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NUW IS THE TIME to buy one of our FAMOUS COAL HEATERS and he. 1;)1'epzu'ed for a winter like last. full of the “newest creations ” in LADIES’ FANCY NECKWEAR in Greens, Browns. and all the fashionable colors. Hardware. 1m menu's pm To sm,‘of ill.â€"-with Browning .. God’s in his __ i Heaven, ell’s right with the world, ” . An E“, by Hi“ Forfar, B A , of the] - - .ve can face our vexations of the Durham School, read before the 35°50‘31r00m. (and elsewhere.) with , i better grace and even a smile. More South Grey Teachers Conven- 1‘tlmn half of the pessimism in this tionin Harkdale, Sept- 28 3 world comes of worry and brooding. it is needless to announce to an audience of this kind that the teach er’s duties are manifold We all know it only too well, and hear and readagreat deal in our sphere, of duty to school. to pupils, to parents etc. etc. ad infinitum. Duty to self. however, seems se- verely left alone in discussion, per- haps from the idea, that as human beings are prone to selfishness. we do no: need any reminding along that lineâ€"that the teachers as a class are quite capable of looking after them- selves without being told to do so. But there are ways and ways of doing this very thing; therefore I have classified this multiplicity of duties staring us in the face into two divi- sionsâ€"“Duty to self” and "Duty to Others.” This latter point I leave you to subdivide, disintegrate, or deal with as you wish, and shall endeavor to collect a few thoughts on the form- erâ€"that if we don’t already know how to look after the ‘Ego’ we may learn a little, and those who already know will be ready in waiting to of- fer'suggestions or criticisms later, for our ways may not be your ways. The subject does savor apparently} of the ‘Ego’â€"no wonder the criticism has already been passed~would you* teach us how to be selfish? But the Egoism is only seeming, for after all. we as individuals are but a part and a small part of a great allâ€"as Emer- son saysâ€"and unless we do the duty towards the part, how can we expect to do the greater duty? And in do- ing our duty to self, realizing it and doing it. We shall find that altruism is. after all, the result. Carlyle says in “Sartor.” “Do the duty which lies nearest thee and thy next will reveal itself.” To put an interpretation which perhaps Carlyle himself did not intend, but nevertheless fitsâ€"the self is the nearest duty certainlyâ€".there- fore see to it. Moreover what does Tennyson say in “ Aenone ”â€"â€"Pallas says to Paris, " Self Reverence, Self Knowledge, Self Control,â€"â€"the3e three alone lead life to Sovereign power. This is not selfishness, not Egoism, yet places the self in pre- eminenceâ€"self With a new meaning â€"â€"not the individual. but as with the rye of a Philosopher or Poet. seeing , therein the Universal man. And although we are a selfish race, yet we are apt in this Strenuous life of 20th century experience to ne- glect this self which needs attentionâ€"â€" the higher and better sellâ€"the germ of the Infinite in every man, for we are as Browning says, ” Gods though in the germ.” There is a spark of the Infinite in each individual how- ever buried beneath the finite; there- fore our first duty is to selfâ€"perhaps our greatest duty? What are the elements of worth in the individual which by cultivation and attention render him of value to Society? its Inirih. Bnt hoe sorrow enough of its own. If we believe with Tennyson thnt somehow good will be the final goal Primarily our duty is concerned with the Physical self-â€"the frame work which surrounds and houses this higher self. Health is the that element of worth to be looked after. Ideas are arrows, the body sends them home; the mind aims, the body fires. There seems to be rather a proneness among teachers to neglect this all important duty. and with what re- sult? Many of the weaker sex in particular find themselves, after a short siege of professional work, physical wrecks, nerves shattered. strength gone, general break down. Like Jerome K. Jerome almost any thing, except housemaid’s knee. The reason is not far to seek bad ventilation in the school room. ne- glect of the first rules of health. not sufficient bodily exercise to brace up the system and support. the nerves etc. We all know them, for few of us have not at some time or other been victimized by our own careless- ness. Not being an authority in medicine, we cannot prescribe, of course. but as an ounce of prevention