were you ever a child?...

i ask out of no indecent curiosity as to your past. but i wish to address only those who would naturally be interested in the subject of education. those who haven’t been children themselves are in many respects fortunate beings; but they lack the background of bitter experience which makes this, to the rest of us, an acutely interesting theme—and they might just as well stop reading right here. i pause to allow them to put the book aside....

with my remaining audience, fit though few, i feel that i can get down at once to the brass tacks of the situation. we have all been educated—and just look at us!

we ourselves, as products of an educational system, are sufficiently damning evidence against it. if we think of what we happily might have been, and then of what we are, we cannot but concede the total failure or the helpless inadequacy[pg 10] of our education to educe those possibilities of ours into actuality.

looking back on those years upon years which we spent in school, we know that something was wrong. in this respect our adult convictions find impressive support in our earlier views on the subject. if we will remember, we did not, at the time, exactly approve of the school system. many of us, in fact, went in for i. w. w. tactics—especially sabotage. our favourite brand of sabotage was the “withdrawal of efficiency”—in our case a kind of instinctive passive resistance. amiable onlookers, such as our parents or the board of education, might have thought that we were learning something all the while; but that’s just where we fooled ’em! there were, of course, a few of us who really learned and remembered everything—who could state off-hand, right now, if anybody asked us, in what year norman the conqueror landed in england. but the trouble is that so few people ask us!

there was one bit of candour in our schooling—at its very end. they called that ending a commencement. and so indeed we found it. bewildered, unprepared, out of touch with the realities, we commenced then and there to learn what life is like. we found it discouraging or[pg 11] inspiriting in a thousand ways; but the thing which struck us at the time most forcibly was that it was in every respect quite unlike school. the values which had obtained there, did not exist outside. one could not cram for a job as if it were an examination; one could not get in the good graces of a machine as if it were a teacher; the docility which won high “marks” in school was called lack of enterprise in the business world, dulness in social life, stupidity in the realm of love. the values of real life were new and different. we had been quite carefully prepared to go on studying and attending classes and taking examinations; but the real world was not like that. it was full of adventure and agony and beauty; its politics were not in the least like the pages of the civics text-book; its journalism and literature had purposes and methods undreamed of by the professor who compiled (from other text-books compiled by other professors) the english composition book; going on the road for a wholesale house was a geographical emprise into whose fearful darknesses even the advanced geography course threw no assisting light; the economics of courtship and marriage and parenthood had somehow been overlooked by the man who lectured upon that subject.

[pg 12]whether we had studied our lessons or not; whether we had passed our examinations triumphantly, or just got through by the skin of our teeth—what difference did it make, to us or to the world? and what to us now are those triumphs and humiliations, the failure or success of school, except a matter of occasional humorous reminiscence?

what would we think of a long and painful and expensive surgical operation of which it could be said afterward that it made not the slightest difference to the patient whether it succeeded or failed? yet, judged by results in later life, the difference between failing and succeeding in school is merely the difference between a railroad collision and a steamboat explosion, as described by uncle tom:

“if you’s in a railroad smash-up, why—thar yo’ is! but if yo’s in a steamboat bus’-up, why—whar is yo’?”

it is our task, however, to investigate this confused catastrophe, and fix the responsibility for its casualties.