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^S 2.
UNIVERSAL TRAINING
for CITIZENSHIP and
PUBLIC SERVICE

THE MACMILLAN COMPANY
NEW YORK • BOSTON - CHICAGO - DALLAS
ATLANTA • SAN FRANCISCO
MACMILLAN & CO., LIMITED
LONDON e BOMBAY - CALCUTTA
MELBOURNE
THE MACMILLAN CO. OF CANADA, LTD.
TORONTO
UNIVERSAL TRAINING
for CITIZENSHIP and
PUBLIC SERVICE
BY
WILLIAM H. ALLEN
Director, Institute for Públic Service
Author of “Civics and Health,” “Woman's Part in
Government,” “Self Surveys by Colleges and
Universities,” “Efficient Democracy,” etc.
Aſem jurk
THE MACMILLAN COMPANY
1917
All rights reserved
CopyRIGHT, 1917,
By THE MACMILLAN COMPANY.
Set up and electrotyped. Published December, 1917.
Torſogob Bregg :
Berwick & Smith Co., Norwood, Mass., U.S.A.
FOREWORD
Until-after-the-war is a new word that has vital
meaning to the world. Until—after-the-war is a quali-
fication for all Our thinking and planning. We shall
fix maximum prices until-after-the-war. Restaurants
will close at midnight until-after-the-war. Economies
will be enforced and business men will advise the gov-
ernment until-after-the-war. A celebrated divine
issues a Summer letter to his parish suggesting “ that
all alcoholic beverages be banished from your tables
and that you refrain from their use ’’ until—after-the-
war !
In Spite of warnings that we shall be carrying on
war for generations to come, the whole world refuses
to plan farther ahead than until-after-the-war.
Many of the higher levels and higher tensions that
have been necessitated by the war will be held only
until-after-the-war. We cannot keep communities or—
ganized for knitting and canning. We shall not con-
tinue our mass meetings and parades. When peace
comes radical readjustments in personal and business
habits will seem immediately necessary. Our patriotic
ardour will cool. Wartime spirit will gradually evapo-
V
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vi FOREW ORD
rate. One of the great problems for all countries will
be how, while removing war's wreckage, to guarantee
the permanence of its benefits and to direct its momen-
tum toward rebuilding what war has torn down, and
realizing ideals which war evils have disclosed.
Many steps that are accepted as reasonable during
the war will after-the-war seem unreasonable because
not so obviously necessary. Some nations will retain
prohibition; others will go back to the sale of intoxi-
cants and fight out the issue of prohibition on the basis
of normal forces. Some nations will retain the gov-
ernmental control and ownership which have seemed
clearly indispensable for the prosecution of war; others
will go back to private ownership and begin again the
debate about the exact proportions of public and pri-
vate control which are best suited to encourage citi-
zens in activity and fairness.
To formulate for lay-students of public affairs cer-
tain minimum aims and steps which are entirely with-
in the reach of the general public is the purpose of this
book. It is not for specialists although it lists ways
in which the country can secure public-spirited service
from its specialists in peace as well as in war.
There is no suggestion here which a layman can-
not count among minimum essentials for himself to
know and to require. Any reader who wants further
information can quickly secure it. Any one who pos-
sesses what is here digested will have a good start in
FOREWORD vii
training for citizenship and public service. He will
See that the end of the war will be but a signal for new
patriotism to apply what it has so painfully learned
about the menace of untrained patriotism and the
cost of unpreparedness for citizenship.
No attempt is made to forecast the ultimate settle-
ment of issues regarding which there seems to be a
reasonable basis for division among public spirited citi-
zens. No One can be sure about the when, the what,
and the how of the next steps in settling controversial
questions. Effort has therefore been confined to list-
ing aims and next steps that are feasible everywhere
and at once.
Names and addresses of private centres of informa-
tion have been omitted, partly because names and ad-
dresses frequently change, and partly because the habit
of looking to a few sources of information is among
the minimum essentials of trained citizenship. The
efficient citizen would better look for names in a city or
telephone directory than carry about a home compiled
directory. For information about schools the short
cut is to send questions to the national bureau of educa-
tion or to state departments of education. For health
facts it is best to look to the national children’s bureau
and to local and state health departments. In the field
of volunteer civic work there are a few centres which
may always be counted upon to act as switchboard cen-
tral, and either to answer promptly any question or
viii FOREWORD
to connect the questioner with the answer. These cen-
tres of information include your favourite newspaper
or magazine, your local library, the municipal refer-
ence library of New York City, the Wisconsin state
legislative reference library at Madison, The Survey
and The American City, both at New York City.
In addition to minimum essentials that are necessary
in training privates for citizenship, the reader will
find other minimum essentials which citizens should
require of training for drillmasters, for entering and
remaining in public and semi-public service, and for
the professions. Three further chapters indicate
the country's need for specialized training for parent-
hood, for public-spirited use of special gifts, and for
creative imagination and devoted attention in using
war's lessons after-the-war. -
At no time in our history has it been so necessary
for all of us to think nationally, constructively, co-
operatively, and with a desire for service, as it will be
after-the-war.
For such nationwide co-operation universal training
for citizenship and public service is needed and is prac-
ticable.
WILLIAM H. ALLEN.
October I, IQI7.
TABLE OF CONTENTS
CHAPTER
FOREWORD e
I THE NEW PATRIOTISM's CoMMENCEMENT
DAY tº º e º 'º º
II THE MENACE OF UNTRAINED PATRIOTISM .
III THE COST OF UNPREPAREDNESS . . .
IV UNIVERSAL TRAINING FOR CITIZENSHIP Is
POSSIBLE . . . . . . . . .
V TRAINING PRIVATES FOR MINIMUM ESSEN-
TIALS . . . . . . . . .
VI TRAINING FOR VOLUNTEER CIVIC WORK .
VII TRAINING FOR DRILLMASTERS AND TEACHERS
VIII SPECIAL TRAINING FOR LEADERSHIP IN CIVIC
WORK
IX TRAINING FOR ENTRANCE TO CIVIL SERVICE .
X \TRAINING FOR THE PROFESSIONS . .
XI NTRAINING FOR CONTINUANCE IN PUBLIC AND
QUASI-PUBLIC SERVICE . . . .
XII SPECIALIZED TRAINING FOR PARENTHOOD .
XIII TRAINING OF THE SPECIALLY GIFTED .
XIV L’AVENIR EST MAGNIFIQUE . . . . .
PAGE
I6
22
3O
37
84
II5
I25
I45
I64
I82
2OI
230
262
Universal Training for
Citizenship and Public Service
CHAPTER I
THE NEW PATRIOTISM'S COMMENCEMENT DAY
The most beautiful epitome of Democracy's
achievement and promise is our American public
School Commencement Day. Year after year neigh-
bourhoods experience this spiritual reawakening with
results that surpass any benefits obtainable from our
universities, great as they are. Stop universities, and
these humble public school commencement days would
generate new universities over night; stop these com-
mencement days and Democracy must begin its fight
3.1162W.
\ Children of rich and poor sit indistinguishably side
by side. Parents and grandparents of all countries
and all incomes, younger and older children, and not
infrequently infants in arms, make up the responsive
audience. The stars and stripes are draped over the
Stage and about figures of speech; national anthems
are sung by young and old; graduates sing, speak,
l -
2 DNIVERSAL TRAINING
dance and beam with appreciation, ambition and con-
fidence. After eight or twelve years of undramatic,
tiring routine, and of home sacrifices that are no less
taxing because hidden from the world, this dramatic
climax in tears and Smiles of joy and gratitude is called
Commencement Day.
The juniors whose turn comes next year and the
next feel that it should be called ending day. But
active participants in the drama of relief, revelation
and hopefulness are glad it is called Commencement
Day, the beginning of a new cycle of trying and do-
ing, not only by the graduate, but by his family and
by the locality whose justification for supporting free
schools is that they will make citizens imbued with the
motto: Enter to learn, Leave to serve.
Most levelling processes level down; not so our
public school Commencement Day, which always levels
up. Broker and banker applaud the barber's boy who
leads his class. The Yiddish grandfather of the class
president sees the same vista ahead as the New Eng-
land grandmother of the graceful girl who leads the
folk dances, and both look with the idealistic vision
of the graduates themselves. Careful mothers forget
their pride in their own children as the once harum-
Scarum daughter of the neighbourhood drunkard
moves the audience by her character and her confident
idealism SO courageously maintained, while hardened
men gulp as the joy-Sobered father timidly and with
THE NEW PATRIOTISM'S COMMENCEMENT DAY 3
& 6
tear-filled eyes thanks the principal for “all you have
done for my girl.” • ,
For a world of nations the end of the war of
1914-17 will bring emotions akin to our Commence-
ment Day emotion. No matter what the details of
the outcome may be, America has promised itself and
all humanity that the outcome shall spell democratic
opportunity, shall “make the world safe for Democ-
racy,” and “Democracy safe for the world.” Un-
fortunately the world has no other single roof except
the sky under which to celebrate with a single pro-
gram of song and thanksgiving its completion of this
grave cycle of effort and sacrifice. It will sing the
song just the same, and will shout and breathe its
thanksgiving. Peace will bring a new day, Com-
mencement Day, for the new patriotism. We see it
coming; as a nation we should have our commence-
ment dresses and addresses and diplomas and next
steps ready. The only readiness for universal oppor-
tunity is universal training for service, and the only
service which will breathe the new patriotism is the
service of citizenship for and with our fellow citizens.
For the first time in our history, we find ourselves
thinking of our individual patriotism as a world force.
As was recently written of the “war as critic,” the
chief moral result of the war thus far is that it has
“shattered the egocentric universe ’’ and has helped
and compelled us all, tutored and untutored, poor and
4. TJNIVERSAL TRAINING
rich, self-centred as well as altruistic, to live “at the
centre of the world.” The fact that some of us are
taking advantage of the situation for selfish ends and
are even at times polluting the sources of public in-
formation is not escaping public attention and only
brings into bolder relief the patriotic unselfishness and
self-abnegation which mark the rank and file. The
unforgettable fact is that the people themselves have
the vision without which peoples perish.
A new content is given to our patriotism, which from
now on will mean much more than love of one's home,
one's district, one’s college, one's country or vain-
glorious pride in Our bigness, our tallest skyscrapers,
Our fastest express trains, our largest farms, our
cleverest inventors, our generous immigration policy,
our lavish expenditures for education. Today’s pa-
triotism has less of pride and more of obligation. It
is the patriotism of ideas, idealism and duty rather
than of geography, material possession and achieve-
ment. Race lines are abolished, district lines are
wiped out, oceans join where before they separated.
Traditions of centuries are made over until they are
as old in association and as new in detail as Lincoln's
jackknife. To the world of non-combatants and com-
batants alike, to the soldiers and masses of both sides,
patriotism has grown to mean obligation leavened with
willingness to make sacrifices for the freedom of na-
tions and of fellowmen within nations.
THE NEW PATRIOTISM'S COMMENCEMENT DAY 5
Where yesterday patriotism was saying, “Why
don't they do something?” today it is asking, “Why
can’t I do something? What can I do?”
Individual and family dreams of opportunity and
worthwhileness have become living realities. Every-
day people are feeling as poets feel and talking as
poets talk. In fact, one of the phenomena of this
wartime is the discovery by poets of all nations that
their thoughts and feelings differ so little from the
thoughts and feelings of the humblest private in the
trenches and the humblest parent at home that being a
poet is no distinction and gives no privileges. In every
walk of life men and women and children who read
today's story of struggles abroad and of plannings at
home find themselves dramatizing history, philosophy
and religion. Everybody has become an economist, a
Sociologist, a statesman. Mind, heart and body of in-
dividuals, communities and nations join and radiate as
one unit in their definition of what humanity owes
humanity.
The Supreme call to service has found our nation
Supremely susceptible to Democracy's appeal: never
was the slacker So unpopular or so rare, never so dis-
Satisfied with himself, and never so impoverished for
plausible explanation. With exceptions which only
accentuate the rule, we are echoing the sentiments of
the father who travelled from his Kentucky mountain
home to a New York court room to tell the judge that
6 TJINIVERSAL TRAINING
his boy’s refusal to register had been an unaccountable
mistake which would be promptly rectified because
“there ain’t never been no slacker in our family.”
The scrubwoman of the city skyscraper coming to
work at sunrise, the isolated farm wife whose work is
never done, and the former woman spendthrift of
time and money are forgetting the non-essentials that
made them different, and are giving time to the essen-
tials that now make them alike. Opera singers, band
leaders, architects and sportsmen give up their special-
ties and dig trenches, carry a gun, manage an airship or
perhaps entertain the soldier boys in home barracks and
foreign trenches. The multimillionaire foregoes prof-
its or in his heart welcomes a national tax on his ex-
cess profits, gives up his vacation to serve on the Coun-
cil for National Defence, and finds new happiness in
work that brings no preferment. The soulless cor-
poration buys Liberty Bonds and declares special divi-
dends for the Red Cross. Two thousand “practical
conservative ’’ merchants at luncheon applaud the fi-
nancier who ringingly declares “we must consider our
time and our capacities subject to selective conscrip-
tion on the part of the government, unconditionally
and upon the shortest notice.”
To revolutionary proposals by Congress and the
President the nation has adjusted itself almost with-
Out a creak. Governmental restrictions and concen-
tration of authority heretofore considered un-Ameri-
THE NEw PATRIOTISM's COMMENCEMENT DAY 7
can have been accepted as the very essence of Ameri-
can patriotism. We are to limit prices at which
private individuals may sell food, coal and munitions,
not only to the government, but “to the people who
are now as much a part of the government as the
army and navy themselves.” We are to tax excess
profits, prevent the diversion of food grains to the
making of whiskey, stop shipments of food and coal
to high bidding neutrals, take one-third of larger in-
comes, and censor mail, telegrams and cables. Further
innovations are locally enforced and patriotically sub-
mitted to: women may not enter places where liquor is
Sold; Saloons are closed at the early hour of Io P. M.
and opened not till the late hour of 8 A. M.; suburban-
ites accept without a grumble material reductions in
the number of passenger trains in order that railroads
may free their tracks for freight. And not only have
the So-called radical elements approved these steps, but
So-called conservative elements have demanded them.
Unexcitable editors and capitalists have vied with ex-
citable theorists in the assertion that these radical steps
are needed.
If the halting of voluntary enlistment to the army
and navy seems an exception, it must be remembered
that the tardiness of many to enlist is partly due to
sincere belief that our entering the war was wrong,
and largely due to the early recognition of the fact that
this is a national, not an individual problem, and that
8 TJNIVERSAL TRAINING
a broader basis for recruiting field forces must be
found than the individual’s own choice or judgment
as to whether it is better for him to work in factory,
store, airship or trench.
For injecting ideals of service by ourselves as indi-
viduals into our present definition of patriotism, the
terrible war has earned our gratitude. Even after
Small towns and great cities, working classes and
leisure classes had alike outdone all expectations in
Spontaneous Organization for Selling Liberty Bonds and
aiding the Red Cross, we found it difficult to believe
what was being enacted right before our own eyes
and with our own participation. For two billion dol-
lars of Liberty Bonds, over three billion was sub-
scribed; toward one hundred million requested for Red
Cross work, one hundred eighteen million was sub-
Scribed, and through it all we were talking of the sec-
Ond call soon to come!
Nor were the prompt replies to calls for service lim-
ited to women of leisure, social workers, engineers,
doctors and business men; on the contrary, public
Officers and employés who were already carrying more
than reasonable loads took on heavy extra duties. At
IO.30 o'clock in the morning a health department was
asked if it could furnish the government food com-
mission with certain facts about the maximum price
which bakers can pay for flour and still return to the
poor man the pound of bread for five cents; at II
THE NEW PATRIOTISM'S COMMENCEMENT DAY 9
o'clock that same morning, fifty health inspectors had
been detailed to secure within twenty-four hours, in-
formation from five hundred small bakers. Similarly,
a director of public school instruction in cooking im-
mediately asked one hundred and eighty-eight cooking
teachers each to see three neighbourhood bakers.
After it became clear that we must equip ourselves for
war, the suggestion had hardly been made that the
schools might help before veritably millions of children
in elementary and high schools, country and city, were
doing their bits with needle and with hoe. Except for
the details, ten thousand schools might duplicate the
accompanying story of two months' work by One
school. -
Another manifestation of this new patriotism
promises much for Democracy: namely, the attitude of
the country's newspapers after neutrality was aban-
doned. Papers, which for over two years had openly
sympathized with the Central Powers and openly
criticized the Allies, instantly discontinued all such
partisanship and became earnestly pro-American, even
though at times reluctantly pro-Ally. Editors who
until the last minute wrote and spoke to their utmost
to prevent our declaration that war existed “ of Ger-
many’s making ” promptly bowed to the congressional
majority and henceforth not only suppressed their per-
Sonal convictions, but consistently supported govern-
ment policies. Moreover, during the very weeks when
Some of the Patriotic Activities
of
One Girls’ High School Somewhere in America
Sewing: (Under the direction of Miss A).
Io36 hospital bed shirts
356 pajama coats
356 pajama trousers
38 surgeons' operating gowns
420 convalescent robes
2206 garments
250 pairs bed socks
I2O Red Cross flags (about 40 large ones for base hospi-
tals and the rest smaller ones for the ambulances)
Knitting: (Under the direction of Miss B)
400 articles completed, including 49 sleeveless jackets, I9
prS. socks, Scarfs, wash cloths, sponges, chin band-
ages, etc. All cotton articles have been laundered
by our girls before they were sent away
Raising of food plants: (Under the direction of Miss C)
Hundreds of little plants have been started and made ready
for transplanting, including cabbage, tomato, lettuce,
parsley, endive, pepper, egg plants, etc
Ambulance fund: (Under the direction of Miss D)
Whirlwind campaign raised enough money for the am-
bulance, the cost of transportation and has left a
balance of $69.61 which has been placed in Savings
Bank to the credit of Ambulance Fund
Fracture pillows: (Under the direction of Miss E)
200 fracture pillows completed
Liberty bonds: (Under the direction of Mr. F)
About $25,000 worth purchased through school savings
bank, of which the girls subscribed for $6,000 and
the teachers for $19,000. Teachers also subscribed
for about $10,000 worth of bonds through other
agencies
Money contributed by teachers and students to the Red Cross
work — about $1 IOO * *
The posters of the Art girls and clerical work at Red Cross
Headquarters of our Library and Commercial girls,
should also be mentioned
IO
THE NEW PATRIOTISM'S COMMENCEMENT DAY II
Congress was threatening to tax newspapers, as they
believed unreasonably and to the nation’s injury, these
threatened petitioners gave advertising space worth
millions upon millions of dollars to promote the sale
of Liberty Bonds, and by a masterful educative cam-
paign convinced the nation that the government's pro-
posal to limit free discussion of governmental policies
and possible governmental blunders would injure the
people and obstruct the very end that it was designed to
further.
Three other facts about this new patriotism bear
upon Our program of universal training for citizenship
and public service:
(I) There is no higher form of patriotism and no
better evidence of previous training for citizenship
than is shown when those who do not yet agree
with the nation’s leaders or with the majority of
fellow citizens frankly, forcefully and persistently
voice their questions, protests and suggestions.
(2) In every walk of life, men, women and children
are early and late discussing individual duty and
national obligation.
(3) Because the new patriotism emphasizes obligation
and opportunity Father than rights, it will reduce
to a minimum the rancor and resentment that must
outlive the return of peace.
Where patriots acknowledge no differences of
opinion there can be but little progress and but a shal-
I 2 TJNIVERSAL TRAINING
low and fickle patriotism. Any nation which confesses
that it will reap benefits from war, in spite of — yea —
because of war's horrors, must also freely admit that
it will profit from frank expression of opposition to
that war and frank challenge of majority statements.
The discipline in listening, analysing and arguing which
is being gained by those who have heard the minority
view will prove to be one of the country's greatest
assets in the building up days of peace. For example,
a family which has five cousins at the front in France
was visited by a university professor during the time
when the United States was neutral. The boy of ten
asks, “On what side are you, uncle?” The professor
answers: “I think I'm neutral; I am sorry to dis-
cover, however, that most other people think me
strongly pro-German.” Thereafter follows a discus-
Sion of the war's origin, the position of the great
nations before the bar of history, their present and
future economic status, their respective means of pub-
licity, etc., which those children can never forget and
which will make it easier for them to meet personal and
national crises with attempts at straight thinking based
upon careful analysis of facts rather than upon plaus-
ible special pleading.
The desire to do one's part at whatever sacrifice of
time, money and life which today is almost universal in
THE NEW PATRIOTISM'S COMMENCEMENT DAY 13
Our land, is one of those great emotions without which
the historian Taine says “no man has done great
things.” Nor has any nation as a nation done great
things without great emotion, even though nations as
such have now and then profited by great things done
by individuals with and because of great emotions.
Shocking as is the thought that any good can come
from such unspeakable wrongs as this world war, yet
the fair mind would say that it were better to endure
the wrongs than forego the effects.
Better still is the suggestion which is taking deeper
root every day in the emotions of all races, that without
the horrors of war there is a way of achieving effects
superior to any which this war will bring. As Bernard
Shaw said a few years ago about San Francisco's blun-
dering attempts to improve her government and her
final resort to an earthquake: “It was undoubtedly
efficacious, but the trouble is that earthquakes are un-
reliable.” Wars, too, are unreliable. We cannot
afford to wait for world wars to gain any benefits the
human mind can picture. No benefit from this twen-
tieth century war is more important than its proof that
to prepare nations and all mankind against the recur-
rence of war is an infinitely greater Service than to
prepare for a possible next war.
Can we use these new ideals? Can we reservoir our
I4 . LINIVERSAL TRAINING
new emotions for higher citizenship and public serv-
ice? The hearts of all of us will echo the following
sentiments from the New York Evening Post:
“We should hate to think that the enthusiasm and zeal
which prompted these notable endeavours will pass away
with the special emergency. The question we cannot too
soon begin asking is whether the country cannot keep on,
after the war, utilizing these vast forces for the public
weal of whose existence we were almost unaware. . . .
“Looked at from a just standpoint, the labours to be
undertaken when the war ends will be as important and
appealing as those imposed by its continuance. There
will be a vast work of readjustment to grapple with. It
will extend to many fields — financial, industrial, social,
political. It is a commonplace that the world can never
be the same after this disintegrating and distorting war.
It will have to be made over. America as well as Europe
will have to tackle an enormous job of reconstruction.
Men cannot wring their hands and say: “Well, God
mend all!” In the spirit of the old Puritan they must
cry out: “Nay, but we’ll help Him to mend it.” If the
United States is now assured that it possesses a stock of
unused talent, ready to spend itself for the common
good, it is certain that all of it can be worthily employed
in the coming days of peace.”
Can we devise means of universal education and
training which we can use like thermos bottles and
refrigerating plants for conserving methods and con-
victions that make for higher citizenship and public
service? Our answer is a frank admission that it will
THE NEW PATRIOTISM's comm FNCEMENT DAY 15
be impossible to keep up our wartime tension; that as
School graduates Crave forgetfulness of the trappings
and suits of School routine, so on the Commencement
Day marked by peace our country will crave forgetful-
ness of the trappings and the suits of war including
universal military training itself; but that neverthe-
less there are major lessons which can be permanently
Stored and utilized for universal and progressive appli-
cation. -
These permanent lessons are grouped in the follow-
ing chapters under thirteen heads which in turn express
four minimum essentials, four convictions which every
citizen who understands simple English words can
adopt as a working program :
(I) No country is rich enough or strong enough to
rely upon untrained patriotism.
(2) Universal training for citizenship and public
service is possible.
(3) Every citizen can be trained not only to acquire
for himself the minimum essentials for privates,
but to demand definite and exacting minimum stan-
dards for five other citizen groups, drill masters
and teachers, civil servants, the learned profes-
sions, parents, and the specially gifted.
(4) L'avenir est magnifique — the future is glorious —
but that glory must be achieved not stumbled into,
must be consciously worked for as an ideal of
equal opportunity for all to become efficient as
citizens and servers.
CHAPTER II
THE MENACE OF UNTRAINED PATRIOTISM
The idealist finds it hard to face the fact that an
obligation SO personal and an emotion so spiritual as
patriotism need training. We appreciate the feeling
that before our country's flag we are all equals in
devotion. We are thrilled to new confidence in our
own destiny when a presidential message tells us that
while we cannot all bear arms, we are, nevertheless “all
equal in ability to use our all of mind and body and
means for our country’s good.” We dread the creep-
ing power of standardization, which like the travelling
glacier conquers one territory after another of human
and ever after
y
activity for “economy and efficiency'
requires a certificate for admission. We want some
place in our life for spontaneous unregulated idealism.
Trained patriotism! Are we then headed toward a
national demand for trained love of one’s own flesh
and blood, trained loyalty to one's co-workers, trained
gratitude for favours received, trained response to
beauty, trained integrity, trained humanity? We are,
and for a long, long time we have been headed toward
16
THE MENACE OF UNTRAINED PATRIOTISM 17
special training for enjoyment and use of all God-given
and man-discovered powers. And without being fully
conscious of it, we have in many ways and places been
recognizing the need for trained patriotism and the
menace of untrained patriotism.
History teems with proof that patriotism can spill
Over, evaporate, burst its pipes, miss its mark, be
wasted, injure where it longs to help.
Our boys in blue were as patriotic when they were
being stricken down by Cuba's typhoid fever as when
winning San Juan's Hill. The earlier boys in blue
while running in disorder from the enemy, with Sher-
idan twenty miles away, were just as patriotic as when
a few minutes later defeating the enemy behind Sher-
idan returned from Winchester.
Misled patriotism filled up the sunken road of
Waterloo with French heroes while English patriotism
was taking advantage of that catastrophe.
Unequally trained European patriotism gave unequal
results in 1914, and precipitated a devastating world
war: procrastinating patriotism caught England nap-
ping, unprepared, incompetent and wasteful; grafting
officials left French and Russian patriotism unduly
open to attack; misinformed patriotism led the Ru-
manians into a trap of their own making. It was lack
of preparedness to see straight that produced the
English slacker and prompted the English labour union
I8 TJNIVERSAL TRAINING
to strike for higher wages at a time when war threat-
ened their power to earn any wages. It was blind-
folded patriotism that led German and Austrian fath-
ers and mothers to demand a war of frightfulness in
the name of freedom and to idealize poems of hate
when in their hearts they have piteously yearned for
respect and love.
