IMPROVEMENTS IN OUR PUBLIC SCHOOLS
A Paper read before the Commercial Club of Grand Forks, North Dakota, January 24, 1911, and printed in the Grand Forks "Daily Herald," January 29, 1911
In accepting an invitation to speak upon the topic assigned, "Improvements in Our Public Schools," I come not as a hostile critic, not even as an impartial observer viewing and commenting upon something belonging to another. Rather, I come as a sympathetic friend to talk about an institution in which I am vitally interested and of whose good work I am proud. Indeed, I am to discuss a great business industry, if you please, in which you and I are joint stockholders and for whose success we are alike responsible. And, too, I have been for so many years a teacher and so closely connected with educational work that I feel akin to every other man and woman engaged in that occupation. Knowing how easy it is to make mistakes and thus fall short of attaining our high ideals in this most trying and most difficult work, I am temperamentally inclined to magnify the difficulties and to overlook the shortcomings of educational workers. To be sure, in speaking upon "Improvements," I am admitting that improvements are possible. But the best friend of a person or an institution is one who talks frankly and honestly, admitting weaknesses, if such there be, and suggesting assistance. Such an attitude can not well be interpreted as a criticism either of men or mesures.
A gentleman met me on the street a day or two ago and said, "I understand that you are going to find fault with our schools next Tuesday night. What for? I want you to understand that our schools are all right. Let well enough alone." A few days ago one of the local papers said of the schools, "The public schools of Grand Forks are recognized as the finest in the Northwest and the school system is up-to-date in every respect."
And that idea seems to be chronic. Such expressions are common in our papers and from many of our people. The impression sought to be given is doubtless that of "Let well enough alone," or "Hands off." Now, Mr. Chairman, while this feeling clearly betokens a general confidence in the management of the schools of which those directly in charge may well take pride, nevertheless, it is not an altogether healthy condition of affairs.
While I believe in a wise conservatism as against an unthinking radicalism, I am in no sense of the term a "stand-patter." The individual who has earned this picturesque title, I care not whether in the halls of Congress or in the ranks of the educators, is a foe to progress. A "stand-patter" is such because he is in a rut and either too lazy or too corrupt to get out.
Things ought not to remain long as they are in any business, in any enterprise, in any institution. Civilization never stands still. The most dangerous attitude of mind that a man can hold is that of complacency, that of perfect satisfaction with things as they are. The good is always a foe to the best.
No, gentlemen, our schools are not "up-to-date in every respect," not altogether the "finest" in the great Northwest. The Northwest, you know, is a pretty big place and has some pretty enterprising towns. But no individual town has, in all respects, the finest schools in the Northwest, or in any other place. Our schools are, like those of other cities, just a good strong average. Like every other system, it contains some good teachers and some not so good; some up-to-date methods of instruction are being used and some which should be improved; some features there are to be strongly commended and some, doubtless, that should be discontinued. And more than this, gentlemen, you have no right to demand, or expect, from your Superintendent and your Board of Education. They will be the very first to endorse all that I have admitted above. Indeed, that they do not hold that exaggerated opinion is clearly apparent from the fact that they are even now considering improvements. And may the day never dawn when we shall see no needed improvements for our public schools! Should such a time come, it would simply mean that in matters educational our eyes have become dimmed and that we are rapidly falling behind.
Had the men of this city been "stand-patters" touching the city, Grand Forks would not be to-day what it is—the surprise and the admiration of every intelligent visitor. Were you men here to-night, in your civic relationship, "stand-patters," the promise of the future would be less bright than it is. During my early connection with Grand Forks I often wondered as to the secret of its enterprise. I was not long in discovering, however, that it was found in the spirit of this Commercial Club; a spirit, it is, of hope, of civic pride, of optimism, yet a spirit of almost divine discontent. You have all the time been proud of your city, but yet not satisfied with it; not satisfied, because you saw visions of a finer city into which yours might grow. Your city was not up-to-date—to help make it so you needed a street railway system; what did you do? Worked for it and—got it. Not yet up-to-date? A great auditorium was needed; you put your hand into your hip-pocket and lo! it arises in, what was it, thirty days? The goal not even yet in sight? No, because better pavement was imperative—and it came. Still something lacking? An up-to-date street lighting system—you put some of your men to work on it and it is now our pride and our neighbors' despair. And so I might go on, I do not need to. Only let me say that it will be a sad day for Grand Forks when we shall think that we have really reached the goal—when there is not something toward which we are striving.
