fogy or an egotist. A progressive teacher can not visit a school without getting a hint, cannot talk with another teacher without both giving and receiving benefit, cannot attend an association or institute without experiencing a pedagogical revival. This gathering and gatherings of its kind are not for dealing out specifics to weak and indolent souls, but they are potent forces for rousing the latent energies, inspiring confidence, and bringing into our stagnant atmosphere freshening, invigorating breezes from other fields of labor. Here we fling to the winds the ensign of our profession. Here we shape our future plans. Here the warm hand grasp, the assuring sympathy, the fraternity of pursuits, experiences, and desires, animates us with new hopes and awakens more worthy ambitions. Fellow-teachers, if we would do the most for ourselves, our pupils, and the state, we must cultivate this social disposition toward one another; we must touch elbows all along the line. The teacher's social relations do not end with those of his own calling. If he would have the good-will of business men, he must manifest some sympathy with them and their pursuits. He must meet them on their own ground and be able to make intelligent inquiries concerning them and their various branches of business. Not in a listless, half-hearted manner, not with a supercilious or patronizing air; but with a real desire to learn, with a determination to become a broad-minded, practical, common-sense man or woman. The teacher is not expected to know everything. He will not lose standing by oftentimes confessing ignorance. He can talk with the merchant concerning the market, the conduct of his business, and methods of bookkeeping; consult the lawyer about noted cases, principles of law, and methods of practice; and talk with the farmer concerning improved methods of agriculture, the productiveness of his soil, or the education best for the farmer's children. These are intended only as illustrations of means of approach by which the social teacher may find access to the hearts of his patrons and win their esteem and confidence. Topics of the day will always furnish a fruitful theme of conversation. The man or woman who aspires to be an instructor of youth and to fit them for republican citizenship should be a constant reader not only of educational journals but of the best magazines and political papers. He should be familiar with the choicest writings of both standard and present authors. He should know something of the great political and national questions. The teacher who thus shows an interest in the world around him will find ready access to society, and whatever the business or profession of his patrons he will never fail to elicit their interest and command their esteem.

What should be the teacher's bearing in society? He should, so it seems to me, be frank, friendly, discreet, respectful of the opinions of others and charitable toward their foibles. He should enter society not as a teacher but as man. The miller is too often known by his coat, the sailor by his walk, the carpenter by his shavings, and the farmer by his seediness. The teacher should come out of the school room. He should not be all figures, rules and formulas. He should not always talk school. He should arise and shake off the dust of the old shop. Narrowness and dogmatism seem to me inexcusable in a teacher. Inexcusable because of their effects on his school and himself, but doubly so because, as nature's high priest, he has entered the penetralia and stands in the divine presence of truth. But no, he is not in the holy of holies. These are but the passage ways to the inner court. The veil has not yet been rent in twain. He but discerns the outline of truth, her

glorious visage is yet to be revealed. If with Kepler we are permitted to "think God's thoughts after him," yet the wisest of us can but stand with Newton on the shores of truth's undiscovered ocean. Truly we should be humble. The necessary absolutism of the school should ever be limited and restrained by contemplation of the unknown. The true teacher will never be an egotist. He will carry with him into society a broad, catholic spirit; a tolerant, teachable spirit. He will be as well pleased to look and listen as to talk and be seen. He will forget himself and his ambitions in the hopes

and ambitions of his fellow-men.

The political relations of the teacher, as the direct outgrowth of man's social nature, need consideration. Although, in the main, this discussion applies to lady teachers as well as to gentlemen, this particular phase of it would, in its public aspects, seem to refer exclusively to the "lords of creation." I say in its public aspects because I am convinced that the wives, the mothers, and the sisters of this land exercise no small influence in a quiet way on the fate of political candidates. An influence so potent, in fact, that it is doubtful if the elective franchise would materially increase its power. What, then, should be the attitude of the American teacher toward politics, local, state and national? Has he a right to strong political convictions? Should he, by his influence as well as by his ballot, contribute toward the success of his particular party? Should he be an office-seeker or an office-holder? To answer these questions in a sentence, I should say, "The teacher has a right to do anything that may become a man and a citizen." But not all things which are right are expedient. On all important questions, he should certainly have political convictions and firm ones. should be no milk and water citizen, changing his party as often as he changes his place. But a man may be staunch without being radical. He may be firm without constantly thrusting his political views in the faces of those opposed to him. How far the teacher as an American citizen may go in attempting to further the interests of his own party may be an open question.

