Education and the State

Education and the State BY MILTON BENNION, M. A., PRINCIPAL STATE NORMAL SCHOOL, UNIVERSITY OF UTAH Modern history is characterized as a period of struggle for human rights — for freedom that shall give every man equal opportunity with every other man. This is the meaning of democracy. The first conspicuous struggle was that for freedom of thought with special 'reference to religion. The outcome of this struggle was to wrest from the few the right to determine religious opinion, and to put it in the hands of the many, each to determine for himself. While this result was being accomplished there arose the struggles for political equality, and the right of the few to rule the many was disputed. This led to the great political revolutions of modern times. The seat of political authority was thereby transferred from kings by divine right to the masses of the people. This result has been fairly accomplished in the great civilized nations, and is just now being accomplished in the backward nations. These are simple matters of history, apparent to everybody, but it is not quite so easy to discover the great problems of our own time— those that will characterize our age for future generations. Even without this historical perspective, however, it seems almost certain that our age will be known as the age of struggle for economic rights ; and this struggle will be recognized as having great significances for human progress. That economic problems in our political and social life are paramount is evident in the platforms of every political party. The nature of the solution of these problems is indicated by the rapid gains in the vote of the socialists, and the further fact that all the large political parties in our own country profess to be progressive. By being progressive they mean that they stand for control and regulation of the great sources of wealth for the betterment of the economic condition of the masses of the people. The contention for economic rights is based upon the conception that all natural resources are the common heritage of mankind, and that great wealth, which is based upon the use of these resources, if privately owned, cannot be held by individuals or corporations in absolute right, but only in trust, to be administered with reference to the public good. These facts point to either of two peaceable solutions of the economic problem — industrial democracy or socialism. The great

EDUCATION AND THE STATE 245 politicial parties are experimenting with various features of industrial democracy, in the popular meaning of the term. The Socialist party is the great rival of all others. Industrial democracy may, therefore, be regarded as a goal sought by the conservatives in the general progressive movement. More radical measures are being proposed, the least radical of which is that type of socialism which seeks to gain its ends only through constitutional and legal means. There are also various types of militant socialism and anarchy which must be seriously reckoned with. This situation is the key to the great educational problems of today. It is the business of educational theory to discover these problems, and so to regulate educational activities as to help to bring about the best available solution. While education in the schools may lead the way in human progress, it is primarily concerned in conserving all that is good in civilization, — in transmitting this heritage from one generation to the next. It should seek how best to do this in any given situation. It cannot be assumed that, come what may, the permanency of modern civilization is assured. It is quite conceivable that factional struggles might lead to gross injustice, if not anarchy, and that the weakness thus induced among the great European peoples might make them an easy prey to some hitherto backward race. Civilization would doubtless be continued, in a way, but it would, at least, be of a different type, and probably borne bv a different branch of the human race. However satisfactory this outcome might be to a student of universal history, it would be very unsatisfactory to the people who support the great state school systems of America and Europe, and would, from our point of view, have to be regarded as a disastrous outcome. On the other hand, the present economic struggle has possibilities quite the reverse of those suggested above. A wise soluton of economic problems now pending gives promise of one of the greatest general uplifts in history, not alone in the betterment of the condition of the masses, but also in breaking down antagonisms between classes in society and between nations of the Caucasian race. It promises to be one of the most powerful factors in promoting universal peace. Upon the intelligence, the industry, the skill, and, above all, the moral qualitv of'the coming generation the solution of these Droblems will rest, in so far as they are left unsolved by the present adult citizens. If we may speak of the two possible outcomes suggested above as the undesirable and the desirable, then we may say that rich men who are a generation behind their time, and who ignorantly stand in defense of the older views of property rights, and who resist public regulation of resources held by them, will contribute toward the undesirable solution of the problem : while

246 IMPROVEMENT ERA men of wealth who recognize that private property is a creature of the state, and must be managed as a trust for the public good., will contribute toward the desirable solution. Likewise the man whose living depends upon his daily labor may by his intelligence, industry, and skill in his occupation, rise to human dignity, and, by his insight into public questions, be able so to exercise his rights as a citizen that he will contribute toward a desirable solution of the problems with which we now struggle ; or, by the want of these qualities, he may, and is almost sure, to contribute toward the undesirable solution. The cure for our economic ills lies only in part in removing lack of knowledge of the economic and ethical questions involved. A large measure of misery and discontent arises from want of industrial efficiency. Want of skill and special knowledge in some industrial field, as well as of general intelligence, is frequently the cause of unemployment or low wages. If an able bodied man is unable to render needed social service, his economic claim upon society is reduced to a minimum. Rich and poor alike must learn that it is more blessed to give than to receive. Both must be trained in how to give most effectively, and to so regulate public affairs that every man shall receive fair compensation for his labor and the right to participate in the benefits derived from the natural resources of the earth and the great inventions and discoveries that have become the common property of mankind. This does not mean that we shall adopt a mere bread and butter theory of education. It does mean that the development of industrial efficiency, economic understanding, moral insight and moral practice should receive first consideration in public education. These qualities in citizenship are essential to the preservation of our civilization ; without them the so-called higher human activities cannot be developed and maintained. There is, however, no set boundary between the material and the cultural in education. Where these distinctions exist they are determined by the attitude of the individual towards his work. It is an essential part of the business of education to develop in the young a right attitule towards every necessary and desirable activity, beginning with those activities that are most fundamental to individual and social life in our own time. Thus all education will be cultural : and culture will rest upon a sound economic basis.