On the Firing Line in Education | Page 5

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