Warren sheaf. [volume] (Warren, Marshall County, Minn.) 1880-current, 1913-04-10

49, OOVOAAO OuC " tuS JnlUSS 10 Uc
taught in our public schools even in
this part OF the state.
\ The Word Of God must become
the standard according to which we
must decide moral questions, or
questions Of right or wrong. Our
public school teachers scarcely
dare, il they should so desire to de-
eide questions by giving proofs
from the Bible. If our schools not
only dare but also do take strong
and positive stand for right, have
they place in the Masters SER
vice? | do not believe that there
IS a single individual in the audi
ence that at heart is opposed to the
work carried on at our schools. The
differences in opinion that come up
and so loudly are vented, are more
often due to careless or hasty state
ments, or to misunderstanding of
terms. Were there such large
minority Of our pastors and lele-
gates opposed to our school work
as discussions would lead us to be-
lieve, then indeed matters would be
in bad state; but I am an optimist,
and am ready to venture the state
ment, that there is not a single pas
tor or conference delegate really
opposed not even the one who
made the rash statement that he
would tear down every stone in the
Northwestern or North Star College
buildings. Yet, useless debates and
thotless statements react Injurious
ly to the cause; and I wish to utter
a strong protest. It is true, that
most of our laymen are with us
and that it is often only the pastors
that are afraid of making mention
of any extra call for financial aid.
Present the cause in the right light,
and our congregations will rapidly
develop a more healthy generosity.
The second Of the two main rea-
sons for the existence of our Swed-
ish American schools is the fact
that they alone are responsible for
the preservation and the teaching
OF our mother tongue-the Swedish
language, the literature, song, his
tory, thot, character; or in short,
Swedish culture in all its best
phases as found in this country.
can illustrate by calling your at
tention to some concrete examples,
or facts, of which you are all
aware; or by asking few ques-
tons.
What and where would our Swe-
dish American people have been to-
ing, saving and hallowing influence
of Augustana with all that it stands
for; and of Gustavus Adolphus?
What would have become of the
Swedish language and literature, if
there had been no teachers or
schools? What Of our dear Luth-
eran church and it's great and noble
work of giving Christian education
to thousands every year! What,
think you, has been the result of
the work of the hundreds upon
hundreds of our pastors who have
secured all, or most of their edu-
cational training at OUR SCHOOLS!
What would or could our Swedish
Augustana Synod have been with
out it's Seminary, or what would
the Minnesota Conference or we
have been without the fifty odd
.. years of our Gustavus Adolphus?
What? Could we have had our
congregations and churches and
pastors? Could we have had this
Red River Valley conference?
What do we individually owe
either directly or indirectly to our
schools? Let us answer before our
God, then let us act accordingly. If
you are graduate, you would not
trade off your educational advan-
tages for any price. You who have
had sons or daughters who, thru
the efforts of the teachers at our
| schools, have become useful citizens,
good and true Christians, faithful
servants in the Masters kingdom,
do you wish to count the cost of the
education now that you see the re-
suits. After all, what has cost to
do here? When Christ sent out
His disciples into the world, do you
think He asked the question, does it
pay? Or did His disciples ask?
If we are our Masters servants,
dare we ask the question, does it
pay? Does it pay to train Christian
character? Does it pay to save
souls for eternal life? If the Lord
bids us go, we should go without
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