Home Missions in Action Part 5

"It is an irrefutable fact that the work with the children pays the best dividends to the state and nation. There is a Doric oracle which says, 'If the Athenians want good citizens let them put whatever is beautiful into the ears of their sons.' If we Americanize this oracle it would read, 'If the Americans want good citizens let them put whatever is beautiful and useful into the ears of their sons and daughters.'"

It is instructive to note the inter-relation and interaction of forces and influences that have been powerful factors in national development, and to consider their sources.

The American pa.s.sion for education had its roots far back in Holland, in the period when that country was the world's great intellectual center, as well as the world's leader in commerce and manufacturing. The most powerful single factor in shaping Colonial thought and character was the Bible. It was from Holland that England received its first Bible printed in the English tongue.

It is said that under the persecution of Phillip II and the Duke of Alva, fully one hundred thousand Hollanders crossed the channel to find homes in England.

Industrious, self-supporting, self-respecting men, and women they were, refugees for freedom and for conscience' sake--among them were scholars, bankers, merchants, and intelligent, plain people.

They came from a land of free schools and universities.

The counties in England in which the Hollanders settled sent the Pilgrims and the Puritans to America. These counties also gave birth to the University of Cambridge; the Puritan movement in England was largely under the leaders.h.i.+p of men who had studied in Cambridge, and it was that educational center of broad culture, thought, and inspiring ideals which furnished America the first scholars and leaders of New England.

The first free school of America was opened by the Hollanders in Manhattan in 1633. It was known as the Collegiate School, and though it has changed somewhat in character, it is still one of the leading preparatory schools of New York City.

Regard for education thus came to this country with the colonists, though not all the colonies attached the same importance to it.

In the Home countries of the colonists, the schools had been an adjunct to the churches. It was natural, therefore, that the impetus for the establishment of schools in this country should come from the church.

"One of the first provisions made by the Virginia company in their settlement of Jamestown was to set aside land for the use of a college to 'teach Indian children the rudiments of religion and the Latin language,' and money was collected in England to establish a school which should prepare children for this college. The failure of the company a few years later defeated these plans."

"Twenty years after the landing at Plymouth, the Ma.s.sachusetts Colony ordained by law that every child should be taught to read and write and understand the principles of religion and the capital laws of the country. A little later in the same section, every towns.h.i.+p, when it numbered fifty householders, was required to support a teacher, and towns numbering a hundred householders, to establish a school to teach Latin. These were rude pioneer experiments, for the conditions which surrounded them were rude; their importance lay in the fact that they gave education a first place in public interest and accustomed people to think of education as a function of the community." [Footnote: American Ideals, Character and Life--Hamilton Wright Mabie.]

From these feeble beginnings has come that greatest bulwark of the Republic--the free school.

It lies at the very foundation of our national life. It makes possible our democracy. A helpful government by the people is not possible if the people are ignorant and superst.i.tious.

It is the greatest inst.i.tution for citizens.h.i.+p. "Through it come knowledge of the meaning of our inst.i.tutions, the interpretation of our national past, and a reverence for the national symbol--the flag."

It is a fusing force whereby children of many nationalities, differing in feelings, sympathies, purposes, and cla.s.s, become Americans.

The forty-eight States in the year 1912 spent $450,000,000 on the public schools of the country. The nation's tobacco bill for the same period was nearly three times as great, and it spent five times as much for liquor.

Even with this large expenditure, the provision for the school population of the country is, in places, fearfully inadequate. In our large cities, if the truant and labor laws were properly enforced, the lack of school provision would be still more apparent. In New York City alone more than 100,000 children are attending school but half the time.

As we turn to study the need for Mission Schools, and their place as an educative force, it is well that we should seek to realize something of the splendid achievements of our public schools as well as where they seriously fail.

Their efficiency differs with the vision and effectiveness with which they are administered by the different states.

Many states have added incalculably to the usefulness of the schools by relating the curriculum to life through industrial and vocational training, but much remains to be accomplished in attaining a proper balance in the adjustment of the cultural and the practical in the public school courses.

The state of Ohio affords an interesting ill.u.s.tration of the wider relation of the public schools to the life of the school population.

"In the winter of 1914, nearly one thousand boys and girls of Ohio, in five special trains, were sent on a tour which embraced the cities of Was.h.i.+ngton, Philadelphia, and New York, as a reward for their efficiency in agriculture and domestic science. The people of Ohio have found that it pays to encourage thrift and industry in their children, for since these "corn tours," as they are termed, were started, the annual value of the corn crop of Ohio has become almost twenty million dollars _more_ than it formerly was."