Patriotism exposed to smallpox and other plagues
decimated armies until vaccination and modern Sanita-
tion made it healthier to be in bivouacs than in fac-
tories, Schools, or homes.
Farmers were just as patriotic when they asked the
moon about planting crops as they are today when
they know the essential facts about grains and soils and
sequence of crops.
American patriotism for thirty-two years left the
Statue of Liberty — gift of sacrifice and gratitude from
the children of France — unlighted for want of funds,
while we were pouring tens of millions a year into
“ pork barrels” and other government extravagances.
Philadelphia when corrupt and tainted was patriotic
even though pitifully benighted.
Intoxication does not reduce a man’s patriotism, but
does annihilate the value of his patriotism and make a
menace of it.
With its eyes open, patriotism would never vote
against its own interest, yet misguided patriotism has
THE MENACE OF UNTRAINED PATRIOTISM 19
repeatedly placed in power men who only robbed and
hampered their publics and prosperity.
Patriotism can be unhappy from disappointment,
from loss of opportunity, from experiencing the
tragedy of defeat.
“There is many a hero in the losing fight
And as gallant deeds are done
As ever graced a captured height
Or a battle grandly won.”
Untrained patriotism invites destructive spring
freshets and floods and summer droughts and hurri-
canes. It is as necessary to build reservoirs and dikes
for Our patriotism as it is to restrict and train the
waters of Ohio's rivers to serve without destroying.
The willingness to delegate constitutional powers of
Self-government, freedom of discussion and leadership
in thought to popularly elected officers or self-appointed
committees which may be a necessity of patriotism in
war, would be an unmitigated menace in peace times.
The immigrant who comes to this country with
yearning and confidence seldom equalled in those
whose love of America is not born of struggle, obstacle
and suffering — the illiterate who passionately yearns
for freedom's liberty for herself and her children —
often has more patriotism than the highly literate
American born when sated with opportunities. What
we have done to our immigrants from southern Europe
2O UNIVERSAL TRAINING
who stopped in our cities is a greater menace to our
institutions than anything they have yet done to us.
For want of timely training we too often convert the
potential patriotism of immigrants into actual license
that menaces the land which these new neighbours
came to worship.
Patriotism is altogether too big and too beautiful a
thing to be experienced, used and directed in a blunder-
ing, hit or miss, catch as catch can, as you like it, un-
trained fashion.
No free people can tolerate in times of peace the
social and political restrictions upon free speech that
have characterized our war-bred treatment of numer-
ous sincere minorities, such as for example, the group
who in 1917 insist that America should not wage war
another day without frankly stating its own peace
terms.
Patriotism must not stop with willingness to fight
other nations or with enthusiasm for great celebra-
tions. The patriotism of peace is nobler than the
patriotism of war. The patriotism which serves and
builds is greater than the patriotism which hurts and
destroys. If war patriotism must be trained, how
much greater is the need for training peace patriotism
Today’s warfare enthusiasm will wane.
Within two years after the war of 1917 closes, the
very men and interests which are now clamouring most
loudly for universal military service will be organizing
THE MENACE OF UNTRAINED PATRIOTISM 2 I
nationwide crusades against both universal military
service and military training in schools. Business will
resent the double tax of furnishing funds and loaning
employés. Young men will resent the decrease in
earning power and lost vacations. Women will abhor
the very idea of preparedness for war. Statesmen will
achieve universal disarmament. Like the much
evaded universal jury service and the almost obsolete
universal poll tax, the temporarily popular universal
military training and service will become museum
pieces, mere memories and nightmares.
Preparing patriotism for the opportunities and du-
ties that crowd behind the war clouds, calls for a
program of means and ways of universal training for
citizenship and service.
CHAPTER III
THE COST OF UNPREPAREDNESS
Unpreparedness might conceivably be a menace
without actually incurring cost. In real life, however,
unpreparedness almost always does incur cost. Un-
fortunately it is one of the most common and most
expensive possessions man can have. “When it rains
it’s too wet to mend and when it's dry the roof don't
leak,” is a working principle that is not monopolized
by Arkansas farmers. g
Unpreparedness for war has cost European nations
millions of lives and billions of dollars and incalculable
sorrow. Unpreparedness for the duties of peace is no
less costly, but its costs are not so graphically concen-
trated in time and place. -
Because a world of nations are at war we can tempo-
rarily see what unpreparedness for war costs. What
unpreparedness for citizenship costs we can also see
clearly if we will study the army of citizens who are
always at work for one another's good or ill.
Against the extravagance of unpreparedness for
everyday duties great teachers have waged war from
AEsop and Mother Goose to Benjamin Franklin and
22 -
THE COST OF UNPREPAREDNIESS 23
Charles W. Eliot. Old Mother Hubbard's dog went
hungry, Fontaine's grasshopper Sang and danced her-
self into starvation, Poor Richard found that a penny
saved is a penny earned, ex-President Eliot shows that
those of us are best prepared who are trained to enjoy
and demand the “durable satisfactions of life.”
Everyday penalties for unpreparedness are familiar
to 11S.
How often is a whole life changed because the pupil
is not prepared for examination
Many cities will not outgrow in a decade evil reputa-
tions earned by trying to entertain conventions too big
for their hotel accommodations.
Few housewives are equal to company without no-
tice, least of all on wash days. -
Appearing at work unshaven has cost many an able
man promotion. -
Family and business tragedies result from unpre-
paredness to pay mortgages when due.
The difference between notice and no notice of an
after dinner speech is often the difference between
humiliation and triumph.
Millions of children are handicapped through life
because their teachers are not prepared to teach.
Get-rich-quick schemes and get-well-quick remedies
and get-reform-quick promises are constantly Swin-
dling men and women who are not prepared to read the
story which experience is trying to tell them.
24. UNIVERSAL TRAINING
All the arguments for individual thrift that are now
being persuasively mobilized need to be applied to the
nation's use of its citizens' powers. Every argument
against personal thriftlessness applies more forcibly
to a nation's failure to stop the leaks and thefts and
holocausts and floods due to unpreparedness for cit-
izenship.
Five thousand dollars offered for a pair of wild
pigeons and not a pair to be found in a country where
men still young counted wild pigeons by millions!
Buffalo rare even in zoological gardens and menag-
eries where but yesterday they roamed the plains by
millions !
Seal skins a luxury almost out of reach of million-
aires; building woods more expensive than stone or
brick; print paper so limited that newspapers must
raise their prices and curtail their news; two hundred
and fifty million dollars needlessly lost each year from
easily preventable fires; over a billion dollars lost each
year for preventable sickness; tens of thousands of
farms wasted away in their youth for want of intelli-
gent use and provident restoration, and all for want of
a horse shoe nail of preparedness.
Where mothers are not properly prepared to bear
and care for babies, seven hundred or four hun-
dred in one thousand babies die in infancy; where some
mothers are trained and some are untrained perhaps
two hundred in a thousand babies die; but where all
THE COST OF UNPREPAREDNIESS 25
mothers are trained not thirty in one thousand babies
die. .
French labourers died like flies in Panama and
French capitalists lost hundreds of millions of dollars
because unprepared — against what? Against easily
starvable mosquitoes.
Unpreparedness to live without wasting and with-
Out unnecessary consumption almost brought Europe's
war to an end before the working and fighting powers
of combatants were decided, just as later our own un-
* preparedness to control the distribution of food sent
food prices Skyward and inflicted great suffering that
only national interference finally checked.
Niagara was just as patriotic when her waters roared
impotently as she is today when harnessed for lighting
cities and running factories.
For want of preparedness clubs of women, business
men and educators let vast forces go over the dam
unstored and undirected without furnishing motive
power or illumination.
When unprepared to bargain collectively the wage-
earner is at the mercy of accident and the ruthless law
of competition and knows no other way to express his
protest except by shifting from job to job, by railing
at “the classes,” by destroying or injuring his em-
ployer's property, or by giving sullen service. By pre-
paredness through Organization, the labourer, as the
eighteen per cent. now organized are showing, can meet
26 LINIVERSAL TRAINING
his employer face to face, feeling every inch an equal,
and by collective bargaining lift his wage rate and him-
self.
Industry is beginning to see that it is quite as im-
portant to prepare its workers as it is to prepare its
buildings and machinery. By preparing itself to un-
derstand employés, one manufacturing concern reduced
its “annual labour turnover,” that is the number of
hirings, from over 55,000 for 14,000 positions to only
5000 a year. That means that instead of changing
employés in certain positions so many times a year that
the average number in each position was almost four,
this concern found how to keep its employés so that
they stayed an average of nearly three years each.
Another concern reduced the turnover in its clerical
division alone from over 600 to 75. Think what such
preparedness means to business, when each time an
employé is changed it costs the business from $50 to
$1,000, according to the grade of work! Employers
who are eagerly seeking ways to stop this unnecessary
waste place the annual loss to American big business
because of unnecessary changing of employés at the
colossal total of “billions a year.” -
The costs and wastes of untrained helpers are
familiar. The untrained Stenographer wastes her own
time and her employer's time, paper, money, opportun-
ity. The untrained cook wrecks homes and digestions.
The untrained engineer “blows-out” boilers. Yet
THE COST OF UNPREPAREDNIESS 27
these familiar instances and effects of unpreparedness
to do the work for which one is paid, are of trifling
consequence compared with the cost of unpreparedness
to do citizenship's public services.
Indifference is oftener a result than a cause of unpre-
paredness. Few people are indifferent to what they
know well or do well. The fire commissioner who
never tested the fire hose because he “was afraid it
would break,” was unprepared before he was indif-
ferent. The detective who searched the lockers which
were open and did not search the closed lockers was not
trying to avoid evidence but had never been properly
trained to search thoroughly. It was before, not after
he knew his Psalms, that a certain educator distressed
his mother by not doing well in the Sunday school
competition for reciting the most verses of Psalms;
after he was prepared he enjoyed reciting and reciting
and reciting, until they learned that he knew. “all the
Psalms and half the Proverbs,” and tendered him
the prize for preparation if he would only stop recit-
ing.
The penalties that a nation pays for ignorance and
undeveloped sense of responsibility are infinitely
greater than those it pays for corrupt politics or ag-
gressive evil, because the former furnish the soil and
the fertilizer upon which aggressive evil thrives.
The annual wastes of American government in na-
tion, state, county, city and town, are greater than the
28 TJNIVERSAL TRAINING
combined annual interest charges paid out by England
and Germany for the great war at its height.
Franchises and lands worth more than old world
principalities were given away by all the public to a
few individuals, and after the value of these gifts
became known too, because citizens were not pre-
pared to deal intelligently with the monopolistic and
quasi-monopolistic privileges of furnishing all the
public with water, light, heat, power and transporta-
tion.
Unpreparedness to see straight, think straight and
build wisely with regard to roads for marketing farm
produce, has cost untold millions yearly and has kept
in isolation and uncontentment the agricultural classes
upon whose prosperity and contentment the rest of us
must largely depend.
Unpreparedness to spend public funds honestly and
thriftily has led to subsidizing and fattening forces in
politics and business which keep themselves prepared
always to prey upon the unprepared public and to
foster its unpreparedness.
Wherever citizenship is unprepared it is easily stam-
peded to hurt itself; to stand in its own light; to mis-
educate its children and take them out of school too
early; to vote against improvement in health, police and
fire protection; to pay for keeping the feeble minded
at large instead of keeping them in institutions by
themselves where they cannot contaminate and hold
THE COST OF UNIPREPAREDNIESS 29
back others; to shut its eyes to accidents which waste
numberless millions. -
When citizens are unprepared for citizenship their
government is restricted and hampered or crippled in
its power to act for citizens in preventing needless
waste and in freeing their paths for the exercise of
their capacities.
When unprepared men are put in public office they
are not only unable to do their public work well but
they perpetuate evils which reduce the earning and
growing power of those out of office.
Preparedness for personal success that does not
carry with it preparedness for citizenship and public
service may result in net loss to society. The self
centredness of the capable is quite as great a menace as
the incompetence of the incapable. Therefore the need
for universal training of citizenship conceptions and
of the service capacities of every individual.
CHAPTER IV
UNIVERSAL TRAINING FOR CITIZENSHIP IS POSSIBLE
Within two short years universal military training
has come to seem an entirely possible thing in our
country where formerly it was considered not only
obsolete, but anti-American. Many still disapprove
it, but no one denies its entire feasibility. The only
questions are: Shall it be done? How shall it be
done? Who shall pay its price and obtain its benefits?
If universal training for war is possible, universal
training for service is possible. For over a century
universal training for citizenship has been the basic
American reason for maintaining free public schools.
In theory we have also been training ourselves for
peace so far as we have gone to kindergarten, play-
grounds, extension lecture or college, and wherever we
have prevented transmissible diseases, compelled clean-
liness, provided recreation, lighted streets, taught safety
first, and celebrated our holidays.
It is the detail, not the idea of universal training that
is now changing. Universal service is an old system,
not a new proposal. Universal service in time of com-
3O
UNIVERSAL TRAINING FOR CITIZENSHIP 3I
munity need is already provided by law and existed as
a practice long before laws were written. To this day
every frontiersman is a nurse, a carpenter, a judge, a
reaper, a road maker, a defender, a fireman,— accord-
ing to the needs and interests of his neighbourhood.
All men are now expected to render jury service, except
two or three groups like physicians and lawyers and
ministers who are considered as already and always in
the public's service. Constables and sheriffs may ask
any citizen within reach of their voice to help make an
arrest or detain a prisoner; for a bystander to refuse
this call is an offence against Society punishable by
fine or imprisonment or both.
Specialized training has been found possible for en-
gineers, nurses, dentists, lawyers, School teachers, phy-
sicians and scores of other professions, including
specialties within professions.
Business finds that training is needed as to purpose,
plan and purse. Colleges are springing up and
special endowments are being given for courses in busi-
ness. For example, headlines announce, “S600,000
for a business course at Columbia University,” and
“$50,000 for a public affairs course at New York
University.”
Similarly with respect to citizenship, there is need
for well planned training with respect to the purpose,
the plan and the purse of efficient citizenship. We
have purse training for citizenship in abundance al-
32 TJNIVERSAL TRAINING
ready. It is training as to purpose and plan that we
especially need now.
Whatever can be done at all can be done better by
training. Whatever and whoever can do anything at
all will do it better after appropriate training. Wit-
ness the trained fleas and human contortionists of
vaudeville, Mark Twain's jumping frog, and Luther
Burbank's plants and fruits. Think of what Europe is
accomplishing by training its maimed and halt to do
with artificial hands and arms more and better work in
carpentering and in other mechanical Occupations than
they were able to do before with whole arms!
Whatever can be done for ten insects or animals or
men can, as big business has proved, be done for ten
million, if only machinery for duplication is provided.
When we do a thing by wholesale, we learn to do it
cheaper and better than when we do that same thing
by individuals or in small lots. It is duplicating parts,
doing the same thing over and over again in the same
way, which makes possible dollar watches and automo-
biles for $365.
To train thinking men and women, whole nations at
a time, has proved surprisingly easy. Thanks to news-
papers and magazines which go regularly every day or
every week or every month to all but a negligible por-
tion of our nation; thanks to the advertisers of market-
able goods and to publicly paid teachers who talk to
group after group both by mail and by word of mouth,
UNIVERSAL TRAINING FOR CITIZENSIHIP 33
few Americans are out of reach of training. Tele-
gram and telephone are quicker than chain lightning
for long distance illumination because they can be con-
trolled, relayed, and sent directly thousands of miles
faster than the ears can sense.
Think how short a time was required to secure na-
tionwide interest and action with respect to indecent
advertising, to patent medicines and foods which fail
to disclose their contents, to prohibition of the liquor
traffic, to woman suffrage, to the need for high schools
as part of the minimum equipment of every com-
munity’s public school system including rural districts.
Hardly had we understood the meaning of such
terms as commission government and city manager
before we woke up and found several hundred com-
mission government cities, nearly one hundred city
manager cities, and great metropolises like New York
and Chicago seriously debating the introduction of the
Single manager form of government. Almost as fast
as a flash of light the program for universal instruction
in canning fruits and vegetables swept from South to
north, from coast to coast, from farm to Avenue
mansion and side street tenement.
In 1917 centralization of power in the national gov-
ernment and in one or a handful of its officers, seems
to be a natural, efficient American procedure, in view
of the work which 1917 has to do. How quickly our
general public has been educated by events may be
34 UNIVERSAL TRAINING
judged from the statement of James Bryce in 1900 in
the third edition of the American Commonwealth:
“No nation is more averse to the military spirit, no
political system would offer a greater resistance to an
attempt to create a standing army or to centralize the
administration.” *
Before universal co-operation difficulties rapidly dis-
appear. Big business has come with the telephone and
telegraph; time and distance have been annihilated.
San Francisco is but a second away from Atlantic City
and it is now nothing unusual for gay companies to sit
at the two Oceans and exchange greetings, compliment,
Song and applause. It will be easier to train all of us
than to train one in ten of us, for only by aiming at
all of us can we see the big things and feel the spirit
that are the essence of training for the kind of citizen-
ship we are determined to have.
The appeal for universal training for citizenship and
service must be dramatic in its promise to individual
participants of health, service and enjoyment in the
doing. In spirit it must show vision, aspiration and
humanity. In organization and method it must show
efficiency. It is promise of these elements which
has made recent appeal for wholesale universal train-
ing acceptable and infectious. '.
Just as no class is incapable of training for citizen-
ship, so no class may safely be exempted from such
training. As events in the old world are showing,
UNIVERSAL TRAINING FOR CITIZENSHIP 35
every class in the community is needed for the highest
success of any single class, even the army and navy.
Women are needed not only in the home, but in prac-
tically every walk in life. Old men are needed for
counsel and actual service. Children must be trained
prior to leaving school in ways that will reduce the
necessity for training after they leave school. Going
still farther back, infants in arms must have special
training when in arms if they are to be ready physi-
cally and socially for the training in and after School.
Even the sick are needed in this universal program be-
cause they help us train physicians and nurses and find
universal preventives.
The new training for citizenship must not be allowed
to take several of the by-paths which universal educa-
tion takes when above grammar grades it is free only
at a price which is or seems still prohibitive for the
majority. If rich and poor are to be under the same
compulsion, they must enjoy the same opportunities
for training. Already proposals are made which
would hold universal military training for those who
can afford it. Interest in training which a Democracy
requires must be made universal, whether the individ-
ual can personally afford it or not. The nation as
such cannot afford to train a few of us but can afford
to train all of us. Recently a university president re-
minded the taxpayers of his state that they are spend-
ing less on higher education than on the upkeep of
36 DNIVERSAL TRAINING
automobiles. The Only universal training for citizen-
ship which is practical will cost vastly less than the
nation's gum bill and much less per year than we
have been spending every month on alcoholic drinks
and tobacco. In fact its cost will not be separable
from the cost of existing schemes of education and pro-
paganda with which it should be incorporated as a
minimum essential.
To make sure that the possible is also practical we
must fit our universal training to present day and
future facts, needs, and agencies, and abandon Our too
limited traditional ideas of minimum essentials for
citizenship.
CHAPTER V
TRAINING PRIVATES FOR MINIMUM ESSENTIALS
Privates are indispensable. Moreover, every pri-
vate is a potential leader. If the flagbearer falls some
one else must take his place. Today's private be-
comes tomorrow's leader. Captains of industry who
seem to be carrying the burden of business affecting
whole continents die or retire without a ripple of ap-
parent inconvenience. Mr. Rockefeller gave up ac-
tive business but the Standard Oil Company went on.
Mr. Carnegie gave up active business but the manu-
facturing of steel went on. Great railroad promoters
like James J. Hill and E. H. Harriman died — for
one hour on the day of their funerals every engine
stopped in memory of the master builder — then the
engines started to do more and better business under
new leaders.
The law of progress is such that successors almost
always improve upon the work of predecessors. With
few exceptions the understudy finally surpasses his
preceptor. The traditional way of expressing this is:
The king is dead, long live the king.
The basic training for privates is the same as that
* 37
38 DNIVERSAL TRAINING
for corporals, Sergeants, lieutenants, captains and gen-
erals. Seldom does One rise to higher ranks in mili-
tary or business fields without having excelled in
those Services which constitute the minimum essen-
tials of the private. Seldom have armies or businesses
succeeded where privates did not excel. It ought
to be made impossible in education for persons to fill
generalships until they have excelled as privates in
the minimum essentials for their rank.
No nation and no business will ever want for lead-
ers and guides whose privates are well trained in the
minimum essentials of their service. If overnight we
were to forget how to train anybody but privates and
should remember how to train privates thoroughly in
the minimum essentials of their duties, there would
forthwith spring from the ranks of privates plenty of
men to manage and direct and teach.
The minimum essentials for privates fall into seven
groups: I, A public service motive; 2, ability to read
and write; 3, desire and effort to think Straight; 4,
preparation for One's own task; 5, a chance in every
job to show ability for higher work; 6, knowledge of
health laws; 7, knowledge of the elements of govern-
Iment.
The first minimum essential for privates is a public
service motive. This we cannot get by talk alone, or
by reading. No one can keep the public service mo-
tive who is not trying to render public service. No
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 39
One can know the public service motive who has not
actually served. Some way must be found of having
every private do work which affects the public so
that he will be trained in thinking about the effect
upon the general public of what he does.
People love by loving; people learn best to draw
by drawing; people learn best to sing by singing;
SO people acquire a public service motive by rendering
public service.
Lip Service or arm service from any other motive
than a desire to serve the public may do more harm
than good. Wherever the spirit of leader or fol-
lower is not love of service, compulsory military serv-
ice may actually unprepare a nation to use its military
forces.
To universalize the public service motive requires
four conditions not yet widely enough sought: public
service must be in the air; community chores must be
found and assigned for children; every person must
be working at Something; and every person at work,
however humble, must be interested in the effect of his
Own work upon Society.
Can public service be made a part of the air we
breathe P It can. In many schools it is accomplished
through songs, dramatics, flag drills, textbooks, dis-
cussions, teachers’ illustrations, courses in ethics or
manners, and pupil self-government. Children who
help repair school buildings, keep School grounds
4O TJNIVERSAL TRAINING
clean, serve school lunches, make School furniture,
decorate School walls and Organize community en-
tertainments are making public service a part of the
air they and the rest of us breathe.
It is one of the anomalies of our present patriotism
that our newest immigrants know more of our his-
tory, more of Our patriotic songs, more of our na-
tional ideals than do children who can count two or six
generations of American ancestry. Teachers con-
Scious of the obligation to keep patriotism and public
Service in the air are notably successful when dealing
with immigrants. Would they not be equally suc-
cessful when dealing with the nativeborn of native
parents if they took equal pains?
Because the patriotic songs and the patriotic salut-
ing of the flag in public assemblies often seem to
creak with perfunctory habit devoid of spirit, is no
reason for not making sure of the spirit as well as
the habit.
“Would you shun the fire as harmful
In that once it burned a church P”
Those responsible for public schools must require
more patriotism and more facts about privileges and
duties of citizenship in textbooks. Too often ma-
terial that shows citizenship relations is notably
lacking in the primary grades when children are most
impressionable and when they are already capable of
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 4I
patriotic expression. New modern readers that ex-
cel in method are conspicuously lacking in patriotic
motive. For example, in one such series where read-
ing is taught by the aid of rhythm it would have been
easy to supplement stories of the moon and of boats
with a picture of the American flag and a poem like
this:
“I love the name of Washington,
I love my country too.
I love our flag,
Our dear old flag of red, white and blue.”
In the interest of better citizenship private schools
will soon be prohibited except those which are under
state supervision and can prove that they are living
up to and insisting upon the State's minimum of
purpose, method and requirement. Any Society that
has reached the point where it will require compul-
sory military training is ready for compulsory mini-
mum standards in its education wherever given. Dis-
tinctions of spending power have no place in universal
training. If parents wish to keep their children at
home they must give evidence that these children are
benefiting, not losing, by being kept at home. Simi-
larly religious and other private Schools must be re-
quired to give evidence that they equal or surpass the
minimum standards for public schools — after these
minimum standards have required attention to public
Service.
42 |UNIVERSAL TRAINING
Ways of keeping public service in the air for adults
out of school will be discussed later. Two general
suggestions are made as to loafers and holidays. That
drones shall not be tolerated in peace time is just as
elemental a proposition as that slackers shall not be
tolerated in war time. What laws can never do an
atmosphere charged with the spirit of public service
can do: namely, make it socially uncomfortable for
the work slacker to hold up his head in a world of
workers. -
Any nation that has so far abandoned its century-old
beliefs as to seriously consider universal military train-
ing has reached the point where it cannot safely com-
pel business and schools to observe legal holidays with-
out seeing that the national purpose of those holidays
is in some other way accomplished than by spending
money on entertainment.
Independence Day, Decoration Day, Washington's
Birthday, Lincoln's Birthday, think how we have
been using them! And think how we might use them!
How few of us will go to hear the Declaration of
Independence read on the Fourth of July 1 Fewer
still will watch the Decoration Day parade. It may be-
come part of our program for universal training to
require that every adult and child go to school on our
four patriotic holidays. A moment's thought will
show that it is more important that the immigrant
actually read the Declaration of Independence five
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 43
years after he is admitted to citizenship than that
he be able to read one sentence before admitted to
citizenship. -
A second minimum essential for privates is that
every person not subnormal in mentality shall be able
to read and write whether eight years old or eighty.
Few people who cannot read and write can ever fully
understand the opportunities and duties of an Amer-
ican citizen. No one can know enough about his
heritage as a citizen or about his present day duties
whose sources of information are limited to what the
rest of the world will take time to tell him. Nor can
any one in our day fully exercise his American rights
who is unable to express himself to persons beyond
the reach of his own voice. No foreign born person
wishing to become a citizen or resident, who is men-
tally incapable or spiritually unwilling to learn to read
and write, ought to be permitted to obtain citizenship
papers or to remain in this country.