He

I doubt very much the propriety of his taking any active part in a political campaign. It may be true that we shall never see a pure ballot until teachers, preachers, and upright men of all professions shall become politicians in the highest and best sense of that term; but it is equally sure that any party prominence, or office-seeking on the part of the teacher will make his position an object of party contention and seriously interfere with his permanency and success. Nothing can be more unfortunate for the schools of a city, town, or village, than that they should become the prey of political parties or the rewards of partisans. Not only should the teacher avoid party prominence and treat with respect the political views of all true patriots, but he should never before his school, make his own party affiliations conspicuous. Of course he can not, in such subjects as history, civil government, and political economy, pass unnoticed the great questions of finance, of states' rights, national revenues and civil and social reform. These topics must be discussed. But he should allow perfect freedom of opinion. He should teach them not as party doctrines but as great national problems on whose correct solution depends the welfare of the whole country and all its people. It is doubtful if the teacher should ever accept any political office. Whether he should, or should not, will largely depend upon the sentiment of the community and the peculiar character of the teacher. Certainly he should never accept any office unless there is among the people a practical

unanimity of desire that he should do so; nor should he accept it if the proper discharge of its duties will interfere with his legitimate school duties, or diminish his power for good as a teacher. With local politics, as such, it is certainly inadvisable for the teacher to meddle. Especially is this the case in school elections. The teacher should not begin, as soon as he is elected, to exercise his social talent in planning and scheming for rëelection. Faithful work in the school-room, and a sociable, gentlemanly bearing outside, will be a much surer guarantee of permanency than wire-pulling, mixing, and the tricks of a political demagogue. There are but few really qualified and faithful teachers who lose their places, and those who do usually find better and more congenial ones. But whatever be the outcome, the competent teacher will find no time to practice the arts of a ward politician.

But this paper has already exceeded the limit set by its author and, I fear, trespassed somewhat upon the renowned patience of the Michigan teacher. As a lastly, then, permit me to summarize briefly what seem to me the most, important points in this discussion. The teacher is under obligations to enter society: (1.) That he may cultivate his own social nature and the better prepare himself for his work. (2.) That he may become acquainted with the patrons and friends of the school, ascertain the intellectual and moral needs of his pupils, discern their capacities and tendencies, and the better direct and advise them. (3.) That he may bring the people into more complete harmony with him and his work. (4.) That he may gain for himself the necessary rest and relaxation. (5.) That he may become a positive force for good in whatever community he may be.

The teacher should make his range of acquaintance as wide as possible. He should treat all with kindness and courtesy. He should choose for his intimate friends men or women of high mental and moral worth. He should associate with his fellow-teachers. He should show an interest in the business of his community; should avoid narrowness and egotism, and strive to be a broad-minded, common-sense citizen. He should keep out of conversational as well as educational ruts, indulge in no diversion or amusement which he would wish his pupils to avoid, and treat the poor, the lowly, and even the vicious with as great consideration and fairness as he does the most wealthy and influential. He should attend social gatherings, and show that he is not simply one among the community but one of the community. Politically he should avoid what has in these days of reform been styled "pernicious activity" or "offensive partisanship. He should preserve, in all his social relations, that propriety of demeanor, nobility of motive, and purity of language which are everywhere and always the indelible seal of genuine manhood or womanhood.

DISCUSSION.

SUPT. O. C. SEELYE, of Marshall, said: Emerson has said, "Society is a Pestalozzian school, all are teachers and pupils in turn."

The question before us to-day is what part shall the public school teacher take in this great Pestalozzian school.

In this school there are to-day great questions to be answered, knotty problems to be solved, moral and religious, political and social; questions that pertain to the happiness of the individual, the purity of society, and the well-being, if not the perpetuity, of the very nation itself, as the free and prosperous republic that it is to-day. These questions

will not all be answered, these problems will not all be solved by the men and women of this generation. The men and women who are to share the burden and assume the responsibility of the final outcome are in our public schools and we, as their teachers, are to a serious degree accountable for the moulding of their characters. And in no place is the teacher's moulding influence more decidedly exerted than in his social relations.

The teacher is a power felt in society whether he wills it or not. The boys swear by him (if not at him), while the girls enshrine him their Delphic Oracle-especially if he be an unmarried man of attractive parts, which, in case of a lady teacher, is true in the reverse order. How essential, then, that the weight of the teacher's influence and example on all important questions be felt on the right side of the balance. In order that his influence shall thus be felt, he must go out into society, he must mingle with men to teach and be taught; to feel the public pulse and let his own be felt.

Thus he will learn of the evils in the social world that need eradicating, of the wrong tendencies that should be corrected, of the weak points that ought to be strengthened; in short, he may thus learn the character of the moral, religious, social and political environment of his pupils, and be in a better position to properly plan and more effectually execute his plans for the development aud training of noble, patriotic citizens.

