| Show CHILD MOST ESSENTIAL Governor Spry Makes Plea for I Body as Well as Mind 1 1 Z of Youths rE CHERS RESPONSIBILITY t Y CHIEF EXECUTIVE ADDRESSES PEDAGOGUES l L r Addressing the students of or rth lithe summer boo I most moat ot or whom are toa en In the tile of the state stat O Q vernor William yesterday took a rap at systems of ot education and methods of ot teaching t w physical ph al health to the of et ual pre progress ree T rhe i Mush of ot rose the bloom of ot oth h health alth In a childs face t Js le much Mh more it ct be HI desired than Ulan a physically weak wk nd al sift hi td Governor nor Spry Governor Spry Spry alc as Re this gathering is fa Hof of fOG so o many mn of ot the country and ando andeo eo 80 o many phases of ot educational work It Ita l ft a special to meet mt with u ln du o Q the of ot d a ra Vb e this brie ie oc lC C sodas OB That you are aro here engaged In work the e season that could be he devoted d to pleasure recreation and aa relaxation e At ones once tb tM the fact tact that you are awake to toI th I Importance and aid of or your tha y yea Ht are ar eager to keep kp abreast the m et t I adu 1101 J methods of th t the day Ia and am ambitious to tAt I the noble art In which y you feU n are enca ft ed edIn edIn In addressing yow you this th morning 1 hj h hv n no purpose pr e other than to 0 assure r you of ot tb the tM hyrb plane en which I J place plA your sailing Un sad and If K possible to In tn Inspire spire a deeper r sense MRM eon of ot the tM teat great and 41 grave rave responsibilities you yen have a aum ao um In adopting It as your year tHIr lifework lifes lire life s work Tour rear Is I a of ot responsibility responsibility that to U exacting delicate eer eel pis 1 11 In la l tie Its It nature tu Involving In Its It par pur pursuit suit atilt a wonderful obligation of or nt ability for tor the th of ot the most norM ored ef of An all ll human trusts the tag ing of oC the tit minds mind of ot the Ulf youth oth Calling n a Responsible One tripped 11 of or that thai with which laa Mature satur tur Is la I w eo II apt al t to re refard fard JArd ard the tIM thing In III I hare 11 f b u e they tiN are u dally dall with Y a us usand and nd Judged J by b the th standard of ot Import flee with to every eflY human eon t i nuten there Is III no vocation calla calling or profession In the pursuit of ot which the re responsibility of oC the school drool teacher teher r I 1 Is even en Tours roan Is III 1 the be directing of ot energy In 1 n nf proper channels e the tIN Imparting e ef or f Knowledge to young TOG eager pro receptive p minds the of 0 char eba character alter acter ter the shaping hA of oC destiny dUn tb the Mast mak making log ing of oC mn men and women who will be tte a aJr Jr joy to parents parent t a pillar to state date and aad a country and a a credit cr tt to 10 the age Rg In I n which they bey live Ih Hew How best beet to discharge tf the I obliga obligations of ot your our vocation successfully will vcr r remain a problem pw for Individual lad 1 d ter The theory and aM ede eI eIf saw of f teaching one 0 acquired you OU are face fa fat fato ce tn to t t fa with wi the tIN practical application n fOr et r yo your our ir training t Tou You stun must ft stand eta nd si a one aad ad on your our ability to alter the ther th e r ties le ef of r your oar technical learning so se seto as asto I to tn be reedy ready r for tor and a equal to 10 the eon con continually now new w and aM varied problems of o f th Lb room your our success will do de depend pend Adaptability therefore tho In la the t key k to ac That person noH who en enters tero the school room rigid and austere auster and unrelenting 11 in and I wards towards others cannot cannel sue sac sueo c o d Mildness tenderness Ig once no t mingle mimic with authority and a d sad ARd tb lb t sober ober sad and aeri e rhea i b bu of oC acquiring an am Heroine n om r Adaptability I lit la only oat oal r to Co him bin wh who make crakes hu his hi world bl big Th The narrow Barrow N Individual cannot allOt be bo 11 fair r the Illiberal person Lice sa ea cannot ot be Impartial and Jus tice In III not act an as attribute of DC tIN the man arse J R o of or narrow undemanding The great Breal reat I trW trade xi IA III ex xI x I pin i m pr progress r M m la I dl c v rt th the in l In i IN la art In I car carry ry with W It It there th m la ased s ke I w D say y what you ou vill III finally r roe t i I IU upon U On the tilt shoulder loIr of oC the tit instructor In It 1 i A Importance ha OMAn To meat twee t I I r tM t the PI larger Mr t iti tit of ot our age c th t are Iara and a 1 extended and In III m tb the 11 she th h of responsibility falls falto upon r pap the th tack r 1 I While a few f generation hack It 1 was wan 11 the t COM para few rw who are ren a 1 dared dream dr of c OI and higher tod ed and nad school training ended ailed with wit h I In Ia n a completion of DC the t ft common cots COllI ae m branch todar high hla school university I sity elty AIt and alleA academic route courses arrow In la pop pep liar ular fiver favor To meet mt these t tbs additional t IJ BH nt of oC the pupil and re f I Ir r him for college life tho the grade grado teach teachers ers ere of tho the land are flanked with Ironclad Iron olad clad outlines from tho precise outlines of which deviation Is le little little short of ot a breach broach of oC tho the forma torme of employment The Thu while the rigid exactions fall mul on tho tb r tensor tender struggling pupil as a bur burdor doe doc which I 1 am led to think Is too weighty for his young shoulder Lack Training la In I Youth In Ia I our zeal zoat to enlarge the educational educational educational field fJeld for tor all alike aUke we are dill die U posed to make Individual capacities bend and reach arbitrary and fixed standards While I 1 am a firm believer In la the systematizing of school work vork 1 I want you ou to distinctly understand under tand that when system tends tende to force toree Individuality IndiViduality Individuality In a common mould and hold it there Chere regardless of