The New Education Part 1

The New Education.

by Scott Nearing.

PREFACE

During 1910, 1911, and 1912, as a part of a general plan to write a book on education, I reread a great deal of the cla.s.sical educational literature, and carefully perused most of the current material in magazine and book form. An interest aroused by undergraduate and graduate work in the department of pedagogy had been whetted by the revolutionary activity in every field of educational endeavor. The time seemed ripe for an effective piece of constructive educational writing, yet I could not see my way clear to begin it. Glaring faults there were; remedies appeared ready at hand and easy of application; the will of an aroused public opinion alone seemed to be lacking. By what method could this wheel horse of reform best be harnessed to the car of educational progress?

I was still seeking for an answer to this riddle when the editors of "The Ladies' Home Journal" asked me to consider the preparation of a series of articles. "We have done some sharp destructive work in our criticisms of the schools," they said. "Now we are going to do some constructive writing. We are in search of two things:--first, a constructive article outlining in general a possible scheme for reorganizing the course of study; second, a series of articles describing in a readable way the most successful public school work now being done in the United States. We want you to visit the schools, study them at first-hand, and bring back a report of the best that they have to offer. When your investigation is completed, we shall expect you to write the material up in such a form that each reader, after finis.h.i.+ng an article, will exclaim,--'There is something that we must introduce into our schools.'"

That was my opportunity. Instead of writing a book to be read by a thousand persons, I could place a number of constructive articles before two million readers. The invitation was a G.o.dsend.

The articles, when completed, formed a natural sequence. First there was the general article (Chapter 3) suggesting the reorganization. Then followed descriptions of the schools in which some such reorganizations had been effected. Prepared with the same point of view, the articles const.i.tuted an acceptable series, having a general object and a connecting idea running throughout. What more natural than to write a few words of introduction and conclusion, and put the whole in book form? The style of the articles has been changed somewhat, and considerable material has been added to them; but, in the main, they stand as they were written--simple descriptions of some of the most advanced school work now being done in the United States.

Looked at from any standpoint, this study is a collection of articles rather than a book, yet there is sufficient relation between the articles to give a measure of continuity to the thought which they convey. In no sense is the work pedagogical or theoretical. It is, on the contrary, a record of the impressions made on a traveler by a number of school systems and schools. The articles purported to cover the most progressive work which is being done in the most progressive schools.

Although the selection of successful schools was made only after a careful canva.s.s among the leading educators of the country, there are undoubtedly many instances, still at large, which are in every sense as worthy of commendation as any here recorded. This fact does not in any way vitiate the purpose of the original articles, which was to set down a statement of some educational successes in such a way that the lay reader, grasping the significance of these ventures, might see in them immediate possibilities for the schools in his locality.

Behind all of the chapters is the same idea--the idea of educating children--an idea which has taken firm hold of the progressive educators in every section of the community. The schoolmaster is breaking away from the traditions of his craft. He has laid aside the birch, the three "R's," the categorical imperative, and a host of other instruments invented by ancient pedagogical inquisitors, and with an open mind is going up and down the world seeking to reshape the schools in the interests of childhood. The task is Herculean, but the enthusiasm and energy which inspire his labors are sufficient to overcome even those obstacles which are apparently insurmountable.

INTRODUCTION

THE OLD EDUCATION

I The Critical Spirit and the Schools

"Everybody is doing it," said a high school princ.i.p.al the other day. "I look through the new books and I find it; it stands out prominently in technical as well as in popular magazines; even the educational papers are taking it up,--everybody seems to be whacking the schools. Yesterday I picked up a funny sheet on which there were four raps at the schools.

One in particular that I remember ran something like this,--

"'James,' said the teacher, 'if Thomas has three red apples and William has five yellow apples, how many apples have Thomas and William?'

"James looked despondent.

"'Don't you know?' queried the teacher, 'how much three plus five is?'

"'Oh, yes, ma'am, I know the answer, but the formula, ma'am,--it's the formula that appals me.'

"Probably nine-tenths of the people who read that story enjoyed it hugely," continued the schoolman, "and they enjoyed it because it struck a responsive chord in their memories. At one time or another in their school lives, they, too, bowed in dejection before the tyranny of formulas."

This criticism of school formulas is not confined to popular sources.

Prominent authorities in every field which comes in contact with the school are barbarous in their onslaughts. State and city superintendents, princ.i.p.als, teachers, parents, employers,--all have made contribution to the popular clamor. On every hand may be gleaned evidences of an unsatisfied critical spirit.

