The Wichita daily eagle., 1898-01-01

ian civiliZatioh.
.'The development of knowledge is in
deed important; but il is far more inn
portant to teach the right use of that
! KNOWLEDGE The world den1ns a hign
Standard OF teacher-realizing that the
example is more than what is taught.
Long after the conjugation OF the verb.
or declensiin OF the noun is forgotten;
long after the arithmetical problem has
been solved and forgotten; long after
the reading and drawing lessons have
been AIDED 20 a pas, world, the peculiar
impress OF the teacher is called to mind
The peculiar insona lions and infections
OF his voice, mis- odd plraSeology. the
quickness Of his eyes, deepening OF his
forehead. his antique dress: and me
fact that he was honest, sincere. kind.
patient, obedient 10 his own teachings;
that ne believed what ne taught, and
taught that man has a duty 10 himself.
duty to his parents. 10 society and TO
The nation: that he believed il wrong TO
lie, 20 steal, to initiate falsehood. Il stoop
to dishonorable means Of accomplishing
ones aim-these facts are all remen-
bered as il written indelibly on the brain
Of the child and are the mast prominent
factors which make up his ideal man.
Especially is the teacher the living
embodiment of perfection 10 the small
child Well may parents beware OF
teachers. There are teachers, and teach
ers An unconscious, unspeakaole infiu-
ence-the pole star Of the child's amoi-
ton ard hopes-permeates all. a weak.
puny. slovenly, slow-thinking. slow
acting, narrow-sighted teacher. with q
with Light and solled brain. with very
limited and circumscribed capacity and
capabilities does not build much good
for eternity The bright, active, keen,
clear-thinking and up-to-date teacher de-
yelopslike qualities in his scholars.
att is said that the famous Robert f.
Lee, while visiting his home, was walk
ing in his orchard, thinking OF matters
which concerned nation welfare. Sud
denly he became conscious that his son
was following him and initiating his
every movement He then thought Of
the necessity OF walking upright through
all the avenues OF life OF he hoped 10
make the strongest man out of his son.
So il is with the teacher. The ethical
nature of the teacher is reflected in the
child, ana what a solace and comfort
when the teacher can say OF one of his
boys. there walks a man.
'sThe school has a very great infiu-
ence in developing and broadening tns
intellect and manhood Of the teacher
How often we hear the statement that
1t will be beneficial to the individual to
teach a year, as II will give them good
review. and introduce them GO the re-
sponsibnities OF life. Today the greater
NUMBER OF persons who live in the west
and have attained their majority seem
to hav taught at some stage OF their
lives, and are the better for such an ex-
perience.
"The school also, proves 10 teachers
their power and shows them their
strengh. Soul power is developed like
muscle, by judicious exercise. The
school exercises the soul, apd, hence is
a great factor for IN development Of
soul-power.
".No life can be pure in its purpose
and strong in its strife
And all life not be pureE and stronger
thereby
'C1rlSt, tle great lSdCHcI, 1dOSAt thaN
which was most essential-ethical truth,
which is broader than the dome OF sci
ence, more comprehensive than the
world of art, and circumscribes all phil
losophies.
again il is a phenomenal fact that
very, very few OF our teachers are found
in our penitentiaries and reform schools
Few thorough products of our schools
inhabit such abodes. The mind Of the
teacher is concerned with the develop
ment of honor, virtue, manhood and
| womanhood. 1t contemplates the true.
the beautiful and the good, and hence,
Is not guilty OF evil acting
"Our psychologists tell us that habits
are bundles of acts. acts are but thoughts
realized The smallest fibers weave the
strongest bonds So in the school. both
/ teacher and pupils form those habits
which dominate their whole lives
/ Schools not only prepare the individual
| 10 meet and conquer evil. but they also
( so cultivate that Modern Trinity-head.
| hand and heart-that evil is not temp
| tation; educate the individual above the
tempting power OF evil.
Then life fs TO wake, not sleep;
| Rise and not rest, but press
/ From earth's level. where blindly creep
| Things perfected more OF less
! To the heavens height far and steep
"The poorer classes are much more
| prolific than the rich Parents more
| CAPABLE both financially and intelligent
/ ly Of supporting a large family of child
rem more keenly feel the great responsi-
| bility and find their cspaOnity limited
/ Whereas, the poorer classes multiply
/ far more rapidly. children are thrown on
| 20 society withOu, ability 20 provide for
| themselves the necessaries of lite nor 20
| develop the intellect ami govern the
/ emotions. The presumption for an hon
! est and successful lie is agslns, them
/ Heredity and environment both conduce
/ 10 failure Yet the living issues OF the
| day are largely in the hands of such
! classes withOu; the Consciousness OF
moral responsibility % themselves. .
/ the STATE nor 20 their maker. Again,
;as 4gaorSncs ADD wee asd !Eurrora 10y
OF our great cities are phenomenal. snd
stiII increasing. When VII they reac1
the suoerIa;ive degree? Only the scEco :
and churches can overcome these bar
| riers 70 civilization and Characterization.
Someone has said that man ia the
| accumulated intelligence Of the atoms
/ waich compose hin; though; - the
chemical reaction which leaves ne ma
terial % The brain ever different We
miga. add that the change s. ever TAX
ing place, each action governing eveTy
reaction.