The Birmingham age-herald., 1906-01-28
os ANGELES. CAL. January 2i.-In 4Ls . Al -..z..Yz,,. A. .,a.rs ty-i h.

this sermon the preacher pays trib- Az ute to tho work of those who are molding the character and shaping the career of the men and women of the fu- ture. to teachers of America, the text chosen being Romans xii, ', He that teacheth on teaching"
 The adage Every man to his trade,' is not child of the nineteenth or twen- tieth century. Its cradle was rocked by the murmuring waters of the Pison and the Gihon and the Hiddekel and the Eu
 pirates rivers when the world was young. It comes down to us with gray hairs, but with stout limbs of a 'Wandering Jew" It's voice has been heard upon every hill- top and in every valley since Abel became a herdsman and Cain tiller of the soil No sooner did man combine with man in communities or associations to protect himself from foreign foes than he became ] a specialist He said to some members of his community, You be our soldiers to protect us in time of war" He said to others. You be our legislators and make | our laws" He said to others You be our priests and teach us about Godn He said to others. You be our physicians or medl- cine men and care for us while we are sick He said to others, You be our sailors and navigate our ships and bring to us our merchandise from affair. He said to the wives and mothers You be our housekeepcrs and nurses and spinners and rear our young and cook our food and weave our clothing" He said to oth- CTS. You be our farmers or our archi- tects and raise our crops or build our temples and homes and aqueducts." And everywhere the necessities of life have compelled man not to do all things well, but to do one thing for the benefit of all. Thus as the centuries have gone on man has more and more become specialist More than that as the world has ad- vaneed in it's development trades ana | professions have been divided and sub- divided into specialties. Once the fam fly physicians duties were almost as numerous as the tints of the rainbow. He was not only doctor, but he was surgeon and dentist and pharmacist and oeullst as well If man had toothache it was the village physician who pushed 1 in the forceps and pulled out the de- cayed molar. If the patient needed medi- cine the physician not only wrote the prescription, but compounded the drugs If the leg had to be amputated 1t was the i family physician who drove in the knife | If the aged mans eyes were in trouble it was the family physician who cut away | all these different duties are done by l specialists. The average family physi- | clan would no more expect to be the sur 1 geon or the oculist or the pharmacist than he would expect to do the work of the | lawyer or the electrician or the mining 1 engineer. In other words "every man to his trade is an adage which has divided and subdivided and kept on rediyiding the | human race Into It's different groups until men by natural adapation learn to do one l thing well rather than dozen things poorly
 Every Man to Ills Trade.
 Paul nearly 2OO0 years ago recognised
 the social law, Every man to his trade" "
 Writing to the Romans, he said Having,
 then. gifts differing according to the grace
 that Is given to us." That means, nav
 ing special powers of brain, of body and
 of conservation, let us do the work God
 has given to us to do each in his own line
 and in his own sphere. Then Paul goes
 on to enumerate the different lines of
 work to which God has called different
 men, Among those different lines of
 work he mentions that of teaching. He
 seems to say: o man, if God has called
 you to the teachers throne, give to your
 work the very best energies of your ire
 Never neglect your noble profession one
 instant" And of all the professions and
 works Paul here mentions do not believe l there Is one more important than that or
 teaching. Thus this morning select a | mighty subject. May God help us 70 | show the power of "the teachers throne
 and how we should honor It's occupant | and recognize the responsibility of the work that is done there and Its value!
 The first great reason why we send | our children to school Is to wake up the mind and put 1t Into touch with the out side world. That mental awakening Is no easy task to perform. The word edu- cation comes from the Latin word ed uco," meaning "to bring out" Education means literally" says the Photographer, ''the educing, the leading out Of drawing | out of the latent powers of an individual" !" 1 But in order to draw out you must first | put in. You must open the avenues of knowledge upon which thoughts" as chaioteers can harness up their flashing l eyed verbal chargers and drive. You must | have the great wires connecting brain with brain, as the Atlantic cable con meets the old world with the new. In l other words, the school teacher must l mold the child's mind so that 1t can read and write and multiply and spell. The well of knowledge always seems to me like that great deep well on your fath- b ers farm. In order to make the work l of drawing the wster from that well a | little easier for your mother your father bought an iron pump, and put 1t in the shed just outside of the kitchen But, l though that pump was supposed to relieve your mother, it was the pest of your life. l In the first place, inevitably the femily would use up all the water you drew be- 1 fore going to bed Then your mother In l the morning would call Charley, wish l you would bring me a pail of water | Then you would go to that pump and | grasp the iron handle and pump and | pump and pump, and the water would | not come. There was no connection be- 1 tween the top and the bottom At last in complete disgust, you would have to | take the pail and go clear out to the barn and get some water and pour it down the | pipe before you could get the connection | with the well below. Well, that pail or | water you had to carry from afar ana pour down the pipe Is the symbol to me l of the rudiments of an education which the school teacher is compelled to pour in- | to the brain of the children. Without | these rudiments the child will never be in touch with the intellectual world.
 To Make the Student Think.
 But, having put the scholar in touch with the intellectual world, the next great duty of the school teacher is to make the student think for himself and do for l himself The cells of the brain are just
 the same as the muscles and cells of the
 rest of the body. In order to become de
 veloped and strong and virile, ip order
 to grasp the great problems of life and
 solve them aright, that brain must have
 exercise It must learn to be independent Ire ha car aroffnd aa yaletuQi-