I am glad that, in this same spirit, you have now turned your gaze to the school house. Let us apply there the same principle of free, intelligent discussion and hearty, generous co-operation, each trying to outdo the other in loyalty and generous support, hoping, eventually, to make our schools the "finest in the Northwest," and "up-to-date in every respect."
But this is a pretty big subject for treatment in an after-dinner talk of from 15 to 20 minutes. It involves so much, embracing within its scope, as it may, everything from finance to theology. The very function of the school, in the large, might well be considered under such a topic, and scores of details. I might well talk upon the education of teachers as I do before my classes, or upon educational psychology—vital subjects all, but scarcely appropriate here. It is, indeed, a large and interesting subject, lots of places to catch hold. Manifestly, I can treat it only superficially. All that I can do is merely in the line of suggestion, trying to direct your attention to some of the general features, somewhat objective in character.
The first suggestion I have to make is along this very line—the greatness, the many-sidedness of the educational problem and the need of general community intelligence in regard to it. Indeed, there are many aspects of the school work, countless number of details touching books, courses of study, immediate and remote ends, as well as the larger philosophical bases, in which the public is deeply interested but imperfectly informed. Many a parent is ignorant as to what the schools are trying to do, and why? Not comprehending the end in view, unintelligent as to the means being used, and with little time or ability to investigate, friction often arises. The public and its educational system, the homes and the schools, the teachers and the parents, should in some way be brought closer together and an opportunity given for their mutual understanding. There are various ways in which this opportunity is given in different places: thru mothers' meetings, in some; thru home and school societies, in others; thru the establishment of what some call "visiting days," in others, etc. Great good is sure to result from a systematic use of any one of them.
But we in Grand Forks are a very busy people; clubs and societies without number claim our attention and secure our membership; public meetings for the discussion of charities, health, morals, foods, etc., saying nothing about church and social demands, are already taking us too often from homes in the evening, so that I hesitate to suggest another such activity even in the interests of so important a matter as the public schools. But believing very firmly as I do that the largest success of our schools can be secured only thru a cordial co-operation of the homes and the schools, and believing also that this co-operation rests upon intelligence as to the aims of the schools and the means that are being used, I am going to suggest a way of meeting the difficulty—namely, the utilization of another educational agency of large influence and philanthropic spirit—I refer to the Press. It is not my purpose to present here an extended eulogy of the Press. That is not necessary. You all know what a mighty factor it is in shaping public opinion. I merely call attention to the fact that it is an educational institution; that it appeals not, as do the schools, to the children, but to the parents of the children: and then that in Grand Forks it goes into almost every home in the city. I suggest that this agency be used to bring about a frank, open discussion, and therefore a better understanding, of the function and the work of our public schools—local, state, and national. For our people, in addition to being busy, are both intelligent and enterprising. They know the value of the Press. They are great readers. I have been surprised, again and again, at the large circulation enjoyed by both our enterprising dailies. I have also been surprised to know how closely all our people keep in touch with local happenings chronicled there. An educational column in one or both of the local papers in which the work of the schools, from taxation to lead pencils, could be discust, would be an innovation of great value. An open forum, so to speak, it might be, in which questions could be asked and answered, and also contributions made from the larger field of educational effort. Of course I do not suggest this as a place for the airing of personal feelings, of petty details, of minor matters, rather, an opportunity for discussing with and for an intelligent and enquiring people great educational questions, fundamental principles, and broad, humanitarian policies. All such matters, because fundamental in the development of civilization and because of universal interest, should and could be handled with frank simplicity. Such a discussion, constructive in character, could not fail of doing great good—of being very helpful to teachers and parents alike.
