On the Firing Line in Education Part 1

On the Firing Line in Education.

by Adoniram Judson Ladd.

PREFACE

Of the ten studies making up this little volume only one, the last, aside from the Introduction, was designed primarily for publication.

Each of the others had a definite personal audience in mind while being prepared. Still, nearly all have later found their way into print, and some have been reprinted in other periodicals and quoted quite extensively in still others. Many letters of appreciation, too, from strangers who have chanced to read this address or that, have come to the writer. These facts, together with expressions of appreciation upon delivery and with definite suggestions from many for publication, have finally led the writer to feel that possibly their gathering together might be worth while. But in fairness to himself, as well as to others, also in the interests of accuracy, he is prompted to give an additional reason for venturing upon the hazardous undertaking of offering "cold meats" to people not overly hungry. Not words of praise alone, no matter how warm, would justify such a decision, for one can never take such expressions at quite their face value--'tis so easy to make pleasant remarks! So the matter was thrown back to where it belonged all the time--upon the writer to decide the case on the merits of the various discussions as dealing with present-day educational problems.

While separate addresses, upon different topics, given at different times, and with no thought of connection, they all do bear upon one great matter of universal interest--that of education. The t.i.tle, "On the Firing Line in Education," belongs specifically to but the first of the topics discust. Still, it is appropriate to the entire group since the various matters handled are fundamental and the positions taken considerably in advance of common use. But we are clearly moving in the general direction indicated--'twill not be long now before the main army has caught up, and then the firing line will be still further advanced.

I have a very definite conviction that, at any financial cost, we should provide thru the school for the physical as well as for the psychical and the moral development of the child. This is not to take the place of the home--merely to supplement the work of the majority of homes. Only thus can we adequately educate all. I believe, too, that in any scientific view of the educational process the sense organs are paramount in importance, and therefore urge their care and training.

That the positions taken in the various addresses upon these and other matters are sound has been pretty well demonstrated during the last two years when the demands of war have faced us. This is made clear in the Introduction that follows.

I am under obligations to the various periodicals in which these studies have appeared for permission to use them again in this form. I also appreciate the courtesy of Mr. Badger, the publisher, in allowing me to use certain simplified forms of spelling, thus departing from the usual over-conservative practise of publishers. Is not this, too, one of the firing-line activities?

A. J. LADD

Grand Forks, North Dakota, March, 1919

INTRODUCTION

HAVE THE SCHOOLS BEEN DISCREDITED BY THE REVELATIONS OF THE WAR?

_From School and Society, April 5, 1919_

Knowing that I was about to publish a book on education in which the Great War, now happily closed, was not taken as the point of departure, a friend said to me one day, in substance, "Aren't you taking undue risks just now in putting out a book on education that isn't based upon a program of reconstruction? Haven't all our so-called educational principles been dis-credited? Shall you get any readers if you do not admit educational failure thus far, and proceed to discuss a change of front, made imperative by recent revelations?" And the editor of a well known educational journal, in asking me for an article, recently, said, among other things, "I should be glad to have an article upon some phase of reconstruction after the war, educational, social, philosophical, as you may like. Here is the next great battlefield of the future, and if the educational forces do not redeem themselves here, it is my opinion that we shall become a greater laughing stock than we have ever been before."

To both of these statements I desire to take exception. To be sure, the war has taught us many lessons bearing upon education; to be sure, it has revealed shortcomings, limitations, and weaknesses. But it seems to me that it has also made clear that we have been working along right lines. Our fundamental educational principles have not been dis-credited. There is no far-reaching educational failure to admit, nor is there any serious shortcoming from which the educational forces of the country have to redeem themselves. "Laughing stock," does the gentleman say? Oh no! Far from it! Let us not get panicky! Some weaknesses brought to light? Certainly. But in the a.n.a.lysis, later to be made, let us see if, for the most part, they do not but demonstrate the soundness of our educational principles and the far-sightedness of our educational leaders together with the short-sightedness of the present critics, in that had suggested recommendations been followed these weaknesses would not have existed. Let us give here but one ill.u.s.tration, and that briefly. We all admit that the medical examinations for the war found too many physical defects, and too many men thereby incapacitated for efficient military service. But would not the results have been very different if, during the last generation, the suggestions and strong recommendations of educators relative to physical education in our schools been acted upon by the public? Ah! The fault was not with educational principles; they were sound. The educational forces of the country knew what was needed, but a parsimonious public would not follow intelligent leadership. We could say, all along the line, "I told you so," if we felt so inclined. Instead of being the "laughing stock" we could--if the matter were not too serious--throw the laugh upon the other fellow. The purpose of our schools has never been to produce soldiers at the drop of the hat, and so they have never been blighted by military training. (May it never come!) Their task has been to produce men and women of character and purpose and ideals--men and women of initiative who could become anything called for by an emergency. And n.o.bly have they succeeded, as evidenced by the successful prosecution of the war.

