Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1878-07-17
How Far Shall the state Educate?

This question was answered by DR.. Loring in
bis able address, before the American Institute of
Instruction, at the Fabysn House, as follows:
1t will be observed that in suggesting the meth.
DDS and defining the object of American educa
ton, have not endeavored to confne the work
Of public instruction within any recognized limits
On the contrary, the introduction of what is u.u-
ally called the academic system of teaching into
the public schools. the modification of the graded
system, the enlargement of each teachers sphere
OF duty the reduction in size and the increase in
| number of our schools. to all of which | have
| called your attention, Indicate my belief in the
| extent to which the state may properly 20 in the
work of popular instruction.
With the most profound respect for those who
differ from me on this point and conscious of the
high value of views drawn from experience in the
| best educational work in our country, am led to
believe that in education, as in every other walk
in life, social, civil practical, MATERIAL the Amer
lean has an unusal tendency to expand. We "go
from strength to strength, in this country, and
can only be true to the spirit Of the fathers by
performing the duty of our day 10 the same man
ner as they performed the duty of theirs. The
district school nled their measure of general
| knowledge. Said Mr.. Everett "To read the Ep-
glish language well, to write with dispatch neat.
legihe hand, and be master OF the four first rules
oil arithmetic so as to dispose of at once, with
accuracy, every question OF figures which comes
| up in practce-I call this good education"
simple and narrow way of life then it answered a
most excellent purpose. But in these DAYS of in
tense activity, widened duty, enlarged respopsi.
biity, ipcessant mental effort, widespread f,mi-
larlty with life in every quarter of the globe dali
~ diffusion of knowledge BY an unwearjed pre.s
and unending talk, the necessity for wider culture
Is imperative; the demand for it is importuns,e.
Those who learn at all will not be satisfied with
so small draught, aud in accordance with this
desire and the popular necessity, the organization
OF public instruction has largely expanded, and
the value of varied mental effort Is truly under
stood.
Ii is deemed more fortunate to have forgotten n
fact than never to have known it--better to have
lost accomplishment than never to have had II.
DO you think it does any good to know
Latin = said one French student to another
Perhaps not, was the reply, " but il does one
great good to have forgotten it," And this il the
law Of modern education, whether provided by
the State or BY private institutions Ii il the in
teectual and moral influence Of sound learning
as well as its accomplishments and usefulness.
which has given 1t the high and important place
it holds in every well organized State and in
modern civilized society. We have learned 10
believe in the power of knowledge to draw youno
men away from the bannts Of idlene.s and vice,
to increase their respect for each other to point
the way to honorable industry, to fill their minds
with a Just estimate OF the philanthropic enter.
prises OF the day, and to enable them to appreci-
ate then duties and responsibilities as citizens
We have learned to believe in the power of
knowledge to give young women an influential
place IN the work of society," and TO multiply the
objects for which and the means by which rhev
are to live If the object of a civil organization
then, Is to provide for the safety and happiness, of
those who compose it, the State cannot well
pause IN ITS work of education, or conine Itself
TO the fundamental business of common schools
lhefe Is vast amount Of information, moreover
which the great mass of our pupils could never
reach nut Tor the lberality of the Commonwealth
The course OF instruction adopted in our high
schools, those free fount lins Offering their life
giving blessings to all, could not be enioyel by
thousands of our children should the State with
draw its aid. So, too, of many of our industrial
schools which are under public endowment and in
which the most useful branches are Taught snch
as drawing for designs, the use OF mechanical
forces and the manipulation of the arts The
business Of life here makes great demands for ali
such accomplishments, and our system of pubic
instruction can do no better work than to bestow
theD upon our youog men and womep. | can
CONCEIVE oil no more important service than the
development Of our high and special school, no
to this requirement. And if there weaknesses and
defects IN the system, allow to suggest that the
| remedy lies IN the direction of enarging instead
OF narrowing their sphere. and in ENGRAVING upon
them mat general culture to which | have alluded
a. the foundation of good education and also in
establishing the most intimate relations be,ween
teacher and pupil
| hardly need remind you Of the objections
whicn are raised against this view of the duty of
'he STATE toward the higher branches of education
that me state can only do imperfecily what
IS much better done in private institutions -
that the result Of such education is uneasiness and
restless and an unwilngness TO enter upon the
common toll OF life, after being clothed with The
accomplishments of the high schooI-tbnt yonna
men are simply elevated above mechanical occu.
pations, and young women are unfitted 10 be me.
chanics' wives--that we are mad. impatient NJ
toll and are raised above ordinary service. ! am
aware that these objections are vigorously urged
and know they are entitled to the most csreful
and anxious consideration. But q nd no remedy
for the evils in psusng and retrscing our stsps.
To my mind, the way out Ia the way on.