and abroad seem to indicate that children could accomplish as much intellectually, with far less dissipation of nervous energy, if they were in the schoolroom about one-half the time which they now spend there. German educators and physicians are convinced that a fundamental reform in this respect is needed. In fact, among school children we are learning the same lesson as among factory employees, viz., that high pressure and long hours are not economy but waste of time.”[7]

The school has been rendered monotonous. “We have worked for system till the public schools have become machines. It has been insistently proclaimed that all children must do things the same way for so long a time, that many of us have actually come to believe it. Children unborn are predestined to work after the same fashion that their grandparents did.”[8]

III A Word from Huxley and Spencer

These are typical of a host of similar criticisms of the schools which leading educators, men working within the school system, are directing against it. Out of the fullness of their experience they spread the conviction that the school often fails to prepare for life, that it frequently distorts more effectively than it builds. The thought is not new. Thomas Huxley asked, years ago, whether education should not be definitely related to life. He wrote,—“If there were no such things as industrial pursuits, a system of education which does nothing for the faculties of observation, which trains neither the eye nor the hand, and is compatible with utter ignorance of the commonest natural truths, might still be reasonably regarded as strangely imperfect. And when we consider that the instruction and training which are lacking are exactly those which are of most importance for the great mass of our population, the fault becomes almost a crime, the more so in that there is no practical difficulty in making good these defects.”[9]

Approaching the matter from another side, Tyler puts a pertinent question in his “Growth and Education,—” “In the grammar grade is learning and mental discipline of chief importance to the girl, or is care of the body and physical exercise absolutely essential at this period? No one seems to know, and very few care. What would nature say?”[10]

Herbert Spencer answers Tyler’s question in spirited fashion. “While many years are spent by a boy in gaining knowledge, of which the chief value is that it constitutes ‘the education of a gentleman;’ and while many years are spent by a girl in those decorative acquirements which fit her for evening parties; not an hour is spent by either of them in preparation for that gravest of all responsibilities—the management of a family.”[11] “For shoe-making or house-building, for the management of a ship or a locomotive-engine, a long apprenticeship is needful. It is, then, that the unfolding of a human being in body and mind, may we superintend and regulate it with no preparation whatever?”[12]

One fact is self-evident,—the existence of a body of criticism and hostility is prima facia evidence of weakness on the part of the institution criticised, particularly when the criticism comes strong and sharp from school-men themselves. The extent and severity of school criticism certainly bespeaks the careful consideration of those most interested in maintaining the efficiency of the school system.

IV Some Honest Facts

Let us face the facts honestly. If you include country schools, and they must be included in any discussion of American Education, the school mortality,—i. e., the children who drop out of school between the first and eighth years—is appalling. We may quarrel over percentages, but the dropping out is there.

The United States Commissioner of Education writes,—[13] “Of twenty-five million children of school age (5 to 18), less than twenty million are enrolled in schools of all kinds and grades, public and private; and the average daily attendance does not exceed fourteen million, for an average school term of less than 8 months of 20 days each. The average daily attendance of those enrolled in the public schools is only 113 days in the year, less than 5¾ months. The average attendance of the entire school population is only 80½ days, or 4 months of 20 days each. Assuming that this rate of attendance shall continue through the 13 school years (5 to 18), the average amount of schooling received by each child of the school population will be 1,046 days, or a little more than 5 years of 10 school months. This bureau has no reliable statistics on the subject, but it is quite probable that less than half the children of the country finish successfully more than the first 6 grades; only about one-fourth of the children ever enter high school; and less than 8 in every 100 do the full 4 years of high school work. Fewer than 5 in 100 receive any education above the high school.”

Taking this dropping out into consideration, it is probable that the majority of children who enter American schools receive no more education than will enable them to read clumsily, to write badly, to spell wretchedly, and to do the simplest mathematical problems (addition, subtraction, etc.) with difficulty. In any real sense of the word, they are neither educated nor cultured.

Judge Draper, Superintendent of Public Instruction in New York State, writes,—[14] “We cannot exculpate the schools. They are as wasteful of child life as are the homes. From the bottom to the top of the American educational system we take little account of the time of the child.... We have eight or nine elementary grades for work which would be done in six if we were working mainly for productivity and power. We have shaped our secondary schools so that they confuse the thinking of youth and break the equilibrium between education and vocations, and people and industries.... In the graded elementary schools of the State of New York, less than half of the children remain to the end of the course. They do not start early enough. They do not attend regularly enough. The course is too full of mere pedagogical method, exploitation and illustration, if not of kinds and classes of work. The terms are too short and the vacations too long.... More than half of the children