is worth a pound of cure, and we know the ounce is largely made up of fresh air, exercise and rest we have thus much capital to work upon. Let us make the best of it. It was when the gymnasium had made each Athenian youth an Apolo in health and strength that the feet of the Greek race ran most nimbly along the paths of Art. Literature and PhiIOSOphy. Moreover to neglect health the eye loses power and with what result? As Tennyson says, Authority forgets a dying king Laid widow’d of the power in his eye That bowed the will. Therefore our first duty is to use every means possible to keep the health good, a reserve supply of strength and hence of nerve energy. Whatever else must go, health must not be sacrificed. Our next follows plainly and is a result. It is the duty of the teacher above all‘others to be optimistic; to have a bright view of lifeâ€"take life seriously but not sadly. Always look on the brightest side of every thingâ€" even the dark clouds. for they are lined, as we find out often afterwards. Of course this is a coeflicient of good health, as we all know. The world after all takes its coloring from the spectacles we wear. We make it whatever it is. Laugh and the world laughs with you, Weep end you weep alone. For the goqd old eerth must borrow ~â€".\'e can face our vexations of the school room, (and elsewhere. ) with better grace and even a smile. More than half of the pessimism in this world comes of worry and brooding. If there is one “ Don’t” in the teach- er’s vocabulary. it is “ Don't worry.” and an exertion of will goes far to fulfil this duty. To carry the hur- dens of the school room round on our shoulders is more than we can bear mostly more than those around us can bear. Don’t talk shop and don’t think shop any more than is abso lutely necessary. Of course some fond parent may insist and then we are at his mercyâ€"but avoid it if possible. for it is after business hours, not in them, that men break down. Having attended to this duty the fruits will be seen in the school room. It is very contagious. this bright cheerfulness. and thus you are ac- complishing a two-fold purposeâ€"per- haps a manifold. But in order to meet these two ob- ligations to self we must know our- selves. know our capacity, our capa- bility and work therefrom It is from lack of knowledge along this line that the misfits in this world arise. Carlyle says. "Yet of your strength there is no clear feeling, save by what you have prOSpered in. by what you have done. Between vague capability and fixed perform- ance, what a difl'erence? A certain inarticulate self-consciousness dwells dimly in us; which only our Works can render articulate and discernible Our works are the mirror wherein the spirit first sees its natural linea- ments. Hence the folly of that preâ€" cept ‘ Know thyself’ untilit be trans- lated into a possible one ‘know what thou canst work at.’ ” And the Car- lylean doctrine of the blessedness of work is true to the core. We must choose our work along the line of least resistance if we would be of value to society. Some of us may decide we are misfits as teachers. If such be true the sooner out, the better. But granted this is for the time being, at least, what we can work at.â€"we must know further what we are capable of. here in this sphereâ€"physically and mentally. We must have an inventory of our stock in trade or we shall soon he bankrupt. and knowing, we cater ac. cordingly. Self-knowledge is a pre- requisite with every teacher as it is in every profession, and must be ac. companied by self reverence. if we are doing our duty to ourselves. Then realizing our position we must seek self realization. This is anotherimportant duty to self fol- lowing from self-examination. Each man is given charge of his own body and life, and upon each individual rests the solemn obligation to make the most possible out of himself. History teaches us that the great contributions to civilization have come from isolated nationsâ€"The Hebrewsâ€"the Greeksâ€"the Teutons â€"all living in arelatively secluded condition. Allgreat men illustrate the same principle. The man who learns to depend upon himself, to de- velop his own resources, he who turns his thoughts inward and leads forth his own faculties. is the giant of the age He is the man of character and it is that alone which counts. Horn er wrote the Illiad when blind and thrown upon his own resources; Dante. the Inferno, becauSe he was exiled. Those who are to be the great men of the future