Community Civics and Rural Life Part 39

... farm homes have been saved from destruction by fire because of prompt help secured by word over the telephone; ... valuable animals have been saved through the early arrival of the veterinarian who was summoned by 'phone. ... Many an itinerant sharper's plans have been frustrated. ... The sharper in disgust turns to other fields where there are no telephones over which to notify his prospective victims of his game.

Business appointments, social appointments, discussions of social and church plans, to say nothing of the mere friendly exchange of greeting over the telephone have probably compensated every owner of a rural telephone many times over for the expense of it, if all business advantages were ignored.

... At some seasons of the year the general summons to the 'phone gives notice that central is ready to report the weather bureau's prognostication for the following day. ...

[Footnote: "Rural Conveniences," by H. E. Van Norman, in the ANNALS of the American Academy of Political and Social Science, March, 1912]

The cost of this important aid to community life has been reduced to a small amount in many rural districts by the organization of local cooperative telephone companies.

Ask at home, or have committee interview postmaster:

How is the postmaster in your post-office chosen? Are all postmasters chosen in the same way?

What are first-cla.s.s, second-cla.s.s, third-cla.s.s, and fourth-cla.s.s post-offices?

How are rural mail-carriers chosen?

What is a "star mail route," and how does it differ from an ordinary rural route? Are there any "star routes" in your county?

What const.i.tute first-cla.s.s, second-cla.s.s, third-cla.s.s, and fourth-cla.s.s mail? What is the rate of postage on each?

Has rural mail delivery had the effect of causing road improvement in your county? If so, give instances.

From the office of a local newspaper find out about the work of the a.s.sociated Press or similar news agency.

Why does the work of a newspaper reporter carry with it great responsibility?

Who was Samuel F. B. Morse? Who is Alexander Graham Bell? Marconi?

What particular advantages has the telephone brought to your community? to your home?

Is there a cooperative telephone company in your community? If so, how is it organized?

If possible, visit a telephone exchange and report on what you see.

Write a theme on "Modern means of communication and the growth of a world community."

READINGS

In LESSONS IN COMMUNITY AND NATIONAL LIFE:

Series B: Lesson 10, Telephone and telegraph.

Series C: Lesson 1, The war and aeroplanes.

Lesson 9, Inventions.

The development of writing:

Picture Writing of the American Indians, 10th Annual Report of the U. S. Bureau of Ethnology, 1888-1889. This is profusely ill.u.s.trated and very interesting.

The volume may be in the public library. It may be difficult to obtain, otherwise, unless through a representative in Congress.

Tylor, E. B., ANTHROPOLOGY, chaps. IV-VII (D. Appleton & Co.), and EARLY HISTORY OF MANKIND, chaps. II-V (Henry Holt & Co.).

Given, J. L., THE MAKING OF A NEWSPAPER (Henry Holt & Co.).

Annual Reports of the Postmaster General of the United States.

Report of the Secretary of the Interior, 1918, pp. 13-24, 29-31, for a discussion of the necessity of eliminating illiteracy and teaching English to foreigners.

There is much magazine literature on this subject.

AMERICANIZATION, a publication issued regularly by the United States Bureau of Education, is useful in this connection.

CHAPTER XIX

EDUCATION

DEMOCRACY DEPENDS UPON EDUCATION

Both the efficiency and the democracy of a community depend upon the extent and the kind of education it affords to its people.

Autocratic Germany had a most thorough-going system of education, but a system that made autocracy possible. The common people were trained to be efficient workers, and thus to contribute to the national strength; but they were trained TO SUBMIT to authority, and not to exercise control over it. The kind of education that develops leaders was given only to the few. The leaders of the German people were imposed upon them from above; in the United States we are supposed to CHOOSE our leaders. In a nation whose aim is to afford to every citizen an equal opportunity to make the most of himself and whose people are self-governing, education must be widespread, it must develop the power of self-direction, it must train leaders, and it must enable the people to choose their leaders intelligently. When Governor Berkeley of Virginia reported to the king of England in 1671, "I thank G.o.d there are no free schools nor printing; and I hope we shall not have these hundred years," he spoke for the autocratic form of government which a hundred years later led the colonies to revolt, and which in 1917 forced the United Stares into a world war.

GOVERNMENT BY MEANS OF EDUCATION

In a democracy government must be carried on largely BY MEANS OF education. There must be trained leaders.h.i.+p. And since the aim of democratic government is to secure team work in public affairs, the people must have the tools of team work, such as a common language and other knowledge that makes living and working together possible; they must have training that will enable them to contribute effectively to the community's work, and an intelligent understanding of the community's aims and ideals. And since government is controlled largely by public opinion, the people must have an intelligent understanding of the community's problems. We had abundant ill.u.s.tration during the recent war of the extent to which our government not only depended upon highly educated men and women for leaders.h.i.+p, but also used educational methods to secure its ends.

THE COST OF EDUCATION

These facts explain why public education is the largest single item of expense in our government (except in time of war). In 1914 nearly 600 million dollars were spent for public elementary and high schools. Some 200 million dollars more were spent for private elementary and high schools, and for universities, colleges, and normal schools, some of which are public and some private.

INEQUALITY OF EDUCATIONAL REQIUIREMENTS

If democracy is to be safe and efficient, every member must have a reasonable education. Every state now has a compulsory education law, though these laws vary greatly. In some states every child must attend school for seven years (7 to 14, or 8 to 15), and in one state (Maryland) for eight years. In other states the period is less, sometimes as little as four years. In most of the states there is an additional period, usually of two years (14 to 16), during which children must remain in school unless they go to work. As a rule there are laws that forbid the employment of children in industry before the age of 14. In some states they may go to work as soon as they reach the age limit regardless of what their educational qualifications are; in others they must have completed the eight grades of the elementary school; in others

[Editor's Note: Missing text.]

laws are not well enforced in some states. The facing table shows the number of children of school age in and out of school in the several states in 1915-1916. For the country as a whole, 17.4 per cent of the children of school age were not in school.

"School terms are so short in many states and compulsory attendance is so badly enforced that THE SCHOOL LIFE OF THE AVERAGE PERSON GROWING UP IN RURAL SECTIONS IS ONLY 4.5 SCHOOL YEARS OF 140 DAYS EACH. In urban communities conditions are better, but far from satisfactory." [Footnote: Bulletin, 1919, No.

4, U. S. Bureau of Education, "A Manual of Educational Legislation," p. 6.]

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