New Britain herald., 1915-12-06
of the pay, the person belongs in this

l of the pay, the person belongs in this group.
 Service vs. Pay. "The second class contains those choices made with a chief regard to service. The persons in the class are seeking to find each the service in which he is most interested and then to throw himself into this service, heart and soul, in order to make the service the best possible Of this latter group there are, two subordinate groups, both made up of the best type of youth: one engaged in services, principally of a material kind; the other principally with the less tangible, services of a spiritual kind.
 Now, to come to the application: l if you belong in the first group, don't think of being a teacher You will do , better for the world and for yourself in some other occupation. If you be- long in the second group and are in terested chiefly in services about ma- terial things go into the industries or into commercial life. You will be more successful and more serviceable there. If you belong in the second group and are chiefly interested in things spiritual, consider we'll the cal- ling of the teacher. And if you be- long in the first group or on the ma terial side of the second group, hear what it means to teach and supple ment, as you must in our American life, the work of the teacher.
 Teaching Leading Not Driving.
 Preaching in it's truest sense, ic the reaching out of the more mature oft +lo attempt to lead-not drive-this soul in the way of the true, the good, and the beautiful; to make this young soul familiar with this way; and to show it how to live, and serve, and grow.
 "It is certainly a high calling. With these spiritual things are combined much that is material and most inter- esting: the organizing of school work, the organizing of mathematical and scientific knowledge; the devising of ways and means to interest the pupil; the familiarity with books; the fascinating processes of instruction in the practical arts; the housekeeping of the school or the school shop; the organizing of play,-and the thousand and one things of school concern
 "The scholar is not necessarily a l teacher. Interest in books is one | things: interest in boys and girls and | in young men and young women is an 1 entirely different thing. The skilled | artisan is not necessarily a good | teacher. There must be combined l with this skill spiritual qualities in cluding patience and interest in the 1 pupil.
 And what you ask, if I be-
 
 my spirit and to make me grow? Will there not be much to darken the pie ture? Will not the work of your Spiritual guide be a mere dream?'
 Teachers Work Not Appreciated.
 'There will be much to discourage. A former teacher of mine said to me, as I was about to enter the profess sion: I am glad that you are coming in; but make up your mind that much | which you may do will never be ap- preciated.' And it is true. Much of 1 the teachers work is not appreciated; but much deserves little and some is overestimated; but the genuine re- sponse of one soul repays for hours and hours of effort and makes for q growth in better and larger service. The teacher is dealing with persons, young and immature, self-willed, sometimes with very low ideals, with small mentality, but always persons, human and with the spark of the di vine; his task is to make this spark burn brighter. There is no consider able temptation for the teacher to compromise with evil. He can be genuine idealist.
 "The teachers work is, by it's very nature, broadening. He is concerned with all times and with all classes. He is in touch with all sides of life; with play well as with work.
 The public school teacher in a pro- gressive system. like that of New Britain, is peculiarly fortunate. for he has at his disposal, an organiza- tion and equipment which is calculat- ed to reach all kinds of pupils and all phases of life
 When the great Swiss teacher Pestalozzi, asked the great Napoleon for educational reforms the master of an empire, replied, in effect that he had no time for such small pusl- ness. Must the teacher make up ms