II Some Harsh Words from the Inside

The Commissioner of Education of New York State writes of the schools,--[1] "A child is worse off in a graded school than in an ungraded one, if the work of a grade is not capable of some specific valuation, and if each added grade does not provide some added power.

The first two grades run much to entertainment and amus.e.m.e.nt. The third and fourth grades repeat the work supposed to have been done in the first two. Too many unimportant and unrelated facts are taught. It is like the wearying orator who reels off stories only to amuse, seems incapable of choosing an incident to enforce a point, and makes no progress toward a logical conclusion.

"When but one-third of the children remain to the end of the elementary course, there is something the matter with the schools. When half of the men who are responsible for the business activities and who are guiding the political life of the country tell us that children from the elementary schools are not able to do definite things required in the world's real affairs, there is something the matter with the schools.

When work seeks workers, and young men and women are indifferent to it or do not know how to do it, there is something the matter with the schools.[2]

"There is a waste of time and productivity in all of the grades of the elementary schools."[3] "The things that are weighing down the schools are the multiplicity of studies which are only informatory, the prolongation of branches so as to require many text-books, and the prolixity of treatment and ill.u.s.tration that will accommodate psychological theory and sustain pedagogical methods which have some basis of reason, but which have been most ingeniously overdone."[4]

Former United States Commissioner of Education, E. E. Brown, is responsible for the statement that,--"With all that we have done to secure regular and continuous attendance at school, it is still a mark of distinction when any city is able to keep even one-half of the pupils who are enrolled in its schools until they have pa.s.sed even the seventh grade."[5]

Here is an ill.u.s.tration, from the pen of a widely known educational expert, of the character of educational facilities in the well-to-do suburb of an Eastern city. After describing two of the newer schools (1911) Prof. Ha.n.u.s continues,--"The Maple Avenue School is too small for its school population, without a suitable office for the princ.i.p.al or a common room for the teachers, and, of course, very inadequately equipped for the work it ought to do; it ought, therefore, to be remodeled and added to without delay. The Chestnut Street School is old, gloomy, crowded, badly ventilated, and badly heated, has steep and narrow stairways, and it would be dangerous in case of fire. There are fire escapes, to be sure, but the access to some of these, though apparently easy in a fire drill, might be seriously inadequate and dangerous in case of haste or panic due to a real fire. In such a building sustained good work by teachers and pupils is very difficult....

"The High School is miserably housed. It is dingy, badly lighted and badly ventilated. These defects const.i.tute a serious menace to the physical welfare of pupils and teachers and, of course, seriously interfere with good work. It is crowded. Intercommunication is devious and inconvenient. The building is quite unfit for high school uses. Some of the school furniture is very poor; the physical and chemical cla.s.srooms and laboratories are very unsatisfactory, and its biological laboratory and equipment scarcely less so. The a.s.sembly room is too small, badly arranged, and badly furnished. There are no toilet-rooms for the teachers, and there is no common room. There is no satisfactory or adequate lunch-room. The library is in crowded quarters; the princ.i.p.al's office s.p.a.ce is altogether too small, and his private office almost derisively so."[6]

Overwork in the school is said to be alarmingly prevalent. "It is generally recognized by physicians and educators to-day that many children in the schools are being seriously injured through nervous overstrain. Throughout the world there is a developing conviction that one of the most important duties of society is to determine how education may be carried on without depriving children of their health.

It is probable that we are not requiring too much work of our pupils, but they are not accomplis.h.i.+ng their tasks economically in respect to the expenditure of nervous energy. Some experiments made at home and abroad seem to indicate that children could accomplish as much intellectually, with far less dissipation of nervous energy, if they were in the schoolroom about one-half the time which they now spend there. German educators and physicians are convinced that a fundamental reform in this respect is needed. In fact, among school children we are learning the same lesson as among factory employees, viz., that high pressure and long hours are not economy but waste of time."[7]

The school has been rendered monotonous. "We have worked for system till the public schools have become machines. It has been insistently proclaimed that all children must do things the same way for so long a time, that many of us have actually come to believe it. Children unborn are predestined to work after the same fas.h.i.+on that their grandparents did."[8]

III A Word from Huxley and Spencer

These are typical of a host of similar criticisms of the schools which leading educators, men working within the school system, are directing against it. Out of the fullness of their experience they spread the conviction that the school often fails to prepare for life, that it frequently distorts more effectively than it builds. The thought is not new. Thomas Huxley asked, years ago, whether education should not be definitely related to life. He wrote,--"If there were no such things as industrial pursuits, a system of education which does nothing for the faculties of observation, which trains neither the eye nor the hand, and is compatible with utter ignorance of the commonest natural truths, might still be reasonably regarded as strangely imperfect. And when we consider that the instruction and training which are lacking are exactly those which are of most importance for the great ma.s.s of our population, the fault becomes almost a crime, the more so in that there is no practical difficulty in making good these defects."[9]