Straight thinking about American citizenship is
incompatible with illiteracy. Fortunately, in teaching
boys or girls or adults, native born or immigrant, to
read and write, it is possible to use for this training
the elements of citizenship and minimum essentials
for public service with which their later reading and
writing will largely be concerned.
Manufacturing plants have learned how to take a
man who is unable to speak a word of English and in
44 TJNIVERSAL TRAINING
six weeks, two hours a day, give him seventy-two
lessons which will prepare him to read and write,
speak and understand the English of factory instruc-
tion, factory conversation and newspaper comment.
What is equally important, these business men educa-
tors have worked out methods of teaching which leave
the newly taught adult with a desire to read. What
business men can do in six weeks public schools can
do in six years for every normal person entering them.
AS Lyman Abbott recently wrote, society must be
Saved in every generation because “it is impossible to
capitalize a nation's safety so strongly that it can
rest on its accumulated moral strength.” Saving so-
ciety in every generation is possible only by harnessing
to this task our public school systems and by giving
them big enough programs, sufficient taxes and the
helpful Supervision which will guarantee that their
work is thoroughly done.
A third minimum essential for privates is desire
and effort to think straight. Would you omit this on
the ground that ability to think straight is a gift or
that the habit of thinking straight is a moral habit
not capable of universal training? Please do not for-
get that thinking is intellectual before it is moral, and
physical before it is mental. The steps involved in
thinking straight are as easy to learn as are any other
steps, and the habit of desiring to take and of actually
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 45
taking these steps is as easy to acquire as is any other
habit.
Of the three elements of straight thinking — desire,
knowing how and habit — the hardest to acquire and
to retain is the desire. For example, parents find it
physically hard to think straight about their children's
need for punishment, self-denial and hard work. It
positively and physically hurts the rich mother of a
pampered son to reduce the lavish income which she
knows will buy temptation and wretchedness rather
than happiness. It hurts terribly to send an unman-
nerly child away from the table when guests are there,
although such discipline might prove agreeable to
guests and beneficial to the child.
News items like the two following are daily taxing
our ability to think straight: “Those who bought
tickets at $2.50 each also received one drawing share
in an automobile ”; “Policeman's bullet kills inno-
cent boy — victim returning from church, stops to
watch dice game and runs at threat of arrest.” Our
minds tell us that gambling in private parlours for
the aid of infantile paralysis victims or war victims
is intrinsically as immoral and anti-social as gambling
On race tracks or in back rooms of saloons. Yet it is
hard to think the same way about gambling oppor-
tunities offered by charitable and religious fêtes or
war relief bazaars as we think about gambling oppor-
46 UNIVERSAL TRAINING
tunities offered by card sharps, bucket shops, or boys'
dice games.
When we say that it takes courage for a public man
to resist a million dollar bribe, we often only mean
that it is hard to think straight when private and
public interests clash. A great mayor once sent for an
important member of his cabinet and said: “Com-
missioner, I’d like you to appoint as deputy the man
whose name you will find in this envelope.” It hap-
pened that this commissioner was charged by law with
the duty of appointing a deputy who should be spe-
cially fitted for this post. In addition, both he and
the mayor were pledged to omit politics and favour
when selecting this deputy. Yet the mayor was the
commissioner's personal friend. It was, after all,
the mayor's responsibility. No one would ever know
about the secret order. Why not play the game and
acquiesce in his superior's request? It is hard work
to think straight in such a crisis. The commissioner
kept thinking of this problem while the mayor dis-
cussed several other matters of interest. When the
conference was over and the commissioner had left
the mayor found a pile of little pieces of paper which
he identified as the envelope and slip which the com-
missioner had torn up without looking at the name
within |
Take yourself at election time. Have you not found
. . . . it hard — sometimes too hard — to think straight
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 47
about parties and candidates? Are you not conscious
of hoping that no pleasant facts about the Opposing
party, and no unpleasant facts about your party, will
come to your attention? Or if you are a woman in
a state where women do not yet vote, do you instinc-
tively try to explain away facts about woman Suffrage
where tried which if followed straight would lead
to a different conclusion from the one you like
best? *s.
Few duties are harder for the citizen than to desire
and to try to think straight about public affairs. Al-
though loyalty to a leader is, as James Bryce said,
“a poor substitute for loyalty to a faith,” yet our
elections are constantly misrepresenting the popular
will because citizens mix up leadership and faith in
their thinking. -
For straight thinking there is nothing so helpful
as unevadable facts. There is, after all, a limit to
the contortions and somersaults which even prejudice
is willing to make. In full daylight it is so hard to
insist that it is night as to be impossible for most of
us. That is why it pays during a political campaign
to publish and republish impersonal, non-factional, non-
partisan facts. Few dyed-in-the-wool partisans have
the moral or physical courage even when they have the
desire, to utter, as true, statements which they know
a considerable number of their readers or auditors
know are untrue.
48 |UNIVERSAL TRAINING
An important truth during pre-election discussions
not only helps the few who take it up and store it
away in their memories and as part of their thinking
when it is first published, but that truth goes on work-
ing. The side which can take advantage of it tells
it over and over again. The side whose case is weak-
ened by it may seemingly ignore it but nevertheless
alters its statements so that it does not convict itself
of attempt to misrepresent. Thus non-partisan in-
formation is used for partisan purposes, but in the
public interest.
Whether or not an individual thinks straight at
election time is relatively easy for the individual to
settle for himself. Will the reader please test himself
by asking whether he would think straight under cir-
cumstances like these: On Wednesday morning, July
18, 1917, your family newspaper stated in Several news
and editorial columns, that your reform party had
renominated your reform mayor on his record of un-
paralleled efficiency. The same paper made several
other announcements: a silk dealer who had notified
the police department of a threatened burglary and had
been assured of police attention, was surprised to find
that the burglary had taken place according to Schedule
and had cost him $5,000; a coloured elevator boy who
had for months been successfully moving from one
apartment house to another, staying a day and then
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 49
running away with jewels and money, had been caught
after his stealings totalled $25,000; an investigator for
the mayor announced that the police department's
method of supervising detectives and patrolmen ac-
tually invited incompetence, neglect and graft.
What are you personally going to do with these Sup-
plementary facts when you do your own thinking about
the efficiency of the police department which news item
and editorial have extolled P Are you going to forget
about the marauding elevator boy, about the investi-
gator's indictment, and about the police department's
broken engagement with the burglar, or are you going
to keep those facts fixed in your mind when thinking
about the needs of that police department?
One plan for encouraging straight thinking by voters
and taxpayers is being tried out in Several American
cities by civic bodies which want what we call good
government even if their own personal preferences are
not elected as managers. A typical slogan of this
educational work which aims to state facts in a non-
partisan, non-factional, impersonal way, is No Mat-
ter Who’s Elected. This slogan has been used in
several cities. The Institute for Public Service is this
very summer issuing such a series. Six titles are re-
peated here to help fix the idea in the reader's mind.
as a minimum essential in straight thinking not only
at election time but between elections:
5O TJNIVERSAL TRAINING
for No Matter
No Matter Who’s OT
Elected, No. 1 f
Or No Matter
Are vouſ against }* What’s True
Nº Maſter...Whº's Crisis for Schools
Elected, No. 2
º” Pledges Unfulfilled or Substantially
Unkept
No Matter Who’s 5 e º
ºf The Mayor's Eye [Investigations
No Matter Who’s e - ſº
Elected, No. 17 Gary School Issue Needs Definition
for
No Matter Who’s is- tº º
Elected, No. 22 Mis Publicity tº
} Reform
Nor is it only adults who can easily be trained to
think straight. In Brooklyn is a public school with
about three thousand pupils, whose motto is Think
Straight. In classrooms, in the halls and in the as-
sembly one finds Think Straight on banners and cards.
By masterful use of this motto the principal is train-
ing children, 800 at a time, to have the desire to think
Straight, and to practice singly and en masse the steps
necessary to straight thinking.
The last time I attended assembly the principal
asked the children what subject of conversation was
the most popular on that day. They agreed that it was
the new double session or Gary system which was then
but two days old in their school. He then asked how
they liked it, why they liked it, how many liked it, how
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 51
many disliked it, why they disliked it. After scores
of children had risen and given their personal views
and after votes had been taken on these expressions of
opinion, the principal said, “Now, what is our motto?”
Eight hundred children answered, Think straight.
“Well, then, if we are to think straight about this
experiment what are some of the steps we must take?”
Hands flew into the air and children made one sug-
gestion after another which led to the conclusion by
eight hundred of them that they had not yet informa-
tion enough to think straight to a conclusion about this
new system, but that on the contrary if they ever hoped
to think straight they must wait until the experiment
had a chance and until they were sure they had seen
all sides of it. Have you any doubt that these children
when they go to vote will have the habit of analysing
and of straight thinking which will prevent them from
showing the loyalty to a leader that is disloyalty to
a faith?
Wrong conclusions and crooked thinking or right
conclusions and straight thinking, are by no means in-
separable. Wrong conclusions can be drawn from
straight thinking. The road to evil may be just as
straight as the road to good. People who are mis-in-
formed may with an excellent logic reach an unsound
and vicious conclusion. The story of the emanicipa-
tion of the individual soul and of nations' souls is the
story of substituting a safe starting place for an un-
52 UNIVERSAL TRAINING
safe starting place for Straight thinking. The only
Safe Starting place is correct and adequate informa-
tion.
Since no individual can be sure that he has all the
information, since many of us must at all times do our
thinking in full consciousness that further study would
be helpful, the best we can do is (I) to make reason-
able efforts to secure the facts, (2) to think straight
with those facts, and (3) to have the courage of
a conviction that is based upon our own information
and reasoning.
Even when so conscious of our own limitations that
we prefer to follow rather than to stand alone or lead,
we can at least choose our leader because we have
first accepted his information; and we can refuse to
follow a leader whose information we either do not
know or do not accept.
Habitual straight thinking requires that the mind
shall either painstakingly or with electric quickness,
take seven distinct steps for us: I, we must desire to
know; 2, we must find the right unit of inquiry; 3, we
must count the units, perhaps by weighing or measur-
ing; 4, we must compare; 5, we must make the Sub-
tractions necessary to show the result of comparing;
6, we must summarize; 7, we must classify.
As stated above, the hardest of all of these to acquire
is the habit of desiring to know the truth even if it
contains disappointment for us. No One can possibly
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 53
think straight who desires to conform or to believe or
to endorse rather than to know.
Finding the right unit of inquiry is not easy with-
out much practice. For example, the women who
desire to know how woman suffrage actually works in
Colorado must not take as their unit of inquiry
woman's theoretical right to vote, woman's duty to
the home, or what partisan advocates or opponents
Say about Colorado results. The only unit of inquiry
that permits straight thinking is the thing that hap-
pens, the provable result. Again, when the voter de-
Sires to know whether he should vote for or against
a particular candidate for mayor, the right unit of in-
quiry is not the looks or the eloquence or the wealth
or Social standing of respective candidates. Instead,
it is things already done by these candidates or their
colleagues for or against public welfare, and things
SO Specifically pledged for the future that it will
be reasonably easy to secure fulfilment of the pledges.
The other five elements of straight thinking are
more or less mechanical and can easily be acquired by
any one who sincerely wants the truth rather than
agreeable portions of it. Counting we all learn to do
in making change, buying clothes, discussing every day
affairs. Comparing we are doing all the time when
we match colours, adjust furniture to rooms, appor-
tion ingredients in our cooking, read the stock ticker,
and choose our places of residence or business. Using
54 TJNIVERSAL TRAINING
subtraction to gain the result of our comparison is
a little less frequent. Even our most efficient busi-
ness houses are still reporting to their stockholders
with comparative columns that tell the stockholder
practically nothing unless he stops to subtract this
year's repair bill, $1,715,403.07 from last year's repair
bill of $1,800,907.44. Many of us as individuals are
daily making comparisons without Subtracting for Our-
selves to see how much greater or better or bluer or
prettier the second thing is than the first. It is not
hard to train OneSelf to ask how many parts in a
hundred larger one thing is than another, whether
three per cent. or thirty per cent. ; if the difference is
three per cent. we naturally do not take it so seri-
Ously as if it is thirty per cent, or ninety per cent.
Any mind that has desired to know, has found the
right unit of inquiry, has counted, compared and
Subtracted, wants to see the result of these operations
in a short, definite, meaningful summary. Finally, the
habit of classifying one's information and one's con-
clusion is also easy to acquire.
All around us the world is trying to discipline us
in the habit of classification, at every point except in
our thinking about public affairs. We are told to
turn to the right until we do it habitually and auto-
matically. We go in one end of the car and out the
other to save confusion. We run the express trains
on the left hand side and the local trains on the right
TRAINING PRIVATES FOR MINIMUM ESSENTIALS
55
hand side.
We serve our desserts separately and, if
we can afford it, in a different kind of dish with dif-
ferent kind of forks and spoons.
As soon as the
baby can walk, in fact long before he can walk, we
Attitude Toward
School Work
I
Step
6
Step
4 5
Step |Step
2 || 3
Step |Step
Wastes time . . . . . . . . . . . . . . .
Work is carelessly done. . . .
Gets too much help. . . . . . . . .
Shows improvement
Very commendable

Recitations
Comes poorly prepared
Seldom does well
Inattentive ... . . . . . . . . . . . . .
Promotion in danger
Capable of doing much better
Work shows a falling off. . .
Showing improvement
Very satisfactory
tº e º $ tº
e tº e is e s e e º 'º
tº dº e º ſº e º gº tº e
Conduct
Restless
Inclined to mischief
Annoys others
Shows improvement
Very good
tº e º ſº gº tº º e º $ & © tº $ $ $ tº e &
e e º ſº tº e tº $ & 8 e º º
* * @ e º e &
Attendance
Number days absent . . . . . . .
Number times tardy
* * * * * * g e
Classification of indexes to pupil
progress, by Supt. J. W.
Rutherford, Clarion, Pa.
begin training him to look for the same thing in the
same place on successive days, to go to the same place
for the same pleasures on successive days, put things
in the same places — a place for everything each in its
56 TJNIVERSAL TRAINING
own place, not a place for everything and everything in
that one place.
It is just as easy to classify the steps and results in
our thinking with respect to our personal, business and
public relations, and it is essential if we are to think
Straight.
A fourth minimum essential for privates is that
every person shall be well trained for his own job.
This does not mean that no one should ever take a
post for which he has not previously made special prep-
aration. It does mean that no one should stay on a
post where he cannot do its work well after his previ-
ous training has been supplemented by sincere effort
to Secure training from his new position.
Dis-esteem for one's own workmanship is a poor
basis for citizenship and patriotism. On the other
hand every person who is doing his own work well
enough for the work and as well as he can do it, is an
important factor in his country’s preparedness for
meeting any emergency.
Yielding to the requirements of war former lines
of importance between different kinds of work have
been disappearing. We are beginning to see how
essential each part is to the whole.
Heads of families, effervescing with patriotism and
wanting to enlist as officers or privates, have been
frankly told by our government that caring for their
own families is just as patriotic and just as essential
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 57
as displaying bravery and patriotism in army and
navy.
Humble services have gained repute in the eyes
of workers because they have gained repute in the
eyes of the world. A college professor is glad to take
his turn in the munitions factory because public eS-
teem for that work has changed. Women of fashion
are glad to do clerical work and house to house visit-
ing because public esteem for such work has changed.
Professional men and ambitious young women have
been glad to drive cabs or take fares on busses or run
elevators or even sweep the streets because each of
these tasks has come to be regarded as a high form of
patriotic Service.
Whoever does well the thing he does must be shown
respect for what he does and particularly for what
his work means to his country. Patriotism's tape line
knows no measures but loyalty, willingness and effi-
ciency.
“Say not ‘small' event!
Why ‘small'? Costs it more pain that this ye call
“A great event’ should come to pass
Than that?”
Whether one is trained for his own work can never
be told before his first field trial in it. Much of the
world’s best work is done by workers in fields that
are new to them. Great teachers will tell you that
58 |UNIVERSAL TRAINING
never in a lifetime of teaching did they ever surpass
the results of their first year. Abraham Lincoln
proved to be admirably trained for the job of presi-
dent of the United States during the Civil War, yet
no part of his earlier training could fairly be called
Specialized training for this great work.
There is much merit in the feeling which Ameri-
cans have always had until quite recently that, to quote
Bryce, “any citizen is good enough for any political
work,” and that “it is a disparagement of one's own
civic worth to deem one’s neighbours, honest, hard-
working, keen witted men, unfit for any places in the
service of the republic.” There was a great truth in
that old prejudice which we cannot afford to sacrifice
even for higher degrees of the mechanical efficiency
and specialized fitness which we are seeking today
through our civil service tests and scientific manage-
ment.
No matter how great his responsibility or how high
his salary, nor how extensive his previous conven-
tional training, no worker is well trained for his own
job who does not do it well when measured by its
own possibilities. º
To increase the quantity and quality of each work-
er's product, the apostles of scientific management in-
sist that the worker must himself see that he will share
in the benefits or profits from increased quantity and
quality of service.
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 59
The fear that scientific management will get more
from workers only to increase employers' profits with-
out giving more back to employés, has led labour
unions to protest against efforts to Secure from each
worker the best he can do in the position he now
holds. One of the tasks confronting the country in
its efforts to universalize the ideals and habits of
citizenship and of service, is to change this attitude
of Organized labour, first by guaranteeing benefits to
labour from increased individual efficiency; second by
advertising the existence and attractions of those bene-
fits; and thirdly by showing that among these benefits
will be training to do one's best in one's job and to
grow out of this job into a larger opportunity tomor-
TOW. .
Another task is to complete the revolution which
is already so far under way in the attitude of employ-
ers. We must not be satisfied until every employer
whether of one domestic servant or of fifty thousand
factory labourers shall declare with Mr. Arthur Wil-
liams, who has done much to promote educational
work by great corporations among their own employés,
—“We can’t afford to have dead workers or sick
workers: we can’t afford to have resentful, discon-
tented, underpaid or unhappy workers after the war.”
This need is recognized by business houses so ex-
tensively and in so many ways that several national
magazines have gained enormous constituencies by giv-
6O UNIVERSAL TRAINING
ing concrete suggestions to business men about ways
“of mining human nature.” From one of these
articles by Edward Mott Wooley in the Saturday Eve-
ning Post, a typical incident is quoted:
Take the case of Teddy A., who applied for a job at
the age of twenty. On the application blank was the
question: “What is your ambition in life?” And
Teddy wrote: “Drive delivery wagon.”
In a store without intensive management they might
have taken the boy at his word, and perhaps he would
have stayed out on the wagon all his life, an economic loss
to the store and to the world, and a personal failure.
Instead, they put Teddy in the rugs, as a junior, at
seven dollars a week; and then they began experimental
drillings to find out what they could make of him. There
is a system in this store requiring floor managers to make
periodic reports on all employés, going into detail and
answering many specific questions; and the first report
on Teddy A. was a dreadful roast. For one thing, he
had no sense of personal appearance. His clothes were
soiled and ragged; his tie was hopeless; his shoes were
unacquainted with the brush.
Here was a problem of some interest. Perhaps Teddy
was a worthless claim ; and if so, the sooner they found
it out and abandoned him the better. But beneath those
shabby clothes might lie a pay streak |
It is one of the fundamental theories of the develop-
ment department that unless the faculty of observation
can be cultivated it is practically impossible to develop
a person. It is also a theory that in teaching observation
the academic discussion should be secondary to actual
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 61
contact. So they gave Teddy half a day off and told
him to spend it in the store, making notes about the six
best-dressed men he encountered.
Right here comes in another important factor in this
method of mining human nature. Periodic absences
from routine duty are compulsory, for definite purposes
in which observation plays a large part. This idea is
quite the reverse of the old-fashioned don't-miss-an-hour
schemes of things. . . . You can set it down as an axiom
that the average human nature will not mine itself.
Teddy A., however, responded satisfactorily to the
test; for when he turned in his report next day he wore
a new necktie and had polished his shoes. After that
his progress in dress was rapid. It required only a lec-
ture or two and a few more observation trips to turn
him into a well-dressed young man.
Meantime they set out to develop his ambition. In
one of the classrooms they had a big chart of the store
organization, and all over it were red Stickpins; and they
made him understand that each one stood for a man.
The ordinary chart is just a piece of the furnishing; but
this one was a stage, with live men walking over it.
They talked about men, and told him over and over
that he could walk on that stage in almost any rôle he
chose. It depended on himself. They told him the
stories of some of the boys who had gone into stores
just as he had done, and how they had gone up and
up. To this boy, who had lived twenty years in an ant
hill, it was a revelation — a sort of afflatus.
Then they gave him a lesson to do:
“Write some little stories about successful men. Dig
them up out of biographies in the store library; out of
the newspapers; from every day life about you.”
62 TONIVERSAL TRAINING
There is nothing that grips a man so much as the
stories of men who have done things; and they cul-
tivated Teddy's observation of opportunity so that in a
little time he laughed at his erstwhile ambition to be a
delivery driver. They developed other qualities in him,
too; and now he is assistant manager of a department.
A fifth minimum essential for privates is that every
kind of work shall afford each individual engaged
in it a chance to show ability to do something which
will be harder for him to do. Society has a selfish
motive for promoting individuals wherever possible.
There should be in each job a chance to rise, but rising
and being promoted should be rewards for growing,
not merely for keeping office hours and obeying laws.
Every vocation needs its “development department”
and its “mining of human nature.” -
There cannot be continued growth by everybody
unless there is the opportunity — and incentive — for
continued study and effort by everybody. This need
is just as urgent after the age of sixteen or seventeen
as before, and in voluntary club work as well as in
civil service and in business. Fortunately there is
Something about growing and becoming more efficient
in any task that inevitably prepares a person for the
next higher task.
To make every job a training ground for a better
job requires continual study by those responsible for
work, just as it means that every such job is in itself
TRAINING PRIVATES FOR MINIMIUIM ESSENTIALS 63
“continuation study,” where each worker has his
eye on the rung of the ladder just beyond his present
position.
An imaginative use of vacancies is proving a great
asset to both private and public business. When posi-
tions within an organization are filled by prepared
men from below rather than by men from without, one
vacancy often creates opportunities for five or fifty
promotions, each vacancy being filled by the best pre-
pared man from below. When, instead of filling a
woman's club presidency from persons with no com-
mittee appointments or perhaps without any proved
ability or interest in that club's work, a committee
chairman is promoted, perhaps five chairmen and a
new person too can be given new positions, all because
one vacancy needs to be filled. Whereas, if an out-
sider is elected president no promotions are possible
and the incentive to do excellent or unselfish work is
chilled. -
It is not necessary to argue that such promotion, if
made by merit, encourages both those who have been
promoted and all others in an organization who see
their successful fellows advance from their own rank.
The fact that such promotion is possible makes work
more attractive, secures recruits of higher order, and
fosters loyalty. When, on the contrary, school com-
missioners for a central board are selected without
even considering local school board members; when
64 TJNIVERSAL TRAINING
a university presidency is filled without considering
any member of the existing faculty; when a factory
superintendent is picked without giving subordinates
a hearing, disloyalty is fostered and ambition arrested.
A striking illustration of neglect to use present posi-
tions as training grounds was afforded by the Na-
tional Education Association in IQI7, when it named
a committee to supervise the spending of its first large
private gift. A fund of $6,000 was given to this na-
tional body of educators for the use of its department
of administration, which department was started in
I915 to enlist the interest of school board members.
School trustees, the persons publicly accountable for
the spending of our billion dollars annually for edu-
cation, have for over sixty years been more neglected
than was Cinderella. A wave of encouragement swept
the country after it was announced that school trustees
would henceforth play an important rôle in educa-
tional conferences. Yet within two short years that
dream has so changed that this $6,000 of foundation
money is to be spent by a committee not one of whom
is a School trustee. An opportunity to dignify and
encourage service by strong men and women on school
boards is thus lost.
Where industry and business are so organized that
they seek ability, train it and encourage it to study and
grow by promoting it, a foundation is laid for the best
possible training in citizenship.
TRAINING PRIVATES FOR MINIMUM ESSENTIALs 65
In preparation of pupils for efficiency on later jobs,
it will be necessary for schools to find out about chil-
dren what can never be found out except by watching
them do things that need to be done. There are cer-
tain facts about personality, persistence, willingness
and resourcefulness which are not discoverable until
the pupil is tried as doer or builder. Doing and build-
ing test character and capacity much better when the
person under test or at study is doing and building
what is needed by himself or somebody else and will be
used if satisfactory. No one can know for what kind
of work he is best fitted and how much he cares about
being efficient until after he has been given real work,
not play work.
School, family and community chores must be dis-
covered, assigned, required, and made educational for
children in the early grades and for men through
college. Even if this requirement of community
chores should mean paying teachers to supervise work
in addition to those now regularly employed, it would
still be better than postponing the tests of character
and ability that can be given only by work that needs to
be done.
That the use of community chores for educational
purposes is desirable it will be easy to show: that it is
universally practical it is as yet harder to show. In-
stances of it on a larger scale can be cited as in reports
to the Institute for Public Service from over fifteen
66 TJNIVERSAL TRAINING
thousand schools with over two million pupils. No-
where as yet, however, has a city adequately mobilized
its community chores and its upper grade children to
prove that services needing to be done can with rea-
sonable ease be organized and progressively used for
instructional purposes.
School repairs in many places are made by children,
but because the school is not continuously in disrepair
this need is not a continuous source of instruction.
School buildings are erected by children, but there
comes a time when the building is erected, in place and
completed. In a few schools here and there, as in
Connecticut industrial schools, pupils under supervision
are allowed to take contracts for building private
houses and shops. This, of course, greatly increases
the quantity of teaching material through work that
needs to be done. Labour unions must be taught to
favour not oppose such training.
A novel estimate has been made by the United States
bureau of education, that if school children were to
use vacant lots for raising vegetables while busying
themselves in studying agriculture and science, they
could raise no less than $750,000,000 worth of vege-
tables a year. Other work of enormous economic
value can be encouraged in peace time by giving chil-
dren school credit for homework and by insuring that
educational use is made of such home work. As a
by-product of no mean consequence many adults (in-
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 67
cluding the club woman who will welcome definite re-
quests for help from the schools), will be taught also
by any method that teaches children through work that
needs to be done.
