The Detroit times., 1911-11-03

from Leland Stanford In California.
and Is known throughout the country
FOR his exceptional abf1iIy as an edu=
Gator.
In the course OF his address on
Standards of Professional life as Ap-
piled 10 Teaching" Prof Suzzallo
said:
The crucial nature OF all teaching
of the young is frequently missed be-
cause We are dealing with children
and not with adults. Teaching is a
calling. though the pupil does not
personally call ms into his life. We
foresee his needs and serve them.
Because childhoods troubles are
solved situations to the adult 1t does
not follow that they are not important
10 the child. Children's troubles are
very real 10 them.
ITO deny a child's curiosity as Il
pokes around the world may be 10
commit him 10 slow intellectual star
walton. To hush up his play and his
garrulousness VIII doubtless cripple
his ultimate power TO act, express and
control himself And then II is also
true that childhood's troubles come
close together. as. they do not in an
adults world He is but baby ush-
cred into a great confusing universe.
Nothing Is old TO him, everything Is
new. The very commonness OF new
problems In his life hides their crucial
nature from MS, who look for new
problem TO appear only now and then.
Only as we approach childhood with
the traits OF full sympathy and versa
tile imagination can we serve little
children, and make of them men and
women Of the stature they were born
to have.
"As teachers We are set aside 10
perform specialized duty. We
should not have schools /! homes
could do the work as we'll Teachers
must have more power about their
business than ordinary laymen. Other
wise we are not expert in our work
manship The authority with which
we speak should be based not upon
more years of service, though that
ought to go far, but upon superior
command of mental processes. an ex.
ceiling personality for stimulating
thought and action.
"In a world full OF intelligent peo'
pie, we shall have TO stir ourselves
10 keep ahead in a work which has
so much TO do with life in general
field in which all men play some
part. To be expert necessitates that
difficult achievement OF heightened
power,
I'VE must work always with regard
to the social effects Of our teaching.
We are not teaching just arithmetic
reading. writing and the rest: we are
making men, the pillars Of social in
stitutions. Let us equip our pupils
with all the intellectual accoutre-
ments which are needed in life, for
life is a fight at best. But there is
no worse mistake than 10 send a
feeble child into the world with
weighty weapons. that he has no in
terest in using, and the uses of which
he scarcely comprehends. Let lis
make character, well-impulsed and
robust, eager for life and courageous
against obstacles-and then the facts
of life will be we'll borne.
Our danger as teachers is not that
we shall become unprofessional, but
that we shall remain non-professional
Like the minister, We have entered
on our mission with the vow OF pow
erty on our lips. A salary system. so
inadequate in its provisions, restricts
any temptation to get rich. The fee
system OF the doctor and the lawyer
Is a temptation we do not have. We
are not likely to neglect the plain so
cial duty that we behold TO be ours; I;
we are simply likely not to behold 1t
at ALI "