are to-day making the most of their talents. It i was this self-knowledge and idea of self-realization which inSpired Ulys- lses to leave to his son the sceptre and the Isle, and to seek elsewhere for himself. “To follow knowledge like a sinking star, to strive, to seek, to find, and not to yield ” This is one of the evils of the ple- sent age. \Ve hear little of individ- ualism, and much of the solidaritv of society. Individuality is overwhelm- ed in the many things. he‘tendency of the '20th century is for Union and thus for material success. It is not our place here to discuss such, but let us ask the question "Are we neg- lecting the individual ‘9” Is not the man becoming more and more a ma- chinefione item of a great mechani- cal organism? We need but look at our Labor Unions to see this and yet men say. where are the men of genius? Where are the Poets, Philosphers etc?-~â€"when we are neg- lecting the very essentials that pro- duce such. Time and thought are necessary. As Wordsworth says. " The world is too much with us.” therefore if we would make the most of ourselves,-â€"-realize our best. and it is our duty to do so.â€"-we must turn the eye inward upon the soul and develop the talents and resources we find there. And in order to do this we must have aspirations and ideals. ASpira- tionâ€"-not contentment must be the law of our life. This does not mean we are to he dissatisfied but rather to constantly exert ourselves to the ut- most to achieve further. It is only thus that life really means anything to usâ€"that it is redeemed of drud- gery. and that we count for anything in life. Darwin’s 'Survival of the Fittest ” applies to life wonderfullv. If we rest on our cars. so to speak, content with present achievements, not pressing onward to‘ larger and nobler things. we shall soon find that there is a fitter than we for the posi- tion. and we must step back. Then too, these ideals grow as we growâ€"â€" which leads to the belief that the ideal is never real. All experience is an arch. where through Gleams that nntravelled world, whose margin fade: Forever and forever as I move. But we must remember the juvenile classicâ€"which is true however hack- neyedâ€"‘Aim high, but wisely as well as high.’ never forgetting that the situation that has not its ideal was never yet occupied by man. “ Here in this poor, miserable. hampered despicable actual wherein thou even now standest. here or nowhere is thy ideal. work it out therefrom and ‘ L- 1â€"1.“ H v"- working believe, live and be free. " â€"â€".,o.rlyle says “There is an inmost centre in us all where truth sbides. however the gross flesh hems in it. ” as Bro fining puts it. If we as tench- ers do our duty in this respect we are not only fulfilling the higher law of life. but also. whether consciously or unconsciously. setting an example which pupils may follow. We cannot point others to ideals sud have none ourSelves. Altruistic. after all. is it not? This leads to the consideration of the dangers of a teacher’s lifeâ€"liable to become narrow minded, self as. sertiveâ€"and in many cases to stag. nate What a hughear in society is the narrow minded man. He makes himself obnoxious to every oneâ€"ex- cept himself. (I presume the narrow minded woman is just as had.) No- thing hespeaks the pedagogue more quickly. It is as good as a placard and yet he of all people should not be so. ' Moreover no man’s career should be Stagnant. Life is not to be a pod die but a running stream. Puddles' gradually dry upâ€"or if they don't they should. 'No man has a right to rust. He is bound to grow, to ad-l vance. ”How dull it is to pause to make an end. to rust unburnished not to shine in use. ” Ulysses says. Teufels drockh’s school master must not be repeated in us. “My teacher’s . he said. were bide-bound Pedants, without knowledge of man’s nature or of boy’s, or of aught save their lexicons and quarterly account books. Inuumerable dead Vocables ( no dead language for they themselves knew no language ) they crammed into us. and called it fostering the grOWth of mind, How can an inanimate, mech- anical gerund-grinder the like of whom will in a subsequent century, be manufactured at Nurnberg out of wood and leather, foster the gruwrh of anything; much more of mind, which grows not like a vegetable, by having its roots littered with etymological compost. but like a spirit, by mysterious contact of spirit; thought kindling itself at the tire of living thought? How shall ,he give kindling in whose own inward } man there is no live coal, but all is ' burnt out to a dead grammatical iciuder ? The Hintershlag Professors knew syntax enough; and of the lhuman soul thus much: that it had a l faculty called Memory. and could be i acted on through the musculai integu- I ment by the appliance of Birch rods. ' We must have lifeâ€"a soulâ€"and that isoul an ideal. Now it is our duty to ourselves to ’ avoid these pitfalls. which the very nature of our work and position seems to place in our path. What is to be the bridge to carry us safely over them? One plank. and a large I one is the ideal. These we mu 3t l cherish as the traveller cherishes the l North star. Dwight Hillis says; “The soul is like a lost child It wanders a stranger in a strange land. Full oft it is heart sick, for even the best things content it but for a little while. Daily mysterious ideals throb within. It goes yearning for what it does not find. In its ideal hours it sees afar 03 the vision that tempts it on upward towards home' and Heaven. The secret of man is the secret of his vision hours. These tell him whence he came and whither he goes. Then a divine teacher came as the soul’s guide; God’s heart be- came the Soul’s home. Another plank is societyâ€"acquiring the art of living with our fellow-men. This rubbing against others rubs oi! cornersâ€"makes us realize our relative position. and above all is an educative factor in our lives. “I am a part of all thatI have met. ” Tennyson says. This meeting with men and inter- change of ideas, 18 what takes us out of our narrow sphereâ€"broadens our minds and our outlook upon life. Education is not all in books.â€"~as ' figysvw-‘J' ”wu'w we are out min- any student knows One of the ad vantages of College life is meeting! with men, some great now. others " destined to be great. What is thef _ value of Assemblies of any kindâ€"; I know I have not exhausted the church or Lay? And narrow this :8‘3b6d010 of duties but fear I have down to present circumstancesâ€" ; your patience: Let me leave with \Vbat is the aim of this Convention 9 ‘gyou some words of Carlyle’g Which Is it not to lay aside the every day ; Will give us at least {00.1 for thought duties by meeting and interchanging l and drive home the importance of our ideas seek to develop ourselves and :duty to Self "It is a high the interests of our profession. ; almost awful thought for ever; Therefore it is the teacher’s duty toid'V'du‘l that his earthly in himself to attend such for some little l which had a commencement '11 seed may fall. we have never thought I ”"9" through 311 ages have. an, to plant before. :What is done, ;. done. h“ tlr::dd'.. Do not. be a slave to work, evenfbleflded itself with the bound“... when at home. Your communitnlevebllv‘n‘z' GVOFWOI'kina “33..---- Then another plank is readingh study-enlightening our minds by every source of information possible. If you already have n0t a taste for Literature, cultivate one. There is no greater factor in the formation of the good citizen than to know how and what to read. Books do more for us than we imagine. We are the heir of all the ages.therefore they save our time. strength and energy, for can we nOt get in a shoi-t time what it took the author years to fathom. 'l‘hey preserve for us the spirit of the great as well as their work ; they become our real friend if we read them aright. As Mrs. Browning says: “ No youth can be called friendless who has God and the companionship of good books. We ' have been bequeathed king’s treasuries, Ruskin says, and yet it is Do not be a slave to work. even when at home. Your community needs you or you would not be there. Inie your duty to yourself to let what light you have shine and in shining it will grow brighter. be free." In ianSt . Is it not evident on every hand {that the moral tone of every com- ‘ munity needs elevating? Look at l our Libraries. What kind of Litera- ture is most popular? Look at our , printing presses issuing in great 3 numbers so called Literature, which ‘ should rather be termed trash. Look Eat the so called pleasures which en- lgross the idle moments of men, and :women. Prevention seems imposs- ible. So since the temptation cannot be wholly removed men must be made strong enough to resist. Their . energies and interests must be direct- ‘ed along other and more beneficial lines. For after all real philanthropy 'jconsists not so much in the ”Don'ts” las in inspiring and enabling men to ‘do' and direct that “Do." along prop- er and elevating lines. We