Great Falls tribune., 1888-09-19
THE BEST WAY TO EDUCATE THEM
IN THE PUBLIC SHOOLs.
This and other Subjects Discussed by Miss
Bessie Ford and Professor Logan
IA Successful
Session.

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Armstrong, Mesdames Daniels, Kennedy,
Clark and Tracy, Misses Patch, Fletcher,
Hawkins and Little.
After prayer by the Rev. J. Reid. the
exercises began and proved very instruc-
tive and interesting.
Miss Bessie Ford, the superintendent
of instruction, said in effect: 1--WE have
come here to consult as to the best means
of promoting education; to consider how
the teachers work may be rendered more
productive. We came to take counsel
how we may lead the scholar to the high
est plane. Our hearts are filled with
pride at this suspicious commencement
Of the first institute held in the capital of
Cascade county, beautiful city which
men Of enterprise have built on the
banks of the Missouri. Our hopes are
centered in Cascade county, where we
expect to see education tlorish and pro-
duce good men and women, for it is es-
sential to promote the moral, as we'll as
the intellectual growth of our people.
There IS no security for the public well
fare, unless education is widely diffused
and children are well taught. Miss Ford
then proceeded to dwell on the duties of
teachers, and concluded amid applause
Miss Annie Little then played on the
harmonium with pleasing effect.
PROFESSOR LOGAN SPEAKS.
Prof. Logan, the territorial superinten-
dent Of instruction maze forcible ad-
dress upon educational interests in gen
eral. He spoke of the support which
Montana gives to the public schools, the
amount contributed per capita being
greater than that Of any other state or ter
rltory. Prof. Logan, who was listened to
with close attention, spoke of the need of
moral development and pointed out the
duties of parents to their own children
and to those who instruct them.
"OUR MOTHER TONGUE.
Miss Ford then announced that Mr..
HASTE Of Sun River would read paper
on sour Mother Tongue" In the course
of this excellent address Mr.. Hastie said:
Leaving to the high school and college
faculties thn .v..7 c Al rnl a.;--e---
its of Latin andt Greek VS.. German and
French as suitable and desirable studies
of knowledge, beg leave to speak in be-
half Of the English language, our com
mon mother tongue. "Give me Of every
language my vigorous English stored with
imported wealth, rich in its natural mines
grand in its its rythmical cadence, simple
for household employment, worthy Of the
poets song, fit for the speech of man.
Be it observed, can see in the study OF
ancient and modern languages no "fetich.'
On account of their rich literature and
the relations borne to our language, nc
course Of advanced instruction, no educa
ton is complete without the study Of other
languages. l plead in the interests OF
enter high school and the fifty per cent
who never even enter a grammar school
| in the interests of the vast majority WHOSE
average term of tuition is less than three
years.
1t behooves the American instructor tt
create an advanced ideal of true educa
tion, unsullied by low utilitarian views
I uncompromised by low demands. He
must not forget, however, that with the
masses the greatest and most perplexinG
of all questions is, wherewithall shall We
be fed and clothed; that the multitude o.
children tarry with us but short time
when they are away, to swell by their fee
BILE earnings the too scanty family income
In view Of this deplorable and IRENE
diable fact the teacher must supply the
best means whereby the child may acquire
competence and respect. Thus it becomes
question, not of what should be, bu'
what is, and our duty as to the best equip
ment OF this vast but poorly disciplined
army, thus prematurely thrust into tht
conflict of life, Is profound and inevitable
Here language instruction is all impor
tant, yet unappreciated and poorly done
I've talk of educational reform. Tit
greatest LOCAL reform needed today is
thorough sitting Of text books and course
Of study, Qeyolutionizing the manner ant
custom by which our schoolbOoks are pre-
scribed) allowing the educators of the ter
ritory to make choice, instead of favored
publishers, who through their lobbie
prey upon our Gnnocent legislators. s.
we may teach not merely what is good bu
what is best.
For the masses whose school priv
leges are few and feeting, for the ma
jorlty in secondary schools (suc
as ours) 1 maintain that the tru
foundation and indispensable conditio
of success. Is thorough vital instruction
english in our schools, invaluable alik
to the 'hewer Of wood' and "bearer 9
burdens" to the philosopher and pse
+ Strangely enough, the lack of suitabl
, systematic and salutary instruction !
english language is profound and fata
cramping and crirpling those who pre-
maturely leave us as we'll as high schot
and collegiate students, through no fau
of the english language, but the compl
Gated and imperfect system OF instruc
ion. ...
Surely the spirit, grace and power {
our mother tongue are not well unde
3 stood, or teachers would have love an
4 inspiration in teaching the language nj
I felt in other branches and there woul
instantly appear broad chasm betwee
the bare, Impoverished methods of til
l.preseat, and the vivid, uplifting methot
possible to every teacher WhG knows an
enjoys our speech.
! Ours is non mongrel dialect of ignoral
teutons, vivified by large infusion {
y0cables from classic latin or greek,
progeny of former and etfete tongue
s that needs to apologize for its existenc
but speech that contains all the goo