Oxford eagle. (Oxford, Lafayette Co., Miss.) 1876-current, 1904-08-18
EDUCATIONAL BUREAU
Usder Direetien Of
KATE MARKHAM POWER
THE TEACHER.
BY Bishop Galloway.

OF the recent visit to them OF the MIS-
sissippi School Bulletin with it,
wealth of rich mental food. its SPLEEN
did advice and unanswerable argu-
ments for improvement in the schools
OF Mississippi today.
Among the leading editorials which
made the current number dis
tingaished success was one from the
brilliant pen Of that beloved bishop,
Charles B. Galloway, now on his long
journey to China, where he is doing
the Masters work.
So well is ii worth reading. and so
far is it ahead of anything that my
unframed pen might write, that | re-
print it in these columns today. lnd
beg our readers TO give their time and
thought to its perusal:
with the rapid development of the
modern school idea, there is an in
creasing appreciation of the teacher.
And with the enlarged demand for
thorough professional training, the
character and personality Of the teach
er are of most intelligent concern. I'M
proved methods are important, better
textbooks are desirable, ampler equip
ment is demanded, but above and be-
You'd all other considerations is, who
teaches the school. The person be-
hind the desk, rather than the books
his hand-determines the character
and measures the value Of an institu-
ton. The world moves by personal
ity.' Character optweighs scholarship.
A great life is more potential than
technical training. Tennyson has hap
PLY expressed that idea in these ex-
| quisite lines:
".And so the Word had breath, and
wrought
With human hand the creed OF
creeds,
In loneliness of perfect deeds
More strong than poetic thought.
Teachers are more easily under
stood than textbooks. A child may
find difficulty in unraveling the mystic
ries of syntax, or the rules of mathe-
matics, but can feel the might and
weight of character as readily and
helpfully as the profoundest phil.
osopher. This is the one vital fact on
which the whole science of education
must proceed. And this should also
be the one controlling principle In the
organization of schools and the selee-
ton of teachers. can imagine moth
ing more fatal to child or to com
munity than a teacher, Intellectually
bright, but with shallow character
and fiippant manner and superficial
| ideals. On the other hand, teacher
who regards his profession as holy
| calling-who has seriousness and
serenity of characteristic loves the
schoolroom for its opportunities rather
| than it's stipend, is the mightiest factor
| in his community. 1t was these quail
ties more than his vast learning that
made Arnold of Rugby the greatest
| man of his time in old England In
this connection / would therefore offer
two suggestions to all school trustees
| n Never employ a teacher who sim
| ply wants to make salary; 1t Will
| bankrupt any nation to pension would
be teachers at the expense of the right
education of its childhood. (2) Never
II possible, employ teacher on writ
| ten testimonials. See the person, ano
feel the weight of his character be
fore entrusting to his care the children
Of your homes.
"The teacher should be professional
/ Nv trained We demand skilled Ia
lor everywhere except in the schoo
| room. At least that was the history
of American education until recent
years. Now, happily, sentiment mas
| changed. and with it has come The
greater dignity and holier response
bility of the professional teacher
There is much shoddy work done II
the schoolroom. Much Of mental anf
| moral tragedy has been enacted IN oul
land because of incompetent and uA
| worthy instructors of American youth
Nowhere is skill more needed than II
the schoolroom A mere desire U
teach is not sufficient qualifications FOL
that high service. Passion for thu
sea does not make a great sailor
Eagerness to defend the flag OF one:
| country does not make hero or
canable general of armies. So a sen
timental ambition to teach does no
| make a teacher.
"a few years ago one Of the grea
Atlantic liners was driven against th'
rocks on the Irish coast. The com
mander of the vessel was tried before
| q proper tribunal and suspended IRON
further service at sea. So vast are tns
interests involved that no one can b'
| intrusted with command who betray'
| the slightest negligence or incapacity
And vet in this larger commerce o
Immortal mind--in this more perilou'
VOYAGE over the sea OF life-anybod!
| has been thought competent to guide
iapy unframed hand can hold tht
wheel. any unpracticed eye can 'ahe
the daily reckonings-
| 1.-THE teacher should be a patrio'
And whether the flag OF his natioi
waves above his school house or no
| ,ts principles ought to sway his III
]. and dominate all his endeavors- Ate
all the teachers of people. and no
| It's politicians, write its constitution
and enact its laws and define its gov
ernmental policies. Horace Mann
/ Who founded the common school sys
| tenn of Massachusetts, did more to de
| termine the political history OF tina
commonwealth than did Daniel Weh
sterA the great senator and so-caIie'
expounder of the Constitution. I'm
hattie for the future of the America
republic will be fought in the Amer
can schoolhouse.
Barnyard Wisdom.
] Said the roster in the BARNARD
/ To the rooster on the vane:
i "I'm a mighty knowing fellow
A. predicting when twill rain.