Excerpt from The Pacific School Journal, Vol. 9: August 15, 1885

The teacher in public schools who decides. To make a life work Of teaching should if possible fit himself for usefulness in the field of higher education. If not, there is literary and scholastic work in abundance for which teaching offer-s preparation. As a plain and practical propo sitiou the man who teaches should be keenly alive to the demands and the Opportunities in other occupations, but he should aim to utilize his own training as far as possible. Some-men do best to study the system of common schools in this and other countries, and so fit themselves for life work as directors, as school superintendents of counties, cities or states; some men reach the high school, and find full scope for all their activities in that important field. But no man should be willing to teach school for ten years without consciously fitting himself for high school work Of a high order. In my Opinion no man is ready for first class work as school superintendent, or as a high-school teacher, before he has had a full University course, or its equivalent in mental training and polish. The University course, even when it is at one of the best of American institutions, only shows a man how to work, only Opens the door for him to enter and take up his special pursuit. Over whole counties schools are less than they should be, simply because trained men are so hard to find. How does a man dare to peril his immortal soul by conducting a school superintendent's office, as so many do, as if it were only a question of keeping accounts straight, and pleasing the voters of the county? Here is the best thought of the world turning with irrisistible force to the overwhelming and indeed paramount importance of The Child. The new science and new philosophy alike declare it as the corner stone of their doctrine. In Germany, England and America, all who would shape the future to nobler issues, statesmen, scholars, poets, reformers of society, lovers of the race, medi tate upon this problem how shall we best educate? Again, as of Old, a little child is set in the midst Of the people. Thorough profes sioual training in the principles which underlie teaching is what must be demanded from those who would lead in the professional training in philosophy, ethics, psychology, elements of biology, political economy, and constitutional history is not too much to ask. They must know what Prof. Bryce is doing in London, and what Prof. Stanley Hall is l.

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