Civics And Education

The second requisite for educational systems, if our investments are to endure, is practical instruction in civics and constitutional government. Certain very commendable work is being done along these lines by groups interested in Americanization. In many instances to-day the child of the immigrant is better informed on American government than is the child of the well-to-do. All, however, are lacking in instruction regarding government.

Much has already been written as to whether our country was ever intended to be a democracy or a republic; that is, whether we were supposed to have direct government or government through representation. Writers claim that there are only three forms of government; a monarchy, a republic, and a democracy and that our forefathers intended that the United States should be a republic. Certainly if this is so the present talk about democracy with its referendums and the like is very far from our forefathers' original intentions. Probably not 5 per cent. of our school children of to-day could describe the difference between these three forms of government, and yet this difference is absolutely fundamental.

The teaching of civics does not mean a parrotlike memorization of the provisions of the Constitution. Rather, it means familiarity with both the spirit and text of our organic law with a certain knowledge of history. Furthermore, this history should be taught along the lines of Wells' Outline of History rather than in the form of facts and dates. All subjects should be taught with the primary purpose of having the student form high motives. This can be done only by showing him the fatal results which come from indolence, extravagance, dishonesty, licentiousness, and indifference and to the good results which come from industry, thrift, integrity, purity, and uprightness. Every study gives an opportunity of emphasizing this fundamental fact, but probably no subjects give a better opportunity than do history and constitutional government.

When no instruction was given in government, all men were equally ignorant and it was natural that all men should be given the vote irrespective of their knowledge. A continuation of this principle, however, means ultimate downfall for any government. Equal and universal suffrage is something to aim for, but as at present directed, it is not successful. The idea that every man and woman should be allowed to vote on government problems of which they know nothing is absolutely wrong. As we may never be able to take away the universal vote, the only alternative is to educate all along the lines of constitutional government and history in order that they may exercise the vote sanely. The time to help people along these lines is during the plastic time of youth. Primary schools can teach patriotism and our secondary schools can teach the understanding of and love for country which should be with religion a great motive power.

Economics And Education

Economic study is the third essential to an educational system which will insure enduring investments. To-day when so many industrial problems are facing our country, it is of prime importance to the welfare of all that each citizen should have a sound elementary knowledge of economics. Economics is not a science like mathematics; but there are certain definite economic laws which have been manifested and verified by human experience. These laws are now being taught to the very small percentage of people who graduate from colleges; but the larger percentage who enjoy only a grammar school or high school education go out into the world with no knowledge of economics. Statistics suggest that at least 95 per cent. of our people have no information as to these fundamental economic laws, although their entire welfare is dependent thereon. In reality, the situation is worse than this because a large proportion of this 95 per cent. are being taught unsound economics by soap-box orators and irresponsible agitators.

The wage worker is fundamentally well inten-tioned. He is actuated by the same human motives as actuate employers. The man who has nothing is intrinsically as honest as the man who has much. The difficulty is that the agitator or the man who has nothing has been led astray. He has been filled with false ideas. He has been told that water can be made to run up hill by votes of Congress; that there is no relation between supply and demand; and that the real reason for his poverty is because we are sending goods to foreign lands when they should be consumed here at home. He is taught that the charge of interest on borrowed money is a crime; that government insists simply on the protection of property and that the way to get increased wages is to restrict production. These, of course, are fundamental vital errors. Yet, can we blame the great mass of people for believing them when they have been taught nothing different? Hence, it is evident that the third essential of a worth while educational system is instruction in economics.