That civics can be taught through work to be done
better than through laws and theories, is being shown
by many schools. There is no better training for
citizenship than training of pupils in self management
of their own Schools, in keeping school grounds clean,
in beautifying walls and buildings, in preventing dis-
Order, in conducting cafeterias at a profit, and in
raising all the vegetables for school cafeterias.
Some way must be found to make it unnecessary for
whole communities to go on forever waiting on school
children through the primary grades, through high
School and through college. Boys and girls and teach-
ers must be taught how, as part of their training, pupils
may help their schools and community. Service to
the state will be required between elementary and high
School, between high school and college, and between
college and graduate work, not so much for the sake
of the state as for the sake of finding out what use
is being made of education; whether it is developing or
spoiling personality; whether it is fostering habits and
characteristics that make for citizenship, or fostering
other habits and characteristics that work against
citizenship.
Finally, it is futile to talk of promotion from lower
68 TUINIVERSAL TRAINING
grade of work to higher grade of work, or of encour-
aging each one of us to attain his full stature unless
communities prepare themselves to deal with human re-
Sources through employment bureaus that will belong
to the whole community and not to any private con-
cerns, and that will not merely find some position for
the unemployed but will find positions which they can
best fill and will also find for the employer the best
fitted worker.
This employment service must combine three func-
tions,— discovery or diagnosis of strong, not yet
Strong, and weak points; continuation instruction while
at work, and placement. The world is full of men
and women doing their best to fill the positions they
now fill, who are capable of doing more exacting serv-
ice. They need help in finding themselves and their
larger possibilities. Communities should use periods
of training and of unemployment for such discovery
and assistance.
The actual working of such a bureau would be like
this: A woman wishing employment as a secre-
tary need not go from place to place asking for a post
and leaving without being told why she does not ob-
tain it. Instead she might go to an employment-school
which would try to find for her the very best position
which she was able to fill and which would at the
same time be best for her in the long run. This
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 69
means that the employment-school must learn about her
and must do its best to understand her possibilities and
her needs. If she is stoop-shouldered, pale, so timid
that she cannot look you in the eye when speaking,
or if she mumbles or is untastefully dressed, she will
not be given a curt dismissal or an evasive promise to
write her if she is wanted, but will be given just as
frank and definite a report as the person is given who
goes to a dentist for an examination.
If the reader will mark himself or herself on the
accompanying personality camera on page 70, it will
be easy to see the advantage of such a diagnostic cen-
tre. If the marking shows weaknesses that stand in
the way of success, then it will be easy to see the im-
portance of corrective exercises and instruction.
Obviously, it is impossible for the overwhelming
majority of persons at work to stop their work, give
up their salaries and study for the correction of de-
ficiencies or for the development of aptitudes. For-
tunately, however, more can be done by way of cor-
rection if instruction is given while one continues at
work, than if one gives up work. We must therefore
Organize to give this progressive instruction to per-
Sons while they are at work, so that the instruction can
be based upon qualities and needs exhibited at work.
An approximation of this method has for four years
been tried out by New York City’s board of educa-
Teacher's Efficiency Record—Cumulative—Elmira, N. Y.
FIVE YEAR RECORD OF
YEAR ON | ON YEAR Ch YEAR E. YEAR CN
Physical Efficiency Moral Efficiency Managing Efficiency General Efficiency
Health Character Self-control Attitude —
Energy and Disposition Confidence Towards officials
Endurance Influence Attitude towards pupils &g fellow teachers
Habits — System {{ parents
Body Teaching Emciency Tact Progressiveness
Dress Prep aration Sense of humor Professional study
Carriage Presentation Care of material Subject matter
Voice Testing g Influence on pupils Methods
Room — Application Sociability
Cleanliness Questioning Refinement of speech and
Attractiveness Attention Irianner
Interest Adaptability
Mental Efficiency Skill Loyalty
Scholarship — Progress IFaithfulness
Academic Promptness
Professional
Tanguage
Habits
E — Excellent G — Good F – Fair P – Poor + Indicates improving — Indicates losing ground

TRAINING PRIVATES FOR MINIMUM ESSENTIALS 7I
tion which urges Stenographers out of employment to
use their free time at the commercial extension rooms
trying to increase their competence.
As has already been shown this continuation instruc-
tion is being extensively given by progressive manu-
facturing and business concerns. One interesting and
novel device for improving English will appeal to
business men who are now harassed by the difficulty
of securing stenographers and secretaries who have
the same kind of colour appreciation for words which
so many of them display in their clothing. A sten-
ographers club was organized to meet once a week for a
Social time, dancing and refreshment, plus and after
an hour of instruction in English. This instruction
did not take the form of lectures or textbook recita-
tion, or even discussion of theories and rules. On the
contrary every stenographer was both teacher and
learner, for each one brought in concrete happenings
from her week's work, such as changes in her dicta-
tion, errors in grammar, short cuts and niceties of ex-
pression, etc. - -
It is not enough to give such training through free
bureaus because it is important that the thus-far-
successful and the still-employed be helped as well as
the out-of-employment and the thus-far-unsuccessful.
Self supporting and successful workers will not go to
a free bureau or free clinic. If society in its own in-
terest wishes to help them secure growth, it must
permit them to pay for service obtained. What priv-

tº ºut 4 ºn
!
ū.
§s
“Who is Ready for Daily In-
spection”?
Shoes shined or cleaned: 43 out of
45 boys, congested Section
Shirtwaists: clean and mended, all
Ties: neatly arranged, all
Hair: brushed, all
Daily routine, syllabus:
I—Rise promptly. Throw the bed-
clothes over the foot of the bed
2—Take breathing and setting-up
exercises appropriate to the
grade
3—Observe regulations as to en-
tering school
4—Care for outer clothing. Attend
to order of desk and prepare for
daily morning hygienic inspec-
tion
5—Keep correct sitting and stand-
ing posture in school
6—Play in fresh air after school
7—Prepare for bed early. Attend
the toilet, wash, put clothes in
order, and open window
;
;
*- u \tº Mazº
Daily practice by all children
72
Experimental Syllabus in
Hygiene
I—Hygiene of the classroom:
counteract and eliminate the
health-depressing influences of
school life
2—Instruction in hygiene: incul-
cate habits of cleanliness and
care of the body, in order to
promote good health and vigor
3—Inspection of pupils: to incul-
cate habits of personal cleanli-
ness by arousing interest and
pride in personal appearance
and by stimulating a desire to
attain a perfect class record in
cleanliness, neatness and good
health; to discover early signs
of illness and to prevent con-
tagion; to establish cooperation
between home and school; to
establish close cooperation be-
tween school medical inspec-
(; tion service and class teacher
4—Observation for evident physical
disabilities: by teacher of pu-
pils’ hearing and vision and
other physical disabilities; co-
tºy operation with doctor and
nurse to correct defects found
ſh,
(~~
Daily training for all children





73
74 TJNIVERSAL TRAINING
ate enterprise has organized for money returns so-
ciety can organize for citizenship returns. Certainly
no community can afford to do less for recidivist self-
supporting workers than it does for recidivist criminal
offenders, remove the cause of the repeating.
A sixth minimum essential for privates is knowledge
of health facts and health laws. These elements are
being quite generally taught to school children by way
of both precept and practice. Laws are making such
instruction compulsory. If all of our schools knew
and did what some of our schools already know and
do, we need feel little concern for the future of the
country's health habits.
In many cities children from the poorest homes are
being given skilled attention as to posture, mouth
cleanliness, voice, neatness of person and manners not
surpassed in the most exclusive schools or the wealthi-
est homes. Our next problem is to make sure that all
schools and all employers do what our best Schools and
most progressive employers are now doing. No phy-
sical training which armies will ever give will equal
the training for citizenship which proper School hy-
giene is giving. For finding out what they do and
what they are failing to do, and for proving to them
the great advantage of doing what we know is uni-
versally needed, the public machinery already exists.
Privates must learn to welcome the use of that ma-
chinery. Just as no private is fitted for war who does
TRAINING PRIVATES FOR MINIMUM ESSENTIALs 75
not know that among the minimum essentials of his
rights is the right to Sanitary camps, so no soldier in
America's army of citizens and workers should fail
to be taught that no right of citizenship is more im-
portant than his right to sanitary conditions for work,
play and home.
Take for example the morning inspection of a vil-
lage school: The teacher turns over the class to its
elected chairman, who today is a little girl twelve years
old. Madam chairman raps for order and with a
tone and look which inspires confidence, admiration
and obedience, announces: “Make ready for morn-
ing inspection.” Monitors, again democratically
chosen, move to the front of the class, and as the
chairman gives orders, with military precision they
pass down the aisles and back, noting elements of pre-
paredness among forty children: a -hands, including
finger nails, b — arms to the elbows, c — ears and neck
right side, d — ears and neck left side, e — hair, f –
waists and neckties, g — posture. This is done with
a dispatch which would do credit to Plattsburg, and
with an exacting impartiality that inspires impersonal
Straight thinking and a desire not to be found unpre-
pared.
As Dr. S. S. Goldwater urged when he was com-
missioner of health for New York City, eventually we
shall require proof each year or once in three years
that each adult has had a complete physical examina-
76 TUINIVERSAL TRAINING
tion, knows where if at all he is below par, and is
taking steps to protect the public's interest in him. We
shall go farther and step in to insure education of
employés and employers whose business closely affects
the public. No one may now be employed in bakeries
and restaurants in certain cities without a license from
the health department saying that he is free from
tuberculosis or other transmissible disease.
From protecting the public by such instruction, it
is a short step to such action by the public in the
interest of the employé,- therefore, the industrial
hygiene work of city and state departments which say
that workers must not only be protected by law and
not only protected by the application of law to working
conditions, but must themselves know the elements of
“safety first,” every man for his own occupation.
A seventh minimum essential for privates is a knowl-
edge of the elements of government. It is not enough
that we should know what our country stands for.
We must know how our country goes about doing the
things for which it stands. We must know how to
test government service so that when voting or other-
wise expressing pleasure or protest we shall not be
misled by vague generalizations or stampeded by per-
Sonal and party appeals. Privates in the ranks must
come to see that government is a sequence of acts and
not a mere sequence of men. *g
Every School in the country can and should be used
TRAINING PRIVATES FOR MINIMUM ESSENTIALs 77
to teach the elements of citizenship at work. Before
giving children certificates entitling them to leave
School or exempting them from obligation to attend
what we call continuation schools, i.e. schools in the
time of their employers after the compulsory school
age is passed, we can make sure that they know and
can do prescribed minimum essentials. That this is
feasible and not chimerical is being proved by many
teachers: Our Only problem now is how to show the
teachers who are not doing this how other teachers
who are doing it go about it.
After a generation of attempts to teach civics by re-
quiring children to memorize facts, it seems clear that
schools will be effective in teaching the elements of
citizenship just in proportion as they require the prac-
tice of those elements within the school and within
the community. Pupils should learn about food in-
spection by inspecting foods; about tenement house
inspection by reporting violations in tenement houses;
about street cleaning by helping to keep schools and
streets clean and reporting cases if need be to the
attention of paid street cleaners; about straight think-
ing by reading newspapers or magazines and discuss-
ing important current events in democratically or-
ganized classes under the guidance of a teacher; about
education of the public in the results and methods of
government by making exhibits for the public to see.
Any parent, public officer, teacher or factory man-
78 TJNIVERSAL TRAINING
ager interested in this pay-as-you-go, learning-by-earn-
ing method of teaching the essentials of citizenship can
materially help his own state by asking the state depart-
ment of public instruction to circulate information
about this method.
It is not easy to list ways of requiring citizens to
keep up to date in facts about government. TheO-
retically it would be desirable to require every adult to
give an annual accounting of his service and study as
a citizen,_ to give proof at least once a year that he
is watching what his government does and that he is
not misreading what it does. Practically it is not yet
reasonable to suggest such annual accounting or even
a re-examination every five years. Practically, how-
ever, we are ready to set up minimum essentials for
admission to citizenship and for registration for vot-
ing.
Why should we admit a foreigner to citizenship,
or a new voter to registration and to voting without
finding out whether he possesses the minimum essen-
tials Once having admitted him to citizenship we
cannot at present give him any further test. We have
great leverage just before admitting him because we
have a gift of untold value to dispense. Before giv-
ing it away we are entitled to make terms which will
insure appreciation rather than contempt for the gift.
How can persons admitted to citizenship fail to have
contempt for its responsibilities if we require no other
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 79
evidence of preparedness beyond ability to read a
sentence from the constitution plus a residence of a
certain number of years?
If we ever come to the point, as we surely should,
where it seems feasible to test the adult citizen's knowl-
edge of his current obligations, registration times will
make it easy. When you stop to think of it, is it not
careless to say the least for a public to let and almost
compel individuals to vote upon the destinies of a
town, a state or a nation without taking a single
step to ascertain whether those individuals have a
ghost of an idea of what they are voting about? No
One can enter a lodge meeting, no matter how much
money he has or how many times he has paid his
dues, if he is without the password. No one can pass
the picket on post no matter what his education, social
position or military title, if he cannot give the pass
word or countersign. Precautions which blind pigs
or blind tigers or illicit gambling houses take to be
sure that patrons rightfully “belong,” should not be
beneath the notice of a public which regards the right to
vote as a sacred trust. w
One next step which individuals can hasten and uni-
versalize is for our governments to employ the meth-
Ods mentioned later for insuring continuous explana-
tion of what they do and what their communities
need plus continuous enforcement of law, so that
citizens will be under continuous education from those
8O TUINIVERSAL TRAINING
whom they place in office. What weekly health re-
ports are doing in Some cities, frequent reports of all
public officers should do for all community govern-
mentS.
When we needed enlistments and Red Cross gifts
for a world war we did not trust the individual to find
out about these needs from libraries or from records at
Washington and state capitals. Far from it. We
bought billboard space and advertising space in news-
papers and magazines. We chartered busses and sent
Out millions of appeals. The same principle of edu-
cation must be adopted by representatives of the pub-
lic in reporting what they are doing for or against the
public interest. Let the reader not forget that any
system of reporting what governments do which fails
to tell government weaknesses, will also fail to tell
where government is doing the most we expect of it
and where it needs help.
A novel suggestion was recently made which would
provide a new source of extension education for those
who read newspapers and listen to campaign speeches,
at the same time that it would doubtless greatly im-
prove the character of education by existing agencies
of publicity. This suggestion is that the minority par-
ties of cities, states and nation be voted funds as
part of regular annual budgets with which to study
year in and year out, how and with what results taxes
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 81
are spent. Requests for funds would be analysed,
qualifications of appointees would be published, ma-
jority misrepresentations would be uncovered. Of
course the idea would be to try to show that the party
in power had not done the right things, had left neces-
sary things undone, or had done its work less com-
petently and satisfactorily than occasion permitted
and required.
Any majority party, under this continuous compe-
tition financed by the public, would, of course, desire
to save itself and would try to make out a convincing
case for being continued in power. Experience would
soon show that the best possible insurance for the
party in power against misrepresentation by the party
out of power would be work so efficient and so con-
tinuously satisfactory that when described it would
itself speak for the party in power. From a political
point of view this would be a bit unfair to the minority
party which now frequently profits by storing up the
blunders of the ruling party and loosing them in an-
tagonistic publicity during a political campaign.
However, since the training for citizenship demands
that we think of public interest rather than of party
interest, we must ask party managers to find ways
of promoting party while still helping the public.
Educating the public between election times would cer-
tainly improve the character of government, because
82 TJNIVERSAL TRAINING
few men have the physical courage to go on doing what
their constituents clearly see is against constituents'
interest.
Does this seem to you a fantastic proposal P Would
you be more sure that it was fantastic if told that a
Tammany senator had proposed it? Would you be
tempted to find it sound and scientific if told that the
Tammany senator disavowed credit for the suggestion
and recalled that he was indebted for it to a statement
made by President A. Lawrence Lowell of Harvard
before the New York State Constitutional Convention
of IQI5 when discussing European practice?
Utopia would include other minimum essentials for
every private such as courage, independence, loyalty,
honesty, love of mankind and optimism. Not as mini-
mum essentials but as “ consummations devoutly to be
wished,” must we regard these spiritual qualities, the
beauty and value of which must be repeatedly and con-
tinuously shown to privates.
If the seven essentials for privates above listed
as practical minimum essentials were universally
possessed, no American citizen could fail to know the
joys and rewards of purposeful, patriotic living even
if a considerable number should continue to sin against
the light by deluding themselves into disloyal action.
Where public service and information about public ac-
tion are in the air violations of law, selfishness, and
Sordid thinking become uncomfortable.
TRAINING PRIVATES FOR MINIMUM ESSENTIALS 83
By consciously striving to achieve and develop the
Seven minimum essentials for privates, each of us will
find himself subconsciously helping others and himself
with this thought:
“You’ll see that, since our fate is ruled by chance,
Each man, unknowing, great,
Should frame life so that at some future hour
Fact and his dreamings meet.”
CHAPTER VI
TRAINING FOR VOLUINTEER CIVIC WORK
What is civic work? How does it differ from citi-
zenship? Why does the person already trained for
citizen duties need also to be trained for volunteer civic
work?
In a sense all work that pays its own way is civic
work.
The man who does his duty between elections is en-
gaged in civic work as well as in private work.
Obeying the law, throwing banana skins into waste
receptacles instead of on the street, sweeping one's
yard clean, taking care of one's baby, earning one's
wages, being an agreeable fellow worker, is civic work
just as truly as each is private work.
The mayor who enforces the law, the governor who
tries to reduce waste, the patrolman who skilfully
guides traffic and sympathetically answers questions,
are all doing civic work.
But the term civic work has come to have a special
meaning and refers to work done by groups of citizens
or occasionally by inspired individuals who have extra-
governmental relations; who are not paid or chosen
84
TRAINING FOR VOLUNTEER CIVIC WORK 85
by the public; who are not asked by the public to do
things; but who as part of the community have volun-
teered for ends which they believe concern the whole
community.
Typical of best known agencies engaged in local
civic work are these:
Farmers’ granges
Men's civic clubs
Prison reform
Municipal art leagues
Housing associations
Bar associations
Public education associa-
tions
Societies to reduce munici-
pal waste
Bankers’ associations
Children’s societies
Women’s civic clubs
Consumers leagues
Religious societies
Medical societies
Civic and commerce asso-
ciations.
Bureaus of governmental
research
For separate states, an Occasional county and the na-
tional government there are corresponding agencies.
In fact so contagious is successful civic work that
yesterday's local agency becomes tomorrow's national
federation.
Political parties are the best known and the most in-
fluential and the most effective for good or for ill of
civic activities. Their only reason for existence is
to secure the election and appointment of their mem-
bership to office, as the best means they know to bring
about whatever changes in public service they think
are needed. It is of the utmost importance that every
86 TJNIVERSAL TRAINING
citizen be trained for effective service in and study
of political parties or groups.
Another type of activity regarding which the gen-
eral public must be trained to hold proper ideals of
civic accountability and efficiency, is the endowed
foundation. While the term foundation legitimately
includes our great private universities and many of our
local private charities, we are rapidly limiting its spe-
cial application to such civic agencies as the Carnegie
Corporation, the Carnegie Institute at Washington, the
Carnegie Foundation for the Advancement of Teach-
ing, the Carnegie Peace Foundation, the Rockefeller
General Education Board, the Rockefeller Institute of
Medical Research, the Rockefeller Foundation, the
Rockefeller Institute for Governmental Research, the
Russell Sage Foundation.
Many foundations started as local foundations soon
find their opportunities and responsibilities widened
so that they become national in influence if not in
field of operations. For example, the Cleveland
(Ohio) Foundation, the Community Trust and the
Elizabeth McCormick Foundation (Chicago), the
Wilder Charity (St. Paul) and the Dunwoody Insti-
tute (Minneapolis).
Not so much because of the money they spend as
because of the money and influence they are asked to
give, foundations, without making a move, cannot
help exerting untold influence for good or for ill upon
TRAINING FOR VOLUNTEER CIVIC WORK 87
civic efforts and ideals whether the rest of us want
to be influenced or not. Their influence is commen-
surate with the world's desire for their money rather
than with the relatively small amounts they can give.
No citizen can understand his own place in the uni-
verse of citizen duties and opportunities unless he
knows the importance of keeping foundations and all
Other volunteer activities in their places, as aids to and
not obstructions to Democracy.
In the chapter on the specially gifted this issue be-
tween private agencies that aid and private agencies
that dictate and subsidize is further developed.
Many civic agencies are organized to prevent public
action; many others are organized to promote and
hasten public action.
Because within a community there are different de-
grees of wealth, of knowledge, of public spirit, there
should be in every well organized community many
different kinds of civic work, some urging, some pro-
testing, some teaching, some blazing trails. No so-
ciety is truly representative which does not provide for
more varied, more continuous and more proportioned
representation of community interests than is possible
by way of an Occasional election.
Because no one group has a monopoly of inspira-
tion, public spirit, energy and vital interest at stake,
it is unwise for any city or state to accept as gospel
what any one group declares and advises. Therefore
88 UNIVERSAL TRAINING
it is urgently necessary that the civic work of every
group shall have as executives and spokesmen persons
trained for leadership and as members persons trained
to require adequate leadership.
Where leaders and privates in civic work are not
properly trained either before they take responsibility
or after they assume it, the general public will often
be seriously and expensively misled.
Whatever the cause for which any group stands
it is better for its community that the cause be de-
scribed and urged with honesty, earnestness and the
highest possible efficiency.
That in all parts of the United States cities and
states are doing what civic agencies request rather
than what the whole public wants them to do, few real-
ize. Yet it is a fact so full of promise and warning
that we can no longer safely shut our eyes to its mean-
ing.
While we are all more or less familiar with in-
5 J G &
terference by “politicians,” “party managers ” and
“bosses,” and other outside special interests working
through and upon politicians, we have not yet accus-
tomed ourselves to the new kind of outside interfer-
ence by civic agencies. They persuade legislators to
vote for or to refuse to vote for projects. They induce
cities to buy parks or by either secret lobbying or ex-
5
tensive advertising persuade cities against buying parks.
TRAINING FOR VOLUNTEER CIVIC WORK 89
The proverbial tempest in a teapot is taking place
every day in Our cities and states when civic agencies
representing sometimes not one half of one per cent.
of the public, too often representing only a handful
of men and women, set in motion agitations that
quickly lead to new laws and new expenditures. In a
Season an idea that originates in the New York office
of a national foundation has by dint of clever press
agenting and colporteuring or field agenting infected
and taxed two hundred different cities from Ocean to
OCC3.11.
For the annual picnic of the Jolly Bachelors Club
of a certain city an option was secured on a large man-
sion with large grounds. Because of the enormous
advertising that would result from a great Decoration
Day picnic by the Jolly Bachelors Club, the premises
were rented at a nominal sum; because this organiza-
tion with a great program for advertising was to hold
its annual picnic on these grounds the street railway
company made special arrangements for increasing its
service to accommodate the crowd; because the prestige
of having served this crowd would help them through-
out the next year bandmasters and caterers and enter-
tainers gave their services at little or no cost. The
picnic was a great success. Everybody made money,
including the Jolly Bachelors Club. When I asked the
man who was showing me the club's profits who all
90 UNIVERSAL TRAINING
were in the Jolly Bachelors Club, he blushed and
pointed to himself!
In similar ways individuals or small groups are able
through civic work to set in motion larger groups,
labour unions, church clubs, women's clubs, political
forces, newspapers, etc., until whole communities have
done and paid for what the Small groups set out to have
done.
So normal is this procedure that it is becoming
harder every year to take any forward step until after
private agencies by experiment have pointed the
way. -
It would take many books merely to cite instances
where civic workers have at slight or great expenditure
of time and money persuaded cities and states to take
notable forward steps, and notable backward steps,
too. Fortunately, however, there is something about
the public mind and civic work which makes civic lead-
ers much more effective when they are right than when
they are wrong so that the instances of successful oppo-
sition by civic agencies to public welfare are not as
numerous as are the instances of successful furthering
of public welfare. .
A small committee of Detroit citizens called the
Bureau of Governmental Research have in little more
than a year led that city of over 500,000 population to
reform its school business methods, its police and fire
departments, its methods of accounting, its hospital
TRAINING FOR VOLUNTEER CIVIC WORK 9I
and park departments, its budget procedure, its food
inspection, etc.
A similar committee of one hundred men in Col-
Orado, working through fewer than a dozen paid work-
ers, gave Denver the first operation report of any city
in the country, a new budget procedure, a school sur-
vey, a constructive survey of twenty-two charitable
institutions; and gave to the State of Colorado a Sur-
vey of all state departments and proposals for a new
school code.
The board of aldermen of New York City recently
decided to investigate school needs with special refer-
ence to overcrowding and to facilities for industrial
training. This was not a political action. No alder-
man thought of this inquiry. Instead it was suggested
by the labour unions who also mobilized parents' asso-
ciations to petition the aldermen for such an inquiry.
The earlier school inquiry, upon which New York
spent over $100,000 in 1912, was first suggested and
outlined by a small group of civic workers. The
Cleveland school survey, which overturned Cleveland's
school administration in IQI6, was not only conceived
but was paid for and conducted by citizen agencies.
A handful of women in Jackson, Tennessee, in one
year brought about the physical examination of school
children, the employment of visiting nurses for the
poor, including the coloured population, and Summer
instruction of mothers in the care of babies.
92 LINIVERSAL TRAINING
Hundreds of attractive rest rooms for farm women
are found in parks or in pleasant buildings of rural
communities, because of the activities of women's
clubs.
In New Haven a civic federation of men and women
effected in 1916 changes in the city's health service,
jails, courts and housing; secured a children's building
for the detention and care of children; drafted an anti-
Smoke ordinance; established a help-your-city com-
plaint bureau; gave lectures on thrift, temperance and
moral welfare; conducted playgrounds until the city
took over their management; conducted a clean up
week and campaigns against disease breeding flies,
mosquitoes and rats.
