Since the foregoing pages were electrotyped two incidents of the
utmost importance and of the greatest significance are reported. That
relative to disarmament at the suggestion of the Tzar of All the
Russias is startling and most gratifying, but it is of no greater
significance to the progress of civilization than the revival of
interest in first principles in elementary education in the United
States. There is activity in many directions and several cities have
quietly made important additions to their facilities for the training
of little children, even while popular interest has been absorbed in
the excitement of war.
The example of the city of Chicago, the city of rapid change and of
great results, in securing the services of a very distinguished
educator from the head of a university to take charge of her public
schools and the expressed attitude of this master of "higher
education" toward elementary education "from the kindergarten up," may
be given as a typical illustration.
Dr. E. Benjamin Andrews, in assuming charge of the Chicago public
schools as superintendent gave free expression of his opinion relative
to the problem he was called to solve. One report is as follows:
"Doctor, will you please give, for publication, your ideas concerning
the schools as you now understand the question?"
"Certainly, and with pleasure. In the first place, and of first
importance, I understand that rapid growth and a somewhat unsettled
population has found the city unprepared for the care of all the small
children. There are twenty thousand children of primary school age for
whom there are no seats in school. I believe in applying first and
unremitting effort to starting children right in their life career,
and this must be done by especial care for elementary education from
the kindergarten up."
"Do you consider French, German, drawing, manual-training, domestic
science and other uncommon branches to be 'fads' of some educators and
not suitable or necessary departments of public education?"
"I do not. All branches of learning are useful, and should be
available to any who seek them, but none of the other branches should
be supported at the sacrifice of the elementary branches."
During the preparation of this appeal for a Perfect Social Quarantine
which shall allow no child _to escape_ intelligent care, the early
galley proofs of the work were sent to a large number of persons,
representing many different points-of-view, who are engaged in
educational, correctional, political and business affairs in this
country and in England for criticism and suggestions. The responses
have been generous and much of the argument, as it stands, is based
upon this testimony. While the book is in press, however, further
responses are flooding in, which show the interest of all persons in
the thorough aim appealed for. Those who have diverse ideas relative
to grown-up questions of competitive interest are of one mind relative
to giving babies a chance to develop the best there is in them. It is
recognized that, under present conditions of neglect, there _are_
children born who "have no show on earth" to be good and useful
citizens. It is also recognized that while one such example of neglect
remains or is possible a nation has no good title or claim to the
distinction of being called a civilized country. She can only be
classed as "partly civilized," while there is one known case of
neglect.
Of especial importance are the suggestions and data collected and sent
to the author from London by Julian Ralph, Esq., and promise of "a
substitution of a heavy backing of easily obtainable facts for the
appeals, which would render them unnecessary," from Prof. Graham
Taylor, of the University of Chicago, and of the Chicago Commons
Social Settlement.
These must form a separate book, for they are too extended for the
present volume, although their evidence adds valuable support.
The history of child-training and child-saving in the United States is
that of a discovery and wonderful development of latent forces, whose
cultivation or neglect produces more happiness or more unhappiness, as
the case may be, than any other source of power.
Child-saving, in this country on an extensive scale, was inaugurated
by Mr. Charles L. Brace, of New York, followed soon after by the
Catholic Protectory under the care of the Paulist Brotherhood, and
child-training was introduced from Germany into the United States by
Elizabeth Peabody, of Boston.
About the same time Dr. Thomas J. Barnardo, of London, established the
"Dr. Barnardo Homes," whose chronicles during thirty-two years show
only 1.84 per cent. of failure to make good children of the worst
product of city slums.[9]
[9] Within the past twenty-six years nine thousand five
hundred and fifty-six trained boys and girls, the flower of
my flock, have been placed out in situations in the
Colonies, and have been continuously looked after and
supervised ever since by a company of devoted and
experienced men and women. Results recently tabulated in
reports to and from the Government of Canada show that the
failures among these emigrants is less than two per cent.
(actually 1.84 per cent.) of the whole."--_Thomas J.
Barnardo, F.R.C.S., Ed., founder of the "Dr. Barnardo's
Homes," London, England._
The world owes these altruists, and all who have followed in the
development of their work, a debt of happy gratitude.
The title of "Angels of the State," given to kindergartners, is
borrowed from a charming little book by the Rev. Frank Sewall, of
Washington, D.C.