The Yakima herald. [volume] (North Yakima, W.T. [Wash.]) 1889-1914, 1902-05-20

And the country politicians come un-
der this same need-men who have
never studied the government from an
economical standpoint, nor been drilled
in the meaning and scope of the consti-
tuition. Oh, that such might have the
joy of intelligent argument, the dis
ciplne of striving to answer others by
logical reason instead of petty preju-
dices
The country should be represented in
state and nation, that the needs and
and pleas of the farmer might be real
lied and needed. The rural districts
should be worthily represented in the
halls of state and national lawmakers.
Sons of the soil in sympathy with their
brothers in their needs and demands of
the farmers should be sent to represent
them-men who are in full accord with
all the hopes and plans and purposes of
the farmers, dairymen and fruit growers
of our agricultural districts. 1t is only
as higher education becomes more COM
mon in the rural districts that this ideal
condition can be brought about. 1t is
only as the average farmer boy is given
an education fitting him for the nobler
and higher places that these possibilities
may become realities. Not only the
book work of the school is the plea for
this higher education, but the culture
that goes with it. Hand in hand go the
influences OF the new knowledge gained
and the source from which it is gained.
A large part of school life is the impress
of teacher and school atmosphere upon
the pupils. The teachers who bring
with them the culture and refinement of
their schools, the training and discipline
OF their years OF study, are great forces
in the education of the farmer boys and
girls.
The New England idea was of educa-
ton for the villages and country neigh
borhoods, not for the cities alone, for
colleges and academies were founded
before there were any large cities. We
find Harvard supported at first by the
tributes of peltries, butter and corn sent
to 1t, and the boys from all the colonies
attending it. The New England academy
is often found in the country district or
small village so that the boys and girls
OF the agricultural districts can have an
education and make their own way while
acquiring it. These academies have
been great feeders for the eastern col
leges.
Second-But in vain is all this plan
ming if the true type OF education is not
presented to the country scholar. Edu-
cation is one of the magnificent fruits OF
christianity, one of the grand results OF
christian living. Religion without
knowledge leads to superstition and
fanaticism. The Hebrews were deeply
religious people, but had not the educa.
ton and mental discipline OF later ages.
And so they drifted into formal service
and exerted all their energies in atten-
ton to feasts and ceremonies.
Education without religion leads to
rationalism and materialism The
Greeks loved the beautiful.
and expressed it in art and
poetry. Refinement of thought was
portrayed in sculpture and painting.
Beautiful visions OF better things were
revealed in song and story. But their
reliance was upon nopower beyond their
own and in time their sentiment devel.
oped into sensuality and their delicacy
of thought into degradation of life. The
Romans had skilled training for their
youth and forensic practice for their
! young men. But law and force were
] their religion, and they became rapacious
and despotic.
Christian education aims to combine
: the good qualities OF all systems, giving
the pure religious training as taught by
J the Hebrews, the law of beauty anC
refinement as taught in Greek works
and the use of power as first shown in
. its fullness by the Romans. And thus
is revealed the perfect plan for the per
feet man: one in whom education anC