The Montgomery advertiser., 1904-01-10


 Louis XVI. as he. for the last time. left his beloved queen and children. He was but man Held in the tenderness of hu- man ties. he uttered words which touch our hearts with unspeakable sadness. Why do we 60 fondly love, since earthly companionships hold us in such fran eun- brace9 Why do we stfll love so fondiy after the silver cord has been loosed and the golden bowl broken" We can only answer. God hath so created us. You will forgive the possible weakness. and He win compassionate the sorrow that pays this passing tribute of voiceless tears to honored friends who sleep in your sacred soil
 It is a beautiful custom, this observance ot Founders Day." in commemoration of the wisdom and virtues of those who. sixty-five years ago, laid well the founda- tions of the Judson and built for them selves monument more enduring than marble and bronze, but it Is equally be- coming to honor those who took up their incomplete work and transmitted 1t to us with hands unstained, with fidelity un- challenged. with honor uftarnished
 The President and faculty of this insti- tuition are to be congratulated in that they have entered into the labors of such worthy predecessors. and you. the student body. are to be counted happy in that you enjoy the association and the training made possible by the abundant sacrifices and tolls of each preceding, as we'll as by the present equally wise and faithful administration. What message shall I bring to you as you look with eager, ex- pectant eyes. Turning away from the various phases of the many-sided question of education, to which you have so often listened. and taking advantage of some l experience and observation extending through long life, shall venture to give few words of counsel and encour- agement. said few moments ago that the incomplete work of two former gener- ations had been transmitted to you. No work is ever complete. Worlmen die. Their work goes on. Whether willing or not willing, we must take up the unfin- ished task which they bequeathed to us.
 we live in most fortunate acies. It is our obligation to hand down legacies richer still. We began our fife work with the aid of heap- ed up resources, of cumulative force. of garnered experience, of formulas tested and approved-all the resultant of thought and strength expended by those who pre- ceded us. Ours is the task of wisely utilizing those inherited advantages, that we may transmit to others a vantage ground even greater than We have en- 1oyed. The most unfeeling and most un- pardonahie seIfishness characterizes the man who will recognize no obligation whatever to those who are to live after him. How delightful the contrast when we can place beside such a man the gen. erous soul who lives and labors for oth- CTS. It is related that the Caliph, Ha- rcun-Al-Rarchid, being one day at "a chase, met an old man who was planting | a uyo.n .nfIt hat ~1u k,.fk n mani" said the Caliph. He acts as if he were still youth. and was to enjoy the fruit of that tree" He asked, the old man his age. Eighty years complete, my lord" was the answer. How much longer dost thou expect to live that thou plantest trees which bear such tardy fruit?'' My lord" answered the oi6 man. "I shall be contented when I shall have planted these trees, without troub- ling myself to think whether shall en- joy their fruits. Our fathers planted trees whose fruit we eat Since we have profited by their toll, why should we be for our successors less provident than our fathers have been for us.''
 In his admirable address at the last commencement of the Marion Military ln- stitute, Dr. Penniman said ''every ad- vance in human history has. been the re- suit of service in. the past by. those. who have gone before." Heirs of the past as We are. we owe a debt to the future. To have this obligation urged repeatedly up- on teachers, and those who expect to be- come teachers, may lead to yet holier ambitions, to higher ideals of teaching. It has been well said that the chief dan Eger of our educational work is the teacn- CT. The teacher problem successfully sst- tied, all other school problems will be solved.
 In an address delivered before the Na- tional Educational Association, at it's meeting in 1903, President Eliot gives his conception of the cultivated man. mot a weak. critical, fastidious creature, vain of little exclusive information, or of an uncommon knack of Latin verse or math- ematical logic; he is to be a man of quick perceptions broad sympathies and wide afi1nities, responsive, but independ- ent, self-reliant, but deferential, loving truth and candor, but also moderation and. proportion, courageous but gentle, not finished but perfecting,"s To all thIs splendid conception of the cultivated mind I would add, the teacher should be in addition generous, honest man, one who ) fears God and loves his fellow man, and . counts 1t his highest holiest mission to do what he can to restore in man the image of God in which he was created. Quoting from the journal, "Education" |" of January, 1902, l would emphasize the |. thought that "more than scholarshps, discipline, tact, capacity to teach and . lead. more than all these Is that inde- flnable something which leads to the su- preme end-r:ght feeling, right thinking, right living. Whence does it spring? Where is its habitation? How shall we at tain to it's possession? Without hesitation answeri Its root is in the religon of Christ; its source the heart of Christ, its great exponent the life of Christ. To crystaliZe in one's life ''the mind that was in Christi and carry in one's heart the compassionate, all prevailing love of Christ will impart that indeinable some- l thing 50 much needed for the best ser vice. The teacher who possesses largely this quality is the teacher whose work