Vashon Island news-record. [volume] (Vashon, Wash.) 1919-1954, 1920-01-29

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higher moral requisite, to assume
the responsibility of that point,
they have turned to other eallings
with the explanation that the
teaching profession doesn't offer
an adequate remuneration. Per
haps there can be no questioning
of this claim. In view of the pres
ent day obligations applying to the
profession, 1t can not be a matter
of wonder that the claim is made.
And, indeed, no human compensa-
ton Is adequate TO the work OF
teaching, if all the obligations of
the profession were honestly as
sumed. But may one conscien-
tiously measure the obligations
with the rule Of financial compen-
sation? He or she who does is do
ing all concerned a justice by
turning to some other calling.
Teachers Are Born, Not Made
Teachers, like statesmen and
preachers, are born, not made. In
fact, dis is more and more believed,
all legitimate occupations of life
must be operated with correspond
ing talents-talents natively OF u
corresponding specifcness, adapt
able to life $ inches. Teaching,
then, is not fundamentally a mat
ter of personal choice, only as the
higher Importance OF the profess
sion is keenly appreciated. And,
ii this is done, with a personal CON
ciousness OF a born tendency to-
ward the profession, an uniting
consideration Of any relative mat
ter must result in a personal loss
that all eternity will not replace.
The failures and successes of his
tory prove the nativeness of occu-
pational proclivities. We have had
the pleasure of acquaintance with
many following the teaching pro-
fession who entered the profession
and were largely supported under
the burden of strenuousness thru
a personal sense OF the eternal OBJ
legations upon them. Aye, and they
are teachers indeed. Thousands
there are OF this class, but thous-
ands more are needed. And not
until this obligation is more gener-
ally sensed and morally assumed
will the problem before us be very
radically remedied. The one great
propaganda necessary to meet this
emergency is to search out the ma
tive teaching qualities of the land
and enthusiastically and otherwise
cultivate those qualities as that
born principles shall be given OPP
Grafton in their proper sphere.
Then many of the other problems
Of life will be adjusted conse-
quently.
The Teachers Unshared Task
Teachers have too generally an
unshared task. 1t is not altogether
an mappreciated task. But the
sentimental appreciation comes
from one realm and the sharing OF
the tasks must be done by the class
of another realm. The sharing
must be done by the parents.
whose children constitute the
teachers task.
One of the most appreciable in.
stitutions of recent birth is the
Parent-Teacher Association. Yet
| it is TO be feared that even this
means, instituted to expedite the
teachers task, is far from beng as
practical as it was hoped to be
come. Nor can the task be shared
in the most practical sense by any
congregational or collective means
lit viii have to be done by par
ents personally. So long as par.
ents fail to meet their moral re
sponsibility to their children, thru
a selfish attitude, whether the att
tude be toward social enjoyment
or temporal requirement, so long
win teachers be burdeued with the
share Of the responsibility which
morally belongs to the parents. II
the secular work of the teachers
we're supplemented with a peima.
nent moral backing by the parent,
the teachers task would be expe
dited one-half. AS it is, altogether
too generally, children are lacking
the basic principle of character
through parental neglect and ex.
ample, which leaves the subject
without the chief principle of re
straint, and the teacher must
counteract that omission with an
additional element of authority
which doesn't properly belong to