Mower County transcript. [volume] (Lansing, Minn.) 1868-1915, 1884-06-25
Singing by the male quartet, Messrs.
Phillips, Engle, Lord and Willard, after
which G. J. lockwood, Esq, of Mime
apolis, gave an address on
TO WHAT END,

Phillips, Engle, Lord and Willard, after
which G. j. lockwood, Esq, of Mime
apolis, gave IN address on
TO wHA END.
Every person in sending their children to
school have some idea what they expect to
have accomplished. Some nave no higher
ideal than the preparation Of their children
for earning a livelihood, and that they may
know as Wuch as their neighbors. But this
tivate and nOurish and plant if necessary in
the scholar all these faculties, tendencies, de-
slres and qualities OF mind and heart. which
e. g to make up the highest type Of man;
purpose, courage, self-reliance, integrity,
love Of truth, generosity and kindness of
heart, these make men. These are better a
thousand times than those accomplishments
which simply lead one man to sutstrip his
fellows in the race Of life.s prizes. What
right have we to assume the guardianship
the utmost within our power to bring out the
strongest and best qualities that inhere in
him? Our schools have done much in this
direction. but more remains to be accomp-
lished. There are many obstacles in the way.
What is the weakness of our school system,
and how may q higher and grander success
than has been known in the past, be secured.
rounded our schools have not been felt in
Austin as in some other places. 1 congratu-
late you, citizens of Austin, that o have
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hands of your best c~itizens-that vol ave
kept p~artizan feeling so completely out. o
have been exceptionally fortunate. In some
most complete, other towns have failed. The
average school voter scarcely ever dreams
there is anything better than the teaching Of
a little knowledge out OF books: Those Who
school shall be, must fix their eyes on a high
mark, a noble ideal, and make everything
contribute towards its realization. In those
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acter is formed, it is folly, it is sinru neglect,
to fail to shut out all wrong influences" from
them. Our schools will continue to teach
learning out of books, but character is more
than intellect, and character is not learned
out of books. Character, except as it is the
result of an Unborn conscience, is the fruit of
personal example ~and1nfuence Every action
the character of the student. The members
of the Board of Education should be men of
a~trictest integrity of character, men OF the
men who appreciate the influence which the
school may exert upon the scholars char
acter. A school director who will spend the
time to keep himself informed as to the act
ual work and needs of a school is a rare phe-
nomenon. Sometimes unworthy men find
their way into the Board of Education, and
then the outcome is animosities. partia!ities
and often niggardliness. The necessity of hav-
ing a good Board of Education is seen in the
most important matter of selecting the prin-
cipal and teachers. 1t is impossible to have a
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good teacher is about the only condition that
IL indispensable, but he is indispensable. He
must have disciplinary. powers also, and q
manly character. It is the exception rather
than the rule that those who are in authority
over teachers and who acts as their judges
look carefully into their intellectual and dis
ciplinary qualifications. Good teachers are
every day feeling the singing humiliation of
coming into competition with ~pretenders,
and often of taking q second place. Sham
and fraud and boasting are at u premium.
fails and m~eedioority holds eqla! place with
excellence. Communities and boards have
little suspicion of the imposition that is
practiced upon them: a good teacher tsaa . gets
one, and the competent are but a trif1e more
secure in their positions than the tncOmpe-
of a6ili IL Is ca nof be- fspt t I'M the cut te as% Ss9p Peo %s9
sion, and then only at q sense of great personal
self sacrifice. The man who comes to enjoy
or see his family enjoy the advantages which
money brings, stays as far as possible from
the school room. The brains and energy that
earn a dollar In the school room, will earn 2,
5 or 10 out of it. And last, but not least, he
who values his independence, who has and
wishes to maintain his self-respect, is scarce
ly willing to be a mere servant and man of
all-work for half q dozen ignorant and arre-
CANT superiOrs. As you value the highest in
terests of your children and YOUTH, as each
father hopes to. see his son q better and wiser
man than he himself has been, guard with
eagle eye the prize which you now hold in
your grasp. Every one should be ready at ali
times to act intelligently and dispassionately
for your schools. The direct object of your
action should be TO get good teachers = they
teachers, be slow to risk a change. But the
efforts Of any teacher may be crippled. He
must be So1 1a this aa %P by by d 56n paf fase n aid; on 90D
tun1ty to give it. Your schools have lone
well. 1t is possible for them to do better.
The object is worthy Of your best endeavors
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