The Marion daily mirror. (Marion, Ohio) 1892-1912, 1907-09-09
ELOQUENT ADDRESS GIVEN
BEFORE LIMA CHAUTAUQUA
"The Philosophy of State Capitalization of Common
Schools, Subject of Lecture Delivered
by Charles E. Lukens
of This City

was delivered before tlle ChAutauqua
assembly held at Lima, Ohio, on
lecturer for that special occasion
and candidate for representative
August 10th by Charles Z. Lukens,
on his own platform:
Ladies and Gentlemen:-I desire
TO discuss with you this afternoon
IN as informal way as may be de
snable upon our part, u matter that
Is OF vital importance and OF mu-
tual interest. There is no subject
Of 50 great importance as the edu-
cation of those who are entrusted
TO us by the ties of nature. Our
obligations TO our Creator is rem
dered by instillinl into our pos
tcrily those principles that will has
/ ten the coming of the perfect day.
| We differ somewhat in the manner,
modes and method of inst,ucting
our offspring but back Of all these
| is one common heart throb beating
in unison throughout all the land.
1t is our common desire that our
children may occupy higher posi-
ton upon the plans of growth and
development than that we were
obliged to take.
There are three distinct systems
OF education. The first, in order
OF origin is the private school
which was intended for the few,
those able to pay for what they
| get and get that FOR which they
pay. The second in order is the
denominational, sectarian, paroch-
ial or parish school. Religions
sects of the institutional type, as
sumed the financial as well as the
moral and spiritual instruction OF
those of their faith 1t is the aim
of these sects To teach everything
that is essential TO good govern
ment, and more, it is what these
scots may fail TO teach rather than
what they teach that is the crlter-
ION by which they sre to be judged. Z.
These who criticize these sects
from an edpcatiohal standpoint
are grossly ignorant Of what our
common schools of today owe to
this system.
Alter the private and sectarian
Ischools had become systems there
were many yet improyided for.
The state finally agreed TO take
care of the cleft overs" and es-
tahlished the common school for
the common people. So, by a slow
process of evolution we have the
, common school of today.
During the last fifteen years
there has been hcralded abroad, a
} so-called "New system Of Educa-
ton" called home study. Cores
pondence schools claim to teach ev-
cry teachabe subject by studying
at home. This system was in vogue
thousands and thousands Of year-
} ago among the Jews. The father
taught his sons things scholastic
and manual. His trade became their
inheritance and very generally
their only inheritance. The moth
, or taught the daughters the love
and duty of home in all that the
term implied, and as n result We
find that in all history, from re.
mote times down to the present
the penal institutions Of the world
have sheltered very few Jews re,
gardless of how tyranniGal has
been the government under whicl
he has lived and as for the fe
male sex, it has ever remained
pure throughout all the vcissitudes
through which the Jews passed One
may say that Judaism has beel
} scattered but none dare say thai
Judaism is lost.
There are two distinct types OF
education: the humane, culture util
ibaran or German and the profes
sion or industrial type.
The humane type of education
comes to MS from the Greeks. I
found great favor in Germany and
did much to mould the character
of the German people. The tern
utilitarian has no limitation except
} that which we, individuality, give
il on our own consciousness. This
type of education recognizes every
phase of mans nature and seeks tho
highest development Of all his facuI'
ties. 1t has a foundation upon
which TO build and if inaugurated
in the common school would rec.
ognize manual labor as divine as
the Creator intended il to be.
Tho professional type comes from
the Romans. II originally provided
for a career in court and army buI
later included finance. tn serves
tho oorveniencos Of the few and
} whcllv IGNORES tho necessities of th'
MANY, Tt is purely materialislic
, be'ng without Divine attribute.
- u is throuqh tho introduction. OF
this .tvne Of education that the
, common schools have been diverted
fro-, No ecronon nnonle. Thr