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Show - - -- -- REPORT OF SUPERINTENDENT OF INDIAN 80HOOLS. 485 r are still in use. As I passed the many tollgates that barred the road, and inquired my way from time to time, I was struck with the fact that most of the men and women who took the toll seemed to have no idea whatever of the regions from which came the road on which they held their station, or the cities to whlch it would lead him who followed it beyond the next few miles. Their eyes were bent down in the monotonous dutyof exacting from each wayfarer the few 9ennies thelawprescribed. They amwered civilly enough an questions you asked, though usually with the air of one who thinks questionin ntt%er an unnecessary and unexpected proceeding. They knew nothing of the fair valley fromwhich travelers came journeyingtoward them, or of the active, populous, teeming towns toward which they weregoing. They cared not to know anything of what lay far before or behind the traveler. Their sole concern was to see to it that no one got past the barrters they had erected without their taking toll of him. My friends, have we not known teachers who seemed to h v e sunk to the level of such grim toll-gatherers? Behind their well-seasoned harriers of set questions and routine examina.tions they stand, grimly indifferent to the past and the future of the young wayfarers who are doomed somehow to get by them; no thanks to the toll-ytherer who bas forgotten the dewy freshness of the morning land of early youth rom which these children are journeyin and cares not to help to fit them for the noble responsibilities of the busy citizenffe that lies before them. Beware of the tollgate fashion of teaching, you friends who have Ion taught. Shun it, y??~,friends, who are just entering on a profession which is seconfi tonone in its poss~hhtteafo r good. TBE NOBLE P R O P ~ I O NO P T?4ACaIN(I. But some of you may say. "The teacher's work, if one does it faithfully and well, and under wcli s t i ~ u i u s o t ' h i ~idhe als ar you .ug&ir, c,unn!unrl the lift. 40 fast." It do- take life. I have never knonn a t lor~ughlyg ood teacher n.110, s h r n a dsv's tenchine am done. did nor feel tllrtt " virru* h!~l mnt. out of ilixn." But. ruv friGnds, ie it zot work wkll worth doing? When we askkhat life can give us t&t ;s rcallg iesr worth hatine, we aust al;ieer, not rcaltll, not fame, no<pot.iriotr, Ijot the Lo eful heliri that under Ci~dw e have been ahle to dL,m mc good in the wt.rl.l. 11nd ti? tr.?c!~rr'a work MC luny well keep, i n uur thoughts, ou the \,cry highmt nlane ot usetulness. To influenre Len rhr lnmycrs and rile politieial,s my is u mu1 lrwuly object of lifz. To nhnpe thr derriniel oi cities and,ui nntious thc etntesruntl n1fit.m~ru be an alrlhirion fir ta mnrus3 all a inan'a cnmtwca. But that rre2tt tcnchcr. Sourara. raw ~ ~-~~ ~~~ ~ ~~~ , ~~~ that thev who 6tana n&st the fountain head can best ~ s r tnhe course of the stream as they "will, and he la hed at the mistaken estimate of the statesman who urged him to increase his,uaef% ess h giving up hiR intercourse as teacher with the young and takings. hand m " mticaTpolitics." Jauan and ~ e r m a n v k vaec hieved more in the waii of national m w t h and the deveiupnlenr a i rllc nitivtlal ~pi r i rd uring the l a t thi;ry y e ~ mth an'have any uthar nationa of our tinte. Japan 1,egm the rc.vulurion with her young men uud lter schools. In Grrmanv 1t.r MCIS drean,r.d. rhr 3rutlmta me . and the oroicssu~le t- ~~~~~ ~ ~ ~ ~~ -, ~~~~~ ~ ~~ ~~~~ ~ ~~ turd of a united ~atLerlandw, hile ba onkt-girdled wurts laughed the>omantic idea to swrn. But the hour struck, Yon d l t k e a n d Bismarck were there, and the dream of the pWtd and the i d a l of t l l ~r hool sh c u u l r it nli~lltyf act, a solid ~l u p i l .~..i n4 that C.IIIP~Wt,h e f rWtCS t rtatr- i r t Eu~opein lllc car<i t hestlrsi upon edusativu, s s s malt, 1,osi.iblr. h.cau+e for three ceucrntionn I'IUEhadE i,r~3~H.rice d the nlnxirn. ..\Vhai*wc.r yon wiah to haye appt%r inu natiort'a iie you ku*t Gmt lut irltt, iG scl~oola." Re ond a qucstiorr the text-bookd ni a nation's s e 1 ~ ~a~n~dl t.1i.c 3-1.i~utmoi n r~ntion'dt wekem deternnirlr i u iuture and . ( , ~ d i t : ~91~1 ~tlte imril.nill ,if*. ~~ ~ ~- ~ ~ ~~~ - - ~ ~ - ~ ~ ~ ~ ~ ~ - ~~ ~~ ~ ~ ~ ~ ~ -.-- ~~~ ---- ~ Since this is true. let m honor and rejoice in our nrofession. The farmer mvs. "I Ilk? 1 1 t y nvcopation. Tr takes mr our-inu, tho ptrc air of ivavelr, in the b4eet- ~wr.tedG eld?. It m u r in ). blood and brun7cs my rkin by the direct my: and the fervid heat id the Iiicgivinp eunshine. 11 kcrpi rnr close t<, the grent heart ~i "".,.".> 9 ) .. "....-. So the teacher may rrll my, "I love and honor my profession. It keeps me in thr clear hmcing atmosphere oi thought. It luokv out upon the dewy uplands of youth. Ilen,. iu ila absociauon with the V(IWYli.e * rot. couree of that ilra=n.--~.=r iuvl ove- for his work'which gives to our ~rofeaaion,f i fellow-teachers. its interne mterest for everv nlin or wurnan who has'felt tlre f 'ne~vo~-nr iluo~ t~w ch. The ufailing strearnsd youtliful liie kr.et,thefirlds wlrrrr wr lal~~~revrrbvxutinf.uitll l the vtnlureoi $pring." Th~~c o n e u norre eeneeof tile high hcrues. r l i ~e, i leer hnirarions oi vouth-rha lends unfailing zest d t h e work whichhoneAw60 trulfund&tood it e<er ded monot- |