Show l fL t Cf f b Magnificent Address in Barratt BarraH Hal Jl by h Dr James J H B BAngel Angel TRIBUTE TO UTAH STUDENTS M Not ot Forgotten in the Course of or Ills to the Educators The visit to this city of or Dr James Jarnell D DAn DAnell I An Anell ll president of ot tho University of or Michigan was Willi the signal for tor tho gath gathering I ering of ot u large audience In hall thin morning nt 10 Attar nes s Oscar OscRr toyle of or tho board of or education I tion Maycock C 8 and Mra nil all graduates of Dt Ann Arbor were on tho Iho platform conversing with Ith tho genial doctor when Supt D II ot or the city culled called tho assembly as to order and Introduced the distinguished Ashton and Principal l aton Pre l dent Paul Mr of or the board of ot education and Miss tl s Colburn were un tho Iho stand The Tho number on the Ihl program was wasa wasn a n solo hy Prof W V B E with accompaniment by y Pot Prof Arthur The Iho piece was lal tho concerto of For an nil Mr r Weihe gave ve the Cradle of ot Miss MI 0 Dry Tears Iea and fur tUI un 1111 with April by Supt D U 11 II ehrl Intro lutro Introduced Prest Oscar Moyle loyle of or tho board of ot education who spoke pok of ot the fact that Prell Angell was not a 0 In III Utah pineo tho Iho graduates of ot Ann Arbor were moro more numerous In this State than thull ot or any other Institution of ot high higher er for learning except excell out eta Inte in uni university 1110 of oC Michigan said tho I ho uro 1110 u 11 unit anti and they form torm forma a IL compact whole The success of or the th University of ot Michigan him been due largely ID II the efforts of or Us III distin distinguished president who for Cor JO years past except when minister to to 10 has hlll shaped the policy and oM directed Urn work ot of that greut in III institution NT President Angell received elv ll with applause He lie Id he wun Willi obliged to 10 the former speaker for tor tho Iho kind infer Ieter inference ence he ho hUll hud made to 10 the university and Prest added In nil III these 30 luring during which so many students have hILe como come to us from Utah I Ray Hay It not us a I matter r ot at lattery but butot butof ot of justice and truth not even on one occasion has hns It over Ovet boon been liMY to 10 discipline a single one ouo ot them This Is 18 n R both to 10 students them and to homes from which they come The rho subject of the formal address was The ot or the Teach Tench substance ot erH rH Profession and tha tho It a 08 folio AS Every VOT mans vocation leaves Its It II Im Impress press upon upun hU his character No matter molt whAt wh t ones calling talling may be Ie It will pro profoundly affect him This In lit a II fact not Jot considered con hy h many In the of or a 1 pursuit for tor life lite In tho Iho profession of law for tOl example wo 0 find that lawyer has tho special tern lem tatton to 10 become ft 1 sharp special plead erto sacrifice that Judicious tempera which his profession demands Yet Vet the training of ot the mind In this calling certainly docs dou away with loo statement ami accuracy for tor forthe the tho lawyer has hu ever before him un nd RII a learned Judge to past I upon his case ns flY presented Tho law cr III s likely to become tolerant cath catholic olio olic and charitable to those who differ with him So Ho In the tho study lUlly of ot medicine we nut first find the 1110 disadvantages dl ot oC the Ih materialistic view which It II IB lit like likely ly I to tu engender but this will 11 bo bal balanced by the tho advantage o of fit that scientific cast calt of ot mind which this profession prot IH to o likely to develop as well as n that typo oU sacrifice which It frequently creates Tho ho physician may recall rc alt also one OM of ot the bleated ell titles of ot our Lord wan Willi the Great Hut nit nil occupations have hlo their dice to 10 some extent mark their vo 0 Tho speaker toM told ot oC a n certain noted detective who sat st In n 11 window In London and successfully guessed tha Iho pursuit of ot In tho passing throng merely mere Y hy by their appearance If It wu WI open our lips cur ur speech betrays M liS as 1111 Simon Peters did and oven oon It wo keep keell our lips clowd our actions and manners III will disclaim our respective callings our very vory tail our air our unconscious appear appearances ances reveal the mystery of ot our lives we arc epistles epistle known and real ot nil all men fUE VOCATION The profession of or tho teacher lencher Is III no nn exception We can clearly discern tho Influence of ot our vocation upon our ourselves selves Among the unfortunate to which tho teacher Is III subject are oro 1 I That ThaL the teacher Is tempted to limit his training and development to what