New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1902-11-23

system in the United States II Is some Sky.
four years ago that this institution was first
started under a of great eminence alike IN
the work of pedagogy and in other nelds-Fros,
fessor Bache, At the time when 1t was started
the public school system OF the United states
was in the progress of the first development
There are now in the city Of Philadelphia IN
attendance upon the public schools, including
the night schools. some 10000 pupils and over
1000 teachers, and the development OF the high
fury. has been literally phenomenal in its char
acter.
VALUE OF THE TEACHERS,
Nothing like our present system of education
was known in earlier times No such system OF
popular education for the people by representa-
lives Of the people existed 1t is of course. a
mere trUism TO say that the stability. the future
welfare of our institutions depends upon tne
grade of citizenship turned out from our public
schools. No body of public servants, no oody OF
individuals associated in private life, are better
worth the admiration and respect OF all who
value citizenship at its true worth than the
body composed of the teachers in the pubic
schools throughout the length and breadth of
this Union. They have 70 deal with the citizen
ship in the and turn 1t out something like
finished product and think that all OF US VINO
have endeavoTed TO deal with that Citizenship
in the in own homes appreciate the
burden of responsibility
The training given in the public schools must,
of course, be not merely training in intellect,
but a training in what counts for infinitely
more than intellect-a training in character.
And the chief factor in that training must be
personal equation Of the people, the influence
eXerted sometimes consciously, sometimes un-
in peculiar relation to the boys and girls
under his or her care-a relation closer and more
intimate and more vital in its after effects than
Child ti '"9' '-''''' o'''' '''''
GREAT RESPONSIBILITY.
Wherever burden of that kind is laid, those
who carry it necessarily carry a great response
biity-there can be no greater; and scant should
be our patience with public school teacher
I can go further than that-scant should De
our patience with any woman doing
any bit of work worth doing who does not ap-
proach it in spirit Of sincere love for the work
and Of desire to do it we'll for the works sake.
Doubtless most of you remember the distinc-
ton drawn by Ruskin between the two kinds
Of work-the work done for the sake OF the fee
and the work done for the sake of the work
itself The man or woman in public or private
life who works only for the sake Of the reward
which comes for the work will in the long run
do poor work always. I do not care where the
work is the the woman who does work
worth doing is the man or woman who lives,
who breathes, who sleeps that work with whom
It is ever present in his or her soul, whose am
bition IS to do II well and 10 feel rewarded by
The thoueht of having done it we'll. That man.
that woman, puts the whole country under an
obligation, and our public schol teachers as
of our people are entitled 10 the heartiest praise
from all lovers of their country, because, as
body, they are devoted heart and soul 10 the
welfare Of those under them.
FAIRGROUNDS NEEDED.
1t is a poor type of school nowadays that
hasn't a good playground attached Let me in
terrupt myself by saying that in my own city at
least that was he'd as a revolutionary doctrine
In my own city. so long ago, it was believed
that the schools, especially in the very quar-
tiers where the Fairgrounds were needed most
didn't need Fairgrounds at ALL that il was
newfangled idea, and should be frowned upon
by practical people--the idea of having play
grounds. II was expected to turn out good citi-
zens from the boys and girls who, when they
were not IN school We're put upon the streets, IN
the crowded quarters of New-York, to play at
the kind OF games that they could play at in the
streets We have passed that stage. l think we
realize what good, healthful playground means
to children. 7 think we understand that not
only is the effect good upon their bodies. but
1t is also good upon their minds.
We need healthy body. We need TO have
proper physical DEVELOPMENT We need 20 have
even more the proper development OF the mind
and then, as I have said before. need 10
have a proper development Of what counts
than mind. the sum Of the CHARACTERISTICS, the
sum OF virtues which we think Of when we say
that such and such man or woman has good
character
THE DEVELOPMENT OF CHARACTER.
Sometimes you can develop character by
direct incubation of moral precept. \ good deal
more often you can't. good deal more often
you have to develop II less by your precept than
by your practice, and let II come as an incident
of associations with you, as an Incident 10 the
general tone Of the whole body, the tone which
IN the aggregate you all create. Now isn't that
your experience. all Of you, in dealing with these
children in the schools In dealing with them
In the family, in dealing with them in bodies
anywhere? They are quick TO take the tone of
those TO whom they look up. and II they don't
look up 10 you. you preach virtue all you
wish. the effect would be small
l have not come here to try to make an ex-
tended speech 10 you, but l should hold my
self a poor citizen If did not welcome the
chance to be here, to wish you godspeed in
your work for yourselves and TO wish you god
speed IN your work representatives OF the
great body upon the success of whose efforts
train Alright the children of to-day depends the
safety of our institutions OF tomorrow.
Immediately finishing his address in the
hall the President escorted to the north
balcony Of the building beneath which were
massed the pupils.
President Roosevelt addressed the boys
briefly.
At the end OF the exercises the President and
his party re-entered their carriages and were
driven to the home Of ex-Postmaster General
Smith, where luncheon was served. On the
way TO Mr.. Smiths house the scenes Of en-
thusiasm repeated. Later in the after
noon the President repaired TO Mr.. Stotesbury's
home. where reception was given for him.
After a brief rest he then went to the Union
League Club.
ONLY WANTED TO SHAKE HANDS.
RV-r CHARTS TIJOTTGTJT "