[Footnote: Outlook, Dec. 16, 1914.]

Public School, No. 23, of Mulberry Bend, New York, stands in the heart of an Italian district of more than 100,000 souls, and draws also from the great Chinese section. Various other nationalities in less degree contribute their quota, so that the school ministers to the children of twenty-nine different nationalities.

This school is fortunate in having a teacher of unusual ability and magnetism for its new students in English. A visit to her room on the top floor well repays the effort of exploration in a very foreign quarter of America's greatest city, and the long climb up the winding cement stairs of the school building.

As you enter, the cla.s.s is asked to bid you "Good morning," and the familiar greeting comes to you in the soft Italian accent, mingled with the higher-keyed voices of the j.a.panese and Chinese.

The group of ten Chinese young men impress you by their alertness, neatness of appearance, and evident eagerness to learn. An Italian boy who had been set at a trade when very young is now having a belated chance to learn to read. A number of girls of various sizes help to make up the cla.s.s, with little Italian Mary, ten years old, quite new to America, beautiful and winning in spite of her unkempt appearance and poor clothing.

With the exception of two who had acquired a little English, the cla.s.s entered school three months before with no knowledge of English. All are able to write their names and addresses and simple sentences in English on the blackboard.

They can go through the transaction of buying a newspaper, explaining each action involved, and making correct payment or exacting correct change.

When questioned, they give quickly and correctly the names of the President of the United States, the Governor of New York, the Mayor of New York City, and answer other questions on civic affairs.

It was deeply stirring to see a little Italian whose patois English was scarcely intelligible, step forward, with conscious pride, to be the standard-bearer and hold the flag while the cla.s.s, with eager enthusiasm, saluted, touching foreheads and extending arms at full length as they repeated, the foreign tongues giving queer twists to the words:

"I pledge allegiance to my flag and to the Republic for which it stands, one nation, indissoluble, with liberty and justice for all."

Many night cla.s.ses likewise afford opportunity for new Americans to learn English. Public School No. 95, located on Clarkson Street in the old Greenwich Village of New York, where now many Italians, Irish and a few Jews find homes, carries forward a remarkable service to its neighborhood.

Here the opportunity of helpful evening recreation is given to girls and boys. These evenings include basket ball games and athletics, Boy Scout activities, moving picture exhibits, public concerts and meetings, with such speakers on popular themes as Commissioner of Corrections Katharine B. Davis. Other public schools give carpentry training in actual shop work, qualifying the students for positions in trade. They also prepare students to pa.s.s the civil service examinations for public positions and give suitable training for positions on the Police and Fire Department.

The establishment of continuation schools in a few stores and factories is an inestimable boon to some of the toilers thrust too early into the livelihood struggle.

The employers are finding it to their interest to spare their workers for certain hours and days for such schooling because of the increased efficiency and intelligence of their service.

A peculiarly neglected group in the foreign quarters of all our cities are the older women--workers and mothers in the homes. To these Home Missions is striving to bring some knowledge of the tongue of the new country through cla.s.ses arranged especially for them.

It is startling to find that the United States census for 1910 reports a greater percentage of illiteracy among native whites of native parentage than among native whites of foreign parentage.

The proportion of children from five to fourteen years attending school is greater among those of foreign parentage and foreign birth than among native Americans of two or more generations.

For the entire population over ten years of age, the following table gives the percentage of illiteracy:

Foreign Foreign Native or Mixed born Native Parentage Parentage Whites Negro[A]

United States as a whole....... 3-7 1.1 12.7 30.4

The North...................... 1.4 0.9 12.7 10.5 The South...................... 7.7 4.3 18.8 33.3 The West....................... 1.7 0.8 9.5 7.0

For the children of school age from ten to fourteen, the following table shows the percentage of illiteracy:

United States as a whole....... 2.2 0.6 3.5 18.9

New England ................ 2.2 0.6 3.5 18.9 South Atlantic................. 5.0 0.8 5.3 18.9 East South Central............. 5.8 0.9 11.4 20.7 West South Central............. 4.1 11.2 34.6 22.4 Etc............................ --- ---- ---- ----

[Footnote A: United States Census for 1910].

In some Western states the percentage of illiteracy is as low as one-tenth of 1 per cent.