The menace. [volume] (Aurora, Mo.) 1911-1920, 1919-06-21

Ilent to enlargement or perfection of the public
school. This sOlicitude for states rights is
rather amusing when one thinks of how little use
these people have for states rights when those
rights come in conflict with ecclesiastical rights
or the rights claimed by pOpes and prelates.
And that american principle Of local con-
troll of education" Who ever heard of such a
principle until its present invention and appear
ance? The American principle is to send pupils
to the best school available whether it be near or
far, whether under local or distant supervision.
Pupils are sent from rural localities to town
or village schools when the latter are better
equipped; and pupils from villages have 1Ocked
to college towns or cities without fear of cOnse-
quences. Local control of education is as myth
ical as the principle mentioned. If such preju-
dice were existent it would be a mark of prOvin-
cialism at time when the whole world is turned
either toward the principle of natiOnalism or the
principle of internatiOnalism.
But it would be Handicap on all private
institutions of learning" Well, what if it would?
Is the schOOlmaster's trade private snap or for
public service? The public school, as it is, is
something Of handicap on private academies
and boarding schools. IL there were no ward or
district schools, provided at public expense, the
prOprietOrs of private schools might get more
pupils and make more money out of them. But
are schools primarily for the benefit of teachers
or for the advantage of pupils?
It may as well be admitted that the Smith
and TOwner bills are for education and for those
who need it rather than for those who have edu
cation to sell. ROme's opposition to this desir
able improvement cannot be justified by any Of
the lame excuses offered Rome opposition il
but part of it's opposition to free, nOn-sectarian
state education.
The Roman Catholic corporation is in th'
70 nLra hN
capturing youthful minds. Its priests dread tht
liberalizing influence of real education, and wOult
substitute therefore their own incubatOrs of Su
perstitiOn. They have always opposed educa
ton, and have always antagOnized the public
school in this country. They would have you'll
trained to revere themselves and their papa
master rather than taught to seek the truth ant
develop their faculties.
This opposition to the Smith and TOwnel
bills is only phase Of the fight that Rome hai
waged on genuine education in this and all Othel
countries. But there Is going to be fight
Don't imagine that pOpery with its twenty thou
Sand priests, and its twice twenty thousand plail
Clothes agents in this country has begun thi
contest without hope of killing the proposed leg
lslation and thereby crippling genuine education
a All who would like to see the public schoO
perfected and made the means of enlightenment
II should be, had better let their cOngressmeI
and senator's know what they think and wha
they desire. The national capital is alive will
lobbyists who are there to take care Of papa
interests and unless the people make their de
sires clearly known they cannot expect them t.
be considered by their representatives in con
greSs.
Get behind these bills and have then
strengthened rather than weakened or defeated
1t is time for congress to do something for tn
than anything for which citizens pay taxes. Blu
when the nations lawmakers assemble at Wash
Sngton, the pope's emissaries are already ther
with their plans of conquest and program 70
defeating Americanism.
The vote on these bills will be test Of eac
senator's and congressman's allegiance. Th
quality of the support they give these measure
will reveal whether they are for America or fl
Rome. The issue is clear, and the Opportunit
here to make every public servant in the legi
Native department show his hand.