The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1903-05-10

school is tho most important force for
the Improvement Of society. He rep 1
tn Sse FOR tSe
and preservation Of the state. me state
determines the. character 81 the men who
State also determines. the character o.
the men. who. as physicians and dentists.
shall practice their healing arts among
the people.
determination Of the character Of the
men who shall be its priests and min
isters, But In the case OF me tsac l,a
and who shall not teach In i.s pubic
schools, hut also tho State pays Out
of it's own treasury for the teaching mus
mines that boys and girls. up to q GER r.
tain age. shall submit themselves TO this
teaching fora certain number OF We e.,ss
the State commits to the teacher IN !, 2
way OF special Significance and. response
bilIties most serious, and peculiar dutles
for its own preservation ana ehlhrse-
ment.
What is thus said in reference to the
function OF the State in general apples
with special Significance to the city. sor
tralized In the city. The powers OF mo
city for righteousness are the most po-
tent Its TENDENCIES towards Sor wdskeah ,hs
whole State of every. sort are here found
raised to their tenth power. The best
and the worst, the richest heritage anu
t tnse he linest personaties ana ne most
degraded characters. the mobiles seneLos )!
ties and the mos most m nYSGsaCe T Iua
Fore: fore, the city represents the supreme OF.
portunitY and the most useful, tool Tor
the teacher Of the American nuIpiic schoG -
constitute civilization. Among them are
tho family, the church. the governIneent,
tR eSrcR epre
sents religions: the government represem,,tts
authority: business represents force; H.
eraIaEe Love- reson a
thority' truth, force, inspiration are
mightlest forces constituting civilization
But these powers are the powers which
the teacher uses. The teacher represents
re love e ne family at tea Yareby fal
the, Soul Of character, in the midst OF these
little bits of humanity, he has no right
love. BE 1t said. too. that the teacher
Is a lover. He puts, his own heart
into the lives of these children.
The teacher also uses religion. ! DO
not mean that the teacher should use the
Protestant faith or. the Roman CATHOLIC
faith 1r any ether fath b reeog ~ ne the
t that religion represents the relation OF
to Stma,e E eaty G Tenty nso the
other man says 1t is an impersonal power;
but whatever 1t be. the teacher has y
right to use n broad Interpretation OF that
acter. Respect and obedience to that re.
ality. he has q right to teach, Without
such teaching, instruction lacks tho high
est relaionship; with IT, instrnetlnn taxes
teaesr 1f1 sSs he esssnss e
tho3goyernment;, he is constitutd by the
goyernment:n,tt o, the government, ne owes ,
duty Of respect for authority, that each
shall become II better citizen, as well as
q better man or woman.
In the administra ton, too, OF, the school,
the teacher represents the ESSENCE of com
merce. force. He uses executive skill
He Is 10 be active and strong iI DOING,
The man q human force rec eMf{eirins ch ItI
system. Is akin to the man Of human
force that enters into great commercial
undertakings. .au
1t is also 10 be said that the ten t,il ss
or helps to constitute literature truth,
Truth is the chief element III his work,
truth Is the atmosphere Or hls liIei tLn noi,
Is the insrpmen Gf ms ba aebY hs comn e
and his servant. The shield of the Old
est est college in America eons!sts IN Part II
Of an open book across WHICH h u w woa
be a proper symbol for every public
rho teacher also represents personal a, NY ~
AS personality he embod,ea tI nsn, sa :
f tion. THIS HdsN Is life Itself. The most valu
able force N every sch tsais bt L h ot
opght, to be- the tsasheE lm anaten H 70
arouse to enlarge. to uplift his stu
| dents -,