Progress of State Schools

Progress of State Schools By Mosiah Hall, Professor of Education, University of Utah Utah believes in education. This belief is manifested in both faith and works. From the beginning two ideals have dominated the current of progress in the state: "Without vision the people perish" and "The glory of God is intelligence." Scarcely had the pioneers wrested from the parched soil the bare necessities of life when their thoughts turned to edu- cation. The University of Deseret, now the University of Utah, was founded in 1850, three years after the valley was settled. Before this date elementary schools had been conducted in tents, log cabins, or other temporary quarters. The first sub- stantial buildings erected were school houses which at the same time were meetinghouses or community centres. From that time until the present, education has kept pace with the spirit- ual and economic development of the state, and today the school system of Utah, according to the Russell Sage Foundation ranks seventh among state school systems of the union. Progress During the Past Decade High Schools. During the past decade, educational prog- ress has been particularly rapid. In 1911 state aid for the en- couragement of high schools was provided, and at the same time the state board of education set up definite standards to guide the schools in their development. Since then high school fa- cilities have been afforded in practically every county in the state, more than 40 splendidly equipped high school buildings have been erected, and the enrollment has increased from 4,009 in 1910 to 16,184 in 1920. Best of all, among the young people of the state, the habit of attending high school is becoming fixed, and compulsory measures are now scarcely necessary. The belief is current that a high school education is the birthright of every American boy and girl. If certain authorities are right in maintaining that a high school education adds more than 100% to the efficiency of its possessor, then Utah is doubly blessed in thus securing a higher quality of citizenship and at the same time augmenting materially her prospective wealth. Consolidation. In 1915 the legislature completed the con- solidation of the rural schools, making with the five city sys- tems, a total of only 40 school districts or units in the state. Undoubtedly this was the biggest piece of school legislation ever enacted by the state. It gave to the schools an efficient or-

PROGRESS OF STATE SCHOOLS 403 ganization, equalized school advantages and burdens within the respective districts, and made possible a wise administration of school affairs. Progress under consolidation has been remark- able. The census of 1920 credits Utah with the largest per capita enrollment, between the ages of 5 and 20, of any state in the union. No other state has so complete a system of consoli- dation, and in this respect, Utah is the model for other states to emulate. Providing $25 per capita. Consolidation, however, was only the first step necessary to the making of an effective state sys- tem of schools. It is an accepted axiom, that a cheap school is a poor school. Within reasonable limits, it is equally evi- dent that any school unit tends to become as good as the amount put into it is large. It is necessary, therefore, to have behind each child a sufficient, definite school fund. In this respect it was found among the various units that almost fatal inequal- ities existed. A local tax of 5 mills in a certain district, yielded only $6.90 per capita of the school population, while the same levy in another district gave $57.10 per capita. This disparity is due to the fact that the latter district has a large per capita amount of wealth while the former is comparatively poor. Such inequalities made it imperative that something be done to help equalize school revenues. Consequently in 1921 the legislature put into effect a constitutional amendment providing for a state fund of $25.00 per capita of the school population to be distributed to the various districts. This measure is eminently just. It recognizes the principle that the wealth of the state should bear a just proportion of the expenses needed to edu- cate the children of the state. Most of the states in the union are endeavoring to provide a state fund, covering approximately one-half of the expenses of maintaining their schools, the re- mainder to come from local taxes and federal aid. There are other states which exceed Utah in the amount of state funds provided. California provides a state fund of $30.00 per capita for her elementary school population and $60.00 per capita for those of high school age. A comprehensive program. The schools of the state offer a comprehensive program of education. The child with his ca- pacities and possibilities is regarded as the centre of educational effort. His needs as a developing personality and as a pros- pective citizen of the commonwealth form the basis for the selection of subject-matter and a guide to school method and government. Borrowing from the language of the boy scouts, the purpose is to make every child, so far as his nature will per- mit: physically fit; mentally alert; morally straight; vocation- ally skilled; esthetically inclined, and spiritually alive.

404 IMPROVEMENT ERA In this far-reaching endeavor, the schools rely upon the cooperation of the home, the church, and the community. In the final analysis, the purpose of all these institutions is the same. Like education they aim to promote complete living and so add to the happiness of existence. Among the objectives enumerated above it is recognized that spiritual or ideal values are fundamental. The home and the church, however, are primarily responsible for the develop- ment of spirituality, it cannot be taught directly by the schools, but it does come as a by-product of school effort and discipline. Health Education. Consequently, health education is re- garded as the first direct essential of school activity. The re- lationship of spirit and body is so intimate — one is so pro- foundly influenced by the other — that no argument is needed to justify the placing of health education first in the curri- culum. Moreover, the lessons of the world-war are yet fresh in memory. One-third of the young men examined for the draft were unfit for military service because of physical defects which for the most part could have been remedied in childhood. For every soldier killed abroad, eleven children under five years of age died at home largely from preventable causes. The plague of influenza, engendered by the war, caused the death of 500,000 people in the U. S., about ten times as many as were killed in the war. Facts such as these cry aloud for a more efficient sys- tem of health education in the schools of the country. They justify the effort Utah is putting in this direction, and occasion a feeling of pride in the fact that her health program i3 un- excelled by that of any other state. Other Essentials. Other essentials of education receive due emphasis. The teaching and practice of civics go hand in hand. Everywhere children are assisting as never before to care for school buildings and grounds — broken windows and marred school houses are almost a thing of the past. From this at- tention to school property, they are led naturally to protect public property, to take pride in the appearance of their re- spective towns and to particiate in community affairs. A gen- eration of such teaching will banish the fear of Bolshevism from the land. Music and art, and an appreciation of the finer values of life, receive marked attention. The development of esthetic sentiments is more essential now than ever. They serve as a guide to the wise employment of leisure time, besides adding to the beauty and joy of life itself. Vocational instruction and practice, particularly in the rural high schools, occupy a large place in the curriculum. The fact is recognized that a majority of people must engage in

