Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1898-02-17
DIR. GROsZMANN's LECTURE.
Ends Course by Discussing Dignity
and Responsibility of a Teacher.


and Responsibility of a Teacher.
Or. Groszmann, of New York, delivered
the last OF his series of lectures at ST.
Andrews parish-house yesterday alter
noon and it was heard and enjoyed by a
! large audience. His theme was 1.-The Dig
nifty and Responsibility of the Teacher"
1t is hard to make a choice, but this was
perhaps the most refined and beautiful
Of the course. 1t was ideal in every way.
| 1t is impossible to convey an adequate
| idea of the lecture in a brief newspaper
notice, so full was it of chaste illustra-
| ton and reference to the best that has
been said on the subject by it's masters.
DR.. Groszmann introduced his subject
| by a review Of the historical development
Of the educational profession. In the prim-
tive family there was no differentiation
of occupation at all. In the more ad-
vanced society of later period, the wis
dom and higher knowledge of the tribe
and incipient nation became concentrated
in a separate class. the priestly caste.
The priests were at the same time the
philosophers, the poets. the scientists, the
physicians, the teachers. Teaching was
then a sacred profession, and was essen
TALLY concerned in spiritual matters. The
next step was the secularization OF the
UiOltNSlOlis anu q lSiSs nv ~ N'NNN
struggle between Church and State en-
sued. This secularization was not IN
every way a blessing, even though IL in
dicated a necessary evolution. 1t laid too
much stress upon the acquisition of mere
information, forgetting that knowledge
must have a spiritual background to be
really wholesome. and the quality of The
teaching talent suffered. Teaching was no
longer a sacred calling. but a business.
he. dow e
lozzi. FrOebel and Herbart. there mas
been gradually evolved higher concep-
ton of the Office of the teacher. The child
has become the centre Of interest, ana
teaching has assumed a new significance
IL has been shown by the revelation OF
modern psychology that intellectual
training is impossible without contempt
raneous influence. All education is in its
very essence spiritual education.
The new dignity of the teacher entails
q new responsibility. The teacher must
stake his whole life on his work; he must
sanctifv and sacrifice his entire person
atty to the sacred duties which ne as
sumes The true teacher must cherlsh
high motives IN his BOSOM so as TO
awaken high motives in the breasts OF
the Young He must live the life or MS
pupils: he is not what he is called, their
master. but in reality their servant. The
teachers character temper ohiNii', "''
ners dress and thousand other Things
are factors in the moulding of the pupiis
character. But the greatest of all the edu-
cational forces is love. The teacher must
have q readiness TO be forgotten so that
the children may live their own IVes'
The giving OF information Is OF put
secondary value in school instruction.
Dr Groszmann continued. Manual acuVi-
tv sense-training. music, art, literature
history that is an appreciation OF the
ideaIs expressed in the records OF human
andeavorl. and nature study are much
more essential. The child must learn ~
think for himself, and TO md some way
80 Genuine expression of his thoughts ana
feelings. -. -, .ha larger
THE teacher must take part III the larger
,ife Of the community. he must pe "
sao+or IN the administration of pubic az
fsirs of which the educational ln.eres.s
80 The Young are of prime importance; re
.a,,st no instrumental in bringing apoul
li'r 10, community Of spiritual forces-ior
all nroblems that agitate mems minus a.
az. a., nresent dav are in their very essence
ss,,cotional problems. Such IS the ne"
d,an,tv and responsibility OF the teacneI'
Dr Groszmann will lecture. by req 's
on Monday night next, at the De'''O
en,ool No 9OS Floyd avenue