The independent-reporter. [volume] (Skowhegan, Me.) 1909-1955, 1922-01-26

same spiritual ideals as the children
of his Weather neighbnrs
The socialism OF wealth. the equal
ization Of material conditions. Is at
present an IDEAL dream, a contradie-
tory conception, toward which society
can take. no doubt. IA few faltering
steps. but which NJ mechanical inven-
ton Or constitutional device can hope
TO realize in onr day. But the social
ism OF the intellect. the Offering 10
all of the true riches of an enlightened
mind and a heart that ~ trained 10
love the true the beautiful and the
good. is the possibility for the
children OF every working man; and
the public school is the channel
through which this common fund OF
intellectual and spiritual wealth is
| freely distributed alike to rich and
| poor.
Here native and foreign born meet
to learn the common language and
to cherish the common history and
! traditions OF our country; here the
son of the rich man leaEns 10 respect
J the dignity of manual labor. and the
| laughter Vi tDc pun nldn fCdi 10 nDA
| to adorn and beauty her future hum
/ BILE home; here all classes and CON
ditions of children meet together and
| form those bonds OF fellow. hip. ties
OF sympathy. community of interest
and identity OF aim which will render
them superior to all the divisiye forces
OF sectarian religion or partisan poll
tics. or industrial antagonisms; and
will make them all contented adher
ents. strong supporters. firm defend
! ers OF that social order which mus
rest upon the intelligence. the SYM
patty. the fellowship, the unity Of its
constituent members
Thus | have stated what we are
attempting to do. Our object is not
, 10 cram the minds of the boys and
girls with facts. but to try to develop
true manhood and womanhood and
thus make better citizens. So | would
| like TO take little time to explain
to YOU how few OF the subjects
taught in the high school tend TO
l bring about these results.
First-Why do we teach history
From the earliest years children re-
train from doing what they learn to
ne harmful, and do that which they
learn to be pleasllrabe. Without such
| refraining and such acting they could
not preserve their lives. They hear
of someone who got in front of an
automobile. was run over and killed or
badly injured. They avoid doing the
same thing. They hear OF someone
who died from eating toadstools and
in consequence do not care parueu-
iarly for mushrooms.
In the more complex situations OF
later situations that involve
proper social conductive constantly
hear young people making over the
experiences of others into guide lines
Tor themselves.
From all these experiences OF 9th
ers, judgments are made and princi-
: pieB of coEduct are formed that guide
she fqF1 nto' m1fq,ltie f7viP' and en-
iIble him TO shun foilt 'ahd m..fet-
une
History is largely the study of he
havior From its pages the student
Han 1eam bow mem down the ages
lave conducted themselves in the com
plex and trying situations that have
arisen The test OF time has passed
/ iuster sentence upon their action!
han can he passed upon the transient
conduct OF the students associates
an1-1le --del1 Of action is vastly en-
arged From history the teachable
| jouth cannot help gathering wisdom
II to guide his own conduct in similar
VI situations that arise IA history re-
heats itself in various lines OF hehaY-
or For instance, it is hard TO imagine
r. historical-minded man who would
n 3oA nnd run in battle. He knows too
we'll the consequences OF such action
And besides. nobler ideas have been
yet before him ideas that conrcious-
v or unconsciously. must rule his
conduct. Treachery would be as i'm
possible as uncontrolled cowardice. II
S Of no consequence whether he re-
, ,alls specific instances of either from
! lis history. The facts may have been
orgotten 20 far as conscious memory
ire concerned. But they remain. sub
'onscentiouSly. if not conscientiouslN
the basis of everyday judgments ana
r decisions as To personal conduct.
: On the historians page moral con
{ duct, especially. is seen put 10 test
vi and its results are spread before the
| student Here sloth cruelty, treaeh-
: erY and cowardice reap their reward
= The king who could not forgive an
p enemy or win back lost friend. gets
r himself beheaded at last; the pleas.
nre-loving prince loses his kingdom
] md the cruel tyrant gets his return
' hate, and falls by the avengers
r ;nife The pages of history contain
/ Examples al O of the deeds of the good
md the true The courageous Leoni-
las by his own devoted death teaches
J gictorious heroism to the Greeks; Pc
er the Great studies the arts OF other
kingdoms to apply them to his own;
] The persistent Washington, tireless
I md hopeful to the last, finally wringa
: victory from defeat.
: Human beings are gregarions; like
} bees and ants, they live and work TO-
gether. The success of the race Is
largely due to cooperation in indus
, try. in government, in education. in
efforts of various kinds. All history
pnfOrces this truth,
Al +bo social onlitiHnls religious