The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1903-03-01

and men with present or prospective
families to support, and selfishly desir-
Gus of enjoying the physical luxuries
OF life land the majority Of 7today,s
men are Of that class) eagerly shun
4ahy'"cailing which offers limited re-
Enumeration. ID su5l.i-,-s,, --,.
So long as the world remains in the
.UnclYilized Kingdom of Cold and
money is the only legal tender for the
purchase of bodily comfort and luxury,
the next universal tendency cannot
help be other than toward the money
making trades, businesses and profess
sions, and things will be reckoned, not
by the standard of usefulness, but by
the standing of moneyed receipts.
- Men are no less self-sacrificing than
are women. There is no real mental
difference between the male and female
mind. EnEirohment and conditions may
produce an SSpEarent distinction The
majority of men are encountered, that
is, they haF3 Others to support. The
majority OF t}les8vomen are free, conse-
quently a fsAv aundred dollars a year
VIII give TIE unattached woman as
much comfeft6 as ,two7or three times
that amount eeHld present to the rank
and file of mems Man makes a worldly
sacrifice if he chooses duty's calling
instead OF the calling of comfort
Woman makes less sacrifice Woman
can afford to work. cheaper than can
man under present conditions. Woman,
then, not becaIEse sheAis better fitted
to teach than Is man, but because of
the present Sta4e of society, takes I'D
.teachInsear ana fufnishesethe bulk of our
instructors.
few men are what
might be called general teachers, the
few male teachers giving their time
to several classes, instructing these
classes in one or more studies or arts
There lis quite a number of female
specialists, but the majority of women
What are known as "'regu-
lar or general teachers, in command
aof some one glass, teaching the men,
berS of that class substantially all Of
the studies they take up, except where
a special teacher IS employed to instruct
in one or more branches.
1 believe, and l base my belief up
on my experience and upon my unusu-
al opportunity for observation, that
the strength of the nation is more in
its schools than in the homes of it's
people.
L feel thatthe influence of the teacher
has more to do with the progress of
civilization, more to do with the build
ing of character, more to do with the
present, more to do with the future
than any other intellectual factor
clergyman or" religious instructor, for
the preacher fit to preach and the relig-
ious educator good enough to be heard
are both teachers in every true and
broad sense.
The school is a greater factor than
Is the home in the development of the
young, and many of our boys and girls
owe far more to the school, and the
teacher is the school, than to anybody
else, parents not excepted.
The chiIdis first view of real life is
from within the school room. There
he begins to realize what he Is, what
there is, and What there has been, and
what there may be.
From theHhoIne, and am talking of
the average Home, and the general
home must be Judged by it's average,
there Is little opportunity for the child
to embrace, the great principles Of liv-
ing. -.
The teacher introduces the child to
life.
The foundation of the childs educa-
ton, which, is absolutely necessary for
any growth, that WHICH is the COM
mencement Of all growth, begins In
the school,
Whether or not it should begin In the
home Is not the province of this arti-
Gle to discuss.
1t Is a fact, and every student of
human nature and of conditions will
hot take exception to it, that the school
has a stronger influence, a more ac-
tuaI living hold on the child, than has
the child's home or anything else that
the child comes In contact with.
The school is composite; the teacher
represents, with some degree of correct
ness, the great standard principles OF