Lewiston teller. [volume] (Lewiston, North Idaho) 1878-1900, 1896-06-04

; of impeling the race onward In IL,
/ mission.
t without this power, we are !ittlt
= better than drones in society. We ~
I through lite eating the bread b ,ked by
r others-taking as, granted what we
: hear, questioning nothing, and de
( parting life, leave behind no new
| thought or creation for the benefit oI
: the world.
, 'rhc lessons of truth and honesty
should be the basis of the entire ed,i.
catic nal fabric. A superficial contem-
plation ot the fraud and chicanery
manifest IN society, shakes our faith in
mans integrity; nevertheless, the pre-
vail'ng impulse, the great public heart
Is for the right. That this is SO, We
: may plead the fact, that the man who
: has well'establshed reputation for
honesty, wins the confidence of the
: community. The trikste: may tool
the people for n time, but he must be
cunning, indeed, who can do so al
ways, and when discovered there are
few so poor as will do him reverence.
Even il an honest life were not, the
open avenue to success, the resulting
approval, of ones conscience ought to
be an ample reward. Their" certainly
Is much comfort il. being able to look
with unflinching eye into the face of
your fellow man, and not be casting
about like sneaking coyote for bush
behind which to hide, orr hole into
| which to crawl"
"No child should he encouraged for
success obtained through any means
tainted with cunning or deceit, but
let him meet with prompt reprimand.
at nhlx hx- IL, hns al. ~,
constant precept, keep before the sweet
compensation, the alluring rewards of
Il manly honest life; impress upon him
that the demagogue In politics, the
shyster NJ law, the quack In medicine,
cheats of any kind, who succe, d
through the credullty of the unwary,
are traitors to the best interests OF hu-
manity. Teach him supreme con-
tempt for all forms of deceit, treachery
and dishonesty
THAT teachers may teach, they.
themselves, must be taught. The old
idea was, that If one was educated
he could teach; that If he
had knowledge he could impart It to
Others. This is fatal fnlacy TO
adapt anyone to successfully follow
any nvocation, whi lie the general edu-
ca,ion gives great leverage, II special
training, suited to the particular pur-
suit Is also important. With special
emphasis does this apply to teaching,
for there Is no occupation in which
there Is more of technical art and Pc
ci,iar adaptation required, than In
tins. The educated man will make IA
better farmer, for he will know some
thing of and how to utilize, that mys-
terious law which converts the tender
plant of spriug into the harvest grain,
but we could not eXpecta college bred
youth to succeed IN farming without
some special training. Your neighbor
has trespassed upon your rights; you
are about to commence II legal action
against hin-I pity you both; one of
your ncighbOrs is II brilliant young
man who has just left his Alma Mater,
bearing upon his handsome brow the
laurel wreath; another Is unpreten-
tious, with deficient education, but
who has stu.ieu the mysteries of law
your fee will 20 to the latter. You step
upon one of our railway trains; soon
the trees, the houses, the landscapes
are dying by you like swiftly moving
panarama-you outstrip the wind,
your car vibra!es like the quivaring of
Il leaf; you are flying through space,
sixty miles an hour, but you have no
fear. and why: You know that upon
the locomotive Is man who has been
specially trained In his r.spon-ible du-
ties. You know his hand is upon the
lever aud his eye is pearing along the
rail for danger signa,--tlle instant they
appear the shiill alarm pterces the AR,
the breaks are on, the wheels are re-
versed, your train comes to stop so
gently that the sleeping babe sleeps on.
1T may he admitted that II well educa-
tel person, w thout special training
may become IA successful teacher, hut
even with special attitude for 1t. he
may long groFe his way in darkness.
lie IS, rs 1t were, pioneer in the field,
investigating tor himself each success
siVe step. While following III the wake
of others, he neither sees their foot
prints nor the snares that tripped them,
he learns nothing 10y their experience.
'Foft'lnateiy, those wh" are inter
ested in the cause of education app:c-