Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1895-04-08

Association is laboriDg with PAMPHLETS
and press TO show the needs of more ex-
tended and better commercial education
in high schools, they all plead for an or, of
systematic training in an educational in
stitution for the active duties Of life ne
opposed to the era of hap hazard learnipp
ones business in the Office, the field or the
shop.
1 thoroughly believe that above all other
things every scholar should be drilled
constantly and consinually in good Enq-
lish language and then taught to wr;re
letters and short compositions-anvt
that will bring about the ability To ey-
press ones self with ease and correct lam
guage. Handwriting should be kent at
until every scholar can write plainly and
neatly Book keeping until everyone has
fair idea Of the need Of accounts and
their theory. | cannot go into this sinh
ject as would like, it is too large for NV
few minutes but | can give you lust an
idea of what is taught abroad. and
you can think out the subject for
yourselves. just q glance will show YOU
my meaning. In Germany years course
in one province takes in the following,
real schools: Political economy, CONNER
cial geography and statistics, commercial
and industrial law, bookk( eping and cor
respondence. mercantile and political
arithmetic, study of international trade,
study of products, life and other insur-
ance.
These subjects are for one year; but.
in the longer courses everything in the
way of practical business education is
taught; telegraphy, stenography, tech
nology, railway traffic and accounts.
postal laws, general history, finance,
motors, exchange and kindred studies all
having their places. These countries are
the great commercial countries of the
world with our own. We compete with
them and broader trade is bringing us in
contact and competition with them every
where. 1t is absolutely necessary that we
equip our young men and young women
as we'll as their English, German and
French cousins are equipped to meet com
petition on even ground.
Let me call your attention to the fact
that in Europe the business classes OF
90 trade" have been somewhat outside the
pale of social and political position, the
exception proving the rule; but in our
own country it is never So and never less
so than today. A moments thought will
convince you that the greatest men today
in this country are the ones who are de-
signing and pushing trade, building raj
roads and controlling vast systems of in
dustrial pursuits. Every administration
calls on them for advice and assistance
For the welfare Of our country the youth
that are to grow into these positions
should be equipped with an education
designed TO make them not only well read
men, but men who have a valuable prac-
tical education as well; men who under
stand living sciences as well as dead
languages. 1t is upon this line of thought
that L wish you to consider how your high
school and mine may be more beneficial,
how it may attain the greatest good for
the greatest number, how it may develop
men and women to uphold this republic
as the greatest modern nation.
Another point that every parent should
consider is that no healthy mind can b,
by an unhealthy body. Oul
schools are run under high pressur,
system which at best is calculated to try
the nerves and bodies of the young. In
stead of discouraging and restricting
healthy out door sport, every teacher anG
every parent should insist upon it Make
your children rugged and healthy; don't
make them little prigs who believe they
are vulgar il they show a healthy liking
for play and exercise. 1t makes my heart
ache to SEQ some of these puny little boy,
and girls stage aring home under load
Of boobs--I have counted nine in enc
scholars bundle-and to think that the
mistaken ambition of the children's
parents is undermining the child's con
stitution. Fifty nine ounce brains don
grow on one hundred and ten pound
bodies. Give every one of them fresh all
and expanded lungs. We don't want
cfrcminatc men. nor puny round should
cred women. Education without health
is not what we desire.
Is there not tendency to inculcatc in
the minds of children that manual work
is degrading? that a person to attain
afiiuencc, position or reputation must
live by brains alone? If we find this il
SO is it not our duty to have the teachers
show that as q rule Che farmer and tht
laborcr have more income that the ordi
nary brain worker? That he lives better
Let us not in this matter of education
teach our children to despise the common
things OF life, or that it is ignoblc to do
IA honest days work whether dressed il
oyeralls or bYoaicoth.
| do not say take away education Sc
that people may come down to IA com
mon plane; but | say give every boy and
every girl q good fair start. Let thom
have the prizes tbey win but do not give
them solely an education which tempts
them to find only easy, refining, cultivated
positions to the exclusion of all Others. II
they wish distinction let them earn it by
honest work and all these things shall be
added to them; but don't give them an
education whose fatal defect may be 10
leave them stranded on the bleak shores
of life unable to earn their own livings in
the strife of the world.
Before leaving the subject let me point
out the danger to be apprehended from
too great enrichment of the studies.
Tho tendency is to overcrowd the child
with specialization. The race is endowed
with but one childhood. There is only
a limited number of hours in the day in
which it is possible to rack the brains Of
children without dan ger Of something
giving way. Neither do | believe it neces
sary to teach children that the common
house fly is carrier of cholera germs and
that prompt means must be adopted for
his determination, or other similar fad
like truths l should rather that child