On the Firing Line in Education Part 5

Nor is this all. The Optician and the Oculist have studied the matter so carefully and know the eye so thoroly in its various stages of development that they know exactly the size of type that children of various ages should use. And they know, too, the kind of paper that should be used in books for children. And they have told us all about it. But we systematically disregard all this information gained with such painstaking care, and instead of using the large clear type and the unglazed, soft tinted paper recommended, we persist in tolerating the unsatisfactory merely because it is a little cheaper. Penny wise and pound foolish we surely are. What we save now we shall have to pay later on with compound interest besides compelling our children to undergo physical pain and mental handicap.

And yet again. We are told by our scientific friends the relative amounts of window and floor s.p.a.ce that the schoolroom should have in order to be adequately lighted! Not one in ten has as much window s.p.a.ce as it should have, and a good portion of what has been provided is frequently covered up by shades thru the teacher's perverted notion of relative values--seeming to have greater appreciation for certain so-called artistic effects than for eye comfort and safety in work. And then again, these scientific friends of ours have told us that there should be in the schoolroom no cross lights; that the light should not s.h.i.+ne upon the blackboards nor into the faces of the children, but that it should come only from the rear and the left and from above. They have found out, too, and told us, the proper shades of color for the walls--scientific knowledge, all of it, and therefore thoroly reliable.

But how systematically do we disregard all this valuable information! In the construction of a new school building there is nothing that should receive more careful and scientific consideration than the matter of lighting, but too often the architect is either entirely ignorant of the entire matter, or else is selfishly interested in so-called architectural effects.

I do not mean that we all disregard all these things, that we have no school houses properly constructed, no school books properly printed, and no teachers intelligent and sensible in their handling of boys and girls. Not at all. During the last twenty years we have made long strides in advance along many of these lines in many places. But the bright spots are still the exception and not the rule. The friends of children and of the race need to keep vigilantly at work.

Now, let us look at the matter from another point of view. Let us ask what are the results of this persistent and widespread disregard of the normal conditions under which the eye should work and of the fundamental laws of eye development. What do we find? Why, we find just what you are prepared to expect after considering the above disregard. We find that, whereas at the beginning of school life the percentage of school children suffering from visual defects is relatively small, that percentage increases as we ascend the grades. In other words, the regular, systematic work of our schools is all the time weakening the eyes--all the time causing serious visual defects. Gulick and Ayers came to this conclusion as one of the results of their exhaustive investigation, made in 1908, which culminated in the well known work on "Medical Inspection of Schools," published at that time. This is all the more striking since they found that the prevalence of other physical defects steadily decreases as the years pa.s.s.

An investigation carried on in Jefferson City, Missouri, in 1907-1908, ill.u.s.trates the point under discussion; 20% of all children in grades one to three inclusive were found to have defective vision, whereas in grades nine to twelve inclusive 40.5% were found thus handicapped. In some parts of Germany the increase in defective vision as children ascend the grades is seen to be much more marked than in our own country. In one particular study that comes to mind, a study of short-sightedness alone (published, however, some years ago) it was shown that the increase was from practically none at all to approximately 100%. In other words, the work of the schools had made practically every child near-sighted. And the general tendency seems to be in this direction. Indeed, I know of but one study in which a contrary tendency has been observed. And that was in a rural district--St. Louis County, Missouri--where a study was made about four years ago. Under the conditions observed there, the frequency of short-sightedness seemed to diminish with increasing age. And the reasons for this local tendency, being so directly contrary to the general tendency, men have been trying to understand. Various suggestions have been made such as the atmosphere of the rural as against the city districts being, in the main, more favorable from hygienic points of view; or the fewer pupils in the cla.s.ses in school, thus enabling the teachers to give more personal attention so preventing undue eye-strain; and the shorter school year maintained in the country giving the children less prolonged periods of eye-strain. But whatever be the explanation of this interesting exception, it yet remains true that the regular work of the school, week in, week out, year after year, causes the eyes of our children to deteriorate, or at least the two go hand in hand with grounds for a very strong suspicion in the minds of those who have expert knowledge of the general situation that the one is the cause of the other.

