The Helena independent. [volume] (Helena, Mont.) 1875-1943, 1891-03-21
A SUCCESSFUL SESSION.
The Teachers Institute Of Lewis and
Clarke County Closes its
Meeting.
Addresses by Rev. James Reed, OF
Deer Lodge, and Rev. +. D.
Kelsey.
Interesting Papers Read and Discussed
Resolutions of thanks Adopted
The Last Days Proceedings

The l48St OAyh FTOC0OuAukN
Tho teachers institute of Lewis n
Clarke county closed yesterday after one or
tie most successful sessions in its history.
Superintendent Turnkey is well pleased
with the interest shown, and took occasion
to congratulate all those in attendance on
the fact. At night there was an entertain
ment in the rooms OF the Helena Business
college. at which Rev. James Reed, OF Deer
Lodge, made an address on 'The broader
education" "A theory of education" he
said. (which is consistent with common
sense, will never lose sight of character II
conduct. Upon the teaching and the
teachers in the public schools of the pres
emit time rests the character of this nation
in all the future. The boys whose char
acters are being moulded now by the $4,000
teachers in this broad land will. in twenty
five years, be moulding the character OF the
nation in education and business,
in politics and professional life.
In the public schools are being laid the
foundations which will make free govern
ment possible, the foundation which makes
possible the greatest and g%randest clvlllza-
ton of all. The destinies Of the nation are
in your hands, for a nations destinies are
ever linked with the character OF her peo-
ple. l think the feeling is quite general TO-
aay that In the vast field of studies which
make our curriculum, the moral education
is being neglected. / am sure you Will
agree with me when l say that the teacher
who inspires his or her pupils with nobll'ty
of character, with q manliness That Will not
stoop to has done more for his
- -, J.fo khoN hu storing their
minds with knowledge without any
conscience or moral sense of it.
Isl do not feel like giving place to n | n
nv appreciation of the civilization under
which we live. 1t is not %equalled even by
the best civilizations of the old world. in
MANY respects it surpasses them. But we
stand face to face with dangers that are
sufficient to sppal us. We hear again and
again of the elorjes of this republic, and
it is remarkable how much gush and rub
bish an American may be guilty OF without
for q moment imagining that he might be
accused of Boosting. Men indulge in SEN
timent about the glory of this republic
and yet they do not seem to Tealize tnas
the true glory of any nation lies in the
character of its people. We may boast OF
our material interests. our wealth, our
broad domain, our manufactures. rail
roads and telegraphs, but if beneath and
around all these you do not place as a basis
and support, sterling character, these may
hasten the nations downfall, rather than
give it stability.
= sThe tendency of the age. surrounded as
we are by the din and rush of material pro
uress, is toward materialism. We are get
ting away from high moral and spiritual
ideals. We have only to ask history as to
the influence and inevitable results OF such
a tendency. l believe the chief hope in
lifting the aims and ideals OF the people
lice ~ Tho tooChorr IF Our rUbliC schools.
Theories may be proclaimed in valleys and
from mountain tops. Mighty armies may
be m~arshalled for her protection. Hel
navies may pillow every sea; the stars and
stripes may be seen floating from the top
n4asts of her merchant marine in every
penetrate the mountains and cross rivers
and span her valleys. But all will be In
vain if the teacher, fifty furnished in
knowledge, character and aim, for the
right education of the children. IS not
found in the vanguard.
"Never before was it SO essential that
teachers should rise to the true dignity OF
sponsibility. If we are true to ourselves
we will strive to know the elements OF
weakness and strength in our characters
To be strong we must know our weakness
If we would be true patriots, we must know
the elements of weakness and strength II
the national life. We are standing at th'
daybreak of the second century of our his
tory. In tie obscurity of the morning
tremendous forces are at work, some O.
them elevating, some of them degrading
some of them building up, some tearing
down the pillars of our social life.
pouring in upon us are the surplus popu
lations of all types of character. The,
bring, with them hatred Of government
hatred of liberty, many of them hatred o
God and humanity. We must reach then
and lift them through their children. Tha
task is yours. There is the conflict be
tween capital and labor
Gotten the pupil gets no farther than tn
public school. He steps out of the schoo
into the battle of life. If h
his duty, he will be a blessing to society il
the fuiilment of his ideal, but going OF
without any conception of his duty as
moral being, and the claims of societ
upon him. he becomes instead of a blessing
a curse. That task then is yours to Civ
him an inspiration to use his powers 70
the glory OF God and the highest good Q
humanity.
''lhink of the vast wealth of this natior
the youngest and yet the richest nation i
the world, sixty billions. If men are nc
taught the proper use OF wealth, thel
must come a struggle between plutocrac
and the people. The world has never befol
kGeu, NOE las Uu6 ulL VI l1hlI SoliCSlNc
SUCH miracles of w~ealth-gai herring as tho!
which ara taking place in our land. lie
years from poverty and worth twenty mi
lions. Three million dollars for a hon
and 5000 for a breakfast. These are di
quieting facts to the many b live in hu
and dine on humble fare. How essential
is that the rising generation should
taught the true use of wealth, and mo
essential still is it to teach them tn
the little which the righteous man hath
more than tie riches of many WICKED
that the poor man who knows the right
of what he has is infinitely richer than Il
millionaire miser who clutches his go
with skinny fingers. and whose soul has b
come a mese machine for coming guinea
This, ! repeat, is your task.
You stand nearest the great dynan
from which are going forth the curren
that place a light in every home. You CT
make every home incandescent with NOR
and spiritual. power. 1t is yours to deci'
whether the social forces at work in til
republic shall retain their balance
whether, unbalanced, we shall have cha
and lose our liberty; yours to teach to Il
coming men and women how to use the
freedom. What an appalling responsib
ity. May you show yourselves worthy
the task that devolyes upon you. In t
face of such dangers and in the presence
such responsibilities, l ask you, are the i
terests Ct society conserved and secured
a system of education which turns O
brains minus a conscience?
"This question of moral education b
given rise to the discussion of the Bible
the public schools. Because the Bible
not read is no reason whatever why mo-
principles may not be taught. l should
finitely prefer q teacher with a strong d
6onality and a high moral zone, to one W.