comes from the duty of education to develop manhood in the fullness of individual good character. How strong the impulse which comes from his feeling that his place is in what has been called, "the beloved ministry of childhood." As the "undershepherd of God's little ones," his life is called. to be spent in not merely instructing but in shaping and forming the character, developing toward the light and making life more intelligible and more worth living. A human life is entrusted to him, to be rightly developed by him in order to obtain life's best values. No one who assumes this sacred trust should fail to recognize the tremendous responsibility with follows. It comes to him freighted with the sweetest loves and deepest anxieties of the parents of the children and of the commonwealth to which they are bound by social ties. No more honorable position in life awaits him than that which calls him to the duties of instruction, warning him to be alive not only to the truth to be taught but also to the duty which commands him to be what he would strive to have others become. Gregory the Great says, "No man undertakes to teach art unless he has himself first acquired it by diligent effort." One of the old master teachers of the thirteenth century said, "The master who is lacking in sound learning is preparing to live dishonestly." There is a world of truth in this for unless the child be properly trained for the duties of life, the teacher is not giving value for value and inasmuch as on his part value is lacking, he is more or less dishonest. The teacher needs to be versed in the knowledge of nature and nature's God in order to show the way, to explain the sights, to answer the questions, in a word, to mold character. How can he do this unless he knows with accuracy and shows with clearness? Like the eunuch before Philip, the child may say, "How can I understand unless some one show me?" How can the teacher honestly and sincerely develop in another what has been undeveloped in himself? No man can teach truth who has not apprehended it himself, no man can develop character who has not the fullness of character in himself, no man is accepted as a safe guide to morality who is not himself a follower of the moral precepts. Personal integrity, a character without stain, an upright and moral life, are the soul of the teaching personality and should mark the teacher's life. He should have conscience and morality himself to thoroly develop good morals in others. Children are quick to perceive the difference between precept and practice.

The development of morality is the very essence of all educational systems. Men differ as to what constitutes morality, but it seems to me that the majority of men will accept the principle that the morality that makes for life is built. upon the po itive law of God and is developed and maintained by obedience to that law. Unfortunately, there is an ever-increasing tendency to divorce religion from school instruction because of the many and varied differences in religious thought. Serious-minded men and women are noting with fear the results of this divorce, which, among people regarded as educated, are already manifesting themselves in a growing disregard for the very commonest laws of morality. Fifty years ago general education was hailed as the panacea

for all the ills of the social body, but, owing to the omission of positive religion, the general development of education has not fulfilled its promise and among the more cultivated and intellectual, crime has so developed that anyone who studies the social conditions is appalled at the results. Instruction divorced from religion can neither make nor keep men moral. It is this conscientious belief alone which forces the Catholic church to build its educational system upon the principle that the positive religious doctrine which it possesses should be taught its children in the schoolroom and hence, independent of all other systems and not in conflict with them, she builds her schools, her one desire being, that, as the teacher of her people, she will form their character upon the Christian lines and in accordance with the aims and purposes of life as they have been made known to her in the doctrines which she professes. With her, religion in education is not a mere sentiment or a vague responsibility, but a vital force, instructing intelligence by positive doctrine, and demanding the active obedience of the human will to divine law. It is to us the living of the life of Christ as He taught it and the school is an agent in the knowledge of this life. One loves to find that the great teachers have always been reverent, moral, religious, at all times an inspiration to those who would. assume the rôle of teacher. They bid us to reverent and religious lives. The devout faith of a man expresses and measures the intensity of his moral nature. The teacher who educates and the system of which he is a part should never lose sight of the fact that faith has its foundation in an ever-living and perfect mind, and instruction should lead to the good and the true as made known to us by God. The teacher or system which weakens the religious beliefs of youth, unfastens life from the mooring to which it clings, draws even one bolt and thus endangers the structure, that teacher or that system is woefully out of variance with the vocation of education. The loss of faith in God is the greatest loss that can come to man, and if that loss comes thru the teacher the injury is greatest. The irreligious, the irrevelant teacher who sneers at religion or belittles it can have only an evil influence upon the character which builds itself upon faith and recognizes duty to a revealed religion.

