note here, lower one there, and
tiN the scale il certain harmonious
order?
| II this be true. W hat profession makes
a larger draft Oh the whole man than
this Cf teaching? Where is that COM
| prehension OF the entire being Whlcf
shall enable one to guage the undevel-
oped capacities OF youth, and, with
Just reference to the unmeasured
chances OF Life itself, makes the hnal
adjustment of an instrument so COM
pleX and wonderful?
Who would venture to assume the
responsibility? Yet, II we do not un.
dertake 1t, 1t is still the ultimate effect or
our teaching. The education may be
failure; but thislS what education ought
to do. 1t this Is putting the youth into
true relations with the word that IS the
seVerest test OF the teacher. Ii ne were
more generally successful, would not
the chief problems OF the profession be
solved, ana host OF ob}ectlons 81.
Fenced? Can the boy feel the thread OF
the great time-stream, if his master
From kindergartens and college
| w lot