The daily morning journal and courier., 1907-05-27
REV. MR. LUCKEY
 FAVoRS INCREASE
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 public-sehool system reminds us of a costly structure which years ago was put up by the Turkish government to span the Golden Horn. When about three quarters of the bridge were up funds gave out, or some hitch occurred, and the work stopped. It remained there, a three-quarters bridge, which would carry you dryshod to a given distance, and then drop you comforta ply into mid-stream. That, to our mind, is like our present-day school system. It is fairly good, perhaps, as far as it goes, but 1t doesn't go far enough; it doesn't span the critical period of the nations life between four teen and manhood, and loses it's hold upon the juvenile population of the na- ton at it's most critical period.
 Furthermore, we must not lose sight of the significance of that word "juve- nile" For 1t means not only youth ful, but what is more, inpressionable, plastic, easily moulded. That is to say, our public school system possesses un- limited sway at the time when of all others the mind and character of the nation to be. is most sensitive, reten- tive and tractable to the hand that forms 1t. We all know that nothing holds us, after the home, like the early school day memories. They after the home have the great superiority of be- ing first in the field. The mind be- af .r7c rnI1T T11ev Nf1 which many other things are imprint cd. but the school teaches has, after the parents, the first use of it.
 Such then, fellow citizens, is the con- dition of things. The United States of America, the nation of the future. is being mentally and morally born, after the home. in the common schools of our land. After the home, we say, be- cause our public school system can only modify or confirm the shape and size that are being given to it primarily from our home-life. Nevertheless, our vast public school system is allocated with the home, and reacts upon it with tremendous power. sS
 In view of these, it seems to us, in disputable facts, are we as a people alive yet as to what our public school system is and ought to be-? .s Have we" as one writer says, taken the cor rect measure of this stupendous instru- ment? Have we inquired as to the kind of work it should be set to do? Have we properly estimated the posi- tion and responsibilities of that vast army of teachers of both sexes who are it's directing forces? Are they in their turn awake to the real magnitude of the calling?" May we not say also, are they awake to the dignity of the call ing? As Thomas Carlyle says: Not until communities and individuals dis cover, not without surprise, that fash knowledge can rank on a level with blowing their bodies to pieces by gun powder: that the generals and field marshals for killing, there should be world-honored dignitaries, and were il possible, true God-ordained priests fol teaching"
 The present need then, as we con- ceive it. Is for a view of our public school system and it's functions, on the
 
 themselves, which shall at one and the same time recreate the nation after a better type and solve the question oi better compensation for the teaching force This, to our mind is the real question involved in the controversy tha arousement of our citizens to a de. gree not yet reached, to the latent power in our common school system tc make the nation what it ought to be Then, the finances will be forthcoming beth to adequately maintain the pres. ent work and to enlarge it.
 The need of bringing more forcibly to the minds of our citizens, the power that lies in this tremendous instrument our public school systems, for the mak- ing of the nation, lies also in the fact that. while many of the strangers within our gates" have acquired habits of self-control and political capacity and education in their native lands, vel the vast mass of our immigrants, es.