can scarcely estimate the evil efiects of pernicious Literature. Why not .make the good counteract the evil? {If we as teachers can Hilton in our pupils a taste for readingâ€"not the promiscuous devouring of books, but ireading so that the mind may be ’culuvated thereby, the tastes elevat- I:ed and the ideals ennobled. If such 3 can be done, (and why not?) the moral ,5 tone of the whole community will be ‘elevated and who shall say the teach- kler is not a benefactor to Society. deplorable to say the least that man so slights the vast inheritance hand- ed down to him. Il it were money. What a dtflerence! And is it not greater than riches? For although it cannot be used in commercial ex- change. it is none the less valuable in the upbuilding of character, man- hood and womanhood. which will count when commodities have become dust. Of what advantage is it to be 'heir of all the ages' if we neglect the inheritance? W. Irving says, when friends grow cold and the converse of intimates languishes into vapid civil- ity and commonplace. these only con- tinue the unaltered countenance of happier days and cheer us with gthat true friendship which never deceived hepe nor deserted sorrow. And it is only when the teacher has accomp- lished this duty for himself can any love for Literature be given to pupils «which should be one aim of every teacher’s work. x I know I have not exhaulted the Tschedule of duties but fear I lave ;your patience: Lat me leave with, quu sqme words of Cnrlyle’é which ; wnll guys us at 1mm food for thought iand dnve home be importance of out ‘All.-' 5A ---|t ‘ ' It is only thus by constant thought and reading that our reserve resources can be sastained.â€"which is after all the teacher’s mainstay â€"makes him master of every situa- tion and ready to face every problem: makes him self-confident and gives him the confidence of those with whom he meets whether in or out of school. The more we know the more we can save ourselves. and that which belongs to us, and do more work with less efiort. Knowledge means economy. Finally to thine own self be true. thou caust not then be false to day- man Just as we do our duty to our- selves can we do it to our school or to society. Though we e're'but min- uows in the inmessureeble ell. yet we have influence, we know not how green. and are exerting it constantly whether or not we are conscious of it. . it mingle With the neighboring rivuleu as a tributary, or receive then to their sovereign? Is it to less brook and WM its among millions of Other rilisincrense the cutrent of ”III. world river? Or is it. to Rhine or n Danube whose are to the uttermou lends ’ an everlasting bouudu‘y 1i be t flung. no on- tho globe itself '9 We know not. ; on], J. either one we know ’ not be pleased? Ayer’s Hair Vigor makes beautiful heads of hair, that’s the whole story. Sold for 60 years. ‘ “-A- a... - inn. £12 j»; Cs knowing. v.1" .premnuv 1h": (LY \Ym fldwznd .110“ M \H Ra‘s. My. [um I“ just l Thvy 53mm to [In- time therl- was 1 since. H W!» m Vari. but with . were uuahlv to g lflufii‘ ”I” m h; 1‘ (it m'DUM day I“ when 1'IH' 1:1 600!) l'elvasml. ON klunVu, in: far been inslir MBPUUS ulu boys engagwd ‘ i008. IL is Mm»! he evident!) 'afii-ced dfielul ui \\' t M1 “'hnuy “ “d. a strange! km" ”1'. ('al‘?" Id and Lmnsfm Whu \\ Miss Marg the “It? Hull for many yv brict, whirl: 1 of (haw: :uu? 'The Furnitun- I" over time to can-h u They work till nim- Ieave the nightwau cleaning. and by Llw ustbat he complain Iights'goiug nut t every night :qu-r mi us to e-xplain why it no explanation tu u give- tho political channel to do sum» .' are supposed tn h Dervioe. ‘ THE B. Y. 1’. U Evening" in the church on Tuesday. the inclmnvm'y u goodly-sized audio listen to th 0x09. choruses. duets. that was prepalwl Hrs. Newton gave mental solo whivh mental upon. At program wfn-shnm THE members of 'will givv a grand In! concert, in their hall Oct. 28th. when Mis a numhvr of nmsiva der the pnpgram. I enjoyment a! tend LI Hover: To RENT Brick huusv. gu soft wawr and Apply from 7.3!) t Library. (‘. lilx-i' THE subject next Sunday c you knuw win here. lowest prim-s sum of mmw)‘ “mecca name 2 cunomm Mos? people lmy fit Peers. SPECIAL bargait Fm'ity's. in Keelvl' BIG redm‘lions i1 nCXt ‘5 days. va ‘ m see small hills. mlnh FOR best qualit Forxn . VOL. 38---' {7888 Ful‘xh In tnwn [In ll ’UII UIV {II ll'llt‘l‘ W Chrl tl ‘ "II of“ ’01 nu \\ il‘l‘l \Vt A plain \\ m uld Elvid \\ NW all .uuallo: I‘ll! [0 in UII blt‘l \‘vlll lllll \V a “1 md‘ ht