Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1912-10-25

1
/ large number of our higher grade and
high school pupils. many of whom can
recite well the facts of Greek and Ro-
man history, have little or no knowl-
edge of the men and events that have
figured prominently in the making of
their own communities and State.
find that a large number have appar-
emily no clear idea of local govern
ment. Frequently they cannot tell
| what officers serve their towns, the
manner of their election or the duties
they are presumed to discharge, while
matters of governmental policy such
as taxation are in unknown territory,
New Experiments in Government
We are launching now on an era of
new experiments in government.
| Whether we assent or not to the wis
| dom of these measures that look to
| more direct rule of the people we may
| be very sure no steps will be retraced.
| Is there any thoughtful man or wo-
| man, however, who has observed the
!, working of this new machinery who is
not taking anxious thought for the fu-
| ture? To me it is ominous, when large
| issues are at stake and the people are
| to decide, that only small majority
and sometimes even a minority or
| those having the right to speak know
or care enough about the issue to reg
! lister their opinions.
! Maine Has Worthy History.
Your concern and mine as teachers
should be to see to it that so far as
/ lies within our power no child, boy or
| girl, now in our schools shall go out
| to accept the privileges and to dis
charge the responsibilities of Amefi-
can citizenship without the fullest pos
sble equipment for their grateful ae-
ceptance and wise discharge. And the
heritage of the Maine boy is no mean
one. No other state is richer in the
] heroic lore of an early civilization. no
other presents in its era OF settlement
more fascinating narrative, no otner
| through a century and a hair OF de-
mocracy has made nobier contrlbu-
| ton to a nations growth and honor
no other in the lives and deeds OF It's
| common citizenship presents finer
record of useful achievement
Material Should Be Made Accessible.
| I do not propose to eonfine myself TO
| theory in this matter. The reason Tor
the meagre attention paid to local ms
| often not easily accessible to the teacher
| in form that makes their school use
readily practicable IT Is my, opln' ,,i
most wisely authorize the compilation
of texts suitable for use in the various
grades and in the high sehoois, cover asel
graphy and history and providing
satisfactory course in civies.
Would Strengthen the State.
f, The result of this increased attention
| to our own affairs could be only beneti-
cial since to turn the attention Of our
future citizens to the heritage that has
| been bequeathed them, to the splendid
opportunities that are round about them,
ties that await them is to insure the
continuance and the promotion OF the
welfare of the society of which they VIII
| be a part. Other states are turning
citizen training, and we shall not do ouf
part of the nations work unless we also
undertake it in behalf of Maine children.
The Right to Social Opportunity.
Fourth and last there is the right OF
Maine youth to richer social life. This
| is a right which belongs not alone to
the school to safeguard. 1t IS right
which all who are interested in the
| moral and social welfare of the people
must recognize.
Stunning that the work of education rests
solely with the schools. IT is accom-
plished by variety of forces and in q
| Oh ways.
! Education Through Play.
| Not the least of the education a child
| receives is that which he gets through
| his social or play instincts We of New
England have inherited prejudice
against play We cannot wholly DIS,
lodge the old Puritan idea that the dew;
| is at work when people are happy. And
vet in spite of our notions and our pre-
| JUDGES the work of education to good or
| bad ends is going forward every day
1 s,eyla hos inst m
| tinue to do So Whether 1T be to good
| or bad ends will depend very much on
| the manner in which the right of youth
| to legitimate enjoyment is recognized
| Social Opportunities Lacking
For myself / note in country, village
and city too strong a disposition TO DIS
regard the necessity of youth for such
| enjoyment For example, know of q
| considerable number of towns and vii
lagos in Maine where the boys cannot
even play a baseball game without tres
passing on private property Hundreds
J of our school buildings nave hardly
A large and valuable element of our
| young village population seeks the life
of the large city because the public. pool
room and the occasional public dance
are the only social diversions open to
| them at home. Street walking on our
city streets becomes so prevalent that
| newspapers comment upon 1t. School
girl theatre parties and, school boy ban
quets figure prominently in the society
columns. Loosely chaperoned house
parties react in unpleasant comment on
The manners and morals of the youth.
Have Educational Effect.
All these things are entering into the
educational process because there are
these social instincts which will not and
should not be denied their expression
| The, remedy is by no means to proceed
solely or even chiefly from the school
But the problem is an educational one
| and the teacher recognizing the rights
| of youth must use his influence to bring
together all the forces of the community
to help to solve 1t.
The Remedy.
And what shall be done? Let me an
swer that question as few communities
are answering it. Every school should
have an ample playground. Cape Eliza
| beth has placed its new consolidated
! school in a yard of four and a half
acres, Canton wisely turns aside other
civic demands as of less Importance and
| appropriates $500 for a village ball field
and playground. Rumford and Fort
| Fairfield keep open, throughout the win
! ter, spaces for skating and winter