In view of all that the United States has done to a.s.sist in bringing the war to its successful close, from the adoption of the selective draft down thru the management of the training camps, the operation of the railroads, conservation of food and fuel, to the knitting of a pair of socks and the sale of a thrift stamp, what shall be said of the success or failure of our schools? Every man, woman, and child in this gigantic work, from President Wilson down to the colored bootblack who saved his nickels to buy a stamp, or to the little girl who voluntarily went without her sugar, has been a product of the schools. Thru the instruction, the discipline, and the training given in those schools, they became the men and women who could rise to the emergency and do the things needed. And they did.

No college or university or professional school ever taught Mr. Wilson how to be President of the United States during these troublous days; nor Mr. McAdoo how to manage the railroads; nor Mr. Pershing all about war; nor any local worker how to lead the Red Cross work, any more than the lower schools have taught the boys who went into the trenches how to use the gas mask and how to go without food; how to shoulder arms and how to march. But the schools all along the line did help to give them ideals, did train them in team-play; did instil into them the principles of democracy and the love of country, so that when the need came they arose as one man to repel the foe. And the study of arithmetic, geography, and grammar; of chemistry, physics, and medicine; of Latin, Greek, and history has, in each case, made its contribution to the preparation of home workers, soldiers, scientific experts, financial managers, and statesmen--has helped to make each an individual of initiative.

Under the guidance of our educational leaders, following principles that they had workt out, the schools of the country were moving quietly along, each one of the 750,000 teachers doing faithfully the work at hand day by day. We had never thought of war as a possibility for us, and of course preparation for it had not been made, in the slightest degree, a part of the work of the schools. But when war, with all its horrors, was finally forced upon us and we needed statesmen and scientists and military leaders to guide and direct, they were at hand in the graduates of our colleges and universities--broadly trained men capable of a.s.similating, or learning, or in other ways gaining quickly, the specific form of efficiency needed in the particular activity a.s.signed. And when we needed soldiers they were at hand in the person of our boys of the schools, both common and high, from every nook and corner of the land--boys and men who merely needed direction and leadership, capable of at once falling into line and quickly taking on the professional phase of their training. Could we have asked our schools to do more? The supreme test had come, and it was being met in a manner gratifying to all. The boys and the girls, the men and the women, on the farm, in the store, in the home, in the workshop, in the schools and colleges, have responded "Here am I. Show me what you want me to do, and I will do it even unto death." It was done, and they did it. The schools had n.o.bly demonstrated their efficiency.

To be sure, all this was not done without making mistakes. Not all the products of all the schools were able to rise to the occasion and to be depended upon in our hour of need. When the great national search-light was trained upon the product of the schools, seeking leaders of infinite variety and number, and likewise hosts of followers to do definite and difficult things, many deficient ones were discovered--some deficient in mental caliber, some weak in moral fiber, some lacking in physical stamina. And right here is to be seen the only serious failure of our schools. Not every boy, not every girl, had been made as efficient as could have been desired. But, happily, in our great numbers enough were found to do even the stupendous work at hand, and to do it well. In spite of moral lapses, not a few, in spite of instances of mental incompetence, far too many, and in spite of physical handicaps, distressingly large--in spite of all this, I say, the United States surprised the world with the quickness with which we pulled ourselves together, and with the marvelous efficiency with which we mobilized all our resources. Many losses of course there were--losses of men, losses of days, losses of dollars. But when all is said and done, the losses were slight when compared with the accomplishments. Credit to whom credit is due! But because of these losses unthinking men immediately began to criticise the schools. They should have been trade schools, or industrial schools or military schools--any kind of schools that they were not. And how clearly it was being demonstrated, we were told, that the time formerly spent on music and drawing, art and literature, algebra and geometry, history and Latin, had all been wasted! How much better it would have been if, instead of these "frills," the children had been given "practical subjects"! (Practical. Save the mark. One is tempted here to go off on a by-path and discuss the topic, "What is Practical?") Thus the criticism of the unthinking--of the laymen who went off at half-c.o.c.k.

