Cox—The Man

by Roger Ward Babson

Education

James M. Cox is an ardent advocate of education. He believes that the chief function of government is to protect men in their freedom of effort and rights of ownership and that other things must be left largely to the church and the schools. He believes that it is impossible to make men honest by legislation and only as men’s hearts are changed can legislation be of any avail. He is especially interested in the education of the great mass of aliens, negroes and others in this country who have been attracted here by various causes. Concerning this he says:

“Unrest has been reinforced in no small degree by the great mass of unassimilated aliens. Attracted by an unprecedented demand for labor, they have come to our shores by the thousands. As they have become acquainted with the customs and opportunities of American life, thousands of them have become citizens, and are owners of their own homes. However, the work of assimilation too long was merely automatic. One million six hundred thousand foreign-born in this country cannot read or write our language. Our interest in them in the main has been simply as laborers assembled in the great trade centers, to meet the demand of the hour. Without home or community ties, many have been more or less nomadic, creating the problem of excessive turn-over, which has perplexed manufacturing plants.

“But this has not been the worst phase of the situation; unfamiliar with law, having no understanding of the principles of our Government, they have fallen an easy prey to unpatriotic and designing persons. Public opinion has had no influence upon them because they have been isolated from the current of opinion, all due to their not being able to read or write our language. It is the duty of the Federal Government to stimulate the work of Americanization on the part of church, school community agencies, State governments and industry itself.

“In the past, many industries that have suffered from chronic restlessness have been the chief contributors to their own troubles. The foreigner with European standards of living was welcomed, but too often no attempt was made to educate him to domestic ideals, for the simple reason that it adversely affected the ledger. It has been my observation that the man who learns our language yields to a controlling public opinion and respects our laws; besides, in proportion as his devotion to American life develops, his interest in the impulsive processes of revolution diminishes. We must be patient in the work of assimilation and studiously avoid oppressive measures in the face of mere evidence of misunderstanding. We have a composite nation. The Almighty doubtless intended it to be such. We will not, however, develop patriotism unless we demonstrate the difference between despotism and democracy.

“There must be an awakened interest in education. The assumption that things are all right is an error. There is more or less of a general idea that because our school system generally is satisfactory and in most instances excellent, sufficient progress is being made. The plain facts reveal two startling things: one, a growing decimation in the ranks of teachers, and the other, the existence of 5,500,000 illiterates. It is true that 1,600,000 of these are foreign born. The army of instructors has been more or less demoralized thru financial temptation from other activities which pay much better. We owe too much to the next generation to be remiss in this matter.

“Very satisfactory progress is being made in several States in the teaching of native-born illiterates. The moonlight school in Kentucky, has, in fact, become a historic institution. The practice has spread in other Commonwealths, and bands of noble men and women are rendering great service. There should be no encroachment by the Federal Government on local control. It is the healthful, reasonable individualism of American national life that has enabled the citizens of this republic to think for themselves, and, besides, State and community initiative would be impaired by anything approaching dependence. The Central Government, however, can inventory the possibilities of progressive education, and in helpful manner create an enlarged public interest in this subject.”