Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1914-05-27
EDUCATION.
:. From sunday Night Address
Extr"' hv Roy G. Haines.

r,usworth Methodist cbuIch on
AZ ~ nov G. Haines, by invitation OF the
feo' o o., r. S. Ross, delivered an ad-
Fss'O'' education. The closing half OF
~ address, devoted to local educational
r,oblsms, follows;
oos local definition for education would
-,.,,atic training of the moral and
BE INT p! 81 faculties. In this description of
inepee'- 80 rlaee mans moral development
the ~, because mans whole moral nature
'ofsnVs bv the habits, practices and man
his environment.
e.. are the morals of Ellsworth, which
Weld s.nid thus try to cultivate and Develop
"a one OF the great questions. The
per- conscience OF man, brought about
hs'S w. xillinsness to overlook, his fear to
o. .nt,,seH. and the great desire to evade
's'e'' .rd accept, as commonplace, things
me .a;,ions Of immoral tendencies, make
sHs ,,s,r1t for all to agree as TO what morals
M have the sanction OF good usage.
Indifference of our community
iniO. there exists to-day many examples,
n,oral experiences do not include in
y, moral phase Of education.
| nj
:. community are higher or lower than else
W., hut let us take the conditions MS they
80, We will say that our morals are lax,
....tbs standard is variable, admitting
'1 ,s'.r,,smes. Do we accept as commendable,
.a,sistsnt with moral development, pro-
,.,,,v used commonly and publicly upon
.,,ee, or the kindred expressions by
chose ages class them in the primary
!;.,s,n+aiate gradesS Yet this is tolerated
N &c base forms OF expression are by
80 considered as manly qualifications.
-. vopth gets his example from the man,
=. !, .pch customs are in vogue in our man.
,ooa logic extends the same custom TO the
rontb. The same criticism applies to the use
II tobacco by small boys.
The voipg to church or Sunday school by
men and boys is generally decried by men,
81 ar. NJ which becomes one Of ridicule and
,,.t, Should this tendency be developed as
ro,.Is II is condition brought about by
tss popular experiences Of parents, who are
1, ,his case held responsible for the ideals of
III. community. From moral standpoint,
A.lieve that going to church inspires an in
,nir,tjon for the higher development Of
mans moral nature. This may be viewed
from point Of environment, which need not
necessarily be religious.
The habitual practice Of these few things
forms the moral standard, rejecting COM
uurity ideals. Among men, politics may be
al excuse for the sappiRg up OF moral
courage, and II this be so, the quicker we
regulate and resolve politics to its proper
sphere, the better 1t will be for the pros
perity OF the community.
While local conditions may not permit
much attention to physical development
other than from choice, the ssthetic develop
ments are entirely waiting. For the things
beautiful, for the associations formal, for the
language correct, there is an adherence de-
grading.
By accepting things as commonplace, there
recently arose severe comment upon q social
function Of our high school, and II seemed
evident that the morals centering about high
school functions were to be raised to q higher
Level, school dances having been held at ran
dom, without sanction and approval and amid
the Indifference of formality. In other
places the best experiences of the world at
large have decided such things not to be in
keeping with education.
With such practices in vogue, the moral
conditions of the community are constantly
deprecated, and there can be no real stand
ards established because our community Is
not interested in the education Of the youth,
and there is no wish on the part of the stu
dent to promote such tendencies. These are
but few Of the conditions which conflict
with the moral development of our citizen
ship.
moment at the intellectual phase OF our
local situation. For years we have taken II
Tor granted that we are duty bound to main
tain course of public instruction. We
maintain our schools, not with the idea of
Development or advancement therein, but
because we believe it an absolute necessity.
We figure things at the lowest cost, supply
'e&t-oooks and buildings at minimum rates,
We aim TO keep the salaries OF the instructors
as low as possible, treating the whole sub
Jet Of school maintenance as one OF neoes-
siy' thing which we are obliged to do.
What forces must there be which shall be
'Ae means by which the powers OF under
sanding are developed and improved, so that
acquired knowledge may be impaired to
O'nefsf Surely these forces must be educa-
"ohai' We must have educators who are edu-
eA'ed' We must have a management which
- intelligent. Whatever success our sys-
YEN Oh public instruction may have attained
1t mas been produced wholly by the fortu-
HA'e TACT that there have been in the school
.O0ns conscientious force who have worked
uA'a, and who have been prompted by
purely educational motives, and in no way
AAs inc school management or city govern
~ent attributed to this success.
Education and training are a science, any
y" o' which, when violated, becomes punish
s'@ by deficiencies which are sure to be-
WINE known at some time or other.
:, 0uf school functions should be made one OF
'ue most important functions pertaining to
, government. A greater interest should
:, aroused in our course of instruction, and
VI" interest, having been aroused, should be
= auiiest In the absolute demand for an in
sN4ee'uaI board of management. Let us re-
--e"ioeF mat it is our course OF instruction
80 'ne assimilation Of good practices and
si's which produce education for the
= STATED gives wisdom to the wise, courage
- 'He courageous, morals to the moral,
-, to the strong, beauty to the beauti-
--' anu intelligence to the intelligent.