Wichita daily eagle. [volume] (Wichita, Kan.) 1884-1886, 1885-11-28
TEACHERS ASSOCIATION.
Conclusion of the Session Of Southwest
ern Teachers Association.
Synopsis of an Address by Honorable T.
Dwight Thaeher, of Topeka.

Synopsis of an Address by Honorable T.
Dwigh, Thaeher, of Topeka.
The association convened at the usual
hour yesterday and the order of exercises
conclued
At 8 p. IN. the church was filed BY many
spectators as we'll as full attendance of the
teachers, who have been participating in the
exercises. The session was opened by ap-
propriate song and music, and the conclud-
| ing business ofthe association was wound up
by the election Of officers for the ensuing
year. The new officers being: II. c. Ford,
FL Dorado, president; J. V. Ratlif, Sumner
county. vice-president; J. II. Everest, Nc
Pherson, secretary; \. p. Shul, treasurer.
Executive committee. W. Cooper, New
ton; Ansel Gridley, Winfield; Tilman Jun
kins, Kingman.
| The new president was escorted 10 the chair
and returned thanks for the honor conferred
on him.
| Resolutions were offered extending thanks
of the body to Rev. Mr.. Hewitt and others
for courtesies extended to the association.
Prof Hammond moved that the thanks of
the association be extended to the retiring
president, Walter II. Jay, for his earnest
work in the position he has filed which was
unanimously carried. A piano solo was
| rendered, and at its conclusion the address
| of Hon. T. Dwight Thscher was delivered.
After being introduced to the audience
the speaker commenced by saying that edu-
cation Of to-day was different from the
school days OF forty years ago, and to look
back on the school of his boyhood was quite
different affair from the schools of to-day.
II is looking down the shores of time TO find
the old red school house
Of our schoolboy days
with its conventional model So well re-
membered. The speaker passed a high
tribute on the old, old school-houses, and
contrasted its government BY force and its
birch castigations with the present more
humane and reasonable management.
He stated that the constitution of this
state was formal and assumed all the re-
sponsibiiity OF control in education, and
cited section >, and laws enacted by the
Legislature TO encourage and foster it. The
establishment of schools, universities and
normal colleges are assumed to belong
belong TO the state. In furtherance of the
spiri; of that law, 1000 districts and $1,000
school officers were now within the state.
He pronounced the school system of this
state a broad guage. magnificent structure
aid well worthy the great state Of Kansas.
That success rested on two things, public
sentiment and character of officers. Public
sentiment upheld tbs schools, and nothing
could be said too good TO enhance that senti-
rHent. No officer can be too high or too
good 70 be entrusted in this noble work, and
if left 10 careless officers would create ire
parable injury TO the great cause.
He regretted that the state had stopped
after creating schools and academies and
not built colleges as their necessities were
lie spoke of the rich school endowment OF
two sections in each township, making 49,
900, 900 acres of school lands, and regretted
that had been sold mostly under law that
was unfortunately passed years sgo. He
stated that the legislature ought 10 have pro-
tectcd it and sayed ut least 100000 acres
out of that large endowment.
lie stated that public sentiment fell short
Il II,
who ought 10 be the best mgn in the county,
to receive but 5 900 to superintend the ed
ucation of the children Of 10000 inhab-
tants, an amount less than foreman in u
shop demands. IT. comparison with other
officers of county, he insisted that it is
the smallest when it ought to be the largest,
and tha. if public sentiment was what it
ought 10 be that officer would not be neg
lected. He also compared the office of state
superintendent with other state offices and
showed that better public sentiment
would change the injustice. lie said that
the state was engaged in only one produc-
tive enterprise-thst of education; other
officers We're not producers, but
education was productive force |
on which all enterprise and prosperity de-
pended. Every dollar invested comes back |
with interest and the only thing that is |
productive were common schools. II il |
grand in republican equalita, and where the
rich mans boy don't count by what his |
father has but by what he knows OF his les |
sons That the nation to succeed was that |
highest in education. and cited Switzerland, |
that grand little republic that stands as
bulwark ef liberty and education. That
the education In commcn schools is the |
stev ping stone to all greatness AID the crea-
ton Of great men, intelligence, virtue and
morality. That besides public sentiment, to
the administrators of schools depends largely
their efficiency Have an army well drilled,
but fighters win. BE sure TO know what you
know and be no halfway man and the
great demand is character. He paid high
tribute 10 DIR. Hopkins, of the Union college,
Ohio. that grand old veteran who left an
impress behind that time cannot erase. He
spoke of the great impress left by old
teachers, who impart character and enthu
siasm lasting through life. awaking dull lives
TO great efforts. He spoke in high praise
Of the country school house where
little schools develop high order o; in
snd character where more dense
schools depress !. by machine rotine which
,uppresses character and destroys individu-
ility.
The speaker said that Kansas had passed
through many eras, and her history was re-
narkable; from desert to commonwealth
IF magnificent prosperity.
Heretofore her people had been drawing
rom the products of New England schools,
and schools Of other states, tina: only one
native of the state had been elected 10 the
legislature, bu: that had changed and the
laws Of the frontiersmsn had ended, he had (,
.bsorveG. That the state had now arrived
L period when she mus; rely on her own
schools for her educated men and women.
He said be had imposed great confidence
u hsnsss. and her great possibilities were
o be realized in the nea. future, and tba,
he cause Of education rests with the people,
md in them lie have confidence.
His address was listened to with deep in
e,est throughout, and al the close be was