The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1888-11-25
EDUCATION AND THE STATE.
By c. II. PoMERoY.

BIZ c. Il. PoMERoY.
The question OF popular education is re
lated so closely not only to the growth ane
prosperity of the republic, but also 10 ID
very existence, that every citizen shoule
seek TO have an intelligent grasp of all III,
vital issues IL involves. Among those O
| prime Importance are inquiries as 10 tn.
best forms OF school organization, the hes
methods of instruction, and the extent anS
limitations of the public school system. A
satisfactory answer to these questions car
be had only as We perceive the true end Of
| education and understand the reason,
| which make IL right and necessary for the
| state TO educate, We live In a usilitarian
| age. and the American people, more than
all others, estimate the worth of any meas
ure or system by It's practical results. The
value OF an education is gagged by what II
| will enable its possessor to do Success in
| life Is the chief aim. The education which
viii prepare young man or woman to Sc
cure this in the quickest and most certain
| manner is regarded as the best education
| II IL this claim that has given such popu.
iarity TO the so-ealled business colleges OF
Tho land. But while there Is much truth
In this -iew, IL is not the whole truth nor
The most IN, portant truth. To assume, as
MANY 10. thai the chief end OF education
ID 10 al the pupil for some specific
trade OF profession, IN which be may
gain a livelihood, anu awe an open re
TO wealth and social position, involves a
miscouccption OF the nature of the human
mind and of the laws that govern It's de-
yciopment. IL includes also narrow and
unworthy view of man, and wholly ex-
cludes his higher spiritual nature and des-
tiny. The primary end of education il
the culture and discipline of the various
powers of both body and mind, securing
thereby strength and efficiency for the
work of life in whatever field This may be
found, Connected with this end is the
related one OF awakening love for trutA
and stimulating the mind In its pursuit
by creating thirst for knowledge and an
| enthusiasm for its possession. An educa-
ton that secures these ends, in the best
| manner fits its possessor fer genuine sue
cess in any chosen field OF labor. It lays
| the foundation fer this success in the man
| hinseif--in strong aud vigorous character,
| In the selfreliAnee and self-eontrol. that
| are the resnltants of wise culture and faith
1 ful discipline. one thus truly educated
viii be prepared for every emergency OF
| life. His success will rest upon two valid
| foundations, what he does, and what he is
in both essential factors In complete man
hood.
| Among the secondary ends OF education
| Is that special culture and training OF body
4 aud mind that aims 10 secure practical
/ skill in any specific department of work
| This may follow or be connected with the
broader education already considered, but
| should never be elevated to the first place
of Importance, either "a n means or an
end. With these fundamental principles
kept steadily in view, a true philosophy Of
education becomes possible, aud all ques
tons Of school organization, schemes OF
I n ssfr 90
work ilud their true answer.
| In the beginnings OF state life, when
everything is immature and unsettled, and
r1blic policy regarding the great CUES
tons Of soeisl aud civil customs. laws ant
institutions is crystalliRlug, il IL of the firs
importance that correct views be had O
their undo rlyiug fundamental princip pies
| Much can bee earned from the experience
aud practice of other states, and in mani
| cases II viii be wise to eepy, without alter
alton, from successful existing laws an,
| Institutions. Bat some questions. aut
among these some Of prime Importance I,
social and political well-being. arc con
fcSsediy still unsettled They are II
their experimental stage. having thei
advocates and their opponents. those VIII
affirm aud these who deny their wisdom
and their efficiency. Many cdufafioBa
questions sre Of this character. Anon
these art those relating to state education
ITS provisions. it, extent And limits
} tlous; normal schools, their number, grad
and mode q. support; industrial educa
ton, where hegun aud how restricted
morsi aad religious teaching u any. tn IN
public schools. and the claims sometime
urged hy deaomiBstlousi schools for stat
recognition aud support Toe calm, phil,
sophicAl and thorough discussion Of I'll
issues Involved IN these open question
! should precede legislative action regard
ing them.
The history Of all new states shows tbs
4 | locai and partisan feelings and Interest
| arr certain 10 become powerful factors
dcterm ming legisiSfiop u doubtful qRel
! | tions arc len 10 be decided a. the mornea
, | without adequate previous discussion.