And this criticism was deepened and strengthened and extended and made more vehement, again by the unthinking, when the fine results of the Plattsburgh experiment were revealed, in which, thru the processes of intensive training, men were quickly whipt into shape for new, and difficult, and responsible undertakings. And the equally good results that came from the officers' training schools, in which college boys by a similar program were metamorphosed, almost at over-night, into capable army officers, had the same effect. How signally had the schools failed!

And these long years spent in school and college, "dawdling over the frills," had been to no effect, whereas "a few weeks under _intelligent_ educational direction accomplishes marvels."

And the same has further ill.u.s.tration. Ministers of the Gospel selected for chaplains, physicians and surgeons chosen for medical service, nurses for the Red Cross, engineers for various forms of engineering, and many others have all been given this short period of intensive training and, to their credit and ours be it said, all responded quickly. But the conclusion drawn by the unthinking has been, all along the line, that the later efficiency of these men which has gained for us the plaudits and the grat.i.tude of the world was due to this short period of intensive training, "under men who were intelligent enough to know just what was needed and just how to go about to secure it"--men not hampered by any pedagogical nonsense or grown stale over a long attempt to discriminate between the "infinity of nothingness and the nothingness of infinity" (as one might summarize a rather common criticism), rather than to the former years of patient toil, and discipline, and accomplishment which had really laid the foundation so well that all were able thus to respond. The common school, the high school, the college, and the professional school was dis-credited, one and all, in favor of a short-cut method a.n.a.logous to the so-called "Business College,"--a short-cut method that could result only in disaster if applied without the appropriate preparation.

How long it does take people to realize that real education is a slow process! that it takes years and years and years of varied experiences for the processes of a.s.similation and development to bring about the fine fruitage of stable character!

And the Government, too (I suppose we can criticize Washington just a little now without serious danger of being sent to jail), must have had the same point of view in regard to the general management of education since, during the war, it did not entrust its educational war program into the hands of the National Bureau of Education. It did have the War Department and the Navy Department and the Treasury Department manage their respective phases of war activities. Why was not the Department of Education called on to direct the educational work? Had it been, the S.

A. T. C. fiasco, as well as some other blunders, would doubtless have been avoided. But the thought (or was it the lack of thought?) must have been that most anybody outside of the teaching profession would know better how to get educational results than any one from within. A similar point of view is generally discernible in the election of boards of education in towns and cities thruout the country--any one is satisfactory save those who know definitely what should be going on inside of the school house.

Perhaps all this was to be expected. I rather think so. But I confess to surprise when I find such criticism being echoed from within--from men who should know better, as, for example, the two quoted at the beginning of this article. The explanation, I suppose, is that, timid in nature, they have become panicky and lost their bearings. Perhaps they were suffering from a mild form of brain-storm, and have temporarily slipt back into the ranks of the unthinking.

Let us a.n.a.lyze the situation and see if we can discover just what the war did reveal as to the short-*comings of our educational system. Let us then try to locate the responsibility.

One of the most serious of the educational shortcomings thus revealed is a high percentage of illiteracy--nearly eight per cent, I understand, the country over. The seriousness of such a situation can scarcely be overestimated. It was serious in time of war--the inability of a soldier to read orders, or to follow written directions, or to make written reports, especially when one takes into consideration the myriad forms of war service just recently used, would limit his possibilities of service and cripple himself and all his companions. But illiteracy is even more serious in times of peace, for then such individuals are not immediately under the direction of intelligent officers and thus prevented from the disastrous results of their own ignorant actions.

Think for a moment of what it means in a democracy and for a democracy to have one out of every ten (disregarding children) of the possible directing forces of the government unable to read or write!

But when we add to this statement of mere illiteracy the fact that a large percentage of these illiterates are of foreign birth or extraction and have never learned either to speak or understand the language of their adopted country, the situation is seen to be even more serious in potentiality, both in peace and war. Our authorities have been too lax, it seems, in not requiring that all children of foreign extraction, whether foreign or American born, be educated in the English language.

In communities thickly settled by alien peoples they have too often allowed the schools to be conducted in the vernaculars of the people--a German school here, an Austrian school there, and an Italian school over yonder, and so on. And it goes without saying that in schools in which children are instructed in alien tongues 'tis not the American spirit that is inculcated nor American ideals that take root. No one would challenge the statement that here is a defect in the execution of our educational program, and one that must be remedied at any cost.

