Wichita eagle. [volume] (Wichita, Kan.) 1886-1890, 1890-01-19

lnstilled would be carried into civil life
that 1t would end in cleanlier homes an
cities; that it would educate men as to th
causes OF disease; that as result we SHOULD
nave introduced system of preventive
medicine IN every state: that it would ten'
to the draining and retaining of swamI
lands and in improving the sewerage o
training in the moral code Of the arm,
strengthened and broadened every man i
not myth, it is real.
The effect of the discipline-the respect
created for law and order and rightful au-
thority, the culture of self-reliance anC
self-control, the lessons in endurance, tn,
effect of travel, the effect Of correspond
ence both in the army and at home, the eff.
feet of reading the daily press, all com
bined. form the instruments for education.
al development. The war was but mean:
to their use, the result as before said was
the elevation of the whole people to new
plane OF civilization, the beginning of 6
new era in our history. As an evidence OF
the statements made compare the circuia-
ton Of the daily press from 1850 to 1880
The circulation stands in the following ra.
tics: 1850, 4; 1850, Z; 1866, IS; 1870. "A;
1880, 19; the latter of which represents q
daily circulation of $3.50, 1856. What was
Let the following statistics tell the story,
viz: number of students in colleges and
other higher Institutions of learning in
1850 was q, $50; 1860, Sc, 120; and 1870. 255,-
1870, or almost ten times as many as in 1850.
The truth is that the effect of the war
was to stimulate thought and TO create a
higher ideal Of the possibilities OF life
and to give men new aspirations for cul-
ture.
1t is since the war that the public schools
have had their growth. 1t is since the war
that academies have been practically
abandoned as a result of the peoples
schools. 1t is since the war that normal
schools have become necessity. 1t is
since the war that political economy has
found its way into the college curriculum.
1t is since the war that polytechnic and
agricultural colleges have been generally
established. 1t is since the war, in this
new era, that patriotism has been taught
in our schools. colleges and universities.
1t is since the war that our high schools
have been established. 1t is since the war
that all our institutions of learning have
been crowded with students.
With the truths of history before us
there is but one conclusion to be reached,
that education gained new birth amid
the clash of arms and the conflict of the
Quickened and energized thought resulting
from the civil war.
Prof. G. w. Winans, state superintend-
ent of schools, was then introduced and
read paper for the special edifcation OF
teachers, asking pertinent questions in a
most interesting and instructive way. The
professor said he had been asked to speak
rather than read, and this pleased him SO
much he was half inclined to do so, but on
second thought he thought the request
was doubtful compliment as it might
imply that his reading was very bad.
Therefore he would disregard the request
and read. The paper was lengthy, and al
though of absorbing interest to teachers,
space will only permit the publication of
as follows:
The paper which lies before me, and
which l propose to read if the audience re-
mains, has been prepared almost, if not
quite, exclusively for an audience Of
teachers. There has been no attempt to-
ward fine writing; but the paper mas been
written with the single purpose of being
OF some little service to teachers. You
will find in the paper very little about edli-
cation as an abstract matter, for | am
about as tired of beiug told the derivation
and true meaning of the word education,
as am Of being told that our school exam
nations ars like pulling up plants which
have begun to grow, i'll order to see if the
roots are in healthy condition. (For me
it is not easy to find subject upon which
to write a paper which would probably be
to body of teachers. so have
taken an easy way out of the difficulty, and
have written paper which | can not
name
perhaps a paper to be pleasing should
1well upon only the bright side of affairs.
A paper to be read before teachers should,
very likely, follow the same rule. Having
finished the outline from which to write
5he paper, | have feared that | may have
leaned too decidedly to a
of the seamy side of the
teachers worn; but it is too late now to
rectify such a mistake if have made it,
You ought to be by this time
entitled to know what this paper
S about; and ought to be willing to tell
you. / have imagined that some earnest,
conscientious teacher some day when IN
frame of mind. has begun
20 ask himself series of questions bearing
lpon his work; and that he has attempted
honest answers. These questions are
neither new or alarming, nor Is it at all
probable that have helped much in arriv-
ng at the best answers There are only
,en or twelve of them, and of course they
ire not exhaustive. Whether they are
or not you mist decide for
yourselves, but you need not ann ounce
publicly the conclusion you reach.
My first question is, What is it to be
;hool teacher?" This is very important
question, because the conception that the
Individual has of his work and his posi-
ion, has much to do with the manner in
which he will discharge the duties of his
position. Do you know teacher whose
words or actions indicate that he has a
yery moderate opinion of his occupation?
One whose general bearing is intended to
intimate that be is in the school room
simply and solely because compelled by a
stress of unfortunate circumstances to re-
main in an inferior positions If you do,
Tou know a teacher whose work will
how the lnferiority which his words and
Iction advertise publicly.
No person destitute of a settled conyic-
ion that his calling is high and honor
Ible calling is fit to be a teacher. OF
curse it is not easy for girls And boys
md many, too many OF OF our teachers are
carely more than girls or boys-to have
he strongest settled convictions imagin-
Ible, but no person IS tit to he teacher
Who cannot, either through his earnest
or infectious enthusiasm, i'm
,ress something of manly or womanly
,earing uyon his pupils.
But let US ask again: "What is it to be
school teachers" Is it to attack success
i've examination until an easy one is en-
ountered, or until as a reward for per-
inacious endeavor a certificate is obtained
md a school secured? Does it mean sim
,ly a matter of six hours work each day
nd eighteen hours OF freedom from
urther responsibility? Is it a matter of
skiing ready made questions and hearing
he same kind of answers, varied by so
much of sharp, Querulous, complaining re-
roof as will serve to remind you OF your
wn importance? Had l asked What is
TO keep SCHOOL," these questions might
lave been answered in the affirmative.
It is scarcely necessary to try TO formu-
ate for you a correct answer 20 the ques-
ion What is it to be school teacher"
put this much must be true. The true
eacher is an honest, thoughtful, upright
LIZ d, D..