One of the most important public projects which any
city has ever considered, the plan for ridding New
York City’s streets of the nuisance and danger of the
New York Central Railroad's tracks and trains, has
been repeatedly blocked when at the point of execution
by half a dozen active civic agencies representing all
told fewer than 5,000 members. This, mind you, in
a city with over five million inhabitants and in spite
of the fact that other civic bodies representing billions
of dollars and including the Merchants Association
and the Chamber of Commerce favoured the plans !
How have the handful of opponents been able to pre-
vent projects that were favoured by the most influen-
tial forces in the United States? The principal reason
TRAINING FOR VOLUNTEER CIVIC WORK 93
is that the handful opposed to this plan were more
efficient in their civic work. They studied the plan to
the minutest detail. They not only studied but they
remembered. They not only remembered but they saw
to it that fact after fact was placed before the general
public and legislators so that newspaper editors and
hundreds of thousands who talk and vote could not be
misled by general argument in favour of the plan.
When the agencies representing billions of dollars of
business came before the city officials to support the
plan, they showed by their answers and by frank admis-
sions that they were merely “rubber stamping ” and
megaphoning arguments handed to them by somebody
else and that they themselves had not studied the plan.
This lack of study by civic bodies was so flagrant that
the mayor, who himself was favouring the plan, pub-
licly expressed surprise that its most influential advo-
cates should publicly exhibit their lack of knowledge.
Publicity of the provable defects in the plan was so
extensive and so convincing, thanks to the concrete
facts available, that the state legislature almost unani-
mously voted to send the plan back for repairs, to
take it out of the hands of the officials who had been
urging it, and if necessary, to investigate the steps by
which a plan with so many defects came to be sub-
mitted to the public.
The child labour laws which have been passed by a
great majority of states and by the national govern-
94. LINIVERSAL TRAINING
ment are due to the constant peg, peg, peg, or rather the
constant light, light, light of a group that is very
small in numbers but very large when acting with the
momentum and the appeal of and truth about child
labour.
Few communities lack civic agencies that are trying
to get from the whole public something which will
favour a small part of the public. Naturally such
civic work thrives upon secrecy and misrepresentation
and upon keeping the truth from the public. No tool
has ever been found by the forces of evil and selfish-
ness that can help them as effectively in misleading the
public as is the influential civic agency which is not
efficient in its work, which does not study before it
recommends or look before it leaps.
To offset such activity and to organize the public
interest and vision of every community, the other kind
of civic work is needed which asks only that all of
us shall take one new step after another which will
remove injustice from some of us and will benefit all
of us.
What your city has already decided to do is a com-
promise between forces of yesterday. This compro-
mise was made in the light of yesterday. New facts
make yesterday's program unsatisfactory for today.
Communities are like boys: last year's sleeves leave a
big gap at the wrist; to notice the gap, to call attention
to it, to point out how it should be corrected will always
TRAINING FOR VOLUNTEER CIVIC WORK 95
need volunteer civic workers in addition to public offi-
cers, because officers who represent all of the public
are in duty bound not to press proposals that the whole
public or a majority of it does not yet understand or
Want.
This civic work is of such vast importance to patriot-
ism that society must make sure that it is trained and
that each of us is trained for it.
So important is the civic leader that we can more
easily afford not-yet-trained mayors than we can afford
untrained civic leaders. If your chamber of commerce
is untrained to see straight and to want straight it is
almost certain that your city government is far behind
the times, is inefficient and wasteful and at many points
is unjust if not dishonest. -
Aggressive opposition and inspired opposition come
more often from civic leaders than from public officers.
In fact, public officers often lead best after they have
left office and can give the public the benefit of lessons
learned while in office, without being hampered,
wearied, frightened or legitimately restrained by their
official duties. It was not until Theodore Roosevelt
was an ex-president that his full blown progressiveness
disclosed itself.
What the incoming officers of any city or state will
try to do, depends very largely upon what organized
groups of civic workers were strongly urging long
before and during the campaign. More and more po-
96 UNIVERSAL TRAINING
litical parties for their own sakes are trying to find out
when making platforms what civic agencies have been
educating their communities to desire.
How many of us in the United States are connected
with one or more civic bodies, no census shows. There
are more individual memberships than there are sep-
arate persons belonging because many people belong to
a large number of different agencies. In fact, there
are people who have a passion for belonging to organ-
izations. There are farmers who will neglect their
cattle and their fields to help organize some new union.
In the south, the negro's weakness for clubs and lodges
has been described and ridiculed in story and song, and
yet their susceptibility is one of the most important
factors with which civilization can build.
Our reputation for “belonging ” or “jine-ing ” I
once heard explained to audiences in a small German
village who came regularly to my hotel to see the only
American except a returned German who had ever
visited this village. The village Nestor, a former kin-
dergartner, then over eighty, used me as his starting
point for explaining America to these very responsive
audiences. His favourite peroration was: “In
America everybody is organized. Lawyers are organ-
ized. Bankers are organized. Business men are
organized. Women are organized. Parents are or-
ganized. Young people are organized. Children are
organized. Finally, those who are not organized go
TRAINING FOR VOLUNTEER CIVIC WORK 97
off all by themselves and organize The Society for the
Unorganized.”
It is no longer safe to assume that social and literary
organizations are not doing civic work of high quality.
On the contrary the bridge club of yesterday is today
an active and determined baby saving club; the art
club discovers that its city needs a campaign in beauty
making and gives an exhibit on city planning; the
dance club finds that its members who have come to
like many of the same things can, if they will act
promptly, influence the community to save fifty acres
for a town park or to build a consolidated school for
country children.
Certain it is that our extra-governmental civic
agencies are so numerous, so widespread, so many
sided and so productive in their activity that it is not
an exaggeration to say that our civic bodies are more
potent agencies of enlightenment and patriotism than
even our universities and extension courses.
From infancy boys and girls and young men and
women should be trained with special reference not
merely to their regular duties as citizens but to the
opportunities and duties of the quasi-public bodies
which belong in the category of civic work. How ex-
tensive are the beginnings already made is illustrated
by the accompanying cut from High Spots in New
York Schools, which shows the outside pupil activities
of a boys' high School.
98 TJNIVERSAL TRAINING
To all civic bodies may be commended a pledge
which is required of applicants for membership in the
Arista League, the honour society of New York City
high Schools:
“I agree to be active in the interests of the school, to
keep a high record in scholarship, to be manly in my con-
duct, and to perform cheerfully and reliably any tasks
assigned to me for the benefit of the school. In case I
am unable to do the work assigned me at any time, I
promise to make adequate provision to get it done prop-
erly. I promise that I will never be unworthy of any
trust or responsibility placed upon me.”
To increase by even ten per cent. the value of extra-
governmental activities such as those above men-
tioned, would do vastly more for this country than
several gifts of a hundred million dollars each to new
private foundations. That there is much room for
increasing efficiency is universally admitted. It is not
uncommon for a real estate association, labour union
or chamber of commerce — and experienced and sup-
posedly efficient ones too — to call a meeting at eight
o'clock; to expect members to drop in anywhere from
eight to nine; to find a quorum at nine; to waste from
two to four hours in desultory conversation or irrele-
vant speechmaking by the same few who have
harangued every other meeting for years. In your
community would it materially expedite municipal
reform if certain civic bodies could be persuaded to
Athletic Associations
(School Activities
Gymnasium
ſ G. E. NED ALL ORGANIZATION_j
I
t BoA ºf gºº; |
ſº —w-
EXECUTIVE COUNC1 L
(6 ºr a c. * * ty tº s vs. tº a r
a r < * 1 stu seats)
%, lossº
% 85 J. CS
"erall, coo”
Orchestra
Board of 2.Élications
(Faculty Advisor
ond 5tudents)
C LUB 5 AND SO $1 E.T. Iſ E 5
faculty advisor for ce
ºº::::::: E-º
Pen and Ink Club Senior Oratorical Soc. Glee Club
poster stamp club Senior Dramatte Soc. Chess Club
Sketching froml Afe Short Story Club Math. Club.
Press Club Economics Club Philosophy Society
Public Speaking” City History club Forestry Club
Dramatic Society Modern History Club Sanitary Squad
Tancing Societies Civics Club Strong Arm Squad
Good English Club French Club' Chemistry Club
Music lovers'Club Agudah. Mechanacs Club
Pianists Club Public Forum.] Stenography Club
Debating Club Boxing Club Latin Club
Student
Lunch Ploom.
Cooperatºve
Store
Erruployment
Burzeu
other than class.)
Fºotball
Baseball
Tennis
Golf
Track
Crew , ,
Basketball
Soccer
Cross Country
Swimming
Rifle ‘T
(1 is tests as erase
literary Society Circulo Castellano
Weekly
Monthly
Annual
Annual Handbook
Class Organizations
form has athletic
Actuntwes of its own)
Eighth Form
Seventh *
Sixth, ve
Fifth *
Fourth. “
Third tº
Second *,
First p º
TRAINING FOR DEMOCRACY IN ONE BOYS’ HIGH SCHOOL















IOO TJNIVERSAL TRAINING
muzzle inveterate talkers either by election to office or
by substitution of some one else to make the public
arguments?
Nor is waste of time confined to men's meetings.
Change the hour from eight o'clock in the evening to
two in the afternoon, and there is the same late begin-
ning, futile talking and irrelevance and waste of time in
thousands of women's clubs. Change the setting from
club to college and the same can be said of innumera-
ble faculty meetings.
Only conscientious training of ourselves and of
others will prevent the continuance of this waste which
is no less anti-Social in its consequences just because
it is private rather than official waste. Once, just
before a conference at which he was to preside, Mr.
George W. Wickersham, later attorney general of the
United States, remarked that he would be happier if
he could only have the speakers go to an anteroom and
recite their introductions so that they could get down to
business at the conference.
Merely from the standpoint of humaneness a nation-
wide crusade is needed to secure brevity and pithiness
at public gatherings. How many times have you lived
through experiences similar to the following:
In May, 1912, several civic agencies in the four
Oranges of New Jersey, Orange, East Orange, South
Orange, West Orange, decided that the time had come
to organize some co-operative civic work in the interest
TRAINING FOR VOLUNTEER CIVIC WORK IOI
of all the Oranges. To insure attendance by the people
whose moral and financial support was needed, it was
proposed to invite two nation-wide celebrities to speak.
I was asked if I would outline a civic program for the
four Oranges. In spite of my remonstrance that it
was too much to hope for serious consideration of a
concrete civic program from an audience under the
spell of two great Orators, the meeting was planned,
and the date set six months in advance. Never had
there been such a meeting in New Jersey. From miles
around distinguished men and women came to the
banquet and the overflow banquet.
The first speaker talked an hour and twenty minutes.
After appropriate introduction, the second speaker
took seventeen minutes to get started and talked over
an hour. After half past ten, to an audience that gath-
ered at six-thirty in order to have time for the serious
consideration of a community plan, the toastmaster
took twelve minutes explaining the need for a civic pro-
gram and then introduced the speaker who was to
outline that program. For the reader's relief let it be
said that only two minutes were taken by this speaker.
Ten omnipresent tendencies which endanger volun-
teer civic work should be kept in mind by each individ-
ual whether thinking of himself as beneficiary or as
giver of civic work.
Danger I: That too many things will be undertaken
by an agency or a member. Not infrequently people
I O2 TJNIVERSAL TRAINING
gauge their activity and contribution by the number of
organizations to which they belong, especially if they are
on committees. Echo of this is found in Who's Who
where men give learned societies to which they belong in
seeming unconsciousness of the fact that everybody else
knows that anybody can belong to these societies who will
pay from two to five dollars a year dues. The committee
repeater, who is so busy going from one committee meet-
ing to the next so that she can finish no work for any
committee, must be helped to see herself as her actual
work reflects her.
Danger 2: That professional specially trained persons
will be employed when not needed and will absorb the
duties and growth that belong to volunteers. As stated
above, too much centralization fails to train understudies,
paralyzes initiative, develops autocracy in popular bodies
whose only warrant for existence is that they are demo-
cratically governed.
Last winter an organization of three thousand business
men asked for a hearing before a state legislature. In-
stead of the trainloads of merchants whom the news items
had led the legislature to expect there appeared only one
man to speak for them: he was not a merchant; his
business was gathering statistics; he was a trained, sal-
aried leader, a square peg in a round hole, an unwelcome
representative who therefore was a hindrance to the
cause he wished to help.
Danger 3: That agencies will fail to employ specially
trained persons when work has grown beyond the capacity
of part time untrained persons. Because it is dangerous
for volunteers to abdicate responsibility and initiative in
favour of paid workers is a reason for not abdicating and
TRAINING FOR VOLUNTEER CIVIC WORK IO3
is not a reason for failing to increase the efficiency of
volunteers by employing full time trained workers when
they are needed.
Danger 4: That club politics will displace club service
in membership’s interest. Almost every practice that is
associated with the evil repute of politics in national and
state affairs is found in private organizations.
Personal scandal and villification have made many
national and state conventions a mere scramble for office
and for factional gain.
It was my privilege last year to attend a state federation
of women’s clubs. The women from one city came to
that convention determined to elect a local leader for state
leader. A preliminary campaign had been conducted by
correspondence and personal visit. On the very first day
a well organized claque was in evidence. Several men
accustomed to gauging the trend of forces in political
gatherings felt sure that this organized group would suc-
ceed in forcing its will upon the convention. By a narrow
majority this candidate was defeated. Immediately
thereafter the newspapers of her city printed attacks upon
the outgoing president; then several of the local organiza-
tions seceded from the state organization; finally vicious
personal attacks were made upon different women held to
be responsible for 10sing the election.
This is a mild case which can be duplicated in numerous
other private organizations. For years the dentists and
dental societies in one of our large cities have been domi-
nated, driven, blackguarded, almost blackmailed, by a
small coterie of dentists obviously trying to use the organ-
ization for personal advancement.
Danger 5: That agencies will fall into the hands of
IO4. UNIVERSAL TRAINING
busybodies, repeaters and climbers, who want to use
them instead of being of use to them. “What are we
meeting as today?” is not only a question actually asked
by a clique in one of our large cities but is symbolic of
conditions that are still too general.
Danger 6: That agencies started as impersonal asso-
ciations of several individuals will re-elect the same offi-
cers so often that the agencies themselves will come to be
Tegarded as personal mouthpieces of individuals.
Danger 7: That agencies will be satisfied with blind
alley, flash-in-the-pan self-advertising. The mere state-
ment of this danger will recall to readers innumerable
mass meetings, enthusiastic interviews, resolutions or per-
haps final reports that have come to naught. For ex-
ample, in IQI4, a committee of citizens answered the
mayor's call to investigate conditions of unemployment in
greater New York. One of the subcommittees investi-
gated methods of employing dock labourers or longshore-
men. In October, IQI6, an elaborate report was pub-
lished which showed that the condition of longshoremen
was a disgrace and menace to New York's business and
government. Various constructive suggestions were
made, yet not a syllable about that report appeared in a
daily paper, and not a step was taken for ten months
when a woman school principal set out to investigate these
same conditions, unearthed this report and set various
civic forces in motion to carry out the constructive
suggestions. A census of foundling proposals and
studies would help American civic agencies.
Danger 8: That there are no reports of activities or
that the reports are in such vague terms as to be useless.
Judged only from the standpoint of making friends, civic
TRAINING FOR VOLUNTEER CIVIC WORK IO5
reporting is still quite generally wasteful. It is doubtful
if any citizen body has a moral right to withhold from the
public specific information that would lead to public
action or at least lodge responsibility upon public
shoulders if the facts were published.
Danger 9: That private agencies will outlive their
programs and be dead without knowing it. Strange as it
may seem to those who have not studied civic bodies, it
is almost impossible for an agency to discontinue its activ-
ity even though there is nothing for it to do but write
appeals and spend money. There are so many instances
where civic agencies are actually standing in the way of
public progress that there is a strong movement through-
out the United States to give to state legislatures or
officers the power to apportion for public use endowments
and properties held by obsolete forms of charitable and
educational activity. In Philadelphia, for instance, per-
sons well informed as to needs of children go to bed every
night in deadly fear lest the morning papers will announce
that another obstinate rich man or woman has died and
left another many-million-dollar endowment for another
orphanage, at a time when public intelligence says that
existing orphanages should distribute their children
among the always available childless homes.
Danger Io: That private agencies will be used for
political purposes by public officers. No sooner does a
civic agency gain public confidence by its impartial crit-
icism of government conditions and methods than govern-
ment officials try to “take it into camp ’’ by appointing its
leaders to salaried or honorary positions. One great
reform after another has gone to pieces because its advo-
cates have been treated so considerately or flatteringly by
IO6 - UNIVERSAL TRAINING
public officers that they have lost ability or desire to see
defects. New York City's municipal campaign of IQIZ
centres in the claim that civic agencies not responsible to
the public rather than officers elected by the public have
been running the city. Civic agencies cannot afford to
give up their permanent asset — outside point of view
and freedom — for the temporary advantage of special
influence upon officials. The minute a civic agency begins
to keep secrets from its client, the public, its probabilities
for harm exceed its probabilities for good, and decay has
set in.
Among the fundamentals of preparedness for volun-
tary civic activity are five:
I. Team-mindedness: It is no small task to look at
questions my-group-ly rather than my-Self-ly.
People who cannot do team work with their own
civic agencies will find it practically impossible to
think of large public questions from the standpoint
of the larger team involved. The labourer who has
achieved the subordination of self, who looks at
things primarily from the standpoint of his labour
union, is much more apt to respond to the call of all-
citizenship than the labourer who still plays a lone
hand. s
There is more or less of the spirit of martyrdom
called for in every unofficial activity; for example,
willingness to go to a group meeting because one's
group is meeting, notwithstanding reason for believ-
ing that from the purely personal point of view
time will be wasted.
2. Habit of punctuality: This fundamental need
TRAINING FOR VOLUNTEER CIVIC WORK Io'7
speaks for itself although the habit is found so sel-
dom that it needs many special advocates and much
intensive cultivation.
. Habit of questioning before acting: “We’ll vote
first and discuss afterwards,” is a principle which
may have built up some of our big corporations. It
may even build up society endowments and pay-
rolls. But it cannot build up the feeling and seeing
and acting strength of civic agencies. It is a method
which makes bosses just as truly in civic bodies as in
political bodies. In too many organizations it is
impossible for more than one or two persons to
express an opinion. They have the force to swing
the majority; and after the majority, however small
and however fictitious, has voted its decision and
after the quorum which may be a very small mi-
nority, has taken a position, the other members feel
bound at least to refrain from criticizing.
For example, in May, 1917, a committe of the
New York Chamber of Commerce wrote a report
severely criticizing the public schools of New York:
the great mass of children were unclean, untruthful,
impolite, and indifferent to mistakes; the teaching
force was incompetent, inefficient and indifferent to
the individual welfare of the children. Although
signed by only seven names and actually participated
in by fewer still, this criticism went out as the ex-
pression of several thousand chamber of commerce
members. In this particular case protest from
within secured a modification of the report. Ninety-
nine per cent. of the membership, however, never
asked a question.
IO8
TJNIVERSAL TRAINING
One custom is widely operating to nullify the good
intent and good work of civic bodies, namely that of
telegraphing or writing to legislators and governors
and presidents without any evidence or reason except
that some other society or civic leader by telephone
or letter sends out an S. O. S. call. A congressman
told me this summer that he was interested to see
how one hundred telegrams of protest against a
position taken by him had actually originated. This
answer he obtained from one business man after
another: “Why, the secretary of the Chamber of
Commerce telephoned me and said that Banker
A. and Lawyer B asked would I let them
sign my name to that telegram. That’s all.”
. The habit of independent analysis and deliberation:
There is plenty of time to wait for any public im-
provement until the public knows why it needs and
wants that improvement. There is plenty of time
for any civic worker or for the membership of a
civic agency to consider why it should act, what it
will gain by acting, why it may not be advisable,
before it goes on record. There can be no Democ-
racy where there is not understanding, as the Rus-
sian revolution is sadly and dramatically demon-
strating. Least of all can there be Democracy in an
organization which silences the minority. The rea-
son given by Governor Hughes for removing Man-
hattan’s borough president, in spite of the fact that
this borough president had received an overwhelming
vote for re-election, should be embodied in a working
philosophy of all club members: “The majority, no
matter how large, has no right to impose upon a
TRAINING FOR VOLUNTEER CIVIC WORK IO9
minority, no matter how small, an incompetent gov-
ernment.”
The necessity of being team-minded is entirely
compatible with the necessity of having the habit of
independent analysis. Team-mindedness ceases to
be a virtue and becomes a menace when independent
analysis is not practised.
. The habit of exacting from government the full
measure of what government has undertaken to do:
Among the minimum essentials of every well trained
citizen should be the understanding that his public
officers and employés are better equipped or ought to
be better equipped to do any job by wholesale than
is a citizen committee. When, therefore, a problem
arises that belongs to the whole public there is no
excuse for any civic body carrying any larger part
of that load than it is compelled to carry. Its motive
should be merely to use its own resources to accel-
erate officials, facilitate their work, or to demon-
strate to them and the public the need for every-
body’s getting under the load through everybody's
officials.
For example, the government food administration
commission sent word to the Institute for Public
Service asking if we would ascertain the price of
bread in small bakeries and its relation to the price
of flour. We had a small staff and three days in
which to do the work. If all of us had given all
our time we could have hoped to learn about possibly
2OO small bakeries. In getting the information
that way we could have accomplished relatively little
educationally among the bakers. Two steps were
I IO TJNIVERSAL TRAINING
taken to broaden the educational influence and to
increase the returns. The director of cooking of the
board of education was interested and sent three
blanks each to one hundred and eighty-eight teach-
ers. The commissioner of health was interested and
detailed fifty inspectors who in one day returned
facts for five hundred bakeries.
When later Mayor Mitchel appointed a food aid
committee to interest all classes in food conservation,
he made up the committee chiefly of private citizens
and agencies and failed even to include the health
department’s bureau of food and drugs which for
several years has been developing its influence and
effective educational methods and which will remain
long after the present emergency expires. At the
suggestion of a citizen agency Mayor Mitchel ap-
pointed the director of the bureau of food and drugs
with the thought that whatever is gained by this
present emergency propaganda will be incorporated
in the permanent program and strength of the health
department.
Each of the foregoing five fundamentals is capable
of training. Each of us can easily tell for himself
whether he has and habitually practises the five quali-
ties here listed as essential and each can tell for the
agencies he belongs to and other agencies he observes
how far if at all, all or any of the ten dangers above
listed are in evidence.
Any effort, however, to begin the right kind of train-
ing by wholesale must begin with us before we are
TRAINING FOR VOLUNTEER CIVIC WORK III
adults and can be most effectively directed through the
public Schools. The importance of it for adults has
been recognized by the Municipal University, Akron,
which in a community lecture course for the session of
I917–1918 is taking up subjects which include the
seven following:
I. Brief introduction to sociological study.
Causes of Social maladjustment — physical, social,
industrial.
Social effects of readjustment.
Technique of social effort.
The larger conception of public health.
New ideals of education.
Social legislation.
2.
i
Public schools have already proved their efficacy in
country as well as in city. It is a romantic story which
children's clubs are telling in team work for better
School spirit, better farms, better towns, better homes
and better citizenship.
The reciprocal relation of non-governmental civic
agencies to governmental civic agencies is illustrated
by an outline of A Lesson in Civics from Pippa
Passes, which I was prompted to prepare by several
experiences where charitable agencies actively opposed
city wide reforms on the ground that they would make
private charity unnecessary. A Y. W. C. A. cannot
afford to be so enthusiastic about an enrolment of
one thousand girls that it will Overlook its obligation
II2 UNIVERSAL TRAINING
A Lesson in Civics
from
“Pippa Passes”
Introduction
35 & 6 -
Robert Browning’s “Pippa Passes is hinged on the chance
appearance of Pippa, a poor child, at work all the year round
(Save one day) at the silk mills at Asolo, in Northern Italy, at
critical moments in the spiritual life-history of the leading char-
acters in the play. Just when their emotions, passions, motives
are Swinging backwards and forwards Pippa passes by singing
some refrain, and her voice determines the actions and fashions
the destinies of men and women to whom she is unknown.”
Unconscious influence is sometimes underemphasized by Social
workers.
Conscious influence is sometimes underemphasized by the
religious-minded, by beauty-makers and truth-seekers and by
philanthropists and educators endeavoring to further human
happiness.
If those who see needs could learn the language with which
those having extra time and extra money describe life's most
vital truths, both conscious and unconscious influence would be
continuously employed to prevent government from manufactur-
ing wretchedness, sickness, crime and incapacity.
Pippa passed
Holiday makers, villagers, mill hands, street girls, students of
painting and sculpture, drunken revelers, procurers, police
officers, municipal officials, adventurers, employers, victims,
victimizers.
Affluence, penury, mansion, hovel, sanctuary, grog shop.
Pippa unconsciously influenced
Directly: two of “Asolo's four happiest ones,” and two others.
Indirectly: a paramour, a bride, a mother and a steward.
Those who are happy, cheerful, buoyant, confident, radiate
happiness, cheer, buoyancy, confidence.
TRAINING FOR VOLUNTEER CIVIC WORK II.3
Self-depreciation and ingrowing thoughts are antisocial and
profligate:
“All service ranks the same
With God, whose puppets best and worst
Are we ; there is no last nor first.”
Pippa passed without influencing
Tempters, tormenters, misguided mill girls, drunken revelers,
procurers, a trust-stealing, child-ruining city official.
Organized forces of evil working consciously and intelligently
three hundred and sixty-five days each year.
The lesson in civics
Pippa escaped harm by accident.
Pippa saved souls by accident.
To rely upon accident for individual or social improvement is
gambling. -
Pippa returned to her garret to wind silk “the whole year
round to earn just bread and milk.”
To confine her singing to one holiday is wasteful.
Pippa's exuberance was due to ignorance of dangers and evils
that abounded in Asolo.
