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Show m. XTb. JT rTK tr n 1IT" "TT BiOL ILL 1 n fin I A iA 'People of (VVlssouIa Give liim a, Warm Western West-ern Welcome Mlssouli, Mont,., April 11. Col Roosevelt's train arrived at 7:05 a. m., and he had Tiot left his stateroom state-room when Senator Dixon, .of Montana, Mon-tana, boarded tho train to greet him. A battalion of infantry from tho post was drawn up to escort the party to tho hotel and a dense throng of people peo-ple stood nbout the platform. While Mr. Roosevelt was dressing, Senator Dixon made frequent trips to the end of the car to reassure the shivering committeemen When Mr. Roosevelt appeared ho was gre'eted with cheers and it required re-quired tho efforts of a half dozen police po-lice to force a passage on the strecL The military, followed by a score of cowboys and as manv Indians in full war paint, escorted the former Prcsl- dent to his hotel through crowded" streets. Roosevelt breakfasted by himself In the apartments reserved for him. Mr. Roosevelt's first engagement of the day was an address to the students of the state university at 11 o'clock. His principal address came In the afternoon af-ternoon and a banqiiPt at tho hotel, followed by a reception at the Montana Mon-tana club, completed the program arranged ar-ranged for his reception. The committee had planned for the university meeting to be an open air affair, but the storm of the morning led Senator Dixon to change tho arrangement ar-rangement and assemblo the students indoors As there was every prospect of fair weather In the afternoon, however, how-ever, it was not thought necessary to Continued on Pago Seven.) oo ROOSEVELT IN MONTANA (Continued From Page One.) Interfere with plans for the aftcmoon address. Tak On Education. In his address to the students of the university, Mr. Roosevelt expressed himself at greater length than he has beforo done on his trip on the importance import-ance of vocational education. He de-clare'd de-clare'd that, for the past f0 years tho educational Institutions of the United States, the common schools aud the universities had been tending away from the true object of education, the preparation of students for their life work. Too great stress laid upon cultural education and an almost complete com-plete disregard for vocational training train-ing ho held responsible for this result. re-sult. Mr. Roosevelt was introduced by Dr. C. A. Duniway, president of the university, as a member of tho Ancient Anci-ent and Honorable Fellowship of Students, When tho former President roso from his chair, the cheering section of the student body, gathered in tho gallery of the assembly hall in which ho spoke, barked out a deafening "Rah, rah, rah. Roosevelt!" 'Mr. Roosevelt smiled up at them and murmured, half to himself;, "The causo of higher education Is safe." "The modern university if anything any-thing so ancient can be called 'modern' 'mod-ern' first arose in Alexandria, 'Egypt, 2,000 years ago," Mr. Roosevelt Roose-velt said- "From that time on, the universities have gradually grown and developed and each age has had an opportunity to stamp out its characteristics upon tho educational Institutions of Its day. Hero In tho West we have developed universities closely, akin to the great institutions of learning In Germany, France and England, yet they offer features entirely new." Mr. Roosevelt drew an illustration from the requirements of the Montana law school, which, he said, required that Its graduates should have training train-ing in cultural courses as woll as in tho law. Such training was indispensable indispen-sable he said, for the man who as to knotf all manner of men In after life. in a broad way, vocational training was the most Important, Mr Roose-' velt declared. He Instanced the case of a college-bred girl who looked with disfavor on her duties about the house. "Literature," ho said of college girls, "Is invaluable as an addition to good house work, but it is obnox-Ioub obnox-Ioub as a substitute for good house-worlc" house-worlc" Of college men, ho said: "You are making tenth-rate clerks out of men who should have been farmers, blacksmiths or some other type of workers. I cannot understand how any human being can have anything any-thing but respect for tho blacksmith and tho rnllroad engineer, and other highly trained men along technical lines " It was tho cultural education, he said, which Inclined the boy to fear hard work and go to clerkship rather than the farm, believing that he might waste his education otherwise Mr. Roosevelt closed with the declaration dec-laration that he did not wish to be understood as opposing cultural education. edu-cation. Grent beauties of nature, scones to Inspire high thoughts, lay In many parts of the West, ho said, and from the West would come tho poets and pnlnters of the future. To the men of unusual attributes should be given unusual opportunity for advanced learning. These he classed as the first grade in oducational mutters. The wecoud grndo was his own, ho said, men who were content with a university diploma and did not seek post graduate works. The third grade was .coinposed , o.f those who secured vocational tra'inliig with their cultural work and were destined to follow vocational vo-cational walks in life. But all, he Bald, should receive their portion of the cultural side of education. "" - - |