Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1905-07-14

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dactic teaching Is neither forceful nor
fruitful. The school atmospher"
should be full of good influences, good
school buildings. good school equip
ment, the best modern sanitary condi-
lions. school decoration. school gar
dens, all for an uplifting influence. The
curriculum through it's music and
drawing and reading. compare
tive geography study. its pa
triotic teaching from history. pos
sibilities of physiology teaching, NAV
all tend toward moral upbuilding. But
above all. Is the personality Of the
teacher, which comes from strong, cir
lie, broad minded, elevating life. Such
teachers can only be obtained at prices
which the average community is un-
willing to pay No community has d
right to expect that a person teaching
for 50 to IS a week shall be a mental
guide, spiritual adviser, and a moral
headlight, of strong compelling mag
netism, a guide unto their feet and
light in the darkness.
So far have only indicated the lines
along which the home may cooperate
with the school. Briefly. these points
are home discipline and training, the
incubation Of the social virtues. truth
fitness, honesty, manliness, the incul-
cation of the school virtues, regularity,
punctuality, obedience. Parental in
struction as regards physical self. upon
which the whole moral tone of after
life depends and which cannot be
taught in the school character of home
reading, manner of home life as re-
CARDS social functions, late hours food,
sleeping apartments; all Of which af-
feet the physical condition and react
| on the moral. The value Of the six
years at home before entering the
school, which is the mothers period of
real definite influence. Care over per-
sonal habits. Home influences which
bear directly On school conditions
such as buildings. equipment. teachers
salaries; and lastly. by reasonable de-
mands and expectations. reasonable
comments in the presence of children.
Reasonable demand depends on knowl-
edge; lack Of knowledge creates wrong
judgment.
The home has no right to expect the
school to do this work. nor to turn out
finished moral product. The home
should judge fairly. 1t is inclined to
Judge from it's own standpoint. 1t is
inclined to believe that it's yardstick is
the one which it brought from the ele
mentary school. when in point of fact
it was only then foot rule which has
grown into the yardstick with maturer
Years. It is not fair standard Of
1v assure for boys and girls. They have
the right to expect, if they have fur
nished the proper buildings and equip
ment and the proper teacher. that the
soil shall be prepared. the seed plant
ed cared for, nourisned; but If the soil
prove stony ground, the tares spring
up and choke in later years. they have
no right to charge this as fault Of the
elementary schools. The ellen entar ,
schools have none Of the pleasures OF
the harvesters. They may see ten
denotes change, asperities soften, ir-
Irregularities grow toward Irregularities,
but the full fruition is not theirs.
Theirs Is the hope that the fruit may
not blight in the bud. 1t belongs to
the home to take the pupils at the end
Of the elementary school period. by the
fathers growing into close companion
ship with the boys and the mothers. in
close companionship with the girls,
living with them the life they should
live, and bring to fruition the seed
which the home and the school have
jointly planted and nourished up to
this time.
These speakers were followed by Mrs.
Ellen c. Richards, head of the depart
ment of domestic science of the Insti-
tute of Technology. Boston. discussed
the topic. Mrs. Richards said:
BY ethical training is here meant
the science of human duty or right
character and conduct.
| Practical ethics directs man to the
attainment of the ideal character and
life by means of certain lines Of con-
duct, morality, virtue. This practical
living Of the daily routine must be
made to correspond to the complex
conditions of the civilization of the
time.
The abstract has little charm for the
Goth century child. The teaching Of
principles of action just because they
have been set down in books has lit
tie effect upon the minds of American
youth. On the other hand, all chill
dren become at once interested in the
application of whatever they are learn
ing, especially if there is anything
that they can do to illustrate 1t. There
fore, practical ethics. rules of conduct.
means of attainment of ends sought,
may be successfully given to children
of school age.
Ethical ideals may be advanced at
all stages in this progressive garden
ing The object of all life, reproduction.
the variations due to external causes.
Is so clearly seen in the garden that 1t
should be more fully utilized.
The care of the human body belongs
under the head of hygiene-a branch
Of ethics, as one noted physician has
recently called it.
Domestic science and household arts
as now interpreted. have to do with
this care in a most practical way
They are not to be looked upon as
money saving or pleasure giving only,
but in a broader sense they aim to
teach the child to live that life may
be worth living.
To this end the leaders in education
thought must cooperate with the