The teacher should have not only an intimate and intelligent acquaintance with his work in all its parts but he should be familiar with the methods best adapted toward the proper instruction of others in that knowledge. He should be familiar with methods, yet never become a slave to a method. Trained in the methods of others, a teacher is apt to become a mere machine, a simple automaton at the teacher's desk, a wooden teacher with someone else's unassimilated methods, and is not worthy even of being called a poor apology for a teacher. The teacher should aim to be himself; no one can ever successfully be anyone else. Imitators are on the stage; they are out of place behind the teacher's chair. The teacher needs to guard himself from fads and hobbies and avoid the folly of adopting untested theories. Our ready-made methods have ruined many a good teacher who felt that he had to follow them because a school board so decreed. A student, a lover of books, with constant aim

toward the culture which tends so much to embellish his work and make it more productive, the teacher should never cease to improve himself that he may become a cultured gentleman. The Rt. Hon. James Bryce, speaking recently on the "Teaching Profession," said:

The educational profession is work which marks out the person who does it as an educated and cultivated person, and therefore when you meet a teacher you are entitled to assume that he or she possesses a superior measure of cultivation and education. Liberal education broadens his views, widens his horizon, makes him more tolerant of the opinions of others, familiarizes him with the different viewpoints of historical discussion, makes him a student in the world's school, and removes him from the provincialism which is oftentimes responsible for the narrowness and prejudice which creep into men's lives. Like the mechanic, the teacher should be familiar with every part of the machinery with which he works, the model he has to copy, and the use of the tools necessary, so that the work may be a finished product from the hands of a master. Such should be the teacher's ambition to excel, to aim at the finished product in the thinking man, who, under the influence of the teacher, realizes what he has within him and begins to articulate, to advance, and to add to the world's store of knowledge. It is not enough for the teacher to possess facts which he teaches but he should strive to reach the spirit of the fact which would give him the very perfection of his knowledge. He should journey along the same road by which the facts came, striving to share the experience of the master as he worked out the problems, one with him in joy and sorrow, experiencing his rewards and punishments. One can never fully know Dante until he has entered into the spirit of Dante's soul in his joys and sorrows. Tennyson never could have written "In Memoriam" were it not for the bitterness of the loss of Arthur Hallam.

We need the right kind of teachers [says Münsterberg]; teachers whose interest in the subject would banish drudgery. We need teachers with inspiring enthusiasm for their science which springs from a profound scholarly knowledge.

The call is for teachers with a teacher's personality, full of life, the living teacher; full of value, giving of the wealth of knowledge; full of certainty; stable and sure of what he knows. Such become great teachers and their schools are successful. The teacher seeking for the personality that will educate keeps before him the high ideals of teaching and strives to master the problem of good teaching. He never becomes a mercenary or a hireling but is always a lover of the work to which he has consecrated his life. Personality like that begets enthusiasm. Bulwer-Lytton in his Last Days of Pompeii,

says:

Nothing is so contagious as enthusiasm. It points the real allegory of the tale to Orpheus; it moves stones, it charms brutes. Enthusiasm is the genius of sincerity and truth accomplishes no victory without it.

In Winthrop's Cecil Dreeme, the professor was one about whom a few students sometimes were said

to buzz as hungry bees in a sheep pasture in late fall about a dried-up mullen stalk on the one hand and the fennel stick by which Prometheus brought down the divine fire, on the other.

The teacher with the music of truth calms the human passions, develops character and leads to victory. When enthusiasm dies out in the teacher, life goes with it, usefulness is at an end, the teacher's sun has set. Magnetism should be a characteristic of a teacher's personality. He should be an influence, an inspiration, a help to all who come in contact with him. He should attract all toward him because of the truth which he stands ready to dispense. The true teacher can never part from a pupil without feeling that some of his life has gone from himself and entered into the pupil's life. It was this that made Plato the worthy disciple of Socrates and gave St. John the insight into his Divine Master and made Suarez the expo itor of St. Thomas Aquinas. It is personality rather than system that in the ages has made the master live in his pupil. As Newman so well says,

The academical system without the personal influence of teachers upon pupils, is an Arctic winter, it will create an ice-bound, petrified, cast-iron university and nothing else. Influence precedes law, personality precedes system. With influence there is life, without it there is none.