Is actually necessary n for tor his hl dally labor If Jt he Is l teaching one branch ht h may Inny become l narrow If It he Is teach log ing many bunches branches ho may Inay become shallow II are turning out dab dabblers biers In I nil lIU branches und proficient In Innone none nunI If I r were selecting n a teacher lencher continued the speaker 1 should regard not so 80 much what he ho knows klow ns Is his hl ca capacity CI lor growth U 13 danger that Ihn t the teacher will Ret get Into a I rut rUI and PO lose that airiness elasticity manner mannor which a 1 good teach teacher er always possesses p esses Somo teachers after artor 10 years ar In their vocation Iro less 1811 efficient than when they began for tor the Joy and zest z lL of ot their former days duy no lID longer enlighten their lion tion The school chool slowly and no longer the Iho speeding To ro the live the breaks like a n toll fair creation when hell he enters ent s tho school room His dally life lito Is not a 1 lome monotonous one but Is tilled with frosh and Inspiring reminiscences Ho liB Is II awake alive and the thrill of ot new being Is In his blood With such sucha a It teacher tile the school li In the hands of ot ofa a 1 man irian a ond not of or a ma machine machIne chine OP OF LEARNING One danger to which tho tha vocation subjects him Is 19 what may bo termed a n conceit of ot learning n belief hellet In III the tho superiority of ot his opinions over ocr those of ot other people Wo We cnn can see lice seemore more Inore of conceit In nn assembly nf nt teachers than In other kind of ot meeting We must not shut our bur eyes to 1 this Ihl fact hut honestly whether our conceit In respect r se tl Is n for tor this danger IH Is the tho teacher Is habitual habitually ly I dealing with smaller than his own the tha children look up to him I CI a n very mild display of ot learning learn InK InKI M I to their wonder admiration the teacher tM hel has hall Incense constantly m tills The Th result Is d hn 1 no como tries 9 to dazzle his audience Unaccustomed to have havo his hili word questioned d ho bo becomes and vain of or his own prowess I How different Is la the situation of ot Ihn lawyer In wyer from W OI the Iho opposing counsel or nt least INI tho Iho will strip any such lIuch peacock feathers It pot at worn for merit Let us then preserve ervo one ou modesty try to find out the just at pow power er rot Let pt exaggerated air of ot our i rif ul lI It hool rl h 01 t air which 14 often carried to n ex excess cess We must of course courne bo ho true to In our calling but wo need not be bo over oer overnice I nice In our uBe u e of lit language Teachers Tea herll are likely to bo bOBO so painfully gram grammatical they the enl cnn never bo be heard talking with n R free Idiomatic How of or orI I II They arb like persons walking on HUll I know kilo of ot one good 1001 teacher I who used lIed to 10 allow himself a 1 vacation of ot two In the week In which to speak bail grammar gra mar DESPONDENT VIEWS Another danger to which the teacher may bo Lo subject Is that of at taking de do despondent views of ot young persons At Home of or tho meetings of ot the tho school fac faculty each teacher reports his hIli budget of oC grievances until the very air poems dark gloomy This d desponding view Is IK the Iho unwise discipline sometimes omel lItell In Indulged Indulged In It be duo due to sheer r wear weariness iness but such despondency de la 18 both bothun un r a unwise for to boys and girls are ro Just ns nt good to today toIny day ns nR they the when we 0 were young They Iny will yet useful UI Ci I Us of or which we wo may Inny well wel bo proud Never despair of or tha Iho youth youthA A LIVE INTEREST Another danger IB IA that the teacher will como to lack Illek a freeh tresh and vital vial In Interest wi terest lerest In the affairs about him It I la 18 latrue true truo that his leisure lel hours must bo be given gl glen en to ali research re yot ot ho must mut remember that he ho Is II training boys bYI girls not nt to be he ne but butto hit to 10 hB workers He 10 should n 0 real trl sympathy the tho le leot of ot childhood c and the affairs of ot actual life wih with which ho la II preparing tho youth to deal There Thero are arc however as ni many bent brn Influences ns these ar dangers In this vocation All lines l of or work have their dangers Hut Dut one of tho benefi beneficial cial reflex Influence of ot the Iho lel lr profession Is that It furnishes a 1 con constant stant and ard Incentive to 0 the the high cat ct self development of Ihl man mun pr woman lel For the material matet Of al with which h the teachers deals Is the human hum n mind the masterpiece of I the warns of ot Clod the crowning glory