With this point established, namely, that the work of the schools is but ill-adapted to the structure the nature of the child's eye, resulting in steady deterioration, let us try to see how widespread is such deterioration and how serious. This can best be done briefly thru the use of a few statistics taken from the results of investigations that have been made as to the physical conditions of our school children.

From these results I disregard all figures save those that bear on the matter of visual defects since that is our one topic of discussion.

In Cleveland, Ohio, in 1906-1907, a very exhaustive and illuminating investigation was made under the general supervision of Dr. Wallin, one of the most eminent authorities on the relations.h.i.+p of the physical and the mental in the work of our schools. Dr. Wallin called to his a.s.sistance many experts, both medical and physical, and his report was a very noteworthy one from many points of view. I touch only two or three points here and there. In one school, the Mayflower, located in a fine residence section of the city, 972 pupils were examined, and 20% of them found to be suffering from some rather serious form of eye defect. In an East End school, another of the so-called better cla.s.s of schools, 668 children were examined and 32.4% found with defective vision. Even more startling than these were the results found in a school of about the same size in what was called a "congested" district of the city. Six hundred and sixteen were examined and 71.1% found defective.

Another very significant fact was brought to light by this investigation--the disregard paid to the whole matter by parents and teachers. Perhaps I should not include teachers in speaking of this disregard since they have, at best, but advisory power. In the East End school, out of the 668 children examined, 216, or 32.4% were found defective, but only 43, or 6.4%, were being relieved by the use of gla.s.ses. And in the "congested" district the disparity was even more striking since out of the 437, or 71.1% of the entire number who had visual defects, only 11, or 1.8%, were being relieved.

In one investigation made in New York City in 1908, 1,442 pupils were considered, and 42% found suffering from eye defects. In Jefferson City, Missouri, in 1908, the results of the examination of 1,000 white children showed 36.5% suffering from somewhat serious visual defects; and many others in lesser degrees. Of these 1,000 children, 410, or 41%, were found to need the a.s.sistance of gla.s.ses, but only 38, or 3.8%, were being thus a.s.sisted.

In Los Angeles, California, in 1909, 5,000 children were examined, and 61% found to be suffering from the same trouble. Again, in Philadelphia, in 1909, the well-known Dr. Risley found, in an examination of 2,422 children, that 44.7% were continual sufferers from some form of eye trouble. I could easily cite similar results from many more studies, but surely these are sufficient. These are startling facts, and very serious when we think merely of this one fact alone without considering it in its relations.h.i.+p to anything else. But when we stop to consider the fact that these sufferers are children, in the schools, and are thus handicapped in their work of education--in their efforts to fit themselves for the struggle of life--it a.s.sumes even larger proportions and becomes truly appalling.

What does it mean? Why, it means, in terms of the school man, r.e.t.a.r.dation and elimination. To the layman those words may need interpretation. r.e.t.a.r.dation means the checking of a pupil in his educational progress thru the grades, necessitating the spending of a longer period than that which is considered normal. For example, a normal pupil is one who enters school at six years of age and is promoted each year regularly; or "a pupil whose age and grade correspond to this standard." Thus, the standard age for a second grade pupil, during the year, is 7 years; for a fourth grade, 9 years; and for an eighth grade, 13 years; or in every case, five more than the number of his grade. If one is older than the number of his grade plus five, he is r.e.t.a.r.ded by the amount of the difference; thus a twelve-year-old child in the sixth grade is r.e.t.a.r.ded one year since a sixth-grade child should be but eleven years old. Somehow he has lost a year. Thru failure to do satisfactory work such a child has had to repeat the work of some one of his grades. Elimination means the dropping out of a child from school altogether before the regular course is completed. We find relatively little elimination in the lower grades since the compulsory attendance laws require attendance. But just as soon as the upper limit of age is reached there is much of it.

