The news & observer. [volume] (Raleigh, N.C.) 1894-current, 1904-06-10
New Ideas Fla S h Into E. q.
er Minds.
Continued from First Page

and mind President Carlyle's address.
| before the assembly last night was
instinct with beauty and power
I'm all permanent forms of civil
! cation, in all enduring social or politi
cal systems the teacher stands fore
most as constructive builder The
civilization of ancient Greece has beer
dead for centuries; the monuments o1
its material Splendor long ago faded
| into common dust but it's language
and its literature instruments in the
hands of it's teachers live yet. while
Socrates the humblest, and most deS-
pissed of them all, who stood at the
street corner and spoke his message
TO unwilling ears, still moves ana
masters the thought of the world
The teachers of Germany were bet
ter than the teachers of France ana
all the world knows the story; the
teachers of America were more eff
cient than the teachers of Spain and
Manila and Santiago registered the
result So in the final analysis every
where and always the teacher must
be, a pioneer, a builder, a leader, in
all constructive work whether it be
social, intellectual. political. religious
or industrial. The tasks before us
today touch the life of our State in
its industrial interests. The teachers
must direct and control the industrial
activities. Our mighty industrial
movement is yet in it's incipiency. Its
leaders are yet to be trained. Its
mighty forces are yet to be mar
shalled. It's multiform factors are
yet to be organized. A great indus
trial commonwealth. such as ours,
is destined to become when its Won
derful resources are developed, comes
not by chance but as the natural re-
suit of forces organized, energized and
intensified under the rule of intelli-
gence. This has been true of the in
dustrial states of Europe. 1t has been
equally true of those sections of our
own country in which the highest de-
gree of industrial efficiency has been
attained. Intelligence is the sure
forerunner of enterprise and the
! teacher is a pioneer in the paths OF
| progress. Therefore if this new in
dustrial era in our State is to be far
reaching and permanent; if it is to
take deep root in the life of our peo-
| pie and produce abiding and salutarS
results. it must receive guidance, oil
| rection and inspiration from faithful
| fearless far-sighted teachers. But oul
| task is not ended here.
Not wise direction only but firm
! control as well is needed. In shines
| of great Industrial activity there is
! always danger-dange that men may
| consider material achievement, the
| principal thing; that mammon may
rise exalted above manhood; that the
| dollar may stand deified above duty
and this tendency must be met AND
mastered by the teacher with vision
| clear and message from HEAVIER
| teaching men and women that the
| Sumnum bonum is not to be meas
| ured in terms of cash but in attain
| mentS of head and heart ripening in
| culture and character; that a mans
| life consists not in the abundance Of
| the things that he possesseth.' To this
high and holy task | summon the
| teachers of North Carolina.
Again, we must touch and
| transform the social life.
! broader and a brighter out
! look is needed. / use these terms
adviSedly, for too often, alas! the So
cial outlook of our people is narrow
and gloomy. Childhood blooms into
| the vigor of manhood; manhood fades
| in the dimness of age and age enter!
the gloomy shadows of the great un-
known in an atmosphere of toll
drudgery and sometimes despair. M
| flowers to grace the yard; no pictures
| to adorn the walls; no books and pa
| pers on the table-this is the picture
of too many homes in our State to-
| day And be it remembered not pow
| erty but indifference is the cause OF
| this condition; and Indifference car
! be overcome. Education is a thing
| of life. Here it finds its first min
| istry in the budding life of childhood
here it must eliminate crowned witt
rich fruitage in the matured anC
enriched life of age.
1.-The real pace of q peo
pies progress and the red
measure of a peoples achievement
are to be sought not in the culture
and learning of the favored few bu
in the life of the submerged and 81
lent masses. And the teacher who is
content with teaching the children IL
the school-room has failed of his high
mission and is false to his heaven p-
pointed task; he must go back OF
these; he must touch and transform
the life of the people at home
Finally there is need of deeper
love of learning for it's own sake
Learning must take her place be-
side labor as the handmaiden of hui
manity Poety child of the muses.
must minister to the deeper needs OF
our race. And the teacher. the city
teacher, the rural teacher, all the
teachers must become evangels OF
| light and learning.