The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1899-06-03

| United States has suddenly found her
| self confronted with aSSast area of land
asking the kindly protection of the
American eagles wings. This sudden
expansion of country. in the shape OF
the Hawaiian and Philippine islands,
| Cuba and Porto Rico, seems to have
dazzled the minds of the Americans.
The question. briefly stated is, to ex-
| pand, or not to- expand? Is this new
! territory to be abandoned? Shall the
| people of the United States stop and fill
to overlooking the land they now pos
1 sess, and to consider their country as
| having reached its zenith? No by all
| means. no! The voice of the Almighty
saith, up and onward. evermore."
:, Territorial expansion is not new
subject to America. 1t is merely pre-
scented in a different light by the pres
ent condition. The policy of the United
States for the last hundred years has
been one of expansion. First. the 13
little colonies, thence to the Allie
| ghanies, thence to the Rockies, from
| the Rockies to the Golden Gate-and
now it is ready to step far out into the
! Pacific and ever westward ho!'
After glancing over the situation in
| a general way, take 1t up in it's spe-
! cific form. Cuba and Porto Rico be-
| long to the western hemisphere. ma
ture has in all probability intended
| them to be a part of this country.
| The acquisition of the Philippine ISL
| ands will be the obtaining of strate-
gic outpost which will some day enable
our country more easily to succeed in
| the future conflict across the Pacific
ocean. between the white and the yell
low races.
Let us then expand and expand,
spreading the precious gift of liberty
to the utmost corners of the earth; ex-
| Hrtr y ,n r1d
white and blue--fioats over every land,
bringing peace and happiness to all the
| children of Gods fair earth
| imperialism, Ancient and Modern-John
lynch.
| Tnperialism! What does it mean?
| Imperialism has been defined as the
| subjugation of several countries to one
| common, sovereign or central govern
| ment. 1t is divided into two widely diff
! ferent branches, viz: absolute and linn
| tied BY absolute Imperialism is meant
| the ruling of the country or empire by
| one only whose will is law. The en-
pires of ancient times included Assyria,
| Babylon, Media and Persia, Greece and
! Rome.
In Turkey the sultan is the head of
the empire, likewise the czar-.is the
| foremost man in Russia, while in China
| the emperor rules supreme. These
| three empires taken together represent
the absolute Imperialism of the latest
| times.
Now as we move forward again to
modern times we find that limited i'm
| perialism is brought out in two great
countries, viz: England and Germany.
| The British empire, in the first place,
has a constitution, which, besides call
| ing for a king or queen, vests power in
| body of parliament or house of COM
mons. This parliament advises the
ruler in all matters and since it is a
body of the people it represents their
voice in the government. England, I'M
| like the other countries that have come
under mention has a more marked civ
ilization than any of them, for this fact
| is proved by her manner of governing
| her subjects. Instead of keeping them
| away from the rest of the world and
from education, she treats them with q
due consideration and respect and
makes it point to see to all their af'
fairs. Also we find that England has
| contributed to the world some of tbs
finest literature that it has ever known
Germany's government, in many re-
spects, resembles the English.
Absolute Imperialism shows that the
! people under it are somewhat slow ir
matters of their independence, while
the limited illustrates quite the oppo
site. Thus we hope that in the genera
tion to come, If there is to be an EN-
pire, it will have a ruler whose powe
is limited and that the people can hav,
a voice in the government as well a!
the foremost man of the empire.
John Lynch also delivered the vale
dictory, as follows:
Another year of our school life il
finished and many of us have come TO
gether for the last time to-day. Blu
whether we go or stay we shall all fint
abundant cause to remember on
school with gratitude. Day after da,
we have assembled in our school room
and the associations which cluste
around that place-more vivid in gu
minds to-day than ever before-cal
never be forgotten. They will go fort
with us through life and form an i'm
portant part in the individual expert
ence of each one of us.
THE events Of this day and of tn
past school days are to be remembers
and recalled to mind with pleasure
and perhaps with pride when we hav
passed away from the scenes of yout
and gone far down into the vale Q
years. AS we hear the aged of to-da
rehearse the scenes of their youth, :,
shall we recall the memories of Oh
school when, having won the battle Q
llIe, we SIT down TO repoSe after tn
well-fought fight.
Then, little incidents, which seer
now hardly worth the telling, will pos
sess a deeper interest and will hinge
fondly in the mind. To-day, with it
!! visions Of trials and triumphs, will b
regarded as an epoch, in the career {
most of us: as a day of remembrance
by all
we cannot pause and think of tn
many pleasant associations which hav
bound us together without acknowlede
ing the debt of gratitude we owe on
school and instructors. We have too lii
tie experience of the duties and respor
sibilities of active life fully to under
stand and appreciate the value of tn
intellectual and moral training we hav
received, but we know we are the bel
ter and the wiser now for it.
ITO many of us the education w
have received during the past year wi
be our only capital in beginning life
and whatever of wealth, honor an
| glOry we NAV herea fter win in th