I do not know how closely you have followed this matter of r.e.t.a.r.dation in the schools and elimination from them, but I think sufficiently to render it unnecessary for me to discuss the matter at length. Let me refer to but one study which is typical as showing the seriousness of the situation. In 1907, Mr. S. L. Heeter, at that time Superintendent of Schools in St. Paul, Minnesota, working under instruction of his Board of School Inspectors, made a very careful investigation as to the matter of r.e.t.a.r.dation in the schools of that city. You may be surprised to learn some of the results. He found more than one-half, exactly 56%, of all the children in the schools at least one year behind normal grade, and many of them much more than one year behind. To be exact: 12,672 children were below grade. Of these, 6,328 were one year behind; 3,650 were two years behind; 1,689 were three years behind; 651 were four years behind; 221 were five years behind, and 133 were six years behind.

Now, what is the cause of such a serious situation? Mr. Heeter, in his report of his findings, speaks as follows:

"There are evidently many causes of this phenomenal r.e.t.a.r.dation--yet it seems likely that one of the largest factors ... is physiological, and that more attention given in our schools to the bodily conditions of our children will throw new light on our educational problems, and even on the subject of backward children, and of delinquency itself." "It appears," he goes on to say, "that the schools have been too exclusively concerned about the minds of children and too little concerned about their bodies. Much time and energy and money have been wasted in trying to make all children equal in mental power, without regard to physical inequalities, until now waste products are clogging our educational machinery." And Mr. Heeter's conclusion is that of all who have studied the matter with any care.

Let me now show the relations.h.i.+p existing between the two, that is, between r.e.t.a.r.dation and physical defects. I can do it briefly by referring to the work of Dr. Cronin in New York City. This is but one instance, but it is typical of conditions. A few years ago, as chief Medical Inspector of the schools of New York City, Dr. Cronin read a paper before the School Hygiene a.s.sociation of America in which he made the statement that an examination of all children reported as backward by various teachers revealed 95% of them as physically defective.

Thus, in a hasty way, but I think correctly, I have thrown the chief burden of backwardness in school, or r.e.t.a.r.dation, upon physical defects.

But our special topic is eye trouble. How much of this burden must be referred to this specific source? It is difficult to say exactly. But knowing as we do the great prevalence of eye defects among school children, from 20% to 71%, you remember, depending somewhat upon locality and environment; and knowing, too, the close relations.h.i.+p existing between the eyes of our children and the work of the schools (this school work, you know, is nearly all done with the eyes. It should not be, but it is); knowing all this, it is not beside the mark to say that a very large percentage of the r.e.t.a.r.dation must be laid at its doors.

And what are we going to do about it? What should be done? The reform is easily seen to be a many-sided one. It is educational--our teachers should come to know that the book is only one, and not the chief one, of the many sources of knowledge open to the child; it is physiological--we should all know the eye better than we do, its normal use and its limitations; the reform is architectural--our architects and boards of education should realize that the seating and the lighting of school houses should receive most careful consideration; the reform is economic--we should come to appreciate the unwisdom of being "penny wise and pound foolish," and recall the old saw, "a st.i.tch in time saves nine"; the reform is medical--we should get our people to see that thoro and regular medical inspection of all our school children is the only sensible method of procedure. And so I might go on naming phase after phase of the problem. It is so many-sided that we can not hope for its immediate and perfectly satisfactory solution. But there are certain quite specific ends in view that should at once and all the time be kept before us. Touching the matter of medical inspection, our state law, instead of being merely permissive should be mandatory, and should be made to apply to every school community in the state. Of course, the cry of expense would be at once raised, but it could easily be shown, were there time at my disposal, that it would be an economic mesure rather than one increasing the cost of our schools. Because every time that a child repeats a grade in school, that year's school work in the life of the child has cost the city or school community twice as much as it should. Whenever, as in the case of St. Paul, already cited, a child is two, three, or six years behind normal grade, there is an extra heavy burden of taxation placed on the city. Medical inspection, wherever it has been made effective, has resulted in lowering, very materially, the amount of r.e.t.a.r.dation. And it is looked upon as saving the community very much more than it has cost, saying nothing at all about the added effectiveness of the child for the work of the school nor of his greater happiness. This statement could easily be substantiated were there time.

But that is not necessary. It is so apparent that he who runs may read.

