Jefferson, and Hamilton; how slavery gave us Clay, Calhoun, and
Webster; and how the Civil War gave us Lincoln, Seward, Stanton,
Grant, Lee, Sherman, Sheridan, and "Stonewall" Jackson. If there
should, by chance, be any teachers present I'll probably enlarge upon
this historical phase of the subject if I can think of any other
illustrations. I shall certainly emphasize the fact that the
incidental phases of school work may prove to be more important than
the objects directly aimed at, that while the teacher is striving to
inculcate a knowledge of arithmetic she may be inculcating manhood
and womanhood, and that the by-products of her teaching may become
world-wide influences.

As a peroration, I shall expand upon the subject of pleasure as an
incidental of work--showing how the mere pleasure-seeker never finds
what he is seeking, but that the man who works is the one who finds
pleasure. I think I shall be able to find some apt quotation from
Emerson before the time for the speech comes around. If so, I shall
use it so as to take their minds off the fact that I am taking the
speech from Doctor Durell's book.




CHAPTER IX

SCHOOL-TEACHING

The first school that I ever tried to teach was, indeed, fearfully
and wonderfully taught. The teaching was of the sort that might well
be called elemental. If there was any pedagogy connected with the