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Page 26 text:
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President Jones ' Residence
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Page 25 text:
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and to enter with renewed vigor and enthusiasm upon a second five years of service. And now. finally, what are the personal qualities of mind and heart that have reenforced academic preparation and practical experience in the case of President Jones? Let your discretion be your tutor, Hamlet says to the Player. Ah, yes, but what if one have not discretion? It can scarcely be acquired in academic halls, and practical experience may develop but cannot furnish it. President Jones has, doubtless, to thank his ancestors for the native gift of common setise, — a rare gift, and needed by no man more than by him who aspires to leadership in public edu- cation. Soundness of judgment, then, saving him from being swept off his feet by every new educational fad, has been an intellectual asset of no mean value with President Jones. Thus gifted by nature, two ideas seem to me to have contributed in no small degree to our President ' s unusual success. First, he has had a large faith in humanity, and along with it a firm belief in public school education as possibly the supreme power in the national life for the uplift of the race. Secondly, holding his own convictions strongly, he has been wise enough, within proper bounds, and consistent with a unified ideal of progress, to allow his corps of assistants the largest possible freedom of action. He has reposed with confidence upon their ability and their loyalty ; he has trusted to no small dictatorship on his own part, but rather to the enthusiastic devotion to public school service which might be aroused under his leader- ship. One or two sentences from his farewell address to the teachers of Cleveland express these thoughts in such fitting phrase that they may be aptly quoted here. It is not i if ii?nvorlhy artiial, he says, but tin; tioble fiosssihle . iaX has inspiration in it. And again, It is this power to idealize life and to see forces and agencies at work transforming the world, that marks the difference between the great teacher and the one who is satisfied with the actual, and settles down to go through the routine form of preserving the present order of things. The latter is a mechanical teacher, while the former projects into his teaching a tonic effect that strengthens and ennobles every act of his school work. Possessed of such sane idealism himself and imparting it to others, he goes on to say; I have never tried to impose my ideal upon you, but rather to show you the elements of truth out of which you, guided by your own experience, and from your own point of view may con - struct your own ideal, which will in its turn become a perennial force within you enabling you to press forward toward its realization So I have tried never to say, ' Go and do this or that, ' but rather, ' Come, let us do this together in joyous companionship. ' Such a man speaks naturally of the passion for teach- ing, and inspires like passion in others. Surely we but echo the sentiment of the student-body, the Faculty, and the commonwealth, when we assure President Jones of our respect and affection and express the hope that he may be spared yet many years to bless the state with his generous and efficient public service. F. A. Barbour.
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