But the time when we can expect such a law to be put in force is, I am afraid, considerably removed from the present. Large bodies move slowly; we must have patience. We must keep steadily at it preaching the good gospel of reform. But in the meantime can we not hasten the glad day of full and complete medical inspection, and at the same time bring relief to a very large number of little sufferers, by throwing emphasis, whenever the opportunity offers, upon the phase of the subject that is before us this morning? The eye trouble is the chiefest of all those of a physical nature. It has far more to do in causing r.e.t.a.r.dation of our boys and girls than any of the other physical defects, and therefore should receive its own prompt and vigorous attention irrespective of everything else. Upon this one point let us have immediate relief and keep it up as rapidly as possible. Let us adopt some program of action which will bring relief as quickly as possible to children suffering from visual defects. For I have no sympathy with the position taken by that foolish mother (perhaps I should be charitable and merely say "ignorant" mother. I think she was both ignorant and foolish), who said to me when I was urging her to have gla.s.ses fitted for her little girl, "Why, Mr. Ladd, I can't bear to think of Mary wearing gla.s.ses. I am going to keep them away from her just as long as she can possibly get along without them." I replied, "My good woman, if you have any regard for the comfort and well-being of your little girl, or if you care for her progress in school, instead of keeping gla.s.ses away from her as long as possible, you should see to it that she has the best that can be procured just as soon as they can be of the slightest a.s.sistance." I went on to tell her that it was entirely possible that the use of the gla.s.ses at that time for a year or two might enable her to do without them permanently later on. But she did not get them; of course not. They would not have added to the attractiveness of the little face. How hard it is for the unreflecting to deny themselves a present pleasure, whether in money or pride, for a future good!

V

THE HOME, THE CHURCH, AND THE SCHOOL

_An Extension Lecture delivered in many places in North Dakota and Minnesota_

It goes without saying, I am sure, that these three great inst.i.tutions--the Home, the Church, and the School--fundamental as they are in the life of each, and even of civilization itself, can not be adequately handled in the brief time given to a single address. But yet I think that in that time we can account for each, roughly trace its interesting career, and locate it in our complex life of to-day with function briefly stated. And in it all, or out of it all, directly or indirectly, I think we shall see the relations.h.i.+p existing between the three. This relations.h.i.+p, so strong and so vital, the appreciation of which is so necessary for constructive action and large results in life, I particularly desire to make appear. And it is this relations.h.i.+p that gives appropriateness to the handling of the three in a single address tho each, from a different point of view, might well be made the center of an entire evening's consideration.

The home, the church, and the school! What troops of memories arise around each as we turn our gaze backward! How sweet and sacred appears the home as we recall mother and father, sister and brother, in the old home setting in the early days of our pilgrimage! How solemn and hallowed seems the church as we go back in thought to our first connections with it in Sunday school, in its communion service, and to our own entrance as members! And how fascinating and joyful, even the sometimes tinged with regret or apprehension, the school as we retrace our pathway over the years of its a.s.sociations! The home, the church, and the school--but the first of these is the home.

THE HOME

Let me ask you, therefore, to think with me first of the home--of that inst.i.tution which in its very inception, more than any other, was G.o.d-inspired; that inst.i.tution which from its very beginning up to the present hour has, more than any other, reflected the spirit and purpose of G.o.d--that inst.i.tution whose center is the child and whose function that child's development--_the home_. It is the most ancient of all the inst.i.tutions of man. Organized and set apart at the very dawn of human life, when the morning stars were singing together, the divine Voice gave it sanction and stated its function: "Be fruitful and multiply, and replenish the earth." And the inst.i.tution, as the ages have pa.s.sed, has never once lapsed and never repudiated its origin or its work. Still it has advanced so far and improved so much in outward appearance, at any rate, and developed so greatly that, as we know it to-day, we may almost call it a modern inst.i.tution, so modern indeed and so different from all others as to merit the name of American inst.i.tution.

