The Pacific commercial advertiser. [volume] (Honolulu, Hawaiian Islands) 1885-1921, 1895-04-04

mOHIu1J WCOI4AS VI ShO
Association, Tuesday evening. The
text of his remarks on the GIN
SEPARATION of Teaching" is given
below:
The dull child, the crude savage, the
mind enslaved by generations of OPP
preston have obeyed the impulses OF
inspired teachers. The torpid spirit
has awakened at the touch of hope
and flashed forth intelligence and rea-
son beyond the widest vision. I have
noticed that the materialist does not
take kindly to teaching.
Men who deny the spiritual cannot
be expected to study so extremely
spiritual thing as child.
It is easier and much more satisfac-
tory to brood over origin and species,
to explore the profound depths of the
oceans bed, the extreme heights of
the interplanetary space, TO soar on
the wings of morning and make their
bed in HELLO, God is there. So
these men give themselves to studies
in law and the occult sciences and find
inspiration in the hypothesis of a
lump of dirt, or dried, lifeless num-
mey, that others find in restless,
hayward child, cropping after truth
with divine persistence and audac1ty
"a contradiction to all law because
spiritual, beyond the comprehension
of the materialist is this spiritual
study-learning the heights, depths,
lengths and breadths of abstract sci
ences, centering our study upon the
pugnose and freckeled face of a boy,
we conclude that God is here in the
image, outlines, breathings, impulses
of the inner nature. There is inspira-
ton in such study. The teacher has
the advantage over the theorist in
that his study is ever before him, a
part of present actual life, instead of
being missing link or disconnected
either for another generation to carry
forward the deductions of this. The
inspiration of child life is before him
from premise to conclusion. The man
who can solve it or any part of it has
a higher, nobler task and occupation
than the government of q world.
Fix your gaze now upon that study
comprehended within the public
school, that mass of complex, discord-
ant, disaffected life surging into the
large doors of the schools of such cities
as San Francisco, Chicago, New York,
and in large measure many smaller
cities and towns. / have in mind
many school teachers who would lis
ten intensely and full passionately at
this part of this study. 1t will not
hurt us to get larger view of educa-
tional work than that which is COM
pretended in the school system of Ho-
nolu. / have started with the pre-
mise that to stand at desk before a
body of spiritual life and.mind- hunger
uninspired by the study is q crime
But now from the view point of cos
mopolitan life-utterly destitute of
those influences which make your
work delight from its inception, we
ask, "Whose is the crime?' Misery,
mischief, ignorance, dirt, ice.iuherit-
ed and imbued, these have little in
them to inspire a teacher, and the
problem of mental and moral redemp-
ton is at the outset too stupenduous to
be hopeful. Verify I believe that un-
inspired school boards, trustees, educa-
tional methods, and beyond all and
overpowering all, an uninspfred gov
ernment, are as dangerous in their
ways as the teachers who face a task
unpaid, uDassisted; without cheer,
appreciation or proper facilities to do
the work with.
We are inspired to breathe by the
abundance of the breathing commod.
ity. Who shall blame the noble men
and women, fitted by education and
broad spiritual conceptions to work
city, if they turn from the task and
refuse to face it, leaving it to unin-
spired men and women not troubled
with feelings of sentiment or ideals
too lofty to reach.
This inspiration of teaching here
must not come from compulsory laws
or sacred privileges, but this-a
bountiful provision, costly and refined,
to meet the utter restitution of the
masses.
Let education profit by the failures
of evangelization Has it failed to
reach the masses by diDgy, bad-smell-
ing mission houses and charity boards?
It certainly and pathetically has, and
so will dirty school rooms with porus-
plaster maps and overworked school
marms.
When the dispensation of knowl-
edge becomes q national beneficence;
when this problem of ignorance and
vice Is provided for by q miracle of
to stand by at the distribution of
bread as disciples of this universal
grace, joy to see the starving world
eat, joy to gather up the fragments.
When the public school has bath
room, conservatory, gymnasium, in
dustrial departments, kitchen and
lunch room, and all the splendid para
phernalia of education; every active,
forceful agency at work necessary to
the development of this holy thing
called the mind, then it will be our
inspiration to teach. "A bare room,
filled with diseased breath and stifled
yawns and nothing else all the
live long day, but this and tomorrow
the same-is not education.} Il would
sooner trust child to lifeFfree and
unrestrained in the woods, by the
river, at the seaside. He has the in
t1uences of nature and natures in
structiOns. 1t is safer and infinitely
more inspiring than an inspired nerv-
Gus teacher with chalk, black board
and rod trying vainIy to teach an i'm
prisoned mind how to fly.