Lewiston evening teller. [volume] (Lewiston, Idaho) 1903-1911, 1907-04-04
CRAIG'S ANNUAL ADDRESS
Continued from Page one.)


Teaching is a profession. 1t is not
haphazard employment. The prin-
ciples upon which the practices of the
profession is founded are as clerly de-
fined as are those of any other pro-
fession. The time is coming and now
is, when t'ose IN wish to teach must
strive to understand those principles
and base their teaching thereupon or
step to one sida, trst ! the quack gets
out of he war of the experienced
physician or the pettifogging shyster
seeks a dark corner far removed from
intelligent legal acumen.
The teacher is one of the most I'M
portant factors in the life of the COM
munity. Not the graded school teach
er, not the high school teacher, not the
principal not the superintendent, not
the professor, but the teacher of every
name and every nature, whether in
private school, In public school or sec
tartan school.
The teacher holds "A position OF hon.
or No matter whether 1t be In the
public school, the private school. the
primary school, the high school or the
college, the position is one of honor
and trust. Any one holds a position
of honor and trust to whose care IL
confided the younger members of the
community. during the formative per-
iod of their lives.
Be Factors In Communities.
| AS soon as the child has sufficient
mental development the parent places
1t in charge of the teacher and under
the care of the teacher 1t remains I'M
til It is supposed to be equipped for
the duties of life and citizenship.
In some cases the time of tutelage
is long continued. In other cases,
from financial reasons or other rea-
sons that are paramount, the time OF
tutelage is short, and the boy or girl
faces the qquestion of self-support at
an earlier day. In this latter case we
deplore the brief period of education
and regret that these persons were
not able to remain under the teachers
care for longer time.
I I again assert that persons holding
such relations to the younger part of
the community are important and
honored factors IN our social organi-
cation. From the standpoint of the
school the principal factors in the COM
munity are the parents, the school Off
Icers, the teachers and the pupils.
Perhaps not so prominent at all times
but still no less important is the ever
present taxpayer. Without doubt the
| r,pil is the most important figure In
this group as he is to reap the bene-
fit. Everything must bend to his well
fare. Still from the standpoint OF
success the teacher is the all import
7 ant factor. Unless the teacher is quail
fed and efficient the result is failure
n The good teacher may reap meas
ure of success when the other ele-
ments are unfavorable: without tins
good teacher, however, there canno
be the shadow of success.
Isolation of School Life.
why do / emphasize these things
Because I am addressing an audience
"A composed of teachers and because II
q NV Judgment the teacher is so har'
!. raised with the petty details OF hi
vocation that he sometimes falls tt
realize the dignity and Importance o
his work.
beg your pardon for being obliged
tn sacrifice accuracy of statement II
order to conform to the rules of gram
the pronoun would be in the feminine
with a proper organization and tn
\ proper attention to child study II
all it's phases school life becomes
y part of real life. The school loses 1t
mysticism and the mystical relation
for the word education" has beef
a great "Sorcery" word in the pas'
Parents have desired the education o
s. their children but that mysterious pre-
cess was usually delegated to IN
4 teachers. There was no attempt OF
the part of many homes to supplimen
h the process or recognize the fact tina
while the teacher may be educating
4 the child for six hours day for min
months in thA year. that the parent
are devoting much more time to tn
same process. Results were expecte'
hy the parent. but his own part In tn
4 matter was overlooked. School If
should not be isolated but should o
regarded as an integral part OF Tn
whole life, part having a definite
4 an inseperable relation to this Who'll
life. Hf tGa1 hl gC
Education Personal Matter.
4 Education is becoming more an
more a personal matter Che teache
q is entering more fully than ever be
4 fore into the real life of the child.
ChiIdren's thoughts. and hopes, an
desires are being better understood
by the teacher and hence insted
constant repression, there Is eneour
] agement to thought and action. Pun
ishment has been relegated TO tn
place where 1t belongs, and children