¶It is a poor type of school nowadays that has not a good playground attached. It is not so long since, in my own city at least, this was held as revolutionary doctrine, especially in the crowded quarters where playgrounds were most needed. People said they didn’t need playgrounds. It was a newfangled idea. They expected to make good citizens of the boys and girls who, when they were not in school, were put upon the streets in the crowded quarters of New York to play at the kind of games alone that they could play at in the streets. We have passed that stage. I think we realize what a good healthy playground means to children. I think we understand not only the effects for good upon their bodies, but for good upon their minds. We need healthy bodies. We need to have schools physically developed. ¶Sometimes you can develop character by the direct inculcation of moral precept; a good deal more often you cannot. You develop it less by precept than by your practice. Let it come as an incident of the association with you; as an incident to the general tone of the whole body, the tone which in the aggregate we all create. Is not that the experience of all of you, in dealing with these children in the schools, in dealing with them in the family, in dealing with them in bodies anywhere? They are quick to take the tone of those to whom they look up, and if they do not look up to you, then you can preach virtue all you wish, but the effect will be small. ¶I should hold myself a poor citizen if I did not welcome the chance to wish you Godspeed in your work for yourselves and to wish you Godspeed in your work as representatives of that great public body of public school teachers, upon the success of whose efforts to train aright the children of to-day depends the safety of our institutions of to-morrow.[21] ¶It is not too much to say that the most characteristic work of the Republic is that done by the educators, by the teachers, for whatever our shortcomings as a Nation may be—and we have certain shortcomings—we have at least firmly grasped the fact that we cannot do our part in the difficult and all-important work of self-government, that we cannot rule and govern ourselves unless we approach the task with developed minds, and with what counts for more even—with trained characters. You teachers make the whole world your debtors. ¶Of your profession this can be said with more truth than of any other profession barring only that of the minister of the Gospel himself. If you—you teachers—did not do your work well this Republic would not endure beyond the span of the generation.