On the Firing Line in Education

orks, North Dakota, January 24, 1911, and printed

se, 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 inc

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

oubtless that of "Let well enough alone," or "Hands off." Now, Mr. Chairman, while this feeling clearly betokens a general confidence in the man

The individual who has earned this picturesque title, I care not whether in the halls of Congress or in the ranks of the ed

ivilization never stands still. The most dangerous attitude of mind that a man can hold is that of co

m, 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 endor

lub; 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

ciple of free, intelligent discussion and hearty, generous co-operation, each trying to outdo the other in loyalty and g

ell 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 in

ic 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

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.

hey 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 forg

factorily 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

ich 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 o

e of retardation. And the remedy for the major portion of this cause is

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 foun

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 l

w 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 we

ike the old maid sister telling the mother of half a dozen lusty boys how to bring them up because, in addition to spending

er 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

cognized 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 f

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 no

en 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 int

portant 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 d

y 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 co

olumn 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 ch