The Guthrie daily leader. [volume] (Guthrie, Okla.) 1893-1996, 1898-12-28

Excelsior. that our people are ready 20
revise the past tnst they may improve
the present, that they may build wisely
land well. t4a edlice Of our hopes7
Much has heen done to u'ace this. our
homeland, nrst among the territories or
this mighty union OF hands and OF hearts.
but the call Of duty that determines des-
tiny now summons ms to reelection upon
the past and present. to greater efforts.
more careful thought for the nearing fu-
turc Proud IA our boast. that, youngest
among &c sisterhood stretched from re-
Elons wrapt In winters silver mantle to
the murmuring music OF the southern
gulf, from Atlanta's reverberated roar.
to tho Pacific gently Tapping waves. she
stands first through her widespread. deep
and | believe. abiding interest In edu-
cation. Did time and opportunity oner.
marvellous is the portrait I could palnti
pathetic too, the stories could ta.l, COM
ing within nv own experience, OF facri-
fees made by parents. that chil0tcu NAV
obtain the spl-itual development, -he NOR
al preparation which comes tho Ihh In.
tellectual education.
May I be pardoned moments pause to
repeat the phrase; spiritual development
moral preparation, which comes through
intellectual culture" For our people
thank Godl from the toiing care-worn
farmer as he breaks the prairie sod. TO
the governor In his mansion, look above
and beyond the soul-less, ufe-destroying
thought Of mere utility.
OkLAHOMA'S EDUCATIONAL INSTt-
TUTlONS
This lusty. young giant, full OF hope and
promise. has already given 20 the cause
Of higher education, time and thought,
material resources without parallel un-
der similar conditions. what other land
50 young In years can show "A university
an agricultural and mechanical college,
two normal schools and a normal agri-
cultural college for the colored race-in-
sututions that have already swung wide
their open doors to thronging crowds OF
eager students2 Our city streets hear the
tramp Of marching thousands moving to
the halls OF learning. We have boards OF
regents, superintendants of education.
presidents of territorial institutions.
territorial board and n course of lnstruo-
ton for the public schools
Much OF the great work has been done
But Is the structure that we are rais-
ing firm and stable? Are there no weak
spots2 Shall we be satisfied with pres
ent conditions. OF shall we investigate
them with the single intention Of lmprJv-
ing Of Strengthening, II we are weak IN
any element?
1t behoves us. fellow-teachers. TO be
giving thought to these questions. State
hood when the voice OF the people viii
speak in no uncertain tone, ls almost
upon us, and we who claim to lead lhe
educational thought Of our fair land must
be up and doing, ready when called upon
to speak.
1 am aware OF my own inability to
treat this subject In the short period at
my command, but well VIII my purp lse
be served II I but start the thinking Of
my brethren.
SCHOOL SYSTEMS COMPARED.
For some years past there has been
scarcely meeting Of men eminent In our
profession in which the weakness OF the
district system as at present administered
In our country schools throughout many
of the states has not been discussed and
am | wrong in saying that today, our
strongest and best leaders are as one in
It's condemnation? And why? Because
the Independent district Is too small az
a unit for proper pecuniary support. The
spectacle OF a nlne-months school in one
district and a three months term In an
other calls for remedy. Education and lg-
norance side by sidel And education and
ignorance are two elements that viii
not mix. Indeed they are elements OF
dlsunion, OF danger In our public polite
Why should mere Indifference In pecun-
larry resources bring about so great a diff
ference in spiritual possibilities? The cit
les of our union that have organized sys-
tens OF Ication recognize no such dlf-
ference. In them the taxpaylng power Of
a certain district does not determine It's
educational advantages. Then why should
It be true In country districts? Sta as.
and territories. no less than cities owe
Il to themselves to educate every child
within their borders TO give equal ad-
vantages to all. Carlyle must have had
the country child in mind when he said:
This l consider, the great tragedy; That
one soul should remain in ignorance that
had capacity for higher things. II we
believe that a long term Is a necessity
or even a good thing In one district, why
should we be satisfied with a short term
In another but mile or two away?
THE RURAL SCHOOL.
Ny friends, this thing Is wrong As true
Americans, proud Of our country and de-