any lines it has not been
in the direction of stronger teachers. The textbooks in use to-day in
various branches are decidedly superior to those used in former days,
although some of these older books were by no means without their points
of strength and excellence. Indeed, I sometimes think that textbooks are
often rendered less efficient by being refined upon in a variety of ways
to conform to the popular pedagogical ideas of the day.

It is no doubt true also that there has been, in the last thirty or
forty years, much discussion along the lines of psychology and pedagogy
and the methods of teaching the various branches. The professional
spirit has been in the air, and there has been much writing and much
talking on the science and art of teaching. But it must be confessed
that, while this is desirable and in fact indispensable, much of it may
be little more than a mere whitewash; much of it is simply parrot-like
imitation; much of it is only "words, words, words." Far be it from me
to underestimate the value of this professional and pedagogical phase of
the teacher's equipment. Nevertheless, when all is said and duly
considered, it is personality that is the greatest factor in the
teacher. A good, sound knowledge of the subjects to be taught comes
next; and last, though probably not least, should come the professional
preparation and training. Without the first two requisites, however,
this last is worth little. It is a lamentable fact that, in almost every
section of our country, there are persons engaged in teaching rural
schools, who are not only deficient in personal power but whose academic
education is not such as to afford an adequate foundation for
professional training.

=Strong Personalities in the Older Schools.=--As an example of strong
personalities I remember one teacher who in middle life was recognized
as a leader in his community; another one, after serving an
apprenticeship in the country schools, became a prominent and successful
physician; a third became a leading architect; a fourth, a lawyer; a
fifth went west and became county judge in the state of his adoption; a
sixth entered West Point Military Academy and rose rapidly in the United
States army. These instances are given to show that many of the old-time
country teachers were men of force and initiative. They became to their
pupils ideals of manhood worthy to be patterned after. These all taught
in one neighborhood, but similar strong char