circumstances or consequences I 1 am against that aye system system tem torn temAs As at present constituted I believe that our educational e system makes makos an unfair distribution of responsibility as between grado grade and high school Instructors in instructors I and sad university and I professors One of the irreconcilable features feature of modern education is the manner of ot loading the student as he ho acquires acquire his education There Is le I a disposition displayed toward students of tile the higher Institutions which h permit of so much of sports athletics and the unchecked display of ot college I i spirit while the growing child is la held hold In the school room every ever day da of ot the year yr and In order to keep pace with his class clans must devote afternoons afternoon i and evenings to health shattering con and study and all because the i child can ean be forced and crowded In his hi mental development Am I not right I when I say Sy that tho the young oung men and the UIO i young women are physically and anti men n tally tall bettor better able to carry the load lood of ot overwork than the child abed and the high school student In spite of ot my m high regard for tor edu education cation eaU n In all that thal the term Implies I Iam IAm Iam am free to say 1 that the In the cheeks cheok with tile flush of ot robust health are ar worth werth more mere to the tho human race rape and the generations to come than physically cally eally wrecked mathematical or literary prodigies While the responsibility re for the making of r this condition Is not net yours sad and while whilo yv yen Ou may mar regard r gard It as U the business of ut parents to exercise Judg Mat ment t as to the capacity of the child still Mill the tho responsibility ultimately shifts to te you yea Must Uwe U CommonSense p pAN And AN here hert Is the school hool teachers problem Hero Here it is that good geed wholesome whole wholesome some common sense must be made man Ift Here Mere ii Is III that the peculiar cir ctr circumstances eum can with regard to each child must Mast be considered coR as at a controlling factor fador in your attitude toward the pupil It 11 hi useless for me to attempt a pic ture of oC the types type that are met by the school heel teacher tho shy and aAd the bold the puny punT and the robust l the bright and the dull the trusting and ancl the sus eua suspicious you have met mt all of oC them As AI they the gather at your year feet teet you only know that the tile Inherent desire for knowledge e Is le before you Of OC environ environment meat ment of ot the patrimonies of ot ancestry of oC childish hopes and ambitions you know knew nothing But Bul those these things and antI conditions forthwith become your our study stud and until you ferret out by b painstaking labor r by patience noe and love Jovo the indi individual vidual dual traits and facts facto regarding each Mch child lId and can measure accurately the capacities of every pupil pU ll you cannot successfully Impart knowledge t Parents DC Are r Not the floe There Is one eRe other element of 0 re responsibility that enters so fully tully into late the vocation cation of ot teaching that I cannot refrain retrain making mention of it at this time 1 I refer to the obligation of ot proper personal conduct Parents Par are as a for the welfare of ot their children today toda as aa they the Were wore In Jn days gene gone by b And ARtt they place their children In the schools because buso of 0 the strong Impulses Impulse of or natural affection and not because e of ot legal obligation I Iam Iam Iam am enough In my views on education to regard the adage that example is ii bettor better than precept as aa a R motto for those engaged In school chool schoolwork work werk Coming to your feet teet In childish In ln enoe and shyness you win through h kind persuasion persua len the confidence of oC the little ones and then under your year direction tion lloa and aM skill begins that gradual un folding of ot lifes life wonders through the theN theP process P of education The child revels In la the tile light of knowledge you spread about boat him hits delights In fa the truths you bring to te him and the while you his hili teacher are being befog elevated to a first t and anti because of ot the glory glary of 0 It all you ou presently become the childish Ideal Around you Is fe thrown the trusting confidence o of oC as all pure pare un unselfish selfish approval as life Ufe can bestow the ithe love lore and admiration of ot children laRd and aad the firm dependence and aRd respect ef qt boys boT and girls upon open you as 8 worthy werthy Wd I noble God forbid ld that any enc sae of or you snail shall I ever r de do to shake the confidence or shatter the faith ef or eta a boy bo or 01 girl who has baR given you Ms his or her love lore end anti admiration From the very vary nature of your our eaU call Ing Ins you are In a position po lUen to exercise a wonderful Influence for good goad among the bays beys and aHI girls who she ho are arf growing to manhood and anti womanhood od Make It your our business basin to uplift u morally morall and I I physically as well as mentally and aad you will wilt find the only real satisfaction n there Is III In your vocation Nine Hundred Hear Bear Governor GOT The governors address which wa was given ghen at the semiweekly general as an assembly of ot the summer Bummer school was wa a hoard heard with Intone intense Interest by b an audi once enen nen of gOI and was WAil heartily he rUly applauded a d 1 at frequent Intervals After the tho meet meetIng meetIng Ing Governor Spry was vas treated to a an I Informal luncheon at the university r lunch room Musical 1 numbers for tor Mondays assem assembly lily bly comprised eQ vocal solos solo by Fred Freel C Graham and Mrs Corinne Harris Ham Hammer Hammer mer mar Mr Graham sang an aria from fro m Carmen by b Bizet and I 1 Know o of oC I Two Bright Eye Eyes by Clutsam Mt a Hammers HammerlI selections were bv by b Wilson Ullon and Birth of Morn by b y Franco France Professor Squire Coop was ac accompanist |
