The Prince George's enquirer and southern Maryland advertiser. (Upper Marlborough, Md.) 1882-1925, 1914-03-13
WHY Do We Educate?

educational work TO Tile scnooi AooA'
ONLY. The child is much in education
but not ALL Methods are valuable bu
they do not include everything. Ii
fact. methods are not worth much un
less we have clear conception of tn
ends to be gained through educatlona
efforts. Education is universal.
Politics divide the people and pro
duce organizations that contend 1ol
different ideas and principles of gov
eminent.
But when it comes to education
there is no difference. 1t unites instead
of divides.
We can think of no avenue OF life
and no phase of work where education
does not find legitimate place. Ac'
capting this view of education. we have
a right to expect great results from
our educational efforts, and if these re-
suits are not forthcoming, it is fair to
presume that something is wrong in
our work and in our system of educa-
ton. We educate in order to develop
honesty of purpose in the lives OF men
and women. Honesty of purpose ia q
consecrated effort to live and work for
that which makes the world better. 1t
is dedication of our own energies to
the advancement of all that is pure and
good. 1t is to outline for ourselves q
definite line of action along the path OF
duty and then to follow that line of &C.
ton without fear or favor. An emf
nent authority has we'll said, There is
no quality that gives SO much dignity
to character as consistency OF con-
Duct. Duty and we'll doing are always
pleasant companions. It must be evil
dent to all of US that the supreme mis-
sion of education is to give to the in
diyidual as broad a view of life as pos
sible and in no better way can we per-
form this mission than by teaching the
boys and girls to be honest with them
selves and with the opportunities of the
present. We believe each period of
life represents distinct purpose. The
child's life has a purpose peculiar to
the child. Let the child live out this
purpose during the child period.
The boy is a boy and has q purpose
peculiarly adapted to that period.
Don't try to make the boy man, for
the boy cannot understand the purpose
of the man life. Teach the boy to use
honestly the opportunities of his day
and to live complete and well-rounded
life while boy, and he will be better
prepared for the greater duties Of the
wears ahead of him. This is what we
mean by honesty of purpose in its
practical sense.
Furthermore, we educate in order to
develop strong moral characters. 1t is
not an easy thing to be calm, well-bal-
anced and judicious in the trying and
troublesome moments of life. 1t re-
ouires a well-trained judgement and a
character founded upon moral convic-
tons to triumph over vice and hypoc-
risy. If education does not put into
character the things needed for the con-
flicts of life, it is weak and defective
just to that extent.
Every man who expects to accom-
plish something in life will be tried and
tested and, if found wanting, he will
soon be set aside and relegated to the
rear.
Do not simply tell the boys and girls
how true this is; do not simply tell
them that trying moments will confront
them. Do something to make them
strong and victorious in these epoch
making moments of their lives. I'm
plant upon their young minds a sincere
love of truth, honesty, fairness and jus
tice. Insist upon perfect under
standing of every proposition involved.
Do not allow pupils to master things bv
halves or parts. Impress upon them
the Importance of carrying this simple
rule with them into actual life and to
meet men and measures upon the same
broad basis. This is morality in its
broadcast form and in it's most practical
condition. Another reason why we ed
ucate is to make it possible for every
individual to find his proper place in
life.
Every individual has a particular
W ork to do and the great problem OF
education is to enable him to find out
what this work is and to prepare him
for it.
We cannot afford to misdirect human
energies and to allowed men and wom-
en- to grow up dissatisfied with their
environments.
As teachers we owe a sacred duty to
the rising generation along this partic-
ular line.
We have an abiding confidence in the
exalted purpose of our educational work.
There are more people today who
read good books and live good lives than
ever before in the history of the hu-
man race. The world is growing better.
We have more happy homes, more
churches, more institutions of learning,
more music, more kindness, more sym
pathy and more love in the world today
than ever before. The present is the
richest hour in the history of the world.
All the priceless heritage of the past
the best that men have said and thought
and done. the best for which heroes
have lived and died-is part OF the
present and forms the dim outlines oi
a future greater and grander than we
can understand.
ELIZABETH TIPPETT.
Townshend, Md.