Students of history have so laid bare the conditions of living and of home life in the past as to reveal to us the fact that the home, as we know it and love it, did not exist prior to our own day. In all former periods, even tho glorious to look back upon, some of them, golden days as they were of the world's upward struggle, we search in vain for our kind of a home. The home of the American workman to-day is provided with more comforts and conveniences, has in it more of the elements of culture and refinement, is more eloquent of love and the higher life than was the home of the ruler of a few generations ago. And the chief factors in it all, those which bind all together and give meaning, are the honored place given the wife and mother and, springing from that, love, love of parent for child and child for parent. For we all know, when we come to think of it, that our love of home and dear ones is ever our motive for action as we explore new fields and mark out new paths, overcome obstacles and surmount difficulties--in a word, carry the banners of civilization to new heights!

The home of all people, in all ages of the world's history, but especially as we know it to-day, is the one thing for which men live and work. Stop the first man you meet on the street,--"rich man, poor man, beggar-man, thief, doctor, lawyer, butcher, priest,"--any man, going along with a preoccupied mind, thinking of the case he is to plead, the trade he is to make, the book he is to write. Get into this man's mind, down below this particular thing that is on the surface of it, and down there there is one picture that you wilt always find, the picture of a cozy corner somewhere, of a woman sitting by the table or before the fire, of two or three growing girls, and a boy or two that look like him. Meet him wherever you will, find him in whatever occupation, or in whatever stage of spiritual or intellectual development; whenever you get under his jacket, whether it be a blouse or a tuxedo, you'll find this picture hanging on the wall of his heart. Ninety-nine men out of every hundred say, with Robert Burns:

"To make a happy fire-side clime For weans and wife, That's the true pathos and sublime Of human life."

And the young man of to-day, looking forth into the years that are to come, picturing himself as and where he would like to be, who sees himself alone, without the joys and companions.h.i.+p of wife and child, the young man who doesn't plan to have a home of his own to which he can lead the choice of his heart and in which he may multiply, thru the development of his own offspring, his powers of usefulness,--such a young man is a selfish monstrosity. And the young woman who isn't longing for a home of her own--for a little kingdom in which as Queen, she may rule jointly with a chosen King in loving ministration to their natural subjects--such a young woman is an abnormal specimen. The desire of every little girl for a doll, the craving of every boy for an animal pet, is but the manifestation of the deep-seated instinct of parenthood.

Do nothing to stifle it. Minister to its growth and development. And young man--young woman, you who have left behind the days of knee trousers and short dresses, and with them have laid aside the doll and the pet, think it not weakness when you find yourself irresistibly drawn by the sweet smile of an innocent babe or by the childish prattle of one a little farther on. Be not ashamed when, under such influence, you picture yourself the center of a home, and in this connection think of him or her whom you would like to have share it with you. It is the sweetest influence that can ever come into your life. Rightly regarded and used, it will do more for your happiness and usefulness than any or all others that will ever come to you.

But when the crucial moment comes--when the die is to be cast and the promise asked and given that will bind the two lives together, halt for a moment until one asks and the other answers this "Woman's Question."

THE WOMAN'S QUESTION

"Do you know you have asked for the costliest thing Ever made by the Hand above-- A woman's heart and a woman's life And a woman's wonderful love?

"You have written my lesson of duty out; Manlike you have questioned me; Now stand at the bar of my woman's soul Until I question thee.

"You require your mutton shall always be hot, Your stockings and s.h.i.+rts shall be whole.

I require your heart to be true as G.o.d's stars And as pure as Heaven your soul.

"You require a cook for your mutton and beef.

I require a far better thing.

A seamstress you're wanting for stockings and s.h.i.+rts, I look for a man and a king.

"A king for a beautiful realm called home, And a man that the Maker, G.o.d, Shall look upon as He did the first And say, 'It is very good.'

"I am fair and young, but the rose will fade From my soft fair cheek some day; Will you love me then 'mid the falling leaves As you did in the bloom of May?

"Is your heart an ocean so strong and deep I may launch my all on its tide?

A loving woman finds Heaven or h.e.l.l On the day she is made a bride.

"I require all things that are grand and true, All things that a man should be, If you promise me this, I would stake my life To be all you demand of me.

"If you can not do this, a seamstress and cook You can hire with little to pay.

But a woman's heart and a woman's life Are not to be won that way."

Yes, Bobby Burns was right when he said,

"To make a happy fire-side clime, For weans and wife, That's the true pathos and sublime Of human life."