Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1924-03-01
COMMENTS ON PUBLIC
SCHOOLS

back OF tho educational pendulum.
1t is to be hoped that 1t stops short
Of the old conception that '1arnin'
had to be pounded into the youthful
skull and that for most It better be
restricted TO the three RS.
Mayor Cummings of Auburn in an
interview with the Lewiston Journal
makes very pertinent comments
Here are some Of these:
Our schools should develop men,
tai power and capacity. That should
he their chief aim. - Inten-
sive training in a few fundamentals
will be Of far greater benefit TO the
future citizen than as matter Of in
formation about many things. Give
mental power and most anyone can
get information. without mental
capacity information, like wealth or
power. Is as liable to be used harm
fully as properly.
"Our schools arc burdened with
special departments requiring the
expenditure of large sums OF money
for quarters. equipment and high
salaried supervisors. This is ficti-
tious education. Institutional feed
ing and institutional domestic arts
are good to relieve parents of those
duties that are inherent in life itself,
as we'll rs good ways to destroy do
mcstic instincts and leave the home
without much OF any reason for it's
existence.
ANY so-called training we are
given in other special departments
attached to our schools Is too meager
to have the consideration 1t receives.
A cheap imitation OF a trade school
is nearly worthless. The little train
ing we can give IN of no practical
benefit to nine tenths of those who
take II. while II diverts attention
from the real work Of the school and
becomes n substitute for education.
Out of scores of trades and occupa-
lions why should we select two or
three regardless OF the native gifts
or probable destinies OF students? In
the degree we drift away from the
primary object OF the public school
which Is mental training and disci-
pline. in that degree will our schools
be failures.
There Is constant tendency 20
add on something new. We all know
the benefit OF dental work and ade-
mold inspections and swimming
tanks. but. why attach those things
to our public school system? What
are parents for anyway? The more
tho public will do for the children
the less will parents do. If we I'M
dertake to feed the under nourished
the moro undernourishcd there will
be TO feed.
The public schools OF America
have become in too large a degree
a preparatory system for colleges
and universities. The danger or pro-
fessionalism is ever present. Until
radical changes are made In THIS
line our schools will signally fail TO
properly serve the purpose for which
they exist"
Mr.. Cummings has said that which
should excite thought respecting
educational tendencies In our schools.
Give mental power and most any
one can get information" True. But
how may this power be best devel-
oped? There Is conflict OF theory
about this. One would lead by gen.
tie processes to tho light of learn
ing. The other would train the mind
MS the physical instructor trains the
body. Froebel insisted that there
could be no education unless the
child voluntarily achieved mental ac-
tivity. His conception of method did
not include such rigid training as
the athlete Jndergoes. nothing like Il.
Has our educational methods be-
come Froebclixed to some extent on
the one hand, and overhurdened with
unnecessary tasks on tho other?
There Is much in the situation to lead
10 such conclusion. Undoubtedly
the time OF the pupil in the public
schools Of today Is more thoroughly
occupied than IL was no longer than
20 years ago but is IL being any
more thoroughly trained in the fun
damentals? We doubt 1t. We think
energy and concentration are being
frittered away with too great q d.
vorsity too wide a scope, too many
unnecessary details and fripperfes.
There is too much effort being made
10 do in the schools what should be
done outside. and which the state
should not undertake to do In the
schools. AS Mr.. Cummings says:
The cheap imitation OF a trade
school Is nearly worthless"
Didn't that dean Of educators. Doc
tor winship. ne'education as that
which the pupil had after he had for
rotten what he had learned?