are all of educative value. Indeed, through them, rather than through the school life, the multitudes must always, perhaps, receive most of their education. But we are to consider those influences which the teacher—and I may say, the professional teacher—should recognize and employ intelligently, in order to reinforce and enlarge those influences for good that come from this physical and social environment.
In his professional work, the teacher, as such, has certain very important advantages which distinguish his position above all others, in its relations to this difficult task. Let me mention some of the most familiar of these advantages. And, first, the work of education is obligatory in the teacher's case. This work is precisely that for which the teacher is appointed, and for which the pupil is sent to school. The teacher is, presumably, but not always wisely and effectively, "backed up" by, and is accountable to, the same authority which has placed upon him the responsibility of education. Now I know that we are accustomed to dream enticing dreams of how much happier we should be, and of how much more effective even, if only we were not obliged to do just about such a kind and quantity of teacher 's work. I suppose that the teacher who should earn—if such an one there could ever be—or who should inherit an independent fortune, and so would be less under the necessity of