Still another serious weakness as revealed by the merciless hand of war is that of physical shortcoming. A large number of men were rejected for service and a still larger number accepted only for limited service because of physical disability as shown by the medical examinations. I have not the figures at hand, but 'tis common knowledge that the situation is considered grave. Eye defects, ear defects, defective teeth, weak lungs, flat feet, round shoulders, spinal curvature, unsymmetrical development, and many other defects were discovered in great numbers. Perhaps nothing but a rigid medical examination by a military officer would ever have opened our eyes to the real situation.

But this did. The revelations came as a surprise to nearly all except the educational leaders of the country. They have known, all the time, what the situation has been and, for a generation, have been trying to combat it.

Again the question is raised as to whether these defects, or weaknesses, of American education, in both fields mentioned, as serious as they have been seen to be for war, are not even a more serious menace when looked upon from the point of view of peace, and therefore, even tho the war has been won, of such commanding importance as to demand our immediate and continued attention.

One might go on and name other shortcomings in the working out of our educational program that have been more clearly brought to the surface during the critical days of our warfare. But this article is not intended to be a catalog. The two mentioned are fundamental and far-reaching. Illiteracy and physical disability! Weakness along these lines strikes at the very roots of national life and of individual well-being. And if, as a nation and as individuals, we are ever going to enter into our inheritance, these defects must be remedied. But before trying to discuss remedies, it will be well to locate responsibility.

Are our basic educational principles unsound, or merely our educational practises unsatisfactory? Are the educational leaders of the country all wrong in theory? Have their heads been so high among the clouds that they have not seen the real boy and his homely task? Or have they seen clearly and mapt out wisely, whereas the public, relatively unthinking upon technical matters and always slow to act in new fields, has not been ready to follow? Is it in theory or in practise where the real shortcoming is to be found? The answer to the question is vital. If in theory, then is the situation serious indeed for that would mean that our psychology is wrong--that our whole philosophy of life and of government has been built upon error. Truly, then, after all these years, the "educational forces" would need to "redeem" themselves so as not to be "a greater laughing stock than we have ever been before." But if the weakness lies merely in our practise, not yet having been able to attain to our ideals, then, tho serious, it would be but child's play, comparatively speaking, to put ourselves right. We should need to take courage, redouble our efforts, and all that, but should not need to start all over again.

How shall we account for the illiteracy revealed among both alien and native born? Not by faulty methods of teaching can it be explained, nor by anything else that teachers have done or have not done. Illiterates have not attended the schools. It is due either to insufficient legislation or to non-enforcement of laws, doubtless more the latter save in the case of adult aliens.

From the very beginning of our colonial life, early in the 17th century, universal education has been a part of both our educational and our governmental creeds. A program of compulsory education was early found necessary, early adopted, and never abandoned. Beginning in Ma.s.sachusetts and going south and west, following considerably behind but then keeping almost even pace with settlement and development after statehood had come, legislation has decreed that every child born into the land or coming into it by immigration shall enjoy the advantages of education, at least to the extent of knowing how to read and write the English language. Every state in the Union has compulsory attendance laws upon its statute books. These laws are not as thorogoing as they should be in many cases but yet, even as they are, if enforced, they should leave almost no illiteracy among people whose childhood has been spent in this country. For the least satisfactory laws--those of some of the Southern states, Georgia, for example, require school attendance for at least four months of each year between the ages of eight and fourteen. But illiteracy, even among our own people, has been revealed--too much of it. The laws have not been enforced. There is the sore spot. Why have they not been enforced? But of that later.

The education of adult aliens is another matter, and a very different one. As a problem it is almost new. That is, it has been only in relatively recent years that it has been recognized as such. True, for several years some of the states most largely affected, such as Ma.s.sachusetts, New Jersey, New York, Pennsylvania, and others have been wrestling with it, but not very much has yet been attempted toward introducing the compulsory features. And private agencies, philanthropic, industrial, religious, political, and others have also done good work. But all that had thus far been done had accomplisht little more, at the outbreak of the war, than to open our eyes to the existence of a problem. And in our leisurely way we were going about its solution. But war came. The European nations were aflame. We had many Europeans in our midst. Investigations were made. The universal draft was adopted. The revelations were startling. It was discovered that in 1910 there were in the United States 2,953,011 white persons of foreign birth, 10 years of age and over, unable to speak the English language.

Of these 56,805 were from ten to fifteen years of age, 330,994 between fifteen and twenty-one, and 2,565,212 twenty-one and over. Note the number, _more than two and a half millions, twenty-one years of age and over--men grown, fathers of families, many of them_--unable to speak the language of their adopted country! And of these 788,631 were illiterate--unable to read or write in any language!

