Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1909-09-29
The Problem of
Public Education.

Pubic EQuCduOn.
The following paper, prepared BY
Henry L. Upton of Augusta during a
course at the Harvard Summer School,
is of such a character that we are
pleased to give it space in these col
umnS:
The Object of Education.
Elk President Eliot Of Harvard says:
THE fundamental object of democratic
education is to lift the whole popula-
ton to a higher plane of intelligence,
conduct and happiness" One of our
state constitutions declares that "edu-
cation is necessary for the preserva-
ton Of free government: and a fore
education "to make the most of every
child in the community" What, then,
in the light of the foregoing quotations.
is the purpose of public education?
1t is to make the most of the posi-
bilites Of every child in the commu-
nifty; to make him intellectually, soci-
ally, morally, and industrially efficient.
To do this, we must place education
on a business basis, and maintain it
on business basis We must run il
on sound business principles just as
we would any other business enter
prise. The public has put it's money
into this business, elected a board, and
they, in turn, have chosen a superin
tendent or business manager to carry
on the business. He has employed us
to assist him. Our work is to turn out
educated boys and girls, and our sue
cess will be judged by the result pro-
duced. the educated product we give
to the people. We must abide by the
definite purpose to make the most IF
every child of the community, accord
ing to individual capacity; and We
must judge all our work by the stand
ard of efficiency. If our business yields
be made from the given material, it is
successful business; otherwise, it is
not.
The Educational Problem.
The educational problem is never
solved, not even in our own locality.
AS we advance in its solution, new and
perplexing questions arise whose work.
ing out require time and thought
The problem that confronts us is to
make the most of the possibilities Of
every child that comes under our in
Struction and guidance. Let us SEE
where we are in this matter. In the
city of Augusta. 1921 pupils attend
school; 1924 of this number are in the
elementary school, and 1877 or about
10 per cent are in the high school, In
the first doc thc element
schools. 270 pupils are registered.
while. in the ninth grade, 81, or onls-
80 per cent OF that number are found
Allowing for the number who repeat
their work in the first grade, but not
considering the increase or decrease in
population. it is safe to say that 60 per
cent or thrce-fifths of the pupils drop
out before completing a course in the
elementary schools. The failure OF the
high school to retain those whom il
gets from the grammar grades is
equally marked.
In bordering these facts. one is led
to ask: What does this mean and how
can we prevent it?
Aside from the lack Of properly VEN
tilated and well-equipped buildings.
highly trained teachers and spacious
Fairgrounds, there are two reasons
that seem to me to contribute largely
to pupils leaving school.
First, the lack of individual work
l realize that with thirty or forty pu-
pills to teacher, it is not an easy task
to reach the indivdual but only as
the individual is taught do we educate
the class. Owing to the salaries we
are now paying (the lowest in any
state in the Union) most of our teach
ers are young and inexperienced. To
assign to one teacher thirty or forty
pupils is unfortunate. 1t inevitably re-
suits in class or mass teaching, the
ability and attainment of each pupil
being unconsdered and the brighter
pupils doing most of the work. This
may make the work easier for tha
teacher; but it is discouraging and dis
heartening to those pupils who need
individual help. and it deprives them
of the opportunity to do things for
themselves, to make individual exer-
tions.
Again. when the system or class, and
not the child, is paramount, many pu-
pills are kept in an atmosphere of fall
ure. A pupil fails a few times. then
the teacher takes it for granted that
he will fail all the time. If he hesi-
tates, or is little slow in his answers,
she calls on one Of the quick ones.