The Fairmont West Virginian. (Fairmont, W. Va.) 1904-1914, 1906-05-23
e. ou1 Mas
Sch ol Days.
have MucHTo DO WITH HIS REP
UTATION IN AFTER
YEARS.

Students are otter under the in
preston that II matters little how they
act during their school 3ays- They
get the idea that what they do then
wiu not be held against them wher.
they become ueE-
This idea Is entirely wrong said
Prof. e s. fleming principal of The
Normal NO young man can make .
greater mistake tkar in thinking such
a thing. He who believes it, IS hood
winked, he Is unabIe to see things as
they really are Know from my posi-
ZION that what a young man does,in
school has a great influence upon his
efforts in later Years TO get posi-
ton
With these word. the principal
reached across his desk. looked over a
pile of letters which had come onlS
that mornnS,and from them he select
ed three. each one Of which contained
questions relative TO some studenf
whom he had taught The parties.
about whom Prof Fleming had been
asked are now meC- and are seeking
employment They aye asked before
being given a position to name some
of their teachers for reference In This
way Prof. Fleming receives large
number Of inquiries relative to the
habits and character OF the applicant
when he was a student under him.
The answers give are always
stated with the Utmost sincerity on my
part" said the principal Often
have TO say things which know will
injure the applicants opportunities to
get the position But I can not do
otherwise. The part: whom am ask
ed about does not know that am the
teacher selected to answer questions
relative TO him whec student And
my answers are strictly confidential
I must always ten the truth. be 1t
good or bad. I kew to the line. lei
ting the chips fau where they may. II
remains with the students themselves
10 say which my answers shall be. ip-
furious or beneficial. I serve merely
as q medium through which the life
OF the man as a student il carried IN
to his manhood Il IS this way with all
teachers. They are asked daily about
the character OF those whom they
taught 1t rests ociy with the stp-
dent. and with XIX alone. as to what
kind of character shall be described
by his teacher. who Is 50 often con-
suited about hira.
On one OF the blanks which the
nh
a former studelt were several ques-
lions like these: Does he use good
grammar and Is &c G-amnatica!ly cor
rect in speaking? Eas he pleasing
manner. or dos he create friction
among the students. Does he get
along well with his eeache-s2 Does
he attend church regularly? Do YOU
think he ever takes intoXicants as a
beverage? Does re use tobacco in
any way? Is lie rzofaneo Does he
pay his billso Is lie punctual? Is be
a student and a reader. or is he in a
rut? Has he force and energy?
These are the practical kinds OF
a person about TO be employed and
they are answered 1rUthfuily- The
employer makes Up his mind larseIy
from the information, of the teacher
as TO whether he wants such a per-
son to work for HIN.
This soruo Z Recommendation is be-
ing used more to-day than the old
kind. which the person himself asked
for and which always contained
something good OK ambiguous about
him. Many mar has been denied
a coveted position through the an
swers sent by his Ole teacher. aud
they are still wondering why they
were not accepted
DRFNlcTc REVOLT