Large families among migratory agricultural laborers in our own country are likewise brought into existence in response to an industrial demand. The enforcement of the child labor laws and the extension of their restrictions are therefore an urgent necessity, not so much, as some of our child-labor authorities believe, to enable these children to go to school, as to prevent the recruiting of our next generation from the least intelligent and most unskilled classes in the community. As long as we officially encourage and countenance the production of large families, the evils of child labor will confront us. On the other hand, the prohibition of child labor may help, as in the case of English factories, in the decline of the birth rate.
UNCONTROLLED BREEDING AND CHILD LABOR GO HAND IN HAND. And to-day when we are confronted with the evils of the latter, in the form of widespread illiteracy and defect, we should seek causes more deeply rooted than the enslavement of children. The cost to society is incalculable, as the National Child Labor Committee points out. "It is not only through the lowered power, the stunting and the moral degeneration of its individual members, but in actual expense, through the necessary provision for the human junk, created by premature employment, in poor-houses, hospitals, police and courts, jails and by charitable organizations."
To-day we are paying for the folly of the over-production—and its consequences in permanent injury to plastic childhood—of yesterday. To-morrow, we shall be forced to pay for our ruthless disregard of our surplus children of to-day. The child-laborer of one or two decades ago has become the shifting laborer of to-day, stunted, underfed, illiterate, unskilled, unorganized and unorganizable. "He is the last person to be hired and the first to be fired." Boys and girls under fourteen years of age are no longer permitted to work in factories, mills, canneries and establishments whose products are to be shipped out of the particular state, and children under sixteen can no longer work in mines and quarries. But this affects only one quarter of our army of child labor—work in local industries, stores, and farms, homework in dark and unsanitary tenements is still permitted. Children work in "homes" on artificial flowers, finishing shoddy garments, sewing their very life's blood and that of the race into tawdry clothes and gewgaws that are the most unanswerable comments upon our vaunted "civilization." And to-day, we must not forget, the child-laborer of yesterday is becoming the father or the mother of the child-laborer of to-morrow.
"Any nation that works its women is damned," once wrote Woods Hutchinson. The nation that works its children, one is tempted to add, is committing suicide. Loud-mouthed defenders of American democracy pay no attention to the strange fact that, although "the average education among all American adults is only the sixth grade," every one of these adults has an equal power at the polls. The American nation, with all its worship of efficiency and thrift, complacently forgets that "every child defective in body, education or character is a charge upon the community," as Herbert Hoover declared in an address before the American Child Hygiene Association (October, 1920): "The nation as a whole," he added, "has the obligation of such measures toward its children... as will yield to them an equal opportunity at their start in life. If we could grapple with the whole child situation for one generation, our public health, our economic efficiency, the moral character, sanity and stability of our people would advance three generations in one."
The great irrefutable fact that is ignored or neglected is that the American nation officially places a low value upon the lives of its children. The brutal truth is that CHILDREN ARE CHEAP. When over-production in this field is curtailed by voluntary restriction, when the birth rate among the working classes takes a sharp decline, the value of children will rise. Then only will the infant mortality rate decline, and child labor vanish.
Investigations of child labor emphasize its evils by pointing out that these children are kept out of school, and that they miss the advantages of American public school education. They express the current confidence in compulsory education and the magical benefits to be derived from the public school. But we need to qualify our faith in education, and particularly our faith in the American public school. Educators are just beginning to wake up to the dangers inherent in the attempt to teach the brightest child and the mentally defective child at the same time. They are beginning to test the possibilities of a "vertical" classification as well as a "horizontal" one. That is, each class must be divided into what are termed Gifted, Bright, Average, Dull, Normal, and Defective. In the past the helter-skelter crowding and over-crowding together of all classes of children of approximately the same age, produced only a dull leveling to mediocrity.(6)
An investigation of forty schools in New York City, typical of hundreds of others, reveals deplorable conditions of overcrowding and lack of sanitation.(7) The worst conditions are to be found in locations the most densely populated. Thus of Public School No. 51, located almost in the center of the notorious "Hell's Kitchen" section, we read: "The play space which is provided is a mockery of the worst kind. The basement play-room is dark, damp, poorly lighted, poorly ventilated, foul smelling, unclean, and wholly unfit for children for purposes of play. The drainpipes from the roof have decayed to such a degree that in some instances as little as a quarter of the pipe remains. On rainy days, water enters the classrooms, hallways, corridors, and is thrown against windows because the pipes have rotted away. The narrow stairways and halls are similar to those of jails and dungeons of a century ago. The classrooms are poorly lighted, inadequately equipped, and in some cases so small that the desks of pupils and teachers occupy almost all of the floor-space."
Another school, located a short distance from Fifth Avenue, the "wealthiest street in the world," is described as an "old shell of a structure, erected decades ago as a modern school building. Nearly two thousand children are crowded into class-rooms having a total seating capacity of scarcely one thousand. Narrow doorways, intricate hallways and antiquated stairways, dark and precipitous, keep ever alive the danger of disaster from fire or panic. Only the eternal vigilance of exceptional supervision has served to lessen the fear of such a catastrophe. Artificial light is necessary, even on the brightest days, in many of the class-rooms. In most of the classrooms, it is always necessary when the sky is slightly overcast." There is no ventilating system.
In the crowded East Side section conditions are reported to be no better. The Public Education Association's report on Public School No. 130 points out that the site at the corner of Hester and Baxter Streets was purchased by the city years ago as a school site, but that there has been so much "tweedledeeing and tweedleduming" that the new building which is to replace the old, has not even yet been planned! Meanwhile, year after year, thousands of children are compelled to study daily in dark and dingy class-rooms. "Artificial light is continually necessary," declares the report. "The ventilation is extremely poor. The fire hazard is naturally great. There are no rest-rooms whatever for the teachers." Other schools in the neighborhood reveal conditions even worse. In two of them, for example; "In accordance with the requirements of the syllabus in hygiene in the schools, the vision of the children is regularly tested. In a recent test of this character, it was found in Public School 108, the rate of defective vision in the various grades ranged from 50 to 64 per cent.! In Public School 106, the rate ranged from 43 to 94 per cent.!"
The conditions, we are assured, are no exceptions to the rule of public schools in New York, where the fatal effects of overcrowding in education may be observed in their most sinister but significant aspects.