Willmar tribune. [volume] (Willmar, Minn.) 1895-1931, 1913-07-09
ASSEMBLY IS
GREATEST EVER
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hard work, but don't forget that the
fundamental reason for ones culture
lies not in what he is to do but in
what he is. He is to be educated not
because he's going to shine shoes ~
sell shoes or run a bank or go to
congress, but because he is a man.
Why educate? To get living?
To get living for what? For face
and feet, and man and jaw? Is there
nothing else that needs living? No
dignity Of character? No possible
perfection? Are there no lessons for
the open heart and no joys Of the
open road? Is it right to feed and
house the animal and shut the real,
true, genuine, sky part Of a man out
side to shiver and to starve? That
man to whom his vacation means no
more than merely getting living,
is in reality getting a death, death
of selfrespect, death of sense of re-
sponsibility, death Of Identification
with the great social ends, the state,
the world, his age, God.
Why educate? First and foremost
I should say, to inculcate the. great
art of self-mastery. A mans pas
sions are his steam power but woe
unto that man who permits them 70
become masters instead Of servants
| Mastery of environment, I should
put that among the objects Of edu-
cation. Half-hearted work does not
count. There are no bargains on the
counter Of success. The price is
work, work, early and late, year in
and year out, take it or leave it, it's
up to you.
| Loyalty to ideals, education is to
help in that high realm. It is not
the material, but the ideal that rules
the world. Not cotton, not corn, but
liberty is King.
| Service Of ones country, there's
one Of the objects Of education. Edu-
cation is charitable and is paid for
largely by the state; therefore, the
state has the right to expect and de-
mand heartful and heroic service in
return. Too many so-called good
men are bad citizens. Shame be up
on Americans for treating the high
and holy blood-bought privileges Of
| American citizenship so loosely and
so stability!
| And service Of ones kind, that's
the right and duty Of culture To
get to keep is wrong. The boarded
dollar is the lost dollar. All gettings
have their worth in their applica-
ton, their use depends upon how
they are used. Not knowledge static
but knowledge dynamic, mans finest
faculties working at their highest
tension for the common veal, that's
what education is for, and that's
what life is for. To carry liberty
beyond the mere machinery Of gov
eminent, to carry the rights Of man
out into mine and mill and shop, any,
| where, everywhere, where men toll
and suffer and hope and dream and
die, that's the task Of this era, task
worthy the mettle Of a race Of i'm
mortals.
! Education consists in putting one
into complete correspondence with
all things necessary to complete de-
velopment. And what is life? Ad-
|justment to the physical, the intel
lectual and the spiritual. Train the
} eye, the hand, the mind, and leave
the heart alone? Man is just as nat
urally a religious as he is rational
OF an afectionate being. Humanity
is so made as to be the susceptible
organ Of divinity, and the teacher of
religion must rely just as implicitly
on mans native religious capacity
as the professor of mathematics re-
lies on his intellectual capacity.
| Short cuts, across-lots, get-out-
; f-school and get-into- business {?
Never. The road to power is always
roundabout and it's the time the
roundabout way takes and the effort
it requires that gives mental and
moral thew and fits for the tug of
life. The longest way round is gen.
orally the only way home.
/ 1t is tremendous thing to really
live and it requires preparation and
training Of the whole man to live a
whole mans whole life out there in
the world. Like the mystic city of
Johns great vision, the length and
breadth and height Of life should be
equal.
The Sunday evening entertain
ment by the Raweis Of New Zealand
contained message from the South
Sea Islands which made a profound
impression on the large audience
which Witnessed it. tt showed the