On the Firing Line in Education | Page 9

had
at heart the good of his people. He believed that education could be a
very important factor in their upbuilding, and at once put into effect a
progressive program. His people were greatly bettered and his duchy
became a fine object lesson for other German States. But Duke Ernest
died. And his educational reforms, not springing from the people
themselves, followed him not long after.
A few years ago President Diaz, Mexico's benevolent despot of nearly
half a century, died. And his people, never having been taught how to
rule themselves nor practised in the art, went to pieces.
Democracy is slow but she is apt to be sure. Her action in educational
matters is often provokingly dilatory, but she holds what she gains and
thus continues to progress. She does not take a step forward until she is
sure of her ground, but then she stands firm. Her actions are the results
of deliberate thought based on adequate data gathered from actual
experiments and not to be shaken. Democracy would not give up

universal education nor take one step backward in the matter of
compulsory attendance to secure it. She would not part with her
elementary normal schools for anything in the world. And when once
she sees her duty clear she will add to her school workers, in every
community, the physician, the nurse, and the playground director. She
will do it and, quickly noting improvements, soon wonder why she had
not done it long before.
Since so much emphasis has been placed on the conservative nature of
Democracy and on its consequent slowness of action, a word should be
added as to its possibilities in emergency. Tho we were slow in
entering the Great War, once our duty was clear we acted with a
promptness, a unanimity, and an efficiency that surprised both friend
and foe, giving heart to the one and consternation to the other. Tho a
democracy, we invested our chief executive with a power and an
authority beyond that possest by any monarch in the world.
So let us not be discouraged. The situation is not as bad as it might be.
Our fundamental principles are sound. We are working along right lines
and accomplishing good results. Our shortcomings, our weaknesses,
our failures, if you wish to call them such, are seen only when our
record is compared with a perfect score. The schools have not yet
attained to 100 per cent efficiency; that is, the country over. Here and
there, under the favorable conditions of an intelligent citizenry willing
to follow expert leadership even to the extent of providing adequate
funds, are schools and departments of schools of approximately 100 per
cent efficiency. And these, as Democracy's experiments, assure us of
other advance steps. They are object lessons. Thus Democracy always
advances.
Finally, what shall we say? What shall we do? Not to "redeem"
ourselves, oh, no! not that! but to approximate the 100 per cent
efficiency all along the line? What? Why, knowing that we are headed
aright, keep steadily forward with our eyes on the goal, refusing to be
stampeded by the unthinking critic of whom Democracy always has a
plenty. Take courage! Speed up!

I
ON THE FIRING LINE IN EDUCATION
President's Address delivered at the Annual Banquet of the Fortnightly
Club, Grand Forks, North Dakota, June 4, 1917
The plan of the military campaign is worked out in the quiet, away
back in the rear, sometimes at considerable distance from the place of
actual hostilities. It is worked out quietly, usually slowly, and attracts
but little attention. But when worked out and ready to be put into
operation, the plan is taken forward and activities begin. Supplies are
gotten ready, men stationed, guns loaded, the firing line is formed.
Here is where the battle is to be fought, where an attempt is to be made
to carry out the plans formed in the quiet, back there in the rear.
Activity characterizes the scene. Advances are being made, new things
being done. Every effort is put forth to realize the plans.
It is not different in education. In the quiet of the laboratories and the
study, thoughtful men consider conditions, form plans, and develop
theories of educational betterment that have to be tried out, out in the
open. A firing line has to be formed, a place where new things are to be
done different from the regular conventional activities. The humdrum,
prosaic, traditional, everyday work goes on, in the main, all around but
at these points where some advances are being tried, a new and it is
hoped better program tested. All eyes are centered, all minds eager. The
analogy is not inapt.
It is my purpose to discuss briefly some of the things that are
happening on our educational