Benson, in his recent book, From a College Window, says,

I have lately come to perceive that the one thing which gives value to any piece of art, whether it be a book, or picture, or music, is that subtle and evasive thing which is called personality.

The fact is all we remember of a good teacher is what he taught us. We seldom, if ever, think of how he taught it. Dean Stanley, speaking of Rugby and Arnold, said:

The one image that we have before us is not Rugby but Arnold. It was not the master who was beloved or disliked for the sake of the school, but the school which was beloved or disliked for the sake of the teacher.

Great teachers never die, their influence lasts forever, their very names are an inspiration. The annals of the universities which stand for the scholarship of the world are fragrant with the characters of teachers whose influence made students flock to them from all quarters. They went to hear Aquinas and Bonaventure and Erasmus and Arnold. They were men who knew men's nature as well as they knew their lexicons. They were not those pedants of whom Carlyle writes, "who can give no kindling because in their inward man there is no live coal but all is burned out to a dead grammatical cinder." Socrates, Plato, Aristotle, stand even now on the streets of Athens to teach mankind their ideas of philosophy; Galen, Archimedes, Euclid, still give luster to the Alexandrian museum; Pantaenus, Clement, Origen, still appear in the school of St. Mark in Alexandria. Hilda is at Whitby, Gertrude at Neville, and Hortsvita at Gandersheim; Albert the Great, St. Thomas Aquinas and St. Bonaventure yet illumine the University of Paris; Augustine, Columbanus, Benedict, Alcuin, Bernard, Loyola, Pestalozzi, De La Salle, Newton, Agassiz, Arnold, Barnard, Kepler, and Laplace still teach us. The story of

the university, college, and school is generally the story of an individual teacher founding the institution, and a corps of teachers taking up with enthusiasm the work begun by one in faith and hope and charity. They have burned their lessons deep into the daily life of all portions of mankind. Like Socrates they would rather write upon the hearts of living men than upon the skins of dead sheep. These form the nobility of the teacher's world. Into such ranks you have entered. The ideals set by them are high ideals and all teachers should aim to realize them. Not all succeed to greatness, at least to the greatness of fame. Yet a large number in their own way, and known perhaps only to their pupils, are quietly doing God's work in education by their personality as good teachers. There are thousands of honest, simple teachers hidden in the obscurity of the schoolroom who will never figure in the history of education, but who are doing in their own way marvelous work in education. Teachers fail, are inefficient, unsuccessful because they are oftentimes out of place, without enthusiasm of their vocation, lacking in personality and sometimes in fitness. They have lost heart in their work and thus become stumbling-blocks rather than helps to education. The teacher never had greater scope and honor than in our day. Every incentive is given to him. The family, society, the state and the church invest him with honor and responsibility and this should develop the best that is in him.

It is well for us to remember, however, that the public exacts character and equipment and devotion on the part of the teacher. It is well for the public to remember that life's service can best be given when free from the worries of life. Educational work ought never to be allowed to become drudgery, and educational service ought to receive a proper remuneration. A teacher ought not to be expected to live on faith alone or be made to feel that ideals will supply the necessities of life. While it is true that no class gives better service, and from no class is more expected, yet it is also true that no class equaling in any way its requirements is so poorly paid. If education demands that men and women of the world make a life-work of teaching there must be more consideration given to proper remuneration for service, otherwise the best minds will not seek for such employment and education will realize tremendous loss.

It is the glory of our manhood and womanhood that noble men and women in all ages have consecrated themselves as the teachers of mankind. A mighty army of self-sacrificing and devoted teachers is in the schools today, recognized as the "salt of the earth and the light of the world," the benefactors of mankind. Their names are a benediction and "men rise up and call them blessed." The important factor in a teacher's life is himself. “What one is," as the old saying has it, "goes before what one does or has." The teacher's personal character is one of his prime assets. The high-minded, pure-minded, fair-minded, noble of instinct, gentle of manner, rich in sympathy, loving the good, loving the school, loving the children-that teacher is among the benefactors. The lives of great teachers of the world are sources of