Another suggestion that I want to make and an improvement that I am going to urge touches very closely the matter of efficiency of systems of education. Now, the efficiency of an educational institution or of a system of schools is often mesured by the success of those completing its course of study—of those profiting, to the full, by all that it offers. That is the point of view taken by those people who so greatly praise the work of the old district school of our boyhood days, "back East." They point to this man and that one, men who have achieved eminent success, whose only "schooling," perhaps, was received in the "little red school house" and therefore claim that it was a great institution for the making of men. But therein lurks a fallacy. Great men have issued from the "little red school house," it is true, but they became great not because of, but in spite of, the fact that the school house was "little" and was "red." In pointing to such men as these, as products, they forget the great silent multitude of boys and girls who were in the same "little red school house" but who were never heard of after they emerged. The pathetic feature of the old district school was the great number of children who fell by the wayside. And so, to-day, no educational institution should be rated as to efficiency by considering the success merely of those completing its courses. To form a correct estimate we must consider as well all those who entered and dropt out before completion.
No system of schools is really efficient in which any considerable percentage of the children drop out before completing the elementary course of study. No system of schools is satisfactorily efficient which is so managed as to require, or even allow, any considerable percentage of the children to repeat grades, that is, to fail of promotion, making it necessary to go over the work the second time. Or, to put it in other words, in which any considerable percentage of the children are doing work in grades lower than their ages would suggest.
This is the matter of retardation of which we are hearing so much in these days, and in regard to which Grand Forks, as well as other cities, suffers. In my judgment, there are two main causes of retardation: poor teaching and physical defects of the children. There are two ways by which satisfactory teaching can be secured: in the first place, by securing the best teachers available, and this, I am very sure, our Board of Education and our superintendent always try to do. In the second place, by improving the quality of work thus secured thru expert supervision on the part of the superintendent and the principals of the various schools. And this I am sure is not done to the extent that it might be were matters differently arranged. If another suggestion that I shall make later on is adopted, however, provision will be made for this improvement.
Physical defects on the part of the children I named as the second cause of retardation. And the remedy for the major portion of this cause is found in my next suggestion—medical inspection of our school children.
Estimating the conditions in Grand Forks on the basis of what has been discovered in many other places in which medical inspection is in operation, from 25% to 80% of the children in our schools are suffering from physical defects of some sort that interfere, to a greater or less degree, with the work of the school. There is no doubt in the minds of well-informed people that here is found a very fruitful cause of retardation, as seen both in grade-failure and in early dropping out of school. And very many of these defects are removable and, therefore, the retardation preventable.
Now, the only seemingly valid reason that I have ever heard urged against the employment of the school physician is that of expense. It does cost something, I'll admit. All good things do. The necessary expense, however, is often overestimated. But let us see if we are not, even in hesitating at the expense, whatever it may be, wholly illogical. The city assumes the duty of educating the young, but if many of the young are not in a condition to receive that education, should we not logically see that the hindrances are removed? We enact compulsory attendance laws; should we not, where necessary, make it possible for the physically defective as well as others, to profit by such attendance? Otherwise, are we not wasting money?
I have mentioned the expense, but there are two ways of looking at that. I am now going to advocate medical inspection as an economic mesure—as a money saver. Every child who repeats a grade is costing the city more than it should for its education. That is clearly apparent. How much that amounts to, in the aggregate, in Grand Forks, I do not know. But it is probably no small item. I have no doubt that, in the long run, the saving would pay the school physician. And then we should be clearly ahead in all the years saved by the various children, as well as the greater happiness and usefulness directly resulting from the improved situation. On the whole, it seems to me and to many others with whom I have talked that the next step forward that we should ask our Board of Education to take is the adoption of medical inspection.
Another phase of the subject to which I desire to call your attention is that of the superintendency. And it isn't exactly like the old maid sister telling the mother of half a dozen lusty boys how to bring them up because, in addition to spending years in the study and teaching of educational matters, I have occupied the superintendent's office and tried to do his work.
Historically, the superintendent of schools represents a development from the Board of Education, not from the teaching body. Originally, he was looked upon as the business manager of the Board, rather than an educator by profession. Quite specifically, he was, at first, often one of the regularly elected members of the Board, designated by the Board to attend to the details of the work, to keep the educational machine properly oiled, his selection seldom being dictated by any particular qualification of a professional character.
But in this matter of education as in other matters, great changes have arisen. In those days teaching was not looked upon as a profession. It was merely a calling, a trade, a temporary activity requiring no special preparation. Anybody could teach and could teach any subject. Education was not recognized as a science. The function of the school was merely to give knowledge and it was not looked upon, as to-day, as a great social institution, largely responsible for the welfare of society and even for the stability of government. And as touching the child, not interesting itself with the formation of right habits of action, with the development of character, in a word, so handling the child and his environment as to bring about both the normal development of his inner life and the adequate shaping and preparing of that life to satisfy the demands that will later be met. Not at all.