To combat temptation, crime, injustice and overwork by ig-
norance by “unconscious influence ’’ or by “irresponsible
benevolence" has proved ineffective in fire protection, health
protection, education, penology, charity and religion.
Human experience, as well as religious precept, qualifies the
statement: “All service ranks the same with God.”
Individual growth and social progress require both organized
opposition to evil and organized assertion of the right to be
free from organized temptation, to be educated, to be re-
fined, to be industrially and socially efficient, to be morally
and physically strong.
Only by organization can communities utilize every day in the
wear the aspirations, religious motives and love of one’s
fellow-man that are epitomized in Pippa's philosophy and
SOIlg.
II4 UNIVERSAL TRAINING
to use its knowledge in the interest of one million girls.
This, by the way, is by no means an infrequent atti-
tude among private agencies. A second reason for
reproducing the outline here is to suggest to civic
agencies that by having calendars or orders of pro-
ceedings or outlines of talks, they engage the eyes as
well as the ears of conferees and greatly increase the
effectiveness of statements or appeals.
CHAPTER VII
TRAINING FOR DRILLMASTERS AND TEACHERS
There can be no drilled army without drillmasters.
There can be no teaching without teachers.
The importance of preparing drillmasters and teach-
ers for their patriotic service has heretofore been
neglected In spite of our general impression that there
are too many teachers already on the market and too
many drillmasters seeking employment. If universal
training for military service becomes the rule we shall
need in America an army of drillmasters larger than
our present standing army of privates. For meeting
this demand slight provision has thus far been made.
Drillmasters are needed, however, not merely for the
manual of arms and for arts of warfare, but for the
arts of peace as well. West Point now sees that the
manual of living is as important as the manual of arms.
Proposals are being made to convert West Point into
a training school for teachers and drillmasters because
the first thing that happens in wartime is that prac-
tically every available West Pointer must give his
time to disciplining and educating privates and other
drillmasters.
IIS
II6 TUINIVERSAL TRAINING
In times of peace army officers are apt to be called
upon to help settle riots, take temporary control of
a city, or meet emergencies like floods, during which
time the arts of peace must be uppermost in their
minds. So in times of war sanitary camps are more
important than airships. The management of cap-
tured countries imposes upon armies the civil govern-
ment of those countries. Yesterday's army sergeant
is today’s police sergeant or health officer or fire com-
missioner or food distributor or newspaper censor.
Industry and commerce have their drillmasters.
The foreman or superintendent of a factory who is not
a competent drillmaster often proves more expensive
than a fire. No conservation work is more impor-
tant than industrial employment training which will
prevent failure by discovering each person's ability
and fitting it to the right job. Whether such con-
Servation work is successful or not depends upon its
drillmasters.
Every person’s ability to drill others and to teach
others should be thoroughly tried out during three pe-
riods of State supervision: first, while going to school,
no matter what school, private, public, parochial
or home; second, while taking continuation courses
in the arts and visions of citizenship in connection with
regular employment up to the age of sixteen or seven-
teen; and third, while taking whatever training for
war or citizenship may later be made compulsory.
TRAINING FOR DRILLLMASTERS AND TEACHERS II 7
Not only is it easier to make these tests while the
persons to be tested are under state supervision, but
it is the state's obligation to use that opportunity for
itself and for the individuals it trains.
Because every business is a training school for
drillmasters, whether we are conscious of it or not and
whether we want it or not, it behooves our govern-
ments of city, state and nation to foster every sound
plan for raising the ethical and business standards of
private employment.
No training which the state can give through pub-
lic Schools or military camps or extension lectures
can render privates or foremen immune against the
deteriorating influence of incompetent, wasteful and
low-motived private employment.
One hundred thousand men inured to the demoral-
izing habits of tardiness, Slovenliness, wastefulness,
Soldiering, vague and low ideas, are a poor founda-
tion for aggression or defence in either war or peace.
Every employer is one of patriotism's drillmasters.
So is every subordinate of the employer, and every
governor, every mayor, every police commissioner. It
is because in our system we never can tell today who is
to be our drillmaster tomorrow that we need as a
nation to take a census of our plans and means for
discovering, promoting and training drillmasters.
Because a person has not yet shown qualifications
for drilling others is no reason that he does not possess
II8 UNIVERSAL TRAINING
them to a high degree. Three days before Ulysses S.
Grant led a small force to victory at the inconspicu-
ous battle of Belmont, Missouri, in 1861, he was not
suspected of exceptional leadership qualities. The
early acquaintances of James J. Hill did not prophesy
for him a giant's rôle as drillmaster of railroad build-
ers. When it was first proposed to elect an ex-college
president, Woodrow Wilson, as president of the
United States, not a handful of men out of twenty
million, dreamt that he would develop unexampled
qualifications as drillmaster of politicians, platform
Speakers, newspaper editors, world armies and world
thought. . .
While private business and civil government are
testing, sifting, discovering and discarding drillmas-
ters, our stumbling and our wasting prove that we have
been leaving too much for business and government
to discover. We have waited too long with the in-
dividual before finding out about him and helping him
find out respecting himself where he possesses and
where he lacks capacity as drillmaster.
In order to release the energies of business and
government for the development of abilities already
shown and to reduce their problem of discovering
leadership ability, it is necessary for Our Schools to
do vastly more than they have thus far consciously
sought to do for the discovery of drilling and teach-
ing ability.
TRAINING FOR DRILLLMASTERS AND TEACHERS II9
Every school should be a teacher training school no
matter what the content and special object of its in-
struction. It is the teaching of the dentist, the teach-
ing of the lawyer, the teaching of the physician and
nurse rather than their “practising ” which spells the
halo of those professions. So certain is it that the
technically trained man may prove a stumbling block to
Society unless he uses his technical knowledge and
training for the purpose of teaching others, that the
government would be wise if it refused permission
to practise any profession until after the applicant
has demonstrated his capacity to teach.
Because every foreman, every executive officer,
every advertising manager and every corporation head
is a teacher, one of the most direct ways in which
Our Schools can prepare boys and girls for later voca-
tions is to ascertain through school training what
teaching ability every boy or girl possesses. -
A visionary proposal? Indeed it is not. Thou-
sands of schools are now discovering and using what-
ever teaching ability their older and brighter pupils
possess. Sometimes the reason for employing older
pupils, “big brothers ” or “big sisters,” as teachers
is to save the private school money or to fill in an
accidental vacancy in a public school; and sometimes
strong teachers openly take the position that the best
way they can help their pupils is to set them to help-
ing one another or younger pupils.
I2O TJNIVERSAL TRAINING
In one large school in the very heart of the most con-
gested district in the world, a child is called “re-
tarded ‘’ not when he has lost a year or a term but
during the very class exercise where he first discloses
a difficulty or kink or obstacle in his arithmetic or
writing. He is at once assigned to a “big brother ”
who gives him lessons before school or after school
or during class until the initial kink has been unravelled
so that he can automatically multiply 7 × 9, or auto-
matically tell that I6% per cent. means #6,- or
automatically and aesthetically loop his o’s in writing
and can thenceforth keep along with his class.
In many schools it is found best to have the teacher
do the big brothering or the big sistering for the in-
dividual pupil who is behind and to have capable older
pupils give the class its routine work in algebra or
history. Another quickly spreading and potentially
valuable device, which is no less effective in its train-
ing of teachers and drillmasters because it is primarily
designed to facilitate discipline and “motivation,” is
to organize individual classes on the self-governing
plan.
There is reason to fear that it was a mistake which
led to the unqualified abandonment of the “Lan-
castrian * or “monitorial ’’ system which during the
early part of the 19th century swept two continents
like wildfire as the so-called Gary idea has been sweep-
ing our continent of late.
TRAINING FOR DIRILLLMASTERS AND TEACHERS I2 I
An unparalleled device for discovering and train-
ing drillmasters, teachers and governors is at hand
in our school systems which is capable of doing in-
finitely more than the boy scouts and campfire girls
at their best. I refer to the “school city’ or other
forms of pupil self-government. I say it is un-
paralleled because whatever is well done for school dis-
cipline, for school recreation and for school initiative
can be universalized through agencies already estab-
lished and financed.
Self-government student bodies are already being
officially harnessed by school and college to present
plans for developing teachers and drillmasters. To
them should be added the extra official clubs like the
literary, recreational, scientific and dramatic clubs
mentioned in the chapter on training for civic work.
Any effort to discover ability also necessarily dis-
covers disability or not-yet-ability. Wherever a
school sets out to search for ability to teach or to drill
it will inevitably make it part of its business to find out
what idiosyncrasies or deficiencies of personality or
knowledge or experience stand in the way of a pupil’s
ability as drillmaster or teacher. Many a national
asset never succeeds because he was never told that
his voice needlessly arouses antagonism. Many a
born leader never leads simply because he mistakes
driving or vociferous imitating for leading. Many
a born teacher resists his impulse to teach because his
I 22 TJNIVERSAL TRAINING
friends, perhaps his ablest teachers, disparage teach-
ing.
So important is teaching that, as a matter of
democratic efficiency, it ought not to be necessary to
give any other reason for discovering teaching ability
except that it is the nation’s greatest asset.
Unfortunately we are temporarily in an artificial
state of mind where teaching as a profession is below
par in public esteem. It is below par for three reasons,
all of which clearly emphasize the reason why it ought
to be above par.
One reason why teaching as a profession is tem-
porarily unpopular is that for nearly a generation SO-
cial settlements, relief societies and other civic agen-
cies have been conducting a nation-wide campaign to
attract ablest men and women away from teaching
into other fields of social service. Year after year
vocational conferences are held in the colleges to show
the attractiveness of work in trade organizations, in
journalism, in business, in chambers of commerce, in
social settlements. Men and women full of their
subject and brimfull of the propagandist’s zeal employ
all arts of dramatic presentation — eloquence, tears,
tragedy, humour, lightning change, etc.— to make
“anything but teaching ” a brilliant contrast to alleged
hum-drum, unimaginative, rut-inviting work in class-
rooms. Quite properly the fact is emphasized that
Successful work in all of these other vocations is also
TRAINING FOR DRILLLMASTERS AND TEACHERS I23
teaching except that it is apt to be teaching of whole
communities or of large groups within a community
rather than of Small groups in classrooms.
A second reason why teaching as a profession has
been losing in attractiveness is that great corporations
have their scouts literally scouring men's colleges and
universities to discover students who have exhibited
in college that brain power with physical vitality which
promises the kind of drilling and teaching ability
which big business needs. Here too, the student who
feels that he wants to teach is told that the successful
Salesman is a teacher; that the successful foreman
must be a teacher; that the president of a great cor-
poration must be par excellence a great teacher.
A third movement which has directly and indirectly
disparaged the teaching profession has paralleled the
other two movements and started from among teachers
themselves. Partly because the relative position of
teachers has changed in proportion as other vocations
have developed; partly because salaries have not kept
pace either with outside salaries or even with the
rising cost of living; and partly because inefficient
teachers have been allowed to clog school systems Our
teachers have quite generally been warning their
younger brothers and sisters to go into some other
profession. Because we find among teachers many
personalities that are dwarfed, many bodies that are
Over-worked, many traditions that ought to be obsolete,
I24. TJNIVERSAL TRAINING
teachers themselves have been telling us that there
is something about teaching which inevitably dwarfs
personalities and causes over-work.
Each of these three reasons for disparaging the
profession of teaching is a reason why government,
business and education alike must wake up to the
fact that only by inducing, and if need be by compelling
Our best ability to teach our schools can our nation
hope to develop numerous enough or efficient enough
drillmasters and leaders for its business and govern-
ment.
CHAPTER VIII.
SPECIAL TRAINING FOR LEADERSHIP IN CIVIC WORK
Until quite recently a volunteer society meant a
Society made up of individuals all of whom give their
services gratuitously to the society. The presence of
specialists or professionals in civic work is quite a
new development.
In many sections of the country, in almost all rural
districts, in a majority of Small towns, and in many
small cities the professional civic or social worker is
still unknown. If in these localities anybody appears
at the public meeting or in the public press as secretary
of a civic body it may safely be taken for granted
that he is one of a group of citizens who have ex-
pressed interest in that society’s work and are giving
such time as they give to it without pay.
The special training referred to in this chapter is
training needed by the leader who is giving full time
or responsible time to civic work. Whether such a
person is paid or not paid, the need for training is
imperative. -
With few exceptions volunteer service is also part
time service; once in a while some person works full
I25
I26 TUNIVERSAL TRAINING
time and over time without pay, perhaps as secretary
of a city club or leader of a suffrage society.
In baseball parlance, the difference between an ama-
teur and a professional is the item of pay. The rea-
son for this, however, is that nobody, except an Oc-
casional small town enthusiast, gives full time to play-
ing baseball unless he is paid. But in civic work a
person who has given a lifetime to this subject and
who makes it his life work, is no less professional
while at that work than if he received money for his
services. -
Leadership may exist without professionalism.
Every time a new society is born, or a new movement
started, somebody takes the lead. The persons who
quickly organized committees for selling Liberty
Bonds so that in city after city the amounts sought
were oversubscribed in a week, were leaders who, to
judge from results, had previously acquired the par-
ticular training most needed for this kind of work.
Yet in few instances probably were these bonds sold
by professional sellers of bonds, or were Red Cross
contributions obtained by professional money raisers.
On the contrary, like the overwhelming majority of
civic agencies that Spring up to meet some commun-
ity need, the leaders were simply members chosen from
a general membership to render this special service.
The evolution from unpaid leadership to paid lead-
ership it is not necessary to trace, except to point out
TRAINING FOR LEADERSHIP IN CIVIC WORK I27
how naturally the one merges into the other as con-
tinuity of service is required.
Wherever funds limit the activity of a society, it
remains safe to rely on unpaid, part time Service.
The whole world is organized on this theory. There-
fore, if individuals equip themselves to be efficient
privates and followers in voluntary work we may
safely count upon having suitable untrained officers.
Under such conditions the officer is not a leader, not a
general and not a director; he is rather a delegate, an
executor. It is his business to do what his fellow
members ask him to do; it is distinctly not his business
to tell a society what it ought to do. The whole
theory of democratic organization is that initiative
shall remain with the general membership and that
execution shall devolve upon officers. Incidentally it is
because representatives have sailed too far from shore
that the initiative, referendum and recall have been
incorporated in so many state constitutions and civic
charters.
As communities grow, or as the work of a civic
agency grows in the number, variety or urgency of its
demands, it is found that good intention is not synony-
mous with ability to do. It is no longer safe to rely
upon superannuated ministers, or retired business
men bored with their lack of accountability, or the
chairman's wife's niece, or some recently widowed
mother who needs to eke out a living. The general
I28 UNIVERSAL TRAINING
membership has such a definite picture of what it
wants to accomplish that it does not feel Safe with
nonprofessional services. It wants to do many things
well and not some one single thing passably well. A
blunder becomes more serious; the facts about a blun-
der are known to more people and regardless of the
bungler's intent may hamper other private and public
agencies. Members will not remain in a society re-
garding which it becomes known that its officers are
behind the times or are for other reasons failing in
their definite work. Furthermore, people are learn-
ing through newspapers, magazines and public presses
and from visits to other cities what different kinds of
service different wages will buy. They have stand-
ards of comparison which they never had before.
Therefore, when deciding whom to install as paid
representative they are automatically asking, “Which
person is best equipped 2 Who knows most about
what we are trying to do? Who has the personal
qualifications needed to keep the organization together
and make it grow 2 Who has already most clearly
proved his capacity?”
Thus it has become necessary to remind persons
who aspire to positions for which they seem not to be
best qualified that their desire to serve need not mean
ability to serve. This situation was illustrated years
ago in a Youth's Companion anecdote. A youth with-
out education asked his church conference to accept
TRAINING FOR LEADERSHIP IN CIVIC worK 129
him as preacher. When reminded that he was with-
out education or experience or evidence of fitness, he
insisted that the heavens had repeatedly revealed to
him the sign G. P. C. which he read to mean Go Preach
Christ. It was impossible for him to believe that he
might have misread this code until one of the elders
asked him if he was sure that G. P. C. did not mean
Go Plough Corn.
To be sure that our G. P. C’s are correctly read and
to save the time of boards of trustees wishing to se-
cure able executives we have extensively developed
competition for the specially trained. In women's
clubs alone there are salaried posts such as financial
secretary, field lecturer, professional writer, executive
secretary. Labour unions have similar officers.
Chambers of commerce are now recognizing that they
need as managers not special pleaders for trades or
business groups, not boosters for towns, but inter-
preters who can explain communities to trade and trade
to communities. Educational associations and civic
research groups want investigators, writers, executive
officers, community leaders.
The movement which is demanding trained investi-
gators for relief societies, trained nurses for hospitals
and private homes, trained secretaries of commercial
clubs, trained revivalists for churches, has also infected
our colleges and universities. It is no longer taken
for granted, as several colleges have learned to their
I3O UNIVERSAL TRAINING
sorrow, that a trained minister of the Gospel who can
stampede a board of trustees or a Y. M. C. A. conven-
tion can with equal success conduct an American col-
lege. While the reform is not yet complete there is a
very strong presumption that the man who is elected
to the presidency of an important college or university
must have had some previous experience that particu-
larly fits him for this kind of work. Similarly, when
rich men finance a private school they are beginning
to ask about the personal and professional qualifica-
tions of the person to head that school.
Such training for leadership has now been carried
so far in larger cities that long before smaller com-
munities have been educated to their need for trained
leaders, a revulsion against the trained leader will have
acquired considerable headway in the larger cities.
Gradually, the ordinary citizen is finding himself dis-
placed by the professional. One of the great prob-
lems in Social work and in public service is how to
gain the advantage of trained leadership and trained
management without incurring the disadvantage of a
helpless, unthinking followership.
If in order to secure efficiency it is necessary to
keep citizens from active participation in civic work,
people are beginning to see that efficiency comes at too
high a price or rather that efficiency of participation
is more important than efficiency of immediate re-
Sults; that it is better to make blunders in presenting
TRAINING FOR LEADERSHIP IN CIVIC work 131
facts, urging changes, and opposing reforms than to
paralyse a civic body by benumbing its members; that
it is better to have an uncertain aim than a palsied
arm; that it is better not to have a health committee
of a women's club than to have all the work of this
committee done by a paid employé; that it is better
for volunteers to use their mites of patriotism in de-
manding activity by their government than to abdicate
all initiative in favour of a paid representative; that
no one can represent a volunteer organization when
that organization is lifeless.
Thus it is that in civic work rotation in office is good
for the community. No work is more important than
the training of leaders. The more who have had ex-
perience in leading the better it will be for any town.
There need be no fear that superior ability will lie fal-
low and be wasted. Those who have proved to them-
selves and others that they have capacity for leadership
seldom backslide. The very task of proving leader-
ship heightens and broadens the vision. Similar op-
portunities to be of service are seen and the desire to
be of help is intensified. It is wasteful to keep the
same person as president of a chamber of commerce
or a women's club. As between the practice of no re-
election at all and re-election for say even three years,
it would be better to insist upon no re-election. It is
poor gratitude for excellent service which lets one
leader prevent the development of other leaders.
I32 TONIVERSAL TRAINING
“Great are the symbols of being, but that which is sym-
bolic is greater;
Vast the create and beheld, but vaster the inward cre-
ator.”
The opportunities for special training for leadership
in civic work fall into five different groups: appren-
ticeship in actual work; the one or two weeks' institute;
the six weeks' summer course; the all year or two year
course, or equivalents spread out through a college
course; and field training through work that needs to
be done.
Now is no time to ask which of these five methods
of training is best. There is a time when each is best
for a particular worker or for a particular community.
It will not do to depreciate the importance of appren-
tice training; it is not true that a person who has
heard lectures about chamber of commerce work has
better training than that same person would have after
doing the things that are lectured about; it is not true
that for the unprepared person a two year course is
better than a one year course or that a whole year is
better than an inspirational institute or summer course.
Stevenson might have said of training for leadership
as he said of life: “To travel hopefully on is better
than to arrive.” This year's apprentice goes to a
summer course; next year's summer course will not
suffice for him. Perhaps he should go to an institute
for trained workers. Three years from now one solid
TRAINING FOR LEADERSHIP IN CIVIC WORK IS3
year may be needed. Through all of the alternatives
should run the laboratory method, that is, the method
of training through work that needs to be done on
time and done right.
Schools for would-be professional civic workers in
Boston, Chicago, Philadelphia and New York have
formal curricula that vie in variety and complexity
with the offerings of colleges. Other cities are fol-
lowing with short courses for workers already in
harness, and with preliminary courses for volunteers.
One of the first steps taken by the Red Cross after
war was declared in 1917 was to start all over the
country courses for volunteers in first aid to the in-
jured, and in giving family relief. Colleges are fol-
lowing with special courses in war service.
More courses are needed in colleges, normal schools
and high schools to prepare civic leaders. There is
room in courses of study for this instruction because
there is no better way to teach political science and
applied psychology than through organized student
activities, which colleges are finding to serve much
the same purpose as an all-year Plattsburg.
So few are the persons who have been specially
trained that many a man or woman who starts to
school with the thought of being an expert follower
or expert obeyer of other persons' directions finds him-
self or herself asked to assume the duties of leadership
for a city wishing a city manager campaign, for a
I34 UNIVERSAL TRAINING
chamber of commerce wishing to study public schools,
or for women's clubs wishing to supplement volunteers
with professional service. For some time opportuni-
ties for leaders will be so numerous in proportion to the
number of candidates that ability will be recognized
more quickly than students have any right to expect.
What people study who take special courses for
leadership in civic work is not the important fact for
us. The single point we want to make here is that
the person who occupies a responsible relation to any
civic work shall ask himself whether he is prepared;
that he shall then take steps to see that he supple-
ments his previous experience by training and instruc-
tion, and if necessary take time to go to other cities
or some central school for both specialized field work
and other specialized instruction.
The test of training is whether or not a civic leader
is competent to see the opportunities in his or her
town, to enlist others in using these opportunities, and
to do the routine work promptly and competently.
What one knows is of itself no test of one’s ability to
do.
The demand for civic leaders is growing too rapidly
to be supplied without the aid of special training
schools or centres. The facts about other towns' suc-
cesses make a dozen towns a month want new civic
leaders. Sometimes this demand is not for a new
leader but for new work by old leaders. In either
TRAINING FOR LEADERSHIP IN CIVIC work I35
case the organizations cannot afford to do their own
training. They want some one who can start on a
run instead of working up gradually to a run.
Training for leadership must therefore be organ-
ized for two different groups—those who have not yet
experience in the field, and those who have some ex-
perience but want to learn short cuts toward new
abilities.
For both groups, whatever the type of school, the
best possible training is such as has already been
organized in several different cities, namely, training
for civic work via doing civic work, training for public
service via rendering it. Instead of listening to talk
about work the future civic leader will benefit most
from doing work under supervision so that he will
see where he has strong points to build upon and
weak points to be corrected.
Instruction preliminary to such field training is
already being given by many high Schools and col-
leges. How communities are organized, what kinds
of civic work are being done, what ends are to be
sought, and what mistakes to be avoided are explained
by the lecture and textbook method in many high
Schools and colleges. -
But after the would-be civic leader knows in a gen-
eral way what ought to be done, it is necessary for
him to prove ability to meet special situations, to get
the information promptly, to get all the information
I36 TJNIVERSAL TRAINING
needed, to marshal that information in brief and ac-
ceptable form, to place it before those who need to be
convinced and interested. Earlier this kind of train-
ing has been mentioned as part of regular civics work
in elementary and high school.
Those wishing detailed information with respect to
field training for civic leadership will do well to write
to one or all of four sources: the Chicago School of
Civics and Philanthropy which trained, for example,
the secretary of the Cincinnati Women's City Club;
the Society for Promotion of Training for Public
Service, which in 1917 secured legislative authorization
for a special course in field training for public service
at the University of Wisconsin; the University of
Michigan which trained the city manager for Beau-
fort, South Carolina; and the Institute for Public
Service which represents a group of training centres
in Akron, Dayton, Detroit, Evanston, Evansville, Jack-
son, Los Angeles, Milwaukee, Minneapolis, Phila-
delphia, St. Augustine, Toronto and New York City.
Two concrete examples of training for civic work
via doing civic work will show that it is feasible to
arrange for such training in every state and in every
city where there is civic work needing to be done.
A Yale graduate came to New York in 1917 for
field training with the Institute for Public Service.
We were in the midst of preparations for public hear-
ings on the West Side Improvement Plan to end Death
TRAINING FOR LEADERSHIP IN CIVIC work I37
Avenue and the nuisances and dangers above referred
to. This Yale man was not given books to read about
government nor was he given lectures. It would have
helped him little to pour information into his head
before there were any questions there. Nor could
we have found out much of importance about him by
talking to him. Therefore he was asked to help secure
information which New York needed.
First he was sent to two libraries to see what facts
were being collected there with regard to this impor-
tant city project. His report showed that the current
history of the debate was not being kept. When the
mayor was told this he asked the municipal reference
library to estimate what it would cost to start a clip-
ping Service which would keep and properly file what-
ever newspapers and magazines have to say about any
subject vital to New York City.
A second assignment had to do with ticket specu-
lators who were raising prices on Opera seats from
$1.50 to $4 and from $6 to $12 or $2O, etc. This
student's facts when reported led to the appointment
of a committee by the Metropolitan Opera Company
and to a thorough investigation by the city's com-
missioner of accounts with a view to law enforcement
and remedial legislation.
These two assignments were incidental. His main
assignment was to help get information for the public
regarding the West Side Improvement Plan. The
I38 UNIVERSAL TRAINING
objections were reported and digested by him. From
these notes a summary of the Opposition was given
out to newspapers and appeared in full in two news-
papers each read by several hundred thousand persons.
Numerous special investigations and digests were made
to help us prepare our own statements of fact which
the student gave out to newspapers and city officers.
As part of these statements two maps were drawn
by the student, one as on page I39, showing what
no one else had prepared, namely the new trackage
and yardage that it was proposed to give to the New
York Central, and the other showing a plan for
zoning freight distribution and for private terminals
on city-owned piers as a substitute for the proposal
to give to one railroad a monopoly of terminal facili-
ties without even imposing upon it the duty to develop
those facilities.
