When Germany took Alsace-Lorraine from France in 1870, her first task was the Teutonizing of the people. She began by introducing the German language in the schools and the press—both educational agencies. When the Young Turks wrested his empire from Sultan Abd-ul-Hamid II, in 1909, they began making it over according to their own fanciful dreams by introducing their ideals into the school system. Certainly the school can be made as potent a force for good as for evil. In fact, it has been made such a force in certain instances. Prohibition of the liquor traffic was a long time coming in America, but it came as soon as we adopted the best means of establishing a better order of things. A careful analyst of social influences could have told almost the year it would arrive. He would have taken the date when Scientific Temperance became a public school subject and then have reckoned how long it would take the boys and girls of that period to come into control of the country. When that time arrived America went dry. Bismarck was right. There are plenty of reasons why it happens this way. One is the general fact that people do about as well as they know. Most evils remain only because people do not realize that there is a better way. When the facts are laid before them, they generally act accordingly. Another is the fact that ideals and truths can be built into the lives of growing boys and girls more readily and more firmly than in those of older people. A child can learn a foreign language more readily than can an adult. It is the same with an ethical ideal. The growing life most easily adapts itself to newly discovered fact. Another is the natural position of authority occupied by the teacher. His words are taken as those of an oracle. Children who refuse to heed the instructions of their parents take those of their teachers as final. Still another is the amount of time the child is surrounded by school influences. No other institution has any such chance at him as does the public school. He spends as many waking hours there as he does at home, or more. Knowledge alone does not constitute education. The etymology of the word education is sufficient to indicate a very much wider scope. Education has to do with the whole life. Its measure is not merely how many questions one can answer, but how well he can realize upon himself in the actual affairs of life. Therefore, the school has for its work the making of men and women, and the person who builds manhood and womanhood may well remember that in doing so he is building the future. We can never have a world that is anything more or less than it is made by the people who live in it.