The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1898-12-24

ten or neglected in development-mas-
terry over self. A man Is a promise
for greatness. a chance for a career
OF usefulness inc power. The rea key
to h situation in most affairs Is the
actual possession of an accurate
knowledge Of ones, self. Put your fin
gers on the worlds pulse and learn its
appreciation of a thoroughly manly
man. of the absolutely trustworthy
man. OF the positively helpful man,
and you Will be impressed with the
need of all efforts Of church and state.
OF government and society. of school
and home. being earnestly and cont.nu-
ally active in training the youth Of
to-day. The time Is even now here
when these three great means of at
tanning large success and prosperity
must be recognized. The day Is al
ready at hand when the masterful man
and woman are necessary in every
walk in life. The period Of the future
can never come when the supply of
character will exceed the demand and
when the work of civilization is at
an end"
Mr.. Patriotism and Civics In
Public schools.
Il. J.. Cooney. representing the Jener-
son school. said. on the subject uf
Patriotism and Clvics in Public
Schools"
THE question of teaching OF patri-
ot,sm i'm the schools Is one of vital IN
tcrest. not only to the teacher and to
the pupil, but also to the community.
the state and the nation. When one
stops to consider that to-day in the
school rooms scattered over this broad
land are not only the coming citizens
and voters. but the future Legislators
and presidents of this country. IL must
be evident to all that the importance
OF this subject cannot be overestimat-
ed. Well and fitting is IL hat our fu-
ture citizens should know Of the past
of the men of Bunker Hill, of the he
roes of Valley Forge. just and right
is IL that the exploits of Perry. Schley
and Dewey should bring a thrill of ma
tional pride to every school boy heart.
But this IS not all of patriotism, nor
is the military spirit the spirit that I'm
my humble opinion should dominate
the patriotism of the school room.
We have patriotic pms we have
flags in our school rooms and we have
wildly interesting histories-how our
nation was born amid the flames of
war and passed triumphantly through
the fiery furnace Of civil strife; how
we have step by step reached a free
dom to the world unknown. II is not
only desirable but necessary that the
pupils should know all these things.
for. with a knowledge of them Will
come pride I'm his country, I'm her ira
ditions n aspirations and finally a
proper appreciation of the rights and
privileges that the title of American
citizenship shall give him. In connec-
ton with Civics, history and inciden-
tally in literature and geography, IL q
patriotism we must teach and never
allow IL to degenerate into national
egotism. Surely we do not van a pa
,.Ezg... A.. Ill.,. sla. TO- AZ F.N- ]
ther progress Is impossible and unn7c-
essary-a patriotism that regards the
evils of the time with a tolerant Gym
icism. We hav had that kind of pa
trictism. or rather unreGsoning ma
tional egotism. In the past. IL was this
kind of patriotism that ,mobbed Gar
rison. an apostle Of human liberty,
and after destroying the presses of
Lovejoy. bounded him from town to
town even in the heart of the North
two blots on the pages of American
history. II was this spirit of national
self satisfaction. or unrefiective nauion-
al egotism that brooks no criticism Cf
the things that aniuated the intelli-
gent. cultufea and polite students o.
an Eastern university when they hiss
ed a presidential candidate, not be-
cause he was a candidate Of any polit-
ical party. hut because he represent
ed a new idea. But the teacher IUust
make these future citizens understand
that 10 age nor time nor generation is
without its problems: that growth and
change are necessary To the life and
health of any nation. and II Is their
duty to study and investigate the prob
lens of their time, and that they, the
coming Americans. will be responsible
for their proper solution. The teach
er owes IL to his country To impress
upon the pupils minds the ethical side
u H~HaxH 49, H. nan1A 10 |
understand hat i'm the liberty they
enjoy they are eating of fruit that 9TH
ers have planted, that they must plant
hat others may eat, that they owe a
great debt of gratitude to the men of
the past. that IL Is their duty as citi-
zens to pay hat debt to the present
and future. taking an earnest. consci-
ent,ous interest I'm the questions of
their day. by not only going forth In
defense OF their country when their
country needs them, but I'm piping
times of peace by devoting no incon-
siderable portion of their time and
study to Their country's welfare, and
that they who do this are no less pa
triots than those who shoulder a mus
ket."
Miss Healy Responsibilities OF u Teacher.
Miss Mary IL. Healy, representing
the Adams school. said. ON the subject
OF THE Responsibilities of a Teacher"
The president of u republic occu-
pes a position OF trust greater than
any sovereign that ever held sway.
but greater far han any trust reposed
in any public oficer-be he president
or other ofiicer-is the trust reposed I'm
the teachers of our public schools. In
the busy marts Of trade. I'm library.
college and university. In counting
haaagA npI mo tho bNnGN NAhnTAaE I'm ]
court room and senate and house. in
work shop and mine. and In every de-
partment OF life can be seen the in
fluence OF early training the re-
suits of the teachers work. The hui
man mind has been likened To A sponge