But great changes have arisen. Education has become a science, and its activities, its processes, are being based upon definite scientific principles. We are to-day demanding a professional preparation of all our teachers. We require them to know something about the child mind and the laws of its development. We expect them to know why they teach this subject and that, that is, the educational values of the various subjects, and the best manner of administering this educational food. Education, I say, is now looked upon as a science, closely allied to and continually assisted by its sister science of sociology, definitely based upon and springing out of the sciences of psychology and physiology, and even having its roots deep down in the sub-soil of biology.
Together with this change of thought as to the function and work of the school, there has been a corresponding change as to the superintendent and his work. While we are not completely emancipated from the old rule of cut and try, from the old mechanical routine, the country as a whole has taken some long strides in advance. While some boards of education still look upon their superintendent as a chore boy, that idea has, on the whole, long since been abandoned. And the best educational thought of the country to-day regards the superintendent primarily as an educator, having to do with the inner, rather than the outer, phases of the school's activities. And our most progressive centers are looking upon him as a specialist, an educational expert, and demanding in him an educational and a professional equipment commensurate with the larger, more difficult, and most important work. He must be intimately acquainted with the sciences most closely related to his own and capable of drawing upon all the others for contributory assistance. And then, in carrying out the thought of this larger view and so shaping matters of detail as to profit by the superb equipment provided in the new superintendent, he has been freed from the routine work formerly done by him, thus giving the opportunity of studying the local problems and planning their solution.
Now for my definite suggestion. It has taken me a long time to get to it, but I believe it is worth the time. I want you to look upon the superintendency of your schools as the largest, the most difficult, and most important position within the bestowal of the city. The mayor's job doesn't begin to compare with it. And then after you have so rated the position, I want you to free the man who holds it from all hack-work, from the details of business management, from anything and everything that now prevents him from making a careful, scientific, investigative study of fundamental educational problems that confront him right here in Grand Forks.
And what are some of those problems, do you ask? Superintendent Kelly could doubtless name a score of them that he is waiting to get at but can not for want of time. Let me suggest a few that are confronting our superintendents all over the land. Nor can I do more than mention them. I name first this matter of retardation of which I have already spoken. Why is it that so many children fail of promotion and so have to repeat grades, thus adding to the expense of the schools? It no longer satisfies to say, "Because they do not study"—the question is, "Why do they not study?" Is it the fault of the child, the home, or the school? And, whosoever it is, how can the difficulty be removed? You would not in your business suffer a daily loss thru unnecessary friction—thru the unsatisfactory working of your machinery. You demand the largest and best output possible for the money expended. Why not the same in the biggest business enterprise of the city—your schools? But to prevent the friction, you must know the cause. I want the superintendent to have time to investigate these matters. All this applies as well to those who drop out before completing the course as to those merely repeating a grade. An analogous question: Why do so few, relatively, of the graduates of the eighth grade enter the high school? And why do so few of those who enter complete the course? Again, is it because they can see no real connection between the work of the high school and the work of life—because it doesn't seem to fit them for anything? These things should be investigated and, when reasons are found, the remedy applied. We should know the facts. But all these matters take time, and the days are only so long and a man's strength always limited. Exhausted by hack-work, no man can do constructive thinking. And so we go on in our waste of money and energy and life. The waste of soil, the waste of tools, in our farming communities, doesn't compare with this waste in seriousness. Let us adopt the principles of scientific conservation.
And now, in keeping with the topic given me to discuss, "Improvement in Our Public Schools," I have given three quite definite suggestions: In the first place, I have recommended the utilization of the Press as an agent of improvement. That is, I have asked that there be established in one or both of your daily papers an educational column in charge of some competent person thru which the public could become better informed on school matters and thus able to co-operate more intelligently in the upbuilding of the schools. In the second place, I have urged that mesures be taken looking toward the adoption of regular and systematic medical inspection of all school children. And lastly, I have urged you to look upon your superintendent of schools as an educational expert rather than a business man. And, regarding him as such, I have asked you to free him from the petty details of office work and all mechanical drudgery so that his training and his abilities could be used for educational betterment.