Nothing short of legal requirements on a large scale, and rigidly enforced, absolutely free of cost to the immigrant, can ever remove the menace. The law-making bodies of the country, both State and Federal, must act and act quickly or this growing menace will get beyond our control.

And the long catalog of physical defects--what shall be said of them?

Shall they be charged against the "educational forces" of the country?

Are they a disgrace from which we must "redeem" ourselves so that we shall not become the "greater laughing stock"? It is perfectly evident that somebody has blundered because the whole sad list of defects is, speaking broadly, preventive and, for the most part, also remediable.

But where lies the responsibility--upon the home, the school, or society? Of course, primarily, upon the home; the child comes from the home, goes to the home, is a part of the home, is under the immediate control of the home. But yet, many homes, especially homes of alien peoples, are not sufficiently intelligent to have entrusted to them matters of such far-reaching importance. And many others are not financially able to have proper attention given.

But the school does know. And it, or what it represents, is abundantly able financially to handle the matter. It knows clearly how the child with physical defects is hampered in trying to perform its school work; it knows, too, how seriously the entire work of the school is interfered with when there are many such in the room; and it also knows the handicap under which such unfortunate children face life when school days are over. And the school knows, too, the preventive and remediable natures of these defects. Possessing all this knowledge, why has it not acted? To make a long story short, it has acted. To the extent of its authority and with all the influence and power at its command it has acted, has been acting for many years, and is still acting. For more than a generation the educational forces of the country have been engaged in a nation-wide educational campaign designed to make clear to the homes of the country and to the voters of the country the growing seriousness of the situation. On the lecture platform and from the Gospel pulpit, in the educational press and in the popular magazine, aye, in the daily newspaper, in private conversation and in public discussion, in season and out of season, they have labored unceasingly to acquaint the public with the facts and to urge preventive and remedial action. To the unselfish work of these leaders of educational thought and action, supplemented by the generous a.s.sistance of the medical profession, is due the fact of our present-day intelligence in regard to the matter. Educators have been deeply interested, thoroly alive, and intelligently at work. How they have agitated the matter of better ventilation and better lighting of schoolhouses! How they have pleaded for medical inspection and appropriate medical treatment of school children! How they have urged the employment of the school nurse!

How they have workt for the playground and the gymnasium and for sane methods of handling the same!

But they do not form the court of last appeal. They have no authority.

They all stand in about the same anomalous position as does the man nominally at the head of the educational activities of the country--the United States Commissioner of Education. They may gather statistics, make reports, and suggest action. But that is all. Tho possessing full knowledge of the situation, tho knowing just how to proceed to usher in a better day, they are not permitted to take any action. Responsible? Of course they are not responsible. "Redeem" themselves? From what, pray?

"Laughing stock"? How long, oh! how long, will our great army of teachers, three-fourths of a million strong, be unappreciated, belittled, and maligned!

Who, then, is responsible? In the last a.n.a.lysis there is but one answer--the public itself. Since the community at large as well as the individual afflicted is, in the final outcome, a sufferer in every case of physical disability, as also in that of illiteracy, it is its duty, as a mesure of self-protection, at least, to a.s.sume direction. Adequate information is at hand as to desirable methods of procedure.

Demonstrations a-plenty have been given to prove that the program suggested is feasible, inexpensive, and beneficial. This has been brought about thru the action of a few small groups who have thus presented clear and convincing object lessons. But why must we say "a few"? Why is not such work nation-wide? That is a longer story. It follows.

The United States of America is a Republic--a representative democracy--a government in which all the people partic.i.p.ate. And the government of the United States is a Federal government. It is made up of a group of States, each one exercising supervision and control over its local matters. And education has thus far been considered a local matter. And in many ways that soverenty has been still further divided.

We have as a smaller unit of school organization the county, and a smaller one yet, the township, and, in many states, a still smaller one, the school district, containing, in many instances, only a few square miles of territory and, of course, a very limited population. But in some respects, within certain limits, each of these small units is a law unto itself, having much to say as to the length of the school term, the character of the teaching, and many other phases including such as the one under consideration.

For these reasons it frequently happens that side by side are school districts, or townships, or counties, with widely differing educational programs. Here is one with attractive buildings, well ventilated and well lighted, well equipt in every way, in the hands of competent teachers, with physician and nurses subject to call. But just over the imaginary line is another with nothing quite satisfactory. They are just living up to the strict letter of the State's requirement and that is all. Not one dollar is being spent that represents the community's voluntary contribution to the welfare of its child life or to the future well-being of humanity.