Approaching the matter from another side, Tyler puts a pertinent question in his "Growth and Education,--" "In the grammar grade is learning and mental discipline of chief importance to the girl, or is care of the body and physical exercise absolutely essential at this period? No one seems to know, and very few care. What would nature say?"[10]

Herbert Spencer answers Tyler's question in spirited fas.h.i.+on. "While many years are spent by a boy in gaining knowledge, of which the chief value is that it const.i.tutes 'the education of a gentleman;' and while many years are spent by a girl in those decorative acquirements which fit her for evening parties; not an hour is spent by either of them in preparation for that gravest of all responsibilities--the management of a family."[11] "For shoe-making or house-building, for the management of a s.h.i.+p or a locomotive-engine, a long apprentices.h.i.+p is needful. It is, then, that the unfolding of a human being in body and mind, may we superintend and regulate it with no preparation whatever?"[12]

One fact is self-evident,--the existence of a body of criticism and hostility is prima facia evidence of weakness on the part of the inst.i.tution criticised, particularly when the criticism comes strong and sharp from school-men themselves. The extent and severity of school criticism certainly bespeaks the careful consideration of those most interested in maintaining the efficiency of the school system.

IV Some Honest Facts

Let us face the facts honestly. If you include country schools, and they must be included in any discussion of American Education, the school mortality,--i. e., the children who drop out of school between the first and eighth years--is appalling. We may quarrel over percentages, but the dropping out is there.

The United States Commissioner of Education writes,--[13] "Of twenty-five million children of school age (5 to 18), less than twenty million are enrolled in schools of all kinds and grades, public and private; and the average daily attendance does not exceed fourteen million, for an average school term of less than 8 months of 20 days each. The average daily attendance of those enrolled in the public schools is only 113 days in the year, less than 5-3/4 months. The average attendance of the entire school population is only 80-1/2 days, or 4 months of 20 days each. a.s.suming that this rate of attendance shall continue through the 13 school years (5 to 18), the average amount of schooling received by each child of the school population will be 1,046 days, or a little more than 5 years of 10 school months. This bureau has no reliable statistics on the subject, but it is quite probable that less than half the children of the country finish successfully more than the first 6 grades; only about one-fourth of the children ever enter high school; and less than 8 in every 100 do the full 4 years of high school work. Fewer than 5 in 100 receive any education above the high school."

Taking this dropping out into consideration, it is probable that the majority of children who enter American schools receive no more education than will enable them to read clumsily, to write badly, to spell wretchedly, and to do the simplest mathematical problems (addition, subtraction, etc.) with difficulty. In any real sense of the word, they are neither educated nor cultured.

Judge Draper, Superintendent of Public Instruction in New York State, writes,--[14] "We cannot exculpate the schools. They are as wasteful of child life as are the homes. From the bottom to the top of the American educational system we take little account of the time of the child....

We have eight or nine elementary grades for work which would be done in six if we were working mainly for productivity and power. We have shaped our secondary schools so that they confuse the thinking of youth and break the equilibrium between education and vocations, and people and industries.... In the graded elementary schools of the State of New York, less than half of the children remain to the end of the course.

They do not start early enough. They do not attend regularly enough. The course is too full of mere pedagogical method, exploitation and ill.u.s.tration, if not of kinds and cla.s.ses of work. The terms are too short and the vacations too long.... More than half of the children drop out by the time they are fourteen or fifteen, the limits of the compulsory attendance age, because the work of the schools is behind the age of the pupils, and we do not teach them the things which lead them and their parents to think it will be worth their while to remain."

Observe that Judge Draper writes of the graded schools only. Could you conceive of a more stinging rebuke to an inst.i.tution from a man who is making it his business to know its innermost workings?

These statements refer, not to the small percentage of children who go to high school, but to that great ma.s.s of children who leave the school at, or before, fourteen years of age. If you do not believe them, go among working children and find out what their intellectual qualifications really are.

One fact must be clearly borne in mind,--the school system is a social inst.i.tution. In the schools are the people's children. Public taxes provide the funds for public education. Perhaps no great inst.i.tution is more generally a part of community interest and experience than the public school system.

The most surprising thing about the school figures is the overwhelming proportion of students in the elementary grades--17,050,441 of the 18,207,803. If you draw three lines, the first representing the number of children in the elementary schools, the second showing the number in the high school, and the third the number of students in colleges, professional and normal schools, the contrast is astonis.h.i.+ng.