I certainly would not advocate that the public school teacher, or any other public servant, should use the advantage of his position to advance the interests of any particular sect, party or church, but he should be a man: he should hold no doctrines or adhere to no party the principles of which he is ashamed to acknowledge as his own, and he should acknowledge them; he should be in no way restrained from revealing to his pupils and patrons, through his daily life in their midst, just where he stands on all moral, religious or political questions. He should have well grounded convictions and should be felt in society not only through the correct principles that he instills into the minds of his pupils in the school-room, but also by his exemplification of those principles in his life outside of the school-room. He should aim to give to his pupils scales of justice, as it were, by which they may weigh and determine the right side of great questions for themselves, unswayed by the clamor of petty demagogues who have only self aggrandizement or corrupt purposes at heart.

Understand me, I say that, in his position as teacher, he should implant the seeds of noble Christian citizenship in the minds of the youth; and, in his capacity as citizen, he should live up to those principles so scrupulously, so consistently that his life shall not belie his teachings, but rather strengthen and enforce them.

Theories are helpful, if inspired of wisdom and judiciously applied; books are bene ficial, if pure and elevating in sentiment and language; but nothing can take the place of the living teacher imbued with a due appreciation of the dignity of his profession and the magnitude of his responsibility, being at the same time thoroughly equipped with ability, energy and Christian character that may be worthy to shine forth in his own life and be reflected in the lives of his pupils.

On this point I quote the words of that veteran educator, whose life not long since went out, but whose memory and influence will live on through ages to come, Dr. John D. Philbrick, who said in his work "On Moral Education," "The best treatises will avail little without living teachers, with a hearty, earnest interest in the promotion of virtue, a sincere delight in noble character, a real passion for moral excellence, for generous, patriotic, honorable action, furnishing in their own persons examples of the precepts they enjoin. With such teachers and with that best of manuals for teaching

morality, the Bible, we may hope to see our youth walking in wisdom's ways and growing up as true monuments and blessings to community."

And again I would emphasize this point by the testimony of two honored witnesses. Edward E. Hale, at a Harvard dinner, in New York, remarked: "Mr. Emerson replied to his daughter, who wrote asking him if she should study Greek, botany or metaphysics, that it made no difference what she studied; the question was with whom she studied. And I say, too, that it matters not whether you study Greek or Latin; it does matter whether or not you are studying under an enthusiastic, live man."

I think that it will stand without question that the most eminent and the most practical educators of the past and present have been those whose scholastic preparation for their life work has been supplemented and vitalized by their personal contact with men and affairs. Garfield's remarkable power over men, broad views and far-seeing policy in the interests of his State and nation have been very reasonably attributed to his personal knowledge of the lives of the masses and the needs of society as he had himself experienced them in his eventful life.

The far-reaching influence and personal power of the great Dr. Arnold, of Rugby, may justly be ascribed to his consistent, noble life, keen insight into the characters of those under his care and a lively appreciation of the circumstances of their lives. Such was the powerful influence wielded by this renowned man, touching and moulding the character not only of students but also of the very nation, that it has been said of him, "Dr. Arnold made the men that made England."

If it be true, as has been often asserted, that every teacher leaves the imprint of his own character upon his pupils; that thus our work is to live on and on indefinitely, augmented and multiplied by the large numbers with which we have to deal, in the presence of what momentous responsibilities do we stand ! The contemplation of our position in its full import may well cause us to hesitate, to consider well our ways, to even tremble for the consequences of a misstep, and to call upon God continually, that we may be able to make no crooked paths.

Do we trifle with the plastic clay in our hands; we trifle with eternal interests. Would we shirk the weighty responsibility; it is a vain attempt, for we must inevitably meet the issue, must face the results of our own words and deeds. Time alone can reveal the effects of a single act or word.

We cannot afford to take a position in regard to any questionable diversion of the day without the most diligent inquiry into its methods, tendencies and results; without the most serious reflection and most unbiased judgment, as we may be sure that our position will be noted and our action imitated; and, if we err, the effect will be far more plainly and quickly visible than if we stand firm for right; just as the same power will send the ball more rapidly and farther down the incline than it would send it up the same. Can we measure the evil results of one glass of wine imbibed by the teacher in the presence of a single youth? Can we estimate the loss of mental vigor or lack of physical power and development caused by the poisoning which a teacher's example as a user of tobacco may have induced? Can you fathom the mischief that might be done by the teacher at the card table or in the billiard hall? There can be no question as to the true position of the teacher as regards profanity, Sabbath breaking, immorality, rudeness, trifling with serious matters, and the tendencies to low aims in life. No person is fit to be numbered in this noble band of workers who hesitates to stand boldly and squarely against the too prevalent occurrence of these evils in our midst.

In questionable amusements, upon which good men and prominent societies differ in