Arizona weekly citizen. [volume] (Tucson, Ariz) 1880-1901, 1892-01-09
reached until 1882, they having, of course,

reached until 1882, they having,ot course,
compulsory education.
Mr.. Billman told how equally salts
factory results have been obtained in
Switzerland, and how broad and deep
the foundations Uf an admirable system
OF Its public instruction.
What has been achieved elsewhere
can be achieved here. Again | say or
most pressing duty is TO say that all the
children are educated in our schools,
VI course this result can only be-
brought about by compulsory school
laws. The results of such a Law IN
some OF the states have not been salts
| factory. In Dakota, "a dead letter."
| IN Delaware mot desired" in Idaho,
mot beneficial" in New Jersey "a dead
| letter" IN New Mexico 'inoperative," IN
Vermont mot enforced" and so on.
| but the countries where the chi dreu
are educated as they are nowhere else
are in the countries referred 10, where
they have the kind of compulsory laws
that really compel.
The question as to what shall be
taught in the public schools has been
practically solved in this country. For
one thing religious instru ction is not to
be tolerated
Mr.. Blllman here cited the law of Ar
izona upon this subject, and said that
the question had been settled in Ger
many in the same way, but in Switzer-
land 1T has been settled in different
way, religious instruction according to
the religion of the majority beng held
in the schools, Catholic in Catholic can
tons, and Protestant in Protestant can.
tons.
Again our public schools are not max
ing any we'll directed efforts to teach
morality. in general way our teach
ers give instructions against lying,
cheating, profanity, etc. But there are
no text books, no recitation hours, no
classes for instruction. Ii the teachers
are not allowed TO make use of the sell
mon on the mount and the command |
msnts as a text in those public schools |
where all religious instruction is thrust |
out | will attend to the instruction of |
my boy in morality at home.
MIR. Billman spoke of the gIeat aim of |
our public schools beng directed to the |
development of the intellect and the |
widening of the ideas" Expansion of |
the intellect has ever been regarded as |
introducing one into some favored U,o-
plh hhltAci Guo vulgar uSIu lubTuueS 4
not, some favored land midway between |
the abode of ordinary mortals END the |
abode of the deity.
Such mental training, In addition to |
being of the greatest personal and indi |
vldual benefit, also conduces to the vel |
fare of society and contributes to the |
glory of the nation.
There is much greater scope for indie |
be seen by going back to former dec |
AIDES, or by comparison between df |
ferent countries. The superiority Of |
German workmen over English work. |
men is established. This is a result OF |
the better and more general menta |
training which the German working |
class received in the schools, and espec |
lilly In the better class of the lower |
German burgh schools.
Mr.. Billman said that the great social |
problem" of this M. dern time was the |
contention of the rIcl against the poor /
man obtaining Ell her an increase of |
wages or change 10 the distribution of |
income, which two thii gs are the only |
means of improving the condition of the |
whole people, who are dissatisfied and |
unrest ful because the new wants which |
intellectual development has revealed |
to them to render them dissatisfied un>
Ter the old order of things.
Along with the training OF the intellect |
there must also be training of the char
acter and the feelings through the in
iuence of the home and the church. In |
my judsemnt that golden era toward /
which trust the old throbbing world |
is forging ahead will only come in when
education has given to every part of the
social body workmen Of the highest
skill and VIII n the teachings of the Man
f Nazareth have gwen everywhere IN
ibis social body men of Christian char
acter of the highest order.
After the very excellent paper by Rev
Billman, which was received with great
favor by the audience, a selection was
rendered by the Philharmonic land.
The next topic o. the program was
assigned to Judge Ferguson but he was
unable to be present. Upon being call
4, Rev. Mansfield addressed few re-
marks to the telchers and citizens pres
ent. We look at education, be said,
Zach our own standpoint. The busi>
ess man thinks Of educating his chill
1ren to better meet the problems o
business life, the professional man de-
5ires to equip his children for profess
Sional career, and SO on. Mere culture
Is not enough, there NUT be a basis OF
morality. The welfare OF society de-
pends on the regard each shows for the
rights of others, just consideration OF
5heir privileges and feelings. There
must be consideration of their privil-
eyes and feelings. There must be a
combination of truth, honor, virtue,
honesty, all the virtues, because INTEL
ligence without religious morality is
dead. / am not seCtarian In my views
and would not have sectar ianism intro
duced in the schools. (Applause.)
believe in living God; this country re-
cognizes d God, and in it, courts of
justice, the highest tribunals where
wrong is righted and injury redressed,
1T pronounces the most solemn oath IS,
help me Cod" There is no atheism IN
This country; we are God believing
nation.
The best laws of he best states and
bodies polite in the world have rested
upon the principles of the ten CO nmq
ments. The day of thanks established
q this country, Thanksgiving, when the
nation lifts up its voice and gives thanEs
to God, is di Getty opposed 10 the beer
guzzling immigrants aud the refuse OF
other nations who have Obtained admit
ance to the country they are trying to
corrupt.
Teaching in the public schools, he
thought. should be bised upon the
moralities o. the best re ig ols and not
De the substance of any rsicGlar one.
In closing his remark Rev. Mans field
.sked why the schools co III not h. We
he same recognition God Rnd OF ,
ruth that this governms. has. Wny |
establish it IN one and refu it to the
other? Let the bible b il the schools. | {
Il thu teachers use r-lig NJ If they viii, ]
and thus build knowledge UPON morality
and truth. I
After a selection renIered by the
Philharmonic club in their usual excel |
lent manner. Prof. CoIlingwoJd made
few rsmerks on the duties of ID re Is