The Portland daily press., 1868-11-25
Maine Educaiienal Annexation.


the eleven o'clock train to-day. A prelimin-
day afternoon, and committee appointed 10
confer with the judiciary committee of the
coming Legislatures; also committee to re-
port ON organizations Tor the ensuing year.
At7 IL o'clock in the evening Mayor Will
liams OF tais city made a neat aud appropriate
welcome address. which was followed by a re-
spouse from Rev. DR.. Ballard. President OF the
Association. He rejoiced over the progress
which bad been made in the cause of educa-
ton, adverted to his own connection with the
com non schools of this State, and referred
with satisfaction to the condition of our nor
NAL schools, and the work watch they are ac-
complishng in Teaching teachers how 10
teach"
Mr.. Johnson, Superintendent of schools,
then announced that G. A. Walton, Esq, OF
Lawrence, who was expected to deliver an ad.
dress on Method in L lucation," had been de-
tanned by sickness aud would not be here TIL
IL o'clock to day. He had also invited the
Presidents of our three Colleges to be present.
He read the reply of DR.. Harris, regrelting
that the duties Incident TO the close of the
College term would prevent his attendance.
But he was glad such a meeting was TO be
held. at is highly important to confer to9e:h-
er and devise plans to increase the interest in
education and 10 make our entire system
more eff :ient. We want not merely given
amount of time spent in school, and a given
course of study goue over, but an education
that shall really develop the powers and ele
vate the character, and realize the highest pos
siblities of training. la nearly all of the
States, colleges-wisely or unwisely-bave not
been included in the provisions for public edu-
cation by the State. But there is certainly no
reason for any separation of interest between
educators IN colleges ard IN the public schools.
Rather we should draw more closely together,
confer and plan together, and aid each other
in our respective departments of the same
great work"
Mr.. johnson then occupied forty minutes in
reading "A Voice from the West,"-an elo-
queDt extract from the elaborate report of
Newton Bateman of Illinois, which had also
been incorporated into the report of the Su-
perinteudent of California, thus presenting
not only the sentiment of the Mississippi val
Uul diSO vi tic dClAC SUPP. IL was Lnao-
terly review of the American System of Pub
lie instruction" A fresh survey of the field
of public instruction was rendered especially
appropriate at this time by the amazing
growth CT the common school systems OF the
N"rth. and the opportunity SO wonderfully
presented of establishing similar systems
among the waiting millions of the South. 10
devisng system Of free public education, a
State should aim to insure its own truest and
grandest lie. This consists of tie same ole
ments that constitute the highest development
o; individual man. And what are they? Vir-
tue, I'M eligence. skill, leliy, obedience, cour-
ago, set-reiance, industry, perseverance and
the maximum of p hysical health and strengih
possessed OF these elements a man may truth
kUe. A State composed of such men Cannot
decay or die. To seek the maximum material
development is well; it is grand, insp ring.
But the cold philosophy of economists and
statesmen must be trdnsfuseJ with the glow
ing truth that the uoblest end of hum IN effort
il the development and elevation of man him
ST
The moral and spiritual natures of children
must receive their due proportion of culture.
1t is irrational and dlnaerous to ignore tins
fact in shaping system of public education.
Again, our youth must know more of the
government und-r which they live; OF It's the
DRY, of the framework of its fin lamen. al law
of its d actcai administration and of its illus
trous history.
This was subject of transcendeut impor-
lance in all its bearings upon our political iu-
ture as nation. One thoroughly American
flea is the criterion of worth as the rule by
which we determine mans aims to respect.
The question is not aoho is he, but aohat is he?
Not where was he educated, but is he educat
ed Another American idea of public educa-
ton is that general knowledge OF meu and
things, af busine and public aft HRS which is de-
man led by our social and political system I'm.
like The son of pea ant in Italy Austria or Rus
STA, the sou of an American can never know
beforehand in what sphere of action his life
may be spent. The woful deficiency of The great
mass of our free SC lool pupils in this general
knowledge, crops out everywhere. The school
life of the great mass of our chillren s very
brief. II would be imm easurably better to de
vote more of tn. time to this general knowl-
edge, rather than to such topics as repeating
decinals in Arithmetic, aud four ffths of the
minuti@ of e lglish grammar. The esthetic
element is also essential to the true American
idea of popular lucation. The cultivation o
this element is needed to sweep from onr social
and public life those foul bots of ruieness
coarseDess and profanity which are the just
opurobrium of our civiliz lton.
Mr.. johnson remarke ed in conclusion that
while we conceded to the West greater mate
rial development an political strength we
have f1attered ourselves with the superiority Of
New England brain power. Was there not
reason to fear that "brains" were also taking
legs and m owing Westward? But be.id the
spirit of emulation, We had every inducement
to greater activity in the cause ofpublic in
structon. He believed that more temperance
and antl-tobacco communities could be produc.
ed through this agency, by convincing the in.
telligence, than by shifting public opinion
with statutory enactments.
Then fo.l)we1 -desultoryJ discussion upon
questions suggested by the "Voice from the
West" and the remarks of Mr.. johnson.
DR.. True of Bethel was afraid that the en-
pire of mild had already been transferred to
the West. He.had been impressed with this
idea by interviews with prominent educators
10 Wisconsin and in Chicago. But we are
constantly contributing to this great empire
OF mind in the West Our work is not con-
finel to Milne alone.
Mr.. Stone of Portland thought the New
England institution of Dragging" had gone
West as well as the best elements of her
school systems. But he had no doubt that in
some respects the school systems of the West
were ahead of us. Beginning anew, it was
easier for them to select all that was good from
t lie New En- ylandand Middle States, than it was
for US to eradicate old Irejudices and conser-
vative notions.
MIR. Rounds of Farminootn admitted that
the West had tranSplan:ed our free school in
sttutions, but they had taken the best and
efe the worst. 1t is as true that we have
brains smart boys and girls enough left, but
what inducements have we to keep them?
Mr.. Fletcher o. Castine, Rev. Mr.. Norcross
of zion and Mr. French of Chesterville, spoke
in similar strain.
Mr.. SagwLrd Of Augusta, Thought they were
TOO despoudent, and spoke for few minutes
in a very enivening and encouraging manne..
At o'clock the Association adjourned till
nine o'clock this morning.
TUESDAY MORNING.
The association came 10 order this morning
according ~ adjournment. The exercises
We're opened by prayer from Rev. Mr.. Bing-
ha n.
G. B. S:etson, Esq of Lewiston then en-.