of oC creation This Thill material which Is II in oUr o r hands excels that of ot other artist Not Raphael with pencil and canvas In the portrayal or nature not oot Angelo who 1 liberated the forms fors cf or beauty from thu tho th marble block has his such beautiful ami glorious material as aa the teacher h al especially the teacher leather of oC the primary school with which to 10 Therefore should wih every know psychology gy In order lo to train al develop this divine J thing this Ihl choicest esl place ploce of oC the th handiwork ot Kven I cn tho commonest studies tho gateway to the royal road to ta knowl knowledge knowledge edge When the child chUl has hlll first learned to rend read tho Iho simplest l word ho he hat mas mastered that which Is Ie tho best beAt of ot the tho most wonderful of ot all IU the gifts gla of ot gift of ot speech Hp ech lan Inn For herein the best thoughts of ot tho best men of ot all al tle times may m be found And It Is with wih those that wo nourish minds the young oung Impressionable We may be by y tho thu reliction ren Con no nt learning Is tha teacher cannot bo too learned too refined to teach the coarsest student In his school Somehow or somewhere this ht learning will find application 1 school am and there thero will wil be profitable uk s stor for tor nil ni we 0 know kw The Th further and faster wo progress the pupils follow MODESTY 1 A well wel balanced 11 profession an nn encouragement ta u ues esty es It I Is la tho Inexperienced who Is II over In his hs U who has not the courage to i ithe the pupil pupi h I dont dOl know when Rh to Is the case When n A teacher stops Ing It Is time for Cor him to stop alop I grow old dally working was wo n fa ta motto moUe of ot Mr lr Gladstone The teachers Vocation OCI ton gives In Ih n a most mo t va a and enriching source of or culture should beget blet n 1 patience n n wI waiting for tor results tho Iho fruitage of or which must Jr r w n our labors SYMPATHY D CLO Jm Contact with wih the world tends to make men sordid rd Il but In 11 tho ten and loveliest lest stage Is 18 the lot lotof of ot the teacher whose mind It 18 kept active by bl the benign nce of ot young lives lveR upon his hla own To ro him t cat md to him th x elixir ot We Wethe the fountain of ot YOUth Is 19 still sll and Is 18 over oer found among those chit dren who run rUI lovingly to I lt him while oven even tho ngel ng 1 renew ren triple youth only by meeting him This Incites tho teacher to be circumspect In his hil dally dol life Iro The Tho sensitive of the youth before I torl him are IfO constantly con receiving from fr hU hl n To this cause the good goo pf 11 i n class may 11 be For 1 amidst all nl the failures el ot men nen cent years In hu In 1 Jn n all 11 the walks alls of r life to Hud con cr examples among lunn the teaching profession papers that the dally record ot of crime how have haQ they Ihry printed the name of ot a I teacher In their bulletins ot shame For n t part the teacher p a truly living u lS priests and nM 9 OI ness In II this land Inn To o ilvo I vc such and ol true and beautiful Is nn ni Inspiration to iu others otherl t high and noll moral living nM aro environments tend In this illi ton I l Of or WI r l i iwho who brought mId Industry to these barren western wastes Let im UK nobly nohly train these children of ot theirs Not ono one wt wit less hereto tho thomen wo women men who living amidst Urns 1 cut off or front tron tho ho r o and the of ot home holn patiently Ind cheerfully boo boie their t Ilc eh share of ot this great Rr till ti they the these secluded home homco with sunshine and happiness and the tho memories some of ot you with wih all ni that that you cherish most The great grett question With im Is how to train their children for tor the tho Imperial tasks tn ks that await them We shall q teach tb to work I t ev n shall be exalted to the die beauty benun and sane t tty of ot nn Al offering or to to Qed In IiI till 11 buY o r tho love lo for tor honest hard work Is first and foremost What Wha t the fathers and mothers with such uch Industry toll tol havo to o well wol be bo their children under OUt our Instruction tion must bo prepared to 10 carry Let Lt us u be proud of UI ns na teachers not using It n n house hu of o till 11 WOr r t l jt Ing II thanks If It we b are ro It up q teachers we Vl may know tho of ot Joy comes from Im Imparting parting to 10 these young souls HOlls tM bread broud of oC knowledge which shall their minds to beauty RUty and an under our li B Bo 80 may wo attain to Q something of C th tM devoted and spirit sl of or th ono one grent her In n nour OUt our hearts realize c the significance n pf pr his words Il It Is II more IO Mc be ed to o give than to tt receive |