On the Firing Line in Education

by Adoniram Judson Ladd

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.