Warren sheaf. [volume] (Warren, Marshall County, Minn.) 1880-current, 1901-06-06

foullu IL; patriotism a deeper love O]
country and gayer scorn Of
death than even it's own
And in so adding to and purifying
scottish song Burns has conferred the
greatest benefit on his countrymer
that it is in the power of a poet tc
confer. - =
And now before we leave this plow
man poet. loved alike by Scot and
Briton-old and young-let us nav him
the tribute which Holmes laid at his
feet.
'The., land of, Scotia's morning skv
whose voice can sing thy praises
With Heavens own sunlight in
his eye.
He walked among the daisies
lii through the clouds of fortune
g, wrong g.. :.rr..>.,.&.
He sowed to fields of glory
And left his land her sweetest sonp
AND earth her saddest story
A quartette composed of Misses Ad.
ans, Brill, Shaw and Cross sang
Coming Through the Rye" Then
Monrad Olson delivered his oration en-.
titled:
THE RELATION OF CHURCH AND
STATE TO EDUCATION.
The world is better today today
than it was yesterday and it will be
better. tomorrow than it is today. AT
every hand we see progress, prosper.
lty, expansion and material develop.
ment. Equal to, if not surprising, the
material development is the progress
OF education This advancement is
not so marvellous in other countries
as IN our own, and here it has reached
this stage through the combined eff.
forts of church and state. Nor has
freedom of education, an essential OF
civil and religious liberty as well as
a necessity for development of intel
llgence, been interferd with by any
sect or party, denominational or polit
ical. On the other hand it has been
supported and strengthened by the aid
and common will of the public.
IT man were a being whose tempo
rary and eternal interests were dis
tinct, it would not be difficult matter
to define accurately the respective
spheres of church and state. This
however. is not the case. Life is q
" unit li1 with overlapping periods and in
|ltsrbl lending aspects.
. In the field Of education. church
and state are likewise deeply concern.
ed tho they may approach the cues.
ton from different points of view and
accordingly may lay stress on different
elements as essential. The state must
have trained intellect. but may neg
lect the strictly spiritual life. The
church must cultivate the religious
nature but may ignore mental develop.
ment. :" @.'s~' Ibid d. - ~ -
In the history of education, we trace
two main parties continually strug
Cling for mastery in it's work. In me-
dieval times the education was re-
ceived either in the cloister or in the
castle. The one strove to form the
young monk, the other. the young
knight. Both of these institutions dis
appeared before the reformation where
churches and universities took thei1
place. j
IN this country, with a multitude OF
| churches alike protected but not direct
ly fostered by the state. neither churcl
nor state can honorably Withdraw
from educational work. But it doe.
not necessarily follow that each SHOULD
/ attempt to cultivate the whole fielt
alone. If both had unlimited resour
ces and no kind of education was t,
be neglected there would be no ser
ious objections to parallel efforts.
| Because Of the different views con
cerning the relation of church an(
state to education occasional col
lisions are almost unavoidable. Wher
two Independent societies lay CLAIM
to a common ground, those claims un
less precisely defined will sometime
conflict. No state has yet been know
to carry out the theory of Locke AM
confine it's attention purely to the