The times. [volume] (Richmond, Va.) 1890-1903, 1898-02-17
NEW DI"NITY or rLAcHERs.
Demands a NV Responsibility says DR..
tsrosxuattt tu ..4, 40 L. Y .cture

Demands a " Responsibility says DR..
Gr"sz.nsun 80 ,.ls ,iO.ig ecture.
Dr. milan r. r. Groszmann con-
clad-u a. uUat .ns.rLc I've LOulac ~ lee
.-l-e a. .. INN t.a pailah-nOI5s yester-
go dttriutou, u.e a-DJrct l.ins iue
Dignity ana Responsibility OF th- Tea h.
...te wees i,-. udpo enc most beauu-
ilt Of al oil Dr. Dfos1maun IS Teune4 ami
sriOiaNy lectures. me WuO.e selies de-
sCrycu TAR W0cr ucduuL. Ine room
"aa licd, aud many nl iorwaIu az tue
c.0se % tank the lecturer personally.
All The lectures were over al hour lon s,
...t wsie u4-eu VIA cudsle Ilus.Idt.ous
and classical references. 10 rs 20 De hOpeJ
u.at az some fusu.e cay the lectures mag
.. tet,ateu aL -snr mOie CcnQai pace
in Richmond. so that larger numbers may
B zap ,Lr lrue..L
d. Groszmann began his subject yes
tcrlay Dy "a survey of The nistO. cal
grow Do Of the educational profession. Ia
lle prm Tive family tncie war no uit,r-
entiarUn Of OccupatiOu ot all. Later on
tie higher .wledgs and W sdom OF the
tribe and ilciDlen nation became con-
cen rated in separate class. the pr estly
caste. All know edge, sc ence, phi oso-
iay. wer represented by the priests me
te1c. ing prof. ss on thus bee me essen
%. 1v en'rifral Following on came The
seculariza,ion Of the profess on, and q
IOi.- 400 -5et-cIdCu stfu- gle between
church and State. This seoulariLat on
was not IN every way bless ne. ev,n
though 10 was "a necessary ovo.u ion II
.laid too mucl stress upon the gaininf q
mere information. forgetting that knowl-
edg must ave "a 50 rltual tack round 10
be ]. M y wholesome, ana Ia quality or
lhe teach ng talent suffered. IcactinE
was no longer sacred calling, but a Dus-
iness. WIZ the advent OF Rousseau.
pes'aio~zL Froshel and II rbart. there
has been gradually developed higher
eal Of lh oHicc Of The teacher. The
child has become The ntre OF inter 81,
and teaching has assumed "a new meanlns.
Alouefn psyc. OlCgy goes to prove thal
Intellectual ira ming is impossible without
con empOraneous moral Influences. AN
cduca lion is in It's very essence ~ ritual
education.
TIE new dignity Of the teacher d ma DIS
rev responsib liy. The teacher must
stoke his whole life on b s work; he must
sauctfy and saCr fee his 'ntire person
atty o. the sacred duties which he as
sunos. The true teacher must cherish
D ~ motives 200 his bosom. 80 as 10
awaken high mOtivrs in the breasts OF ne
Young. The i'fe of his puri s must b ms
own 10 be- lived with them and for IN m.
TIE teacher character. temrefament.
manners dress and n thousand OH
things are factors 90 fine mOlding or the
nunVs educational Influences The per-
eonalitv OF the teacher mus be fOrco'ten.
fo that tn children NAV I'VE orr the
r~.- fr-ls The piVing or Informal on Is
Of secondary value IN school instruct %
Manual acfivtv. sense trimming, music,
mr. Wteroture. history chat Is. an appre-
ciqtion OF he 'd ais % pressed in the
eco~9s ~ human endc4vor and nature
study ave much more rssenrlrl The ctild
must learn 10 think for fiWself. and io
frf some WAY n eonu.n expression OF
rf- ttfirtr hfs rrf faalin~s
---', --- 4h. ~s..~a.t--~f inte~oT-e ~ "Ni'-
tren arc concerned. the teacher must
u parr Hrf te con-
trolling infucnce IN the iife of the com
r1rrftv. iie must Sc ins'Furn s1tal m
hrirqinp rev sn'rituai forces 'nfo az
+f,f n for aU rrohlems n@tating m % s
~-f-fs 90 rho oras~nf fny are % mir
ver, essence sduoatiorai Drobl ms. sue
8 the now disnity and responsibility OF
the feather.