This student was sent for further training to Jack-
son, Michigan, in answer to a telegram from the city
manager, who wanted some one to collect facts and
prepare a graphic exhibit for the citizens of Jackson
to show how the city manager plan compared in cost
and service rendered with the plan it superseded.
Does the reader feel that such training prepares a
student for civic leadership?
A western woman who had secured a Master of
Arts degree from Columbia University wished sum-
mer training for civic work. She visited houses quar-
/
*AANFATANville %
§§" |%
CY
RiversipE
PARK,
6
New a n d Additional
*ssº, Trackage and Mileage Pro-
posed for New York Cen-
tral Railroad
To illustrate the testing and
educating value of field training
. (53 P.D ST. for public service via doing work
that needs to be done.
/
*s, ºrris.
Tri ST:
RD
º
/
gºist ºff
*RP /
CANAL
%
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NZ
TERNMINAL Ø
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37TH ST.
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r
Drawn by Yale student with Institute for Public Service as
per p. I36 ff.

I39
I4O TJNIVERSAL TRAINING
antined for infantile paralysis to see whether quaran-
tine signs were up and quarantine Observed, and re-
ported results to the commissioner of health; inspected
food and fruit stands to see if the sanitary code was
violated; inspected streets, yards and city properties
for presence of waste paper and other litter; sum-
marized, or, as we say, “high spotted ” educational
reports for widely helpful facts and suggestions.
Do you see how in this kind of training for civic
leadership communities obtain benefits while students
get training, and do you see how hard it is for strong
or weak points of personality and of previous prepara-
tion to escape notice when a person is training via
doing work that needs to be done right and on time?
Other illustrations of community service rendered
while men and women were in training for civic work
follow :
I. Wisconsin’s rural school survey which led to the
passage of over twenty measures for improving
rural schools including minimum salaries for teach-
ers and county superintendent.
2. The Wisconsin study of eight normal schools was
begun by men in training and finished by one of
them in co-operation with normal school presidents
and the state superintendent of instruction, which
survey led to a new era of self-study and self-im-
provement by Wisconsin’s normal schools.
3. Ohio's statewide school survey that was called a
“veritable educational renaissance ’’ and which the
TRAINING FOR LEADERSHIP IN CIVIC work I4I
United States bureau of education said led to more
constructive legislation than any state had ever
before passed at one session.
4. The ocean beaches at Coney Island, Rockaway Park,
etc., were recovered for the people because of in-
vestigations and legal argument prepared first by a
man in training.
5. Pine Bluff, Arkansas, through a local committee,
had a survey of its city government by a man in
training.
6. The most comprehensive reports ever published of
outside co-operation with public schools and the only
digest of New York's school inquiry were prepared
by a recent woman graduate who sought training
for civic leadership.
7. Portland's (Oregon) municipal reference library
and the know-your-city exhibits of Springfield,
Mass., Waterbury, Conn., Jersey City and Cincin-
nati; the health surveys of Newark, the Oranges,
Syracuse, St. Paul and Dayton; attendance depart-
ment surveys of New Rochelle and Milwaukee, are
other illustrations of rendering service while learn-
ing to lead in rendering civic service.
Nor is it necessary to send persons away to one
of these centres for training for civic leadership.
Some little can be done by way of correspondence
courses which will help workers already in the harness
analyse their own needs and successes; and by having
reports criticized frankly with questions pointing to
new activities and increased efficiency.
I42 TJNIVERSAL TRAINING
The possibility of training for social work through
correspondence has not yet been realized, either by
the trainers or by persons who desire training. Sev-
eral years ago I suggested to the University of Chicago
that a course in sociology was needed which would
start with the environment of the student instead of
with a definition of society. I was asked to give such
a correspondence course. It was announced that a
course would be given in practical Sociology, each per-
son to start his work by answering questions about
his own present interest. We used one text book as
a “home base’’ or as a “tuning fork” to help the
reader keep his key. People with varied interests ap-
plied: a woman of means who mainly desired to learn
how to give money and voluntary service wisely; a
college graduate hoping to become interested in Social
work; a house physician at a women's insane asylum ;
a nurse in private practice. For the nurse two sets of
questions were prepared which asked what public serv-
ice work nurses were doing in her city; how they were
fighting tuberculosis; how they were saving babies,
educating mothers, etc. After filling out the second
set of questions, this nurse wrote back that the need
for a visiting nurses' association had been made so
clear to her that instead of completing the correspond-
ence course she proposed to give her knowledge to
Organizing such an association.
TRAINING FOR LEADERSHIP IN CIVIC WORK I43
Still more can be done by three other important
trainers, namely, the citizen who refuses to follow any
civic leader's suggestions until reasons are clear; the
member of a civic agency who can help by demand-
ing information before he leaps or follows; and the
unsalaried officer of civic agencies.
As stated in the beginning of this chapter, paid
workers are by no means the only civic leaders. On
the contrary, in a large proportion of cases the paid
worker is a follower of instructions given to him by
a civic leader who is president or influential member
of his board of trustees. Long after we have a supply
of civic leaders who will act as paid executive officers
of civic bodies we shall still suffer from lack of train-
ing on the part of the voluntary civic leader who acts
as unpaid secretary or unpaid trustee. Whatever
reason there is for a paid officer to take training for
civic work via doing civic work under supervision
and frank analysis also applies to the unpaid trustee.
Practically, however, few trustees will put them-
selves in the position where their work will be super-
vised, which means where their work is tested, an-
alysed, frankly criticized and either improved, discon-
tinued or put in other hands.
Practically also it is possible to give leaders training
if those of us who follow will train ourselves as privates
to see Straight as a means of thinking straight and
I44 TJINIVERSAL TRAINING
acting straight. If we ask the right specific questions
civic leaders will find it profitable and necessary to
give the right specific answers — which they can do
only by consciously training themselves for more ef-
fective leadership.
CHAPTER IX
TRAINING FOR ENTRAN CE TO CIVIL SERVICE
&
“Civil service ’ differs from “civic work '' in that
by common consent civil service refers to non-military
Service performed by government employés for gov-
ernment pay.
No matter how small the unit of government,
whether township or nation, a person is in the civil
service if he is working for the government. Town-
ship clerks, village constables, city auditors, Supreme
court justices, governors, congressmen, Our president
are all civil servants. Where so-called “civil lists *
are printed, that is, lists of civil servants or employés,
no distinction is made between persons who are ap-
pointed without examination and with no assurance
against removal for political reasons and other per-
sons who come to their positions by competitive ex-
aminations and are legally protected from arbitrary
removal.
In common parlance, a mayor or governor or other
person elected by popular vote is considered a public
Servant, but not a civil servant. Once in a great, great
while an elected officer startles his constituency by re-
I45
I46 TJINIVERSAL TRAINING
fusing the title “servant.” Witness the following
dialogue: A taxpayer and distinguished lawyer:
“We address you, trustees and servants of the public
.” Mr. Comptroller: “ Trustees, sir, but not
servants!” Another elected officer: “I am willing to
be called a servant of the public.” City Comptroller:
“Every man to his last.” Similarly, judges, whether
elected or appointed, are considered public servants
but not civil servants. A police commissioner named
by a mayor, a state food commissioner named by a
governor, or a cabinet named by the president are
types of public servant. The reason for this is that
for Over a generation there has been much popular
discussion of “civil service reform * against two ideas
long universally popular in America characterized by
President Grover Cleveland as unworthy a great in-
telligent people. These two ideas were: “To the
victors belong the spoils" and “Public office is a pri-
vate Snap.”
Partly from idealistic reasons, somewhat because of
personal and party disappointments, largely because of
business resentment against waste due to frequent
changes among government employés and to no little
degree because of organized protest from persons hold-
ing office and dreading removal, the rank and file of
citizens came to believe that persons who were satis-
factorily serving the public in minor positions ought
not to be dropped every two years or four years when
TRAINING FOR ENTRANCE TO CIVIL SERVICE I47
new officers were elected. Naturally, reforms come
slowly which take away from large numbers of people
the principal motive for their political activity, namely,
desire for jobs for themselves or their protégées.
Civil service reform, however, made unexpectedly
rapid strides at least in fascinating the popular mind
and in drawing a line between civil servants whose
work is presumably non-political and other public
servants whose work is still held to be largely political.
To readers whose contact with civil service is lim-
ited to village clerks, poll tax collectors, pound keepers
and other part time public employés the idea of training
for entrance to civil service will cause a smile. That
smile, however, may be one of pleasure rather than
one of disdain if citizens who have not yet wanted to
enter civil service will only change their attitude to-
ward civil service by raising their standard of what
the public is entitled to from its public servants.
That everybody’s business must be attended to by
Somebody and not by everybody is clear. It is true
that we are all working for one another all the time
when we do our private work well, but our private
work is so exacting that we cannot at the same time
attend to work for everybody such as keeping streets
clean, inspecting milk, furnishing pure water or teach-
ing School. --
The time is past even in small cities, and is rapidly
passing in rural districts when citizens can with Satis-
I48 |UNIVERSAL TRAINING
faction to one another take turns doing public work.
Rapidly, except in the very smallest units, we are
finding that public business is too important to entrust
to part time workers. Full time service for the public
means the public must pay. When the public pays,
it wants its money's worth : it resents bad service;
confesses a preference for more ability, and with the
facts before it, will always expect better results from
persons who are trained.
After the public shows a preference for persons who
had some training, applicants for positions quickly per-
ceive that they will save time and win favour if they
Submit evidence of training with their application.
Out of this self-interest of a public wanting satisfac-
tory service and of individuals wanting jobs has started
a circle of Schools which make a specialty of training
people for entrance to public service. -
Heretofore, our training for civil service has been
viewed from standpoints which are too narrow;
namely, we have thought of it as a shortcut for in-
dividuals wishing to pass examinations, and secondly
we have wanted to keep flagrantly unprepared people
out of civil service. A third and broader motive we
must now add, and it is that with which this chapter
deals, namely, the rank and file of citizens must come
to think of civil service everywhere as part of our na-
tion's universal system of preparedness for peace and
for war.
TRAINING FOR ENTRANCE TO CIVIL SERVICE I49
Europe's warring nations have a vastly higher con-
ception today of their civil servants after learning to
their sorrow that incompetent civil service is a drain
and stumbling block to competent military service.
We all see now that money and energy wasted on civil
Service means not only less money and energy im-
mediately available for war service but weakened abil-
ity to generate more energy and find more money.
If civil service is part of the nation's resources for
preparedness there is a great deal which every citizen
can do to help secure training for entering it. He
can first feel and then preach that civil service, instead
of being a necessary evil, is an indispensable good;
that no person should be admitted to public service
for his own good until after it is first proved that his
becoming a civil servant is for the public's good; that
the civil service is a training ground as worthy of
public attention and backing as are the academies at
West Point and Annapolis. When a boy wins ap-
pointment to West Point, his friends do not talk about
his Soft Snap ; instead, they congratulate him upon his
Opportunity and help him plan for the hard work ahead
of him. They do not assume that he will stop grow-
ing and will become a parasite or withering “fonction-
naire"; instead they know that he cannot stop grow-
ing at least during his period of training. We must
make it possible to have the same feeling about all
civil service.
I5O TJNIVERSAL TRAINING
The worst troubles of our present civil service are
due not so much to the fact that the public servant
has not lived up to our expectation as that we have
not expected enough of him. Hence the necessity for
our change of attitude. With our change of attitude
will quickly come a change in the attitude and per-
formance of the civil servant himself who instinctively
lives up to or down to the public's picture of him.
The effect of public expectation is particularly im-
portant in the Overwhelming majority of communities
where the only test for entrants to civil service is
that which the appointing officer makes for his own
protection or Out of regard to public demand.
Whether we have realized it or not and whether
we like it or not, we are all being profoundly in-
fluenced by our civil service. Every public employé
is five times a teacher and trainer: he trains himself;
he trains his subordinate; he trains his superior; he
trains his successor; and he trains the public. The
city postman or village postmaster who constantly
studies the art of politeness under difficulties, is not
merely training himself in polite service; his under-
study and colleagues are infected by his courtesy; his
Superior officer meets courtesy with courtesy; his suc-
cessor finds the public so accustomed to courtesy that
discourtesy, whether self-checked or publicly resented,
is shown to be harder for him than courtesy. It is
just as true that the discourteous postman, postmaster
TRAINING FOR ENTRANCE TO CIVIL SERVICE I51
or postmistress — and there are still a few such —
becomes uglier each year, invites discourtesy from
subordinate and colleague, and generates a public atti-
tude that makes it easier for his successor to be dis-
courteous than courteous.
The citizen has four relations to civil service; he con-
tinually hears about it; he pays the bill; he is under
constant pressure to think as civil servants do about
further expenses and about excuses for unsatisfactory
Service; he is being taught by them whether he likes
it or not. We must right about face and nake sure
that civil service educators of the public have an edu-
cational attitude toward the public and realize that
the Service rendered by a public employé should al-
ways be more important than his own gain.
Since civil service employés work for everybody,
it behooves everybody to prepare the way for advan-
tageously using civil service employés for national and
other public ends. Our Schools must head pupils to-
ward public Service; teach them its dignity, its oppor-
tunities and its limitations; train them in respect for
it and prepare them for it. Many civil service duties
are found in miniature in and near schools and can
be taught through school chores or neighbourhood
chores that need to be done. The civics class that is
taught how to inspect streets for cleanliness and order,
how to inspect and test foods for wholesomeness and
purity and how to report violations of the Sanitary
I52 TJNIVERSAL TRAINING
code, is being taught respect for sanitation and food
inspection and is being prepared for such service in
Some later Official capacity. In fact, for a very large
number of civil posts the preparation is mainly of
character and general capacities, such as those called
for in the chapter on minimum essentials for privates,
plus facility in clerical work which the schools can
easily give.
The girl who is accredited to private employers by
a high School as a stenotypist or Stenographer or clerk
should be capable of passing civil service tests for
such posts. The boy who takes bookkeeping in the
eighth grade or in high School should be required to
meet the civil service tests before being certified by
his school as proficient enough to leave the course.
Certainly the civil service tests should in no subject
be less exacting than the standard set up in the public
schools for graduation or certificate. No one ought
to be unable to do satisfactorily government service
of the same nominal grade as his own work, nor
Ought any government accept employés incapable of
doing private work satisfactorily. The impassable
wall between civil service and private service must be
lowered, and a flowering hedge with frequent open-
ings should take its place to encourage the freest pos-
sible migration between the two.
Would it be harder to secure efficiency in civil
service if we thought of it as opportunity for growth
TRAINING FOR ENTRANCE TO CIVIL SERVICE I53
and as a training ground for the nation's preparedness
rather than as a place for specialization or of refuge
from competition? Would not efficiency suffer if we
changed workers every few years in order to treat
civil service posts as apprenticeships? The way pri-
vate manufacturers profit from by-products helps us
answer these questions. There was a time when coal
oil was coal oil; nobody expected to get anything from
it but kerosene to use in lamps. Today coal oil means
many other things besides kerosene; in fact there are
more than fifty different coal oil products. It mat-
ters little that the price of kerosene goes down when
the demand for vaseline and gasoline keeps climb-
ing.
Even if there were some slight decrease in efficiency,
due to keeping in mind the educational purpose of
each civil service position, it would still pay to use
public employment for developing men and women for
larger service rather than for securing the highest
possible efficiency in each day's work of each employé.
We must stop trying to get just kerosene-efficiency
out of civil service, and must develop by-products in
the form of varied aspiring human capacity that will
help private and public service alike.
As a matter of fact there is reason to believe that
“Once in civil service always in civil service ’’ par-
alyses efficiency and that using civil service for train-
ing would greatly increase its day by day efficiency.
I54 |UNIVERSAL TRAINING
Using civil service posts as stepping Stones and
training grounds is an extensive practice today, only
it is done from personal rather than from patriotic
motives. In the larger cities where coaching and
cramming for civil service examinations have become
refined arts, there are many civil service employés
who no sooner secure a post than they begin centring
their interest on some new examination that will take
them out of that post. Unfortunately this practice is
not confined to clerks and draughtsmen. On the con-
trary, public school teachers and principals are divert-
ing a tremendous amount of energy from their own
Schools where the educative processes and problems
are, to textbooks and university classrooms where edu-
cative problems and processes are talked about.
Furthermore, the fact that a School principal has
Only been in a large school six weeks does not prevent
his candidating for principal of a larger school with
larger Salary. Again, where posts are won by “pull,”
success is incentive to play politics for some politically
higher post rather than to play the game of the post
already won by politics for all that it can be made to
give to the public.
What individual ambition is already doing within
the civil service, oftentimes to its serious disadvan-
tage, public interest and ambition ought to do by whole-
sale, and most of all for those civil service employés
whose own ambition does not prompt them to seek
TRAINING FOR ENTRANCE TO CIVIL SERVICE I55
promotion out of jobs which they regard as Old age
pensions.
The idea that there should be a ferment in civil
service and that no person who cannot earn his way
out of his present group should be continued in the
Service is taken up again in Chapter X. The point to
be made here is that the public must see to it that
civil service rivals all other training Schools as a start-
ing point and stepladder to opportunity.
Much of the discredit of civil service, even among
its own best friends, is due to the reputation of its
examinations for entrance. Too often these examina-
tions fail completely to test the applicant’s ability to
do the work of the job he seeks, and, instead, test his
memory of facts and theories that he will never have
a chance to use if he gets his job.
Such examinations are no more absurd for civil
service than they are for public schools. Until we
have stopped them in the public schools we shall
probably continue them in civil service. Having them
stopped everywhere will depend largely upon the in-
terest which citizens take and the frankness with
which they ask for fitting tests of persons who are to
Serve.
I was once asked what I thought about some ques-
tions that it was proposed to ask competitors for a
post which required ability to correctly circulate in-
formation. My answer expresses the new conviction
I56 UNIVERSAL TRAINING
of those who want each civil service post to be a
training ground: any person who can answer those
questions will prove his disqualification for the job,
because anybody with that amount of disserviceable
information in his head will probably be unable to
see the human problems and the living people with
which that information bureau must deal.
A preference for personality, character and proved
capacity to do the thing called for is being shown by
civil service commissioners. If a man’s business is
to interpret health statistics, he is no longer asked to
write a small book about statistics as a Science, but is
given health statistics to interpret. When Chicago
wanted a new librarian it did not abandon examina-
tions just because this was a great educational post,
but, contrary to the advice of many leading reformers,
held civil service tests. Only instead of asking ques-
tions it invited competitors whose previous experience
and recommendations indicated their general fitness
to visit Chicago, study its library service and its library
needs and then write a program for meeting future
library needs. That kind of test it is reasonable for
us to expect well-intentioned elected officers to apply
when selecting secretaries and commissioners.
Training for entrance to civil service by way of
rendering public service is not easy to organize, but
happily is not impossible either. There are always
foods to be inspected, always streets to be cleaned,
TRAINING FOR ENTRANCE TO CIVIL SERVICE I57
always bridges to be repaired. There is always police
work to be done so that there is no excuse for testing
our would-be policemen in what they know rather than
in what they can see and can do. Certain it is that
it is vastly easier for people who want to use com-
munity chores for training purposes to find them and
mobilize them than it is for persons who do not want
to try. The schools are generously pointing the way
through their many forms of learning by doing things
that need to be done.
When Portland gives courses in cafeteria work and
allows credit for homework in dishwashing, bathing,
gardening, or when it conducts a grocery store in
every school to aid in teaching arithmetic, geography,
economy and courtesy, it is showing how boys
and girls can be trained for entrance into civil serv-
ice.
When Boise City boys help build the new high
school, when Bridgeport boys take private carpentry
contracts, when 200 New York schools have different
grades of pupil self-government, when Fitchburg boys
earn their way through high schools by working half
time in factories, when Little Rock high school pupils
take charge of one whole issue of a local twelve-page
newspaper, they are proving that school chores and
community chores can be organized for training.
Few lessons can be learned at military camps which
cannot also be learned from Service on a health Squad
I58 TJNIVERSAL TRAINING
or police Squad. Once organized, it will cost less to
try out candidates for civil service through work that
needs to be done than it now costs to give them written
examinations. Moreover, it will always be fairer to
observe applicants at their work than to judge them
by what they can write or say about their work.
Among the existing means of training men and
women for entrance to public service are the private
commercial school; service in private business where
every type of public activity has its counterpart; and
beginnings in public Schools and colleges.
In Cincinnati, where students of engineering work
one week in the university and one week in a factory,
engineering students are in the same way training to
be municipal chemists and municipal roadbuilders.
They start their work one week in the health depart-
ment analysing foods that need to be analysed to pro-
tect public health; the next week they go back to the
university where a supervisor or “co-ordinator’ sees
to it that what they learn in the university fits what
they do at the laboratory just as the week before he
saw that educational use was being made of their time
in the health laboratory.
A step which, when widely copied, will promote
training of elective as well as appointive public servants
was taken in 1917 by the Wisconsin legislature, namely,
it voted for a training school for public service within
the state university which shall train men for different
TRAINING FOR ENTRANCE TO CIVIL SERVICE I59
municipal and state services not by lecturing to them,
not by quizzing them, not by requiring them to read
books, but by having them do different kinds of public
work which the people of Wisconsin need to have
done. Already Wisconsin's library school has proved
the efficacy of this method and requires eight of forty
weeks to be spent undergoing carefully supervised
tests of personality, promptness, accuracy, and special
aptitude for library service in public libraries through-
out the state. Readers will see that this method of
giving candidates truer pictures of public service and
fairer tests of their own capacity also gives those
who pay the bills value received in service for the
instruction they make possible.
Special schools for civil service should, wherever
possible, be conducted by the public which is to em-
ploy those servants. There are several reasons for
this: in the first place it is not fair to require that
the small proportion of us who take civil service ex-
aminations shall first obey the compulsory attendance
laws, then help pay taxes for city colleges and normal
schools, and in addition go at their own expense to
private schools for civil service preparation. Nor is
it fair that having spent eight or twelve years in public
schools they have failed to acquire high enough stand-
ards for simpler posts in civil service. Again, so far as
the private coaching school earns its money by helping
applicants guess at what the questions are going to
I6O UNIVERSAL TRAINING
be or helping them learn earlier questions, certainly the
public ought to protect itself against examinations that
can be passed in that way and against employés whose
preparation is thus obtained.
Since public mindedness should be a prime test for
civil service, there should at least be a preference given
for preparation secured in public schools even if it
is not yet feasible to require that entrants be taken
only from public school graduates. Where persons
are taken whose training is not obtained in publicly
supported schools, public employment should be for
only a short period and only for the purpose of publi-
cizing him. This would, of course, result in closer co-
operation between civil service commissions acting for
public officers and the public schools and universities.
Such requirement would mean that the public would
know what attitude new recruits bring to civil service
and would guarantee the possession not merely of
capacity to do particular things, but of knowledge
about and interest in those public affairs that are the
minimum essentials of public service.
If public Schools and municipal and state universities
are to step into the gap now filled almost exclusively
by private commercial schools and teachers, the enor-
mous savings which would accrue to individuals would
be partially offset by a resulting considerable cost to
taxpayers for instructing them. Perhaps the cost of
maintaining these schools should be borne by those
TRAINING FOR ENTRANCE TO CIVIL SERVICE . I61
who attend them with provision for paying tuition out
of later earnings.
Proof of ability to enter public service has not yet
been literally applied to candidates for the legislature
or other elective offices. In effect, however, we do
apply such tests oftener than we realize. During po-
litical campaigns men and women who have had previ-
ous experience make a great point of advertising it.
Inexperience is ably advertised by opponents. There
are still some sections of the country, even where
women vote, which are regaled during election time
by paid advertisements in newspapers that candidate
John Doe should be elected because he has a wife and
five children, or a wooden leg and needs the salary;
or because he is a firm believer in some biblical injunc-
tion that is a universal human platform. Yet in spite
of our ignoring specific tests for city officers we have
done surprisingly well.
One reason why our elective officers have done so
well in spite of their lack of preparation is that the
public mind speaks through them and they tend to
live up to the most definite and critical expectation
that is voiced by any part of the public.
We, the public, shall do better in proportion as we
insist upon knowing what candidates have been —
Specifically — and have done — specifically — before
we vote for them. Just as civil service commissioners
early found that knowledge about bookkeeping was
I62 TJNIVERSAL TRAINING
not the same as ability to keep a set of books, SO voters
are rapidly coming to distinguish between knowledge
about government and ability to do government's
work.
In conclusion, one of the minimum essentials of
every American citizen is to think straight on the
question of organization by public employés for any
other purpose than for improving their own service
and for stating the facts about any needs of that
service. It must become an A B C of patriotism and
government efficiency that the government neither in
peace time nor in war time, and neither in city nor
in nation, shall permit a small fraction of the public
On the public's pay roll to discontinue or to cripple
public service for all the public by strikes for higher
wages or other ends. The civil servant's right to quit
working no one can question except when he stops
under conditions where securing a substitute is im-
possible and where thus public safety is jeopardized.
The employé's right to keep other people from working
On public business can never be conceded by a Democ-
racy. America cannot afford to go farther than it
has already gone in the direction of that species of
tyranny by taxeaters over taxpayers which in France
or civil servant
5
is epitomized by the “fonctionnaire'
hierarchy. No less repugnant to Democracy's ideals
is it that any servant of all the people shall be unjustly
treated, overworked, underpaid or otherwise restricted
TRAINING FOR ENTRANCE TO CIVIL SERVICE I63
in opportunity to become progressively efficient. The
way to achieve justice, however, is for the citizen
who is trained for service to require application by
the public of employment methods which in private
business have abolished strikes and adjusted labour
disputes by way of discovering, recognizing and pro-
moting labour's capacities.
CHAPTER X
TRAINING FOR THE PROFESSIONS
Once when proctoring a medical examination —
medical students considered cheating respectable if not
detected, so that it was necessary to have somebody
proctor, and no medical student was willing to tell on
a fellow professional — I noticed that every one of the
first ten men who handed in papers had misread the
ninth question. This fact was stated to the hundred
students who remained. Of the next dozen papers
handed in two out of three showed that this question
was still being misread, which fact was reported.
