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Page Fifteen
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Page 16 text:
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EDITORIAL Lighting Candles The time has come, the Walrus said, To talh of many things — Of shoes and ships and sealing wax And cabbages and Rings ' ' Shall we begin with kings, and talk about teachers and the great- ness of their calling? There is nothing under heaven greater than the teacher is a Chinese saying. Remembering Ruskin ' s definition of edu- cation as leading human souls to what is best, making what is best of them, one must agree with the Chinese. Here is Dr. Henry van Dyke ' s tribute to the teacher. I sing the praise of the Unknown Teacher. Great generals win campaigns but it is the Unknown Soldier who wins the war. Famous educators plan new systems of pedagogy, but it is the Unknown Teacher who guides the young. He awakens the sleeping spirits and lights many candles which in later years will shine back to cheer him. This is his reward. The greatness of the teacher ' s task challenges him to meet it in a great way. Let the teacher say to himself: Let me not be like sparklers which give forth brilliant flashes of fire for a brief moment and then are but stiff bits of crusted wire: let me rather be like the fire in the temple of Vesta; let me maintain the spiritual glow; let my zeal never flag. There is no pursuit which demands a larger store of glowing enthusiasm to carry it through to success than does teaching. The teacher must not only teach but inspire, and to inspire others he must himself be inspired. The magnitude of the opportunity afforded the young teacher is not easily realized. The returns for the encouraging word, the understand- ing and sympathetic attitude, and the teacher ' s own example ( for the life of the teacher is the life of his teaching ) may be less tangible than the reward of the worker in the business and financial world, but the satisfaction of far-reaching results is intensely real. To light candles is the teacher ' s task and privilege, — candles which will later shine with various degrees of brilliancy on the social, physical, mental and spiritual programmes of life. To light candles efficiently the young teacher has the responsibility of broadening his knowledge of life. This broadening, educating process comes about in two ways, first, by intelligent, open-minded contact with people day by day, and second, by contact with even greater minds and lives through books, both of utmost importance and open to all of us wher- ever we live, whether east or west, whether in city or country. May we be impelled to enrich our lives and seek not for tasks equal to our powers, but for powers equal to our tasks. Thus shall the fire be kept burning to kindle the flame of the candle in young lives which our own shall touch. Marjorie Butterley.
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