Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1892-10-14
schoel Lihssfies.

Scboei Libraries.
In these DAYS of reform in every depart
ment of human action and human welfare,
the library is coming to be a very important
and potent agent in the educssicn Of the
children Of our land. The text books de-
signed for daily use AMI stuiy ia the schools
are now more numerous and varied IN fhefr
contents ami character, than IA former
wears. Beside these book. fer study, =
nov deemed necessary to place many other
books for reference and for occasional but
systematic reaiing. In erery well eqnippeo
school, It's books coz stifnte 4 miniature h5-
rxry. Some of these are for daily use and
reference, xLiie OILERS are designed TO De
reaa and discussed for the purpose of
enlarging the pupils knowledge upon
special topies, to acfnaia, him with the
great masters Of thought and TO cultivate
his taste for good reading. Tex books are
not more necessary nor are they more high
| Nv priced in the sehoolroom, than are die
,ionaries gaxeteer=, encyclopedias and works
Of history biography, fiction and science. AT
thu present time the most successful teacher
il little more or little less than an ihteili-
zeut and we'll qualified librarian invested
with supreme authority 10 direct the reading
and study OF the patrons of his limited
library, 10 question them IS to the results
Of their perusal Of the books, and to sup
element their knowledge thus obtainesi with
observations and criticisms drawn from his
own wder range Of reading and larger ex-
perienees OF life.
Hsne. the teacher of today is required to
know many more things, thoughts and the
Dries than in former times. His reading, II
not his study, must be much more general
and extensive if lie would be counted in the
front rank of bis profession. The school IL
brary IL deficient which has no books on It's
shelves for the special benefit Of the teach
er himself The extent Of school or col
lege education consists at the utmost m
limited know ledge of few great principles
and in the power one there acquires OF di-
recting his own efforts in further search
for know ledge The man who knows where
in the books To look for desired facts and
principles, has liberal education.
The student whose taste has been so
cultivated that he can safely select his
own reading, has no further need
of school training. He and the books
can do the rest. The great object
of school education is TO prepare young
man So that he NAV safely educate himself.
The education of the schools is only an in
PRODUCTION to a long life system Of education
by the individual himself Education in its
grave. Half a century ago, il was only
the man of mature years who could safely
he permitted to select his own reading.
Now We demand that our school children
be introduced TO the great works of science,
literature, art and morals. We know that
this early education of the taste for good
them for future self instruction.
For our childrens sakes, the school
library and the teachers library
have become requisite to every good
school. Very many of the states have
recognized the supreme importance and
great utility of the library in the school
, room New York, as state, undertakes
to loan to her schools, when in session, a
limited number of the best books. In other
states. the school library is recognized
as one of the indispensable equipment
of school house, and it is purchased from
the sum appropriated for the use of schools.
While Maine has not been entirely unmind-
full of the needs of the public schools in this
matter. yet she is far behind many of her
sister states. Here is field for inyestiga-
ton and honest reform awaiting the cult-
waiting hand of the coming legislators. Let
us hope this question may receive more at
tcntion than many of the more pretentious
but less deserving subjects that often force
themselves upon the unwilling notice of the
Legislature.