St. Paul daily globe., 1892-11-21

loosely. QUE needs but turn to the rec
ords of recent legislation IN many OF
our Western states. Indeed, / am dis
posed to question whether it pays to
teach children to read unless at the
same time we inculcate taste and Judg-
ment.
Fourth-The citizen trained in the pub
| lie schools should possess love for
| truth, the true spirit OF acquisition. The
work of our public schools has been too
closely limited to the imparting of in
formation. Now. nothing is so ephem-
eral asa fact. The fact of yesterday is
the falsehood of today. And the dream
of today is the truth Of tomorrow. The
public schools should aim not so much
to give the child facts as the love for
truth and the power and Willingness to
grasp new truth.
Fifth-And most important of all, he
should have vigorous and Well-tralned
conscience.
The ideal citizens is all this. This
is the final aim of the public
schools. But for the mplishment
OF this end, the schools have primary
and intermediate aim. This is:
First-To bring the child into associa-
tion with teachers whose presence shall
furnish him with inspiration, and whose
ideas.
Second-It aims to place before him
course OF studies which shall develop
his powers ana conscience, i'll the fol-
lowing order:
(a) Power over himself. nature and man.
(b) true conception Of material aud
spiritual values.
(c) a love for truth and spirit of investi
CATION.
(d) High ideals
In my Judgment the most important
studies in school curriculum are the
study of nature and the study of his
tory. The study of nature for the cul-
tivation of power over nature and SYM
pathy with her; of appreciation of this
age of science, and especially for the
development Of the love of truth. The
study of history is especially valuable
in the cultivation of power over man,
sympathy with man, recognition of
the brotherhood of man, and, above
all. the furnishing of ideals.
Other and essential studies, such as
mathematics, reading and writing. must
be tau hit, but in their proper relations,
that the citizen may have correct idea
of educational values. Indeed. they are
better taught themselves in connection
with and as subordinate to the higher
aims of education. Let it be understood
that do not decry their value. would
rather emphasize the Importance of
teaching them, and thoroughly. But L
insist that they should be kept in their
proper relations, and that the public
schools, for the good of the state. do so
much toward living down the rampant
materiallsm of the age.
Two most important branches of the
ideal curriculum must be mentioned,
manual training and the kindergarten
These tend to cultivate nearly all of the
powers essential to the good citizen; but
their great value is found in their
moral bearing. Above ali. they cultl-
vate in the child a sense of the brother
hood of man. No place i'll school, no
place i'll life. is so truly and molly DEM
ocratic as the kindergarten. Philan-
thropy and magnanlmlty are here in
cucated as nowhere else. The chief of
all the many values of manual train
ing lies 10 this same line. and IN
the teaching the nobility of toll.
The fifth aim of the public school Is
the moral aim. This does not need
much enlargement, as morals do not
constitute branch of education. but a
department of life, and are inculcated
by habitual right living, rather than by
precept. Certain departments OF the
curriculum, it is true, such as history,
the kindergarten. manual training.
have most decided moral bearing.
But the main reliance for the cultivation
of good morals is the school itself,
where the child lives IN perfectly
wholesome, normal, moral atmosphere,
subjected to no unnecessary restraint.
but from motives perfectly understood
by himself, controlling himself and re-
cpnctinp tho riphtc t,f hjS fpl10Va THESE
are the aims of the public schools.