Craftsmanship in Teaching

erty and the vow of service. It is through these that the true craft spirit must find its most vigorous expression and its only justification. The very corner stone of schoolcraft is se

nded all the riches and comforts and amenities of life that have flowed directly or indirectly from their efforts,-there would be little left for the rest of mankind. Each of these activities is represented by a craft spirit that recognizes this great truth. The artist

the University of Wisconsin and ask Professor Babcock why he gave to the world without money and without price the Babcock test-an invention which is estimated to mean more than one million dollars every year to the farmers and dairymen of that state alone. Ask the men on the geological survey who laid bare the great gold deposits of

any agricultural college in this broad land and ask the scientists who are doing more than all other forces combined to increase the wealth of the people. Go to the scientific departments at Washington where men of genius are toiling for a pittance. Ask them how much of the

would say: "See what a noble man am I! See how I sacrifice myself for the welfare of society!" The attitude of cant and pose is entirely alien to the spirit of true service. Their delight is in doing, in serv

teachers' salaries to the level of those paid in other branches of professional service. Society should do this for its own benefit and in its own defense, not as a matter of charity to the men and women who, among all public servants, should be the last to be accused of feeding gratuitously at the public crib. I should approve all honest efforts of school men and school women toward this much-desired end. But whenever men and women enter schoolcraft because of the materia

ius. Creative genius must always compel our admiration and our respect. It may create a world epic, a matchless symphony of tones or pigments, a scientific theory of tremendous grasp and limitless scope; or it may create a

we see but one sort of genius. For two generations our youth have been led to believe that there is only one ambition that is worth while,-the ambition of property

fe,-with workingmen and servant girls,-and he made it a point to ask each of these young men and young women the same question. "Tell me," he would say, "who are the great men of your country? Who are the men toward whom the youth of your land are led to look for inspiration? Who are the men whom your boys are led to imitate and emulate and admire?" And he said that he almost always received the same ans

achievement have you been led to imitate and emulate and admire?" How many of our boys and girls have even heard of our great men in the world of culture,-unless, indeed, suc

he attitude of the true teacher in this respect is very similar to the attitude of the true parent. In so far as the parent feels himself responsible for the character of his children, in so far as he holds himself culpable for their shortcomings and instrumental in shaping their virtues, he loses himself in his children. What we term parental affection is, I believe, in part an outgrowth of this feeling

ils. That, I take it, must be constantly the point of view. If you ask the other question first, you will be tempted to gain your end by means that are almost certain to prove fatal,-to bribe and pet and cajole and flatter, to resort to the dangerous expedient of playing to the gallery; but the liking that you get in this way is not worth the price that you pay for it. I should caution young teachers against the short-sighted educational theories that are in the air to-day, and that definitely recommend this attitude. They may sound sweet, but they are soft and

pure joy that it brings him. Once you have tasted this joy, no carping sneer of the cynic can cause you to lose faith in your calling. Material rewards sink into insignificance. You no longer work with your eyes u