Pine Bluff daily graphic., 1907-03-10


 lies and is responsible for the DOW or of nation. It is the founGa- tion stone of the giant ediice com mercialism has erected, it is the ] hlatform of the professional man ..,Allpon which he stands to make his S1eelarations to the world. VI "Avoiding the citation of indi-
 vidual instances, I hasten to say that the fall of empires was occa-
 stoned by the ignorance of the t5 masses.
 Masses Not Educated. ''The masses are not educated in private schools, or in universities, but in the public schools. Russian aristocracy kept the masses in igno- rance-her throne totters; Germany compels her children to attend school-her throne endures. ..The most enduring lessons of the school of life were mastered in the publis school room at the instigation of a tireless instructor. "Academical values are minor ac- sessions to pup1's strength. Prin ciples of ethics perco1ate, through the growing mind, and become wrought into the mental structure. "Civic righteous here is in pre- paration for it's later enactment. Every word, act and suggestion of tl& teacher is intended to cultivate the mind of the pupil for the growth E 6x moral and ethical values tn It conform to the granite configura tion of the eternal principles of righteousness" These eternal truths underlie all legislation that quadrates with the Mosaic laws. 'Then does not the teacher act we'll the part of legislator, Of a minister and does not he inject into youths mind facts and principles that correlate and support his com mercial experiences? Yes, the teacher writes the formula for sue- cess in all honorable professions and trades.
 "There is sacreJuass charac- l terizing the labor of tho teacher. His conceptions of men and affairs becomes the opinion of tfe pupil; his logic is the pupils; his char acter gives tone to che pupils and l his modicum of life is in great part ] copied by the pupil. What an un- avoilable and tremendous responsi- ] bility? To undertake and success fully shoulder this responsibility is
 the task of giant. He who is
 eQNal to it must be a man, and a
 md In after the true standard. Magnitude of Teachers Work. '.The magnitude and variety Of the work of the teacher demands that he make diligent and serious preparation. His training should be thorough, extensive and unceasins. His home and scholastic train ing give him a full quota of accom- plishments excelling on the average that attained by men of other voca- tions.
 When a true teacher is frs. an-
 nounced as beginning his mission,
 We see one whose mind delights to
 dwell in the Charming fields of know
 ledge, to grapple with the problems
 of his day and to continue unabated
 his search for knowledge for the
 purpose of making suchdistr;,mtion
 of this information and character
 as will best further the welfare Of
 humanity We see one whot is will
 Ing to sacrifice many seductive of life that he may de- E Vte himself to the drugery of
 shaking men.
 His mental requirements give
 him peerage with men of all the
 learned professions. He does not
 represent all the learning in the
 world, but has the lions share.
 This profession mingling with
 all professions, with their endeay-
 ors largely coincident but underly-
 Ing them all render 1t a profession
 not to be desecrated by the sland-
 CT of men. Nor should one think
 or entering the school room to SOW
 seed, unless he has made a most
 careful analysis of the difficulties
 mat will confront him and unless
 ne realizes the gravity of his
 cnoice. Though some seed will fall ! on stony ground, producing not,
 some among thorns, yet he will reap
 all abundant harvest from that tha'
 IallS On fertile coil