PROGRESS OF STATE SCHOOLS 405 agricultural and industrial pursuits. From one-fourth to one- half of the time of students in the rural schools is devoted to this practical work. Splendid facilities are offered by the various high schools in the matter of shops, laboratories, and do- mestic science equipment. That these activities justify them- selves in an economic sense cannot be doubted. Federal voca- tional agent, Mr. H. M. Skidmore, in a recent visit, declared, as reported in the press, that for every dollar used for summer supervision the state received $1.92 in return; that the federal department estimated that for every dollar spent for vocational education, the nation is receiving fully $12.00 in the value of added production. While these newer activities are making rapid progress, at- tention to the "tools of thought" is by no means neglected. Chil- dren in the grades "read, write, and cipher" better than ever before, and in other essential subjects they are making satisfac- tory progress. Moreover, school is so attractive to the children that the question of discipline is no longer a torment to teach- ers, and corporal punishment is practically abandoned. The new law on Americanization is justifying itself. Aliens who cannot read or write are required to pay a fee of $10.00 which is utilized for their instruction. The state itself is not obligated to spend a dollar for this purpose. Classes have been started in Salt Lake, Ogden, Jordan, Granite, Box Elder, Tintic, Wasatch, Weber, Park City, Murray, Emery, Millard and Beaver. While progress is necessarily slow, yet it is encouraging. This splendid experiment is being watched by other states with great interest. The effort deserves to succeed, it should be given a chance. Thus far it has not received the public support that its importance merits. The School Program Challenged. The voice of reaction is heard in the land. The educational program of the state is challenged. The world war with its demoralizing after-effects is responsible for this condition. Men are suspicious of things which they once viewed with confidence; they have lost faith in much that was formerly regarded as sacred. Educa- tion, in common with other institutions of society, is subjected to this withering influence. It is said that Utah has gone. edu- cationally mad; that her schools are shot through with irrele- vant matter; that she cannot afford to keep up with the edu- cational procession. It is to be hoped that this lack of faith is temporary and that with the return of financial stability, a clarity of vision will ensue. No Backward Step Possible. Utah cannot afford to take a backward step. To tear down is easy, to build up difficult. Nothing could justify a serious lowering of school efficiency.

406 IMPROVEMENT ERA To take a backward step would be calamitous. Let the irrele- vant matter, if it exists, be eliminated. Let those who believe that Utah should yield her leadership in education and drag along at the tail end of progress give mighty reasons to justify this pessimism. When a people lose their faith and pride they lose also the possibility of salvation. "Without vision the people perish." The citizens of the state have deliberately put this educational program into effect. They were not coerced into it. It is the logical result of the spiritual vision of the pioneers — a natural outgrowth of their faith and works. To say that this magnificent achievement is madness is to challenge the entire history and development of the state. Utah may be trusted to keep the faith. Roots By Professor C. Y. Cannon, Department of Agriculture, Brigham Young University Not long ago while watching some men at work digging a large hole in which to build a cistern, I noticed a long alfalfa root that had worked its way into a large rock and had grown to such proportions that it had burst the rock into pieces. I picked up the various fragments, as they were loosened, and ex- amined them. I discovered that the rock had originally been solid, except for one small flaw. It was into this flaw that the tip of the root had first found its way. Once there, the sub- stances thrown off by the growing organism caused much decay in the crevice; thus the work of destruction went on. The course taken by the root, after having broken this one rock, was downward for a short distance, until it found an- other one in its path. This time the root did not pierce and fracture the stone as it had done the first one, but turned in its course and went out around and down its side. This stone, upon examination, showed absolute solidity — no flaws what- ever. As the alfalfa root entered the rock, so may the root of evil enter even the smallest flaws of our characters. Once it finds an opportunity it forces its way in, throwing off its dis- integrating material, and eventually, by its enlargement, it shat- ters our very lives. On the other hand, the character without flaw turns from its course the evil whose way is downward, and remains unaffected by its contanimating touch. Jesus said to his disciples, "Watch and pray, that ye enter not into tempta- tion." So must we to keep ourselves sound and solid, impervious to the clinging tentacles of the root of evil. Provo, Utah