Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1899-03-15
i, passers Of Excessia Education.

4IIdOlIbty ~ SANScS s'NSAhS uOoShA
from no human undertaking. Presum-
ably, however, our fOrefathers in their
noble efforts to provide means for such
education as a free people must have
to retain their freedom and hold fast
to the line which separates liberty and
license, did not foresee great danger
from excess in the requirements of
the common school system they la
bored SO hard to establish. There
were too many difficulties to be over
come before attaining their ideal to
give heed to possible difficulties which
future generations might discover: and
even at the present time there
are many communities in this
land of ours. which lack appre-
citation of a suitable common school
education for all, and not only fail to
insist that all shall partake of it as
they may, but also fail to provide the
essentials. Moreover in the centers If
our highest civilization there already
are many things to be desired before
sanitary, well-lighted school buildings,
surrounded by proper influences and
kept under proper supervision will be
afforded all the children of the COM
munity and be properly used by them.
And yet it is notorious fact that in
such centers there are not few illus
trations of dangerous excuses and
fads in the multiplying requirements
Of the educators.
There is golden mean in providing
and partaking of mental culture as
we'll as in providing and partaking Of
food and culture for the body. The
mind as well as the stomach can be
overloaded. There also can be "a mem
tai gluttony. The balanced ration in
intellectual food is as desirable, GER
tainly, as in the food for the bodily
growth. 1t has been said many cooks
spoil the broth, but that never deters
the ambitious chef from desiring to
contribute something to the bill OF
fare, some little dainty, that tickles the
palate but, adds to the burden of the
overworked stomach. Nothing is more
natural than that an enterprising
teacher, or an ambitious supervisor
should offer some contribution to the
educational system, or if they do not
believe they could do so. Nor should
this be otherwise. for out of it have
come vast improvements. But there
should be no change attempted with
out it's claims to advantage first be-
Ing investigated carefully and con-
servatiyely. for notwithstanding all the
boosted advance, we still have fire.
Qucnt examples to illustrate the fact
that in food for mind as we'll as for
the body those who have had the plain
fare frequently have become the more
vigorous men and women.
We notice that some have taken up,
with the ardor SO often found as the
accompaniment of fad. what is
termed the new education. OF course
the arguments advanced in support OF
the movement are plausible and I'M
doubtedly possess much of merit, and a
little of what is offered would probably
prove z beneficial if, rightly applied
The theory that the first seven years
of existence constitute the formative
stage of life, and hence must be seized
upon and the child's future determined
by kindergarten and other method:
which shall guide it in the way il
should go is very pretty one even il
one doesn't place implicit confidence il
conducted on the plan of letting
Childhood ripen in children" and fur
nishes those influences conducive t
the perfect ripening it is worthy of en-
enlargement. 1t will not be wisdom
on the part Of the parent, however, t
swallow all that is said in it's favor, o
give license to those so eXuberan
over the revolution" to practice thei
will on his children. Education is pro
ductive of wonderful results. but j
should, for instance, be applied to tn
cultivation of respect and obedience a
we'll as to the Imagination. and
should be borne in mind that nothing
is more susceptible to the grating o
hobbies than our common school sys
TEN as conducted. And however nue.
we believe in the theory that the frs
seven years of existence determine tn
future, it will be we'll to temper tina
belief with common-sense in it's appli
cation, and to remember that educa
ton is transmitted not infrequentl
from our progenitors several genera
tions back. And as all progentor
were not alike neither are all childre
susceptible to exactly the same mi!
lennial influences.
All the more must we be watchfl
Of this experimenting with the littl
one in view of the excuses that hay
been permitted in the education of tn
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