Burlington weekly free press. [volume] (Burlington, Vt.) 1866-1928, 1916-07-13
HOME A GREAT EDUCATOR
State Commissioner of Educa.
ton, DR.. Hillegas, Thinks So.
sioncr. whose Opening summer
School speech Is on "schoors
Share in Education OF Youth"

Dr. Milo r. fiilegas, state commissioners
of education, delivered the address at the
formal opening of the summer school Of
the university Tuesday in the Eymna-
stun. President Guy pottC Bentons
word of welcome to him by way of intro
duction. was addressed also to the school
superintendcnts and teachers present. He
was glad to have them there, he said,
mot only because Of the added revenue to
the UNIVERSITY" but because of the added
opportunity for service" which was af-
forded. The universities welcome was all
the moro cordial lccause of the increased
service which it could also give to the
state, through the teachers and superin
tendents He referred to Or. lillegas "a
one deeply Interested in the schools of
Vermont and n man whose interests
were nation wide, Ito whom we pledge
our undivided allegiance" DR.. Iillegas
said in part:
Tho school is only one Of a considerable
number of educational institutions. The
home is one of these In primitive times
It was nearly the sole educative influence
1T remains to-day as one Of the most val
liable agencies of education that we pos
sess 30 institution can take the place
of the normal home not alone as regards
the comforts, love ana sympathy that
there exists bit also in respect to the in
fueucc that it cXcrts in the education of
the individual.
OF necessity the home has complete
charge of the child during the first few
and most important years of it's life. How
much is accomplished during these years
before school can he roughly estimated
that children come to school with an abl-
fly in English composition equal to one
half of that with which they normally
learn the elementary school. The home
and other informal agencies have done in
five years as much as our schools are
able to do in eight years of formal work
The shop is likewise an important edu-
cative agency II Is not uncommon for
boys to fail absolutely in the subjects as
taught I'm school and to learn in the fac.
tory or shop those same subjects in a sur
pmsnelv short time with a degree IF pre-.
cison that surrasscs the knowledge of
even the best students that the schools
graduate. There is reality about the
problems that face a boy in the store or
shop that one can seldom hope to OBJ
tain in school
ne tuuI'ueS WIN lnelr neDtul lnflu-
ences and teachings have made and are
still helping tomake more honestand more
upright men and women. When we re.
member the very important part that the
church has had in preserving the best that
we have in civilization, it is difficult to es.
innate in any Just way the real educativa
influence that 1t eXerts even though not
all individuals are numbered among
church members.
The ordinary associations that children
have with others on the streets or play
ground exert no little educative influence
Children are able to instruct each other
in their own peculiar ways more effective
| ly, in some respects than any adult can
/ hope to do.
! There has often been such a fortunate
combination Of Influences exerted by these
and other like institutions that tndivid-
uals have been put in possession of all
! that we consider most valuable in educa-
| ton without ever attending school or
even college. We bear testimony to the
educational influence of these institutions
when we speak of the 'self-made" man.
! Society is concerned in having all the
| individuals who compose It reach the very
| highest development Of which they are ca
pahle. Il cannot afford to leave the edu-
cation Of the young to chance There ex-
lists, therefore, the need of assuring to
each child proper training and educa-
tional opportunities. No authority can
guarantee to tho child honest. intelligent
moral parents in a suitable home. Only in
extreme cases of cruelty, neglect or i'm
morality can there be any interference
| with the home.
NO authority in this country can COM
pei individuals to attend church. neither
can there be- any dction of what shall he
taught to them if they do attend.
Virtually no authority is exercised
| over the association of children ex-
| cept that which pertains to property
rights.
This proper lack of control of the
agencies mat could and often do care
so greatly for education brings about
! the need of an institution over which
there can be an absolute guarantee
that the child will receive what it is
best for him to have. I wish to make
it plain that the school is a supple
mentary educational agency.
| If parents have proper facilities and
choose to educate the children in the
home. there is no state in the Union
that forbids them this privilege. They
are likewise at perfect liberty to send
their children to private or parochial
| schools.
| No one should regret more than the
teachers the fact that there has been
an unfortunate tendency for boys and
| girls in the high schools and in the
| elementary school to view with more
or less contempt the homes from
which they come.
Many parents have teen distressed
! by the tendency of the children to be
| educated away from home. Under the
old apprenticeship system there was
almost complete separation between
education and the home. We are just
| beginning to realize the very great i'm
portanCe of outside agencies in help
ing school work. IN evidence of this
recognition is found in croditing of
/ work done by boys on the farm and
! allowing the girls to satisfy school
requirements by helping the mother
1t is often a revelation to a boy or
! girl to find that the every day duties
of the father ana mother may be dig
nifod by the school as educational
The schools part in the education of
| youth is coming more and more to be
that of experimenting and helping the
education obtained in other institu-
! tionS. 1t is not It's purpose to dictate
what shall take place in the home or in
any of the other institutions. 1t may
| reasonably hope, however. to influence