Several men then came forward and asked if it meant
this or that, whereupon I announced that I had already
gone farther than a proctor should go, that they were
expected to understand the English of their examina-
tion questions, but that if there were two possible
meanings it would be well to play safe and answer
both possible questions. “In fact,” I said, “it is a
safe rule in an examination to tell all you know.”
This suggestion appealed to several men who annotated
their notes elaborately. On one paper the expression
“secretory glands '' was starred and the footnote read:
I64
TRAINING FOR THE PROFESSIONS I65
“We call them secretory because we know very little
of what they do.”
This first disillusionment regarding supposedly best
trained professional men was followed shortly by the
discovery that in the city where these men were being
trained physicians of high standing supported the
mayor in his dismissal of a woman physician who not
Only argued the public's right to know the truth about
an epidemic of typhoid fever but answered the mayor's
claim that business must be considered by asking, “Is
business more important than human life?”
Later observations showed practising physicians
throughout the country not only uninformed with
respect to the public obligation of their profession but
actively opposed to health legislation and health pro-
tection by government authorities.
Each new disillusionment sharpened my interest in
the layman's right to protection against physicians
who knew very little of what they themselves were
doing. Gradually I came to see that the medical pro-
fession enjoyed no monopoly on lack of preparation
to do their work well, but that dentists, lawyers, engi-
neers and ministers were also being accredited by uni-
versities and state exemption boards before they were
prepared.
Licenses to practise were given irrevocably without
requiring an hour's previous practice or a scintilla of
evidence that the would-be practitioner could actually
I66 UNIVERSAL TRAINING
do what books and lectures had told him ought to be
done.
Will the reader begin his thinking about the train-
ing for public service which should be required of all
men before their admission to professions and during
their practice of it by running over quickly in his
mind the doctors, dentists, engineers, nurses, etc.,
whom he knows? How many of them would you say
give evidence of being “inspired by the true spirit of
service to the commonwealth ºf Will you not take the
time to list some of your observations which illustrate
the superiority of public-spirited professional work
Over private-spirited professional work?
On gala occasions like commencement days, annual
conventions, and presentations of loving cups for dis-
tinguished service, members of the learned professions
are in the habit of emphasizing the public service
aspects of their work. Up to the final laying on of
hands that marks their admission to law or medicine
or ministry neophytes are constantly told that theirs
is a public service profession; that it has distinct un-
evadable obligations; that it exists not for itself alone
but for state and humanity.
Nor is this quasi-public character of certain pro-
fessions mere oratorical myth or mist. The neophytes
believe every word of it and are more or less perma-
nently inspired by the thought that they will occupy
exceptionally advantageous positions through which to
TRAINING FOR THE PROFESSIONS 167
benefit their fellow-men. The painters of these word
pictures also believe what they say about the possibility
of their profession however cynical they may feel as
to the gap between what might always be and what
too often is.
The layman who is either the beneficiary or malefi-
ciary of professional ideals and practice cannot safely
forget for one instant what leaders in these public
service professions have from time immemorial set
up as the layman's minimum rights when dealing with
professional men.
The higher the standard of general intelligence the
more dependent Society becomes upon professions and
the more important to every man is the training which
is given for the professions. It is from the learned
professions that the public secures its indispensable
builders and counsellors. The public needs engineers
of many kinds and it cannot afford bunglers; it needs
lawyers and Surgeons, physicians and teachers. Even
if it did not give a quasi-monopoly to those who are
admitted to many professions it would still need to
concern itself about the qualifications of those who
are to do its counselling, curing, building and teaching.
When professional opinion conflicts with lay opinion
it is extremely difficult for laymen to make headway
in calling for higher standards of preparation by pro-
fessional men. When, however, laymen can quote
“distinguished professional men’
y
it is easy to secure
I68 TJNIVERSAL TRAINING
remedial and preventive action because the layman can
speak thenceforth with authority.
Two distinguished specialists, speaking to two dis-
tinguished groups within their own profession, have
furnished us laymen with characterizations of present
conditions and with a creed for improving those con-
ditions which we will do well to keep in mind when
thinking of all professions.
The first is quoted before stating the profession to
which it was addressed. Will the reader ask if it
applies to the engineers, social workers, statisticians,
lawyers, dentists, physicians and other professional
specialists known to him? Before being influenced by
who said it, will the reader please ask whether it
squares with his personal observations or if he is a
professional man, with his personal experiences:
“We vote but we do not really serve our community,
state and country. We have been so absorbed in ad-
vancing the material interests with which we have
been connected that we have failed to exercise our
proper influence in behalf of the community. We
establish splendid technical schools whose graduates
are Second to none as regards technical training. Few
of these graduates, however, have been inspired by
the true spirit of service to the commonwealth.”
The foregoing characterization is not by an irre-
sponsible radical or by a captious layman. On the
contrary, it is quoted from President L. D. Ricketts of
TRAINING FOR THE PROFESSIONS I69
the American Institute of Mining Engineers in his
address this very year to the Princeton Engineering
Association.
One further quotation ought first to be read with
reference to the reader's personal experience and ob-
servation. Its indictment is likewise not by some dis-
gruntled professional man or some layman with a
grievance or some phrase maker. On the contrary,
it is quoted directly from an address to the American
Bar Association in 1916 by the president of that body,
ex-Senator Elihu Root. While it refers particularly
to the training and practice of lawyers, will the reader
please ask if this same kind of message is needed by
every other profession: -
“Too many of us have been trying to get some-
thing out of the country and too few of us have been
trying to serve it. With loyalty and sincere devotion
the principal law schools and judges on the bench
defend the public right to effective service; but against
them is continually pressing the tendency of the bar
and the legislatures, and in a great degree, of the
public, toward the exclusively individual view.
“No untrained lawyer is entitled to impair the ef-
ficiency of the great and costly machinery which the
people of the country provide, not for the benefit of
lawyers but for the administration of the law.
“What can be done, what must be done, to make
true and uninterrupted progress is that those members
17o TJNIVERSAL TRAINING
of the Democracy to whom Opportunity has brought
instruction in dynamics of law and Self-government,
shall so lead and direct the methods of development
as to respond to the noblest impulses, the highest prin-
ciples, the most practical idealism of this great law-
making multitude, so that the growth of the law shall
receive its impetus from the best and not from the
worst forces of the community and be guided by the
wisdom and not by the folly, the virtues and not the
vices, of the people.”
For the citizen wishing to do his part to insure
properly trained professional men there are five mini-
mum essentials of conviction and action:
I. There should be wider publicity of the facts about
each profession, its standards for admission, the kinds
of work it does, its rewards, the number who make a
living by it, and the special qualifications for success
in it.
2. Special training for citizenship, special knowl-
edge of public service needs and opportunities and
of governmental aims, methods, and results should be
a prerequisite of admission to professional courses of
law, dentistry, engineering, etc., - including the min-
istry.
3. No person who has not proved his preparation
for service by actually doing what he has learned how
to do should be considered fit for any one of the
learned professions.
TRAINING FOR THE PROFESSIONS 17I
4. No person should be admitted to any profession
who has not had theoretical and field training in the
public uses which are being made and which should
be made of his profession.
5. In every community the men and women who
are practising each profession should maintain an
active organization for giving to the public currently
the benefit of the special insight and special experience
which are gained by practising that profession.
Instead of telling the ambitious sons of recent im-
migrants merely that the professions of law and medi-
cine are overcrowded, Society should see to it that
concrete facts about the overcrowding are made known
and also concrete facts about the education and per-
sonal background needed for success in those profes-
sions. The public should see that the rewards of other
professions are made known to boys and girls whose
main reason for going into law or medicine or engi-
neering is to secure social prestige. It is entirely
practicable to have high school boys know the possible
and probable rewards from engineering, from teach-
ing, from business, from salesmanship, whether these
rewards be counted in money only or in public recog-
nition, leisure and opportunity for self-culture.
Finally, it is entirely possible to have facts of this
kind generally circulated among parents of all classes,
particularly since the public school machinery is avail-
able for giving such instruction.
I72 UNIVERSAL TRAINING
The only persons who may safely be accepted into
learned professions without presenting evidence of
knowledge about the ends and means of government
when first registering for courses, are those whose
courses will later insure such training either in transit
or during a probationary period between the comple-
tion of the course and the final legal admission to the
profession. Nor is this proposal visionary because it
is being thoroughly tested in several places.
At Northwestern University teachers who are study-
ing to equip themselves for the profession of school
Supervisor are required to supplement lecture and text-
book by work in the public schools of Evanston. For
the same reason and by similar field services profes-
Sional managers are being prepared at Teachers’ Col-
lege of Columbia University through field surveys of
rural and city schools in several New York counties,
and through field studies of Connecticut schools under
the direction of Connecticut superintendents.
As mentioned earlier, Wisconsin’s library school not
only gives practical training through each of the thirty-
two weeks spent at Madison, but as a fitting climax,
before finally accrediting the student, requires her to
serve an apprenticeship under rigid supervision in
various public libraries where the student helps do
work that needs to be done.
The testing of men by the University of Cincinnati
On paid tasks in real factories soon discloses any
TRAINING FOR THE PROFESSIONS I73
weak points of preparation of health or of character
which the prospective engineer may have. No man
can survive his apprenticeship who as journeyman
working his way up in a busy, industrial plant proves
himself an undesirable man for the engineering pro-
fession. That this process is appreciated by the
would-be engineer is shown from the fact that for
every vacancy there are from thirty to forty applica-
tions each year.
To require professional men to show by doing as
well as by answering would seem a very rudimentary
requirement. To many people it will come as a sur-
prise that there is anywhere a dentist or physician or
lawyer or nurse who has not been tried out with
practical problems under the supervision of Some one
who knew how to deal with those problems before
being turned loose upon a trusting and dependent
public. The public can refuse to be practised upon
by impractically prepared physicians, dentists, nurses
and lawyers.
During the probationary period of each profession
it would be possible for the public to arrange field
tests entirely in line with each profession's activity
which would better test candidates’ fitness than the
Same spent, for example, in military camps, unless
that time itself were spent in practising a profession.
For want of just this kind of motivated testing
while approaching their professions and while first
I74 UNIVERSAL TRAINING
trying themselves in it, tens of thousands of profes-
sional men are experiencing the worst tragedy which
an honest mind and Soul can experience, namely, dis-
satisfaction with their life work due to fear or knowl-
edge that they are misfits.
Occasionally individuals break away and do for
themselves at great expense what training Schools
should have required them to do. For example, a
young man took his degree in theology with high
honours; went to a rural church; served one year and
recognized his inability to help his people meet their
problems. What should he do? Keep on ? Frankly
admit his unfitness and ask his people to help him
fit himself while continuing the position for which he
was not yet fitted? Or seek appointment to a city
church P What he did was to give up his work tem-
porarily, go back to School for a course in rural Soci-
ology and agriculture, and then take up again his
work with a rural church. He came back convinced
that as a minister he could render no better service to
his church and community than to help the farmers
produce more corn, direct the young people in whole-
Some amusements and acquaint the farm women with
the labour-saving devices that would answer their
appeal for “not less work but less drudgery and more
time for reading and recreation.” r
It is important to raise the bars as high as possible
for admission to special courses for professional
TRAINING FOR THE PROFESSIONS I75
training. Not only is it fairer to eliminate persons
before they have spent four years and three or four
thousand dollars Only to find that they have been on
the wrong track, but it is much easier for training
Schools to draw the line at the beginning than it is
after they have accepted the student's investment of
time, money and reciprocated affection.
A standard which laymen can help secure from all
professional schools is suggested by a private elec-
trical school in New York. The course consists of
eighty experiments. The length of the course de-
pends upon the number of days it takes the student
to perform the experiments to the complete satisfaction
of his instructor. As each experiment is performed
Satisfactorily its number is punched on the card which
is here reproduced. The passing mark is not sixty,
or seventy-five, but is “correct.”

(º, sº nº iſ is , waſ n is 2, \
§ 3 § tº
Sº gº 2% 2%2.4 § S.
§ {3 CMJ Nº
QN \\
3 S S$ $3
§ {3 2x2x_2~ $ 3
§3 St § 9.
§ {3 tº §
S3 (S § 3
ºve-ac-ºn-one” y
\'
176 UNIVERSAL TRAINING
How could professional standards have survived
the 60% passing mark? What else but havoc can we
expect from the almost universal practice, from kinder-
garten to university and even in postgraduate work,
of letting unsatisfactory work masquerade as Satis-
factory if it is marked 60% P In New York State
the reason officially assigned for having 60% of the
passing mark in Regents’ examinations is that other-
wise pupils from the smaller schools could not pass.
Not long ago a Harvard professor defended a
doctor of philosophy thesis about which question had
been raised on the ground that at Harvard it would
have obtained the passing mark of 50%
It was once my privilege to help review the stand-
ards required by a professional course in chemistry.
Would you believe that we were seriously criticized for
taking the position that after allowing for differences
of opinion as to the relative importance of knowledge,
memory and ability to do, there still remain a number
of minimum essentials lacking any one of which should
actually disqualify a man for the practice of chemistry?
For example, the formula for water is H2O (two parts
hydrogen and One part oxygen). The physician or
chemist who writes that formula HO (one part hydro-
gen and one part Oxygen) is not two-thirds correct;
on the contrary, he is IOO% incorrect and a dangerous
man to have about as chemist or physician.
The following experience is typical and is intended
TRAINING FOR THE PROFESSIONS 177
to suggest that no professional man should be allowed
to practise on a trusting, dependent public until he
has proved by practising that he knows when he does
not know and when he needs further study or out-
side advice. I Once went to a physician for immedi-
ate relief from hoarseness which I feared would pre-
vent my keeping an appointment at a public meeting.
The physician was out and a substitute was taking
his place. His awkwardness, unnecessary movements
and obvious uncertainty as to which of several medi-
cines to try and steps to take led me to ask a few
questions which revealed the fact that it was abso-
lutely his first attempt to treat a case of this kind.
Many a life has been lost and many a lifelong injury
incurred by that kind of professional work. He was
quite relieved when I suggested that for the protection
of both of us it would probably be better for me to
seek relief elsewhere. *
When asked to incorporate courses which will show
future professional men what the general public is
doing in co-operation with their profession and how
in cities, states and nation the public is using the Science
and art of that profession, training Schools are accus-
tomed to answer that there is too little time for giving
what they already try to give. The only reply for
the public is that there is plenty of time to make sure
that no man shall be admitted to the bar or to medi-
cine, etc., who is ignorant of the government he is
178 TJNIVERSAL TRAINING
to represent, of its needs for the profession, of his
profession’s obligation to that government, or whose
main idea is to defeat the purpose of the government
whose officer he is supposed to be. The same legisla-
tures which pass laws to protect those already in a
profession against other men seeking to enter it can
also fittingly pass laws to protect the general public
against professional men willing from either cupidity
or lack of preparation to injure the public.
It is feasible and indispensable that the general
public should require that it be ascertained whether,
for example, lawyers know enough and care enough
about public interest to be able to represent the court
and the public. It is feasible and indispensable also
to ascertain regarding other professions whether ap-
plicants for admission and persons already in practice
&
treat the work of their profession “as something to
be done for private benefit instead of treating it pri-
marily as something to be done for the public service.”
The fifth step recommended for laymen is easy to
take, namely to see whether the professional men in
their localities are organized and if so whether these
organizations are using the opportunities which all of
them have to be of incalculable public service.
Public-mindedness of lawyers, doctors, engineers
and a score of other professions quickly found ex-
pression when war emergencies showed the need for
expert leadership. In peace time there is similar need.
TRAINING FOR THE PROFESSIONS I79
Certified public accountants have helped several
cities secure adequate business systems after first show-
ing laymen that existing Systems wasted money and
invited incompetence.
Graduate electrical engineers answered the public's
call for help and showed one city how a million dollars
could be saved by placing fire alarm boxes on present
lighting poles instead of digging 16,OOO holes, erecting
I6,OOO new poles and maintaining 16,000 new lights.
In One year one bar association's legislative com-
mittee analysed all proposed legislation and prepared
no fewer than 374 printed memoranda to be sent to
the governor, legislature and the press.
Any localities that have business enough to support
professional men are entitled to public service activity
by these men in groups. Take for example the pro-
fession of statistician. In many localities there is no
such profession; there are men who do statistical work
but there are no men or women who are special-
ists in those processes of analysis and presentation of
facts which the world calls the statistical method.
All larger cities and every state have need for and
are paying for this kind of professional service. Much
harm results from the absence of volunteer activity by
Statisticians which would correspond to a county medi-
cal Society's constant fight against medical frauds and
malpractice. Hardly a week goes by in any one of our
large cities without some statistical report which, if
I8O UNIVERSAL TRAINING
acted upon by the public, would cause irrevocable waste.
The professional statistician, however, because he is
not Organized into a group for placing public interest
above private sensitiveness, does not yet feel free to
Step out into the Open and warn the public as physicians
or lawyers are beginning to feel free to warn the
public against public malpractice of those professions.
If a distinguished statistician from one of our uni-
versities extolls a report of averages that misrepre-
sent facts about a school system or infantile paralysis
epidemic, other statisticians may whisper disagreement,
but for want of organized public service motive do
not give the public the special knowledge they possess.
Because the profession of statistician is progres-
sively growing in importance a concrete illustration is
given to fix in the reader's mind the principle of
group action for the public. A state university officer
was asked by a board of regents to investigate the
declaration that first year students were being taught
not by experienced instructors but by men and women
without experience in teaching. The regents were lay-
men unaccustomed to analysing professional reports
of statisticians. The report came back that the al-
legation was untrue and unjust. To prove it a de-
partment was cited where the average teaching experi-
ence of first year instructors before coming to the
faculty was five years. Later analysis showed that
this average was obtained as follows:
TRAINING FOR THE PROFESSIONS I8I
The first instructor had taught odays
& C second & C & C & 6 O & &
& & third & & & & & & O & 6 -
& C fourth & & & & & & O & 6
“ fifth & & & & “ 25 years
Average teaching experience — 5 years
Does the reader see why there should be an im-
personal Organization that reservoirs the highest mo-
tives and the best experience of all statisticians for
use by the public when individual policies based upon
statistical evidence must be adopted, rejected or modi-
fied ?
Laymen can ask whether the professional men in
their communities — including and particularly includ-
ing teachers — are organized away from the public to
exploit the public and serve anti-social or selfish forces
or are organized for the public to help and to serve.
Laymen can see that in their localities professional
men have clearly and repeatedly set before them the
picture of accountability which President Root, above
quoted, held up before lawyers when he told them
that they must think of their opportunity and technique
as aids to Democracy and not as valuable instruments
to get particular clients out of trouble:
“[Every professional association] is an institution
for the public service of its profession; to enlarge its
membership, to improve its procedure, to increase its
Scope and efficiency, to strengthen its authority and its
appeal to the real life of our time.”
CHAPTER XI
TRAINING FOR CONTINUAN CE IN PUBLIC AND
QUASI-PUBLIC SERVICE
“I am a public officer. I am fiscal supervisor of
Massachusetts. My appointment to that office was for
political reasons. I know it. Everybody knows it who
knows anything about it. I had no special prepara-
tion for its great duties. Now that I have the office,
however, I should welcome opportunity to obtain in-
struction which will help me discharge my obligations fit-
tingly.”
The foregoing sentiment was expressed to the An-
nual Convention of Governmental Researchers in
Springfield, Mass., 1916, after it had been suggested
that training for entrance to public service should be
supplemented by training for continuance in service.
The case so frankly stated by this Massachusetts
officer is not isolated.
Lack of previous training is the rule rather than
the exception for persons elected to office and ap-
pointed to leading positions. Even Mayor John Pur-
roy Mitchel of New York, after determining that he
would make appointments only for fitness, found him-
self after election under such pressure that according
182
PUBLIC AND QUASI-PUBLIC SERVICE 183
to his chamberlain, Henry Bruère, writing two years
later, “appointments were deliberately made to sub-
ordinate positions from the nominees of political fusion
or anti-Tammany organizations.” Mayor Mitchel is
used for illustration because rarely if ever had any
American administrator entered upon public duties
more thoroughly trained in the outlook, the theory and
the specific requirements of a great post. When a
product of extensive and intensive training and a be-
liever in training yields to political expediency, we
must take it for granted that less trained or untrained
administrators will continue to fill positions with men
not trained for them.
Nor is the training to do the work of a post the
only kind of training that is needed. For the same
reason that civil service examiners are recognizing per-
Sonality and previous experience as well as specific
preparation, it is important that a mayor's secretary
or health commissioner or a president's secretary of
State possess certain social qualifications even if poorly
qualified for administration. As between utmost ex-
pertness in secretarial work which does not know a
governor's constituency, and a generally well equipped
man of pleasing personality who does know a gov-
ernor's constituency, the efficient governor will do well
to Select the second man for secretary.
So long as there are elections, there will be election
debts to pay. It is not yet generally possible to insist
I84 UNIVERSAL TRAINING
upon preappointment specific preparation; it is possi-
ble to insist upon specific preparation after appoint-
ment.
For the layman to sputter against this practice is
infinitely less valuable than for him to suggest a way
by which previously untrained men shall secure train-
ing after appointment.
There are seven different methods of training per-
sons for continuance in office. No distinction is made
here between persons elected and persons appointed, nor
is effort made to point out wherein either kind of after
training is more effective than another. What should
be done depends upon the particular man and the
needs of his public. Each of the seven kinds of after-
training here mentioned will help publics see to it
that blunders of appointment or election shall do less
harm each succeeding month and that the public shall
not be a prey to the mental, physical or spiritual dis-
integration of its own employés. Examination to stay
in office is vastly more important than examination to
get into office. -
There is a slang expression — making lemonade out
of lemons — which helps describe the benefit which
will result if the public will fix in its mind seven meth-
Ods of after-training public servants:
(I) The officer may go to school
(2) The officer may improve himself by conscientious
and systematic self-study
PUBLIC AND QUASI-PUBLIC SERVICE 185
(3) The officer may go to school by correspondence
(4) The officer may organize or attend home confer-
ences for comparing experience
(5) The officer may attend conventions of workers in
his special field
(6) The officer may turn to central official agencies
for criticizing and helping such as state auditors,
state commissioners of health, national bureau of
education, national bureau of standards, or the
national bureau which compiles municipal statis-
tics *
(7) The officer may train himself by closely analysing
the satisfaction or dissatisfaction which his service
gives the public in day by day service and in an-
nual statements
Each of these seven after-training schools is briefly
illustrated. The term “after-training ” is used for
brevity's sake and is borrowed from the public school
world where it has only recently been discovered that
perhaps the most important work which teacher train-
ing schools can do is to supervise and help the teacher
after she secures her first position. -
Sentiment in favour of after-training of public offi-
cers and employés should be made so strong that per-
sons in official positions who do not seek after train-
ing will be regarded as delinquents and decidedly be-
hind the times.
Going to school was tested by Ohio's first budget
commissioner, When James M. Cox was elected gov-
I86 |UNIVERSAL TRAINING
ernor in 1912, he selected for budget commissioner
a man known to him as a successful Organizer of
junior political leagues. The appointment was reason-
ably justified by the incumbent's earlier experience as
bank examiner and in different kinds of private busi-
ness. He had, however, and was known to have had,
no knowledge whatever of budget making. Yet Gov-
ernor Cox named him in spite of opposition from well
informed friends who were convinced that the suc-
cess of Ohio's new budget law required a commissioner
trained in budget making.
In appointing the untrained man Governor Cox did
what other governors will frequently do so long as
popular elections are held. In taking the next step,
sending the budget commissioner away for after-train-
ing, Governor Cox set an example which the public
must interest other governors in taking, namely, sent
him to study where the most progress had been made
in framing, studying and publicly discussing budgets.
There this budget commissioner in training went
into the field and helped make a New York City
budget. Later he went to New Jersey and helped
make a report for campaign uses on New Jersey's de-
ficient method of making a budget. With only six
weeks of field experience plus suggestions and readings
prompted by field experience, he went back to Ohio
and in another six weeks found for Governor Cox
where more and better work could be done for one
PUBLIC AND QUASI-PUBLIC SERVICE 187
million less than had been voted for the year I913.
Moreover, he conducted a budget School for state em-
ployés and officers. They became interested in finding
possibilities of retrenchment. The legislature when
called in special session was convinced by the facts
submitted, repealed the appropriation bill for IQI3,
took $1,024,OOO out of it, added $60,000 for schools,
and passed a new appropriation bill $964,OOO Smaller.
If we call this after-training “going to school,”
many officers will be offended. There are still too
few men who are as frank as the Massachusetts offi-
cer quoted at the beginning of this chapter. If we
call it a “symposium ” or a “conference ’’ the ablest
officers are glad to go and exchange experiences. To
meet this situation, Professor John E. Lough of New
York University worked out a plan which will even-
tually be widely copied : meetings are most informal;
the teacher is called leader of discussion; and in-
stead of his talking or lecturing or reading texts, he
formulates important questions, states difficult prac-
tical problems and then postpones his own contribu-
tion until after the engineers or statisticians or physi-
cians have answered each from his own experience
and problems.
For policemen, firemen, nurses, many grades of in-
spector, and School teachers, we may call a Spade a
spade, a school a school, or in many instances even
a probationary school. The new civil servant is ad-
I88 TJNIVERSAL TRAINING
mitted to service on condition that he shall attend
these official schools in order to be brought quickly
abreast of the many relations of his work to com-
munity welfare.
One caution the layman can help officers remember,
namely, that attending a school does not of itself mean
fitting one's self for the work discussed at that school.
School teachers may learn all about health and still be
such wretched exemplars of posture and health that
they ought not be permitted to work with children.
Promotion examinations for school teachers have too
largely called for theoretical work which leads the
minds and interests of teachers away from the class-
room and makes them dislike rather than like their
work as teachers.
The best substitute I know for this disserviceable
kind of after-admission-training is a course given by
Cleveland's College for Teachers to the city school
teachers on “How to be Supervised.” The idea is one
which laymen can help all branches of civil service
adopt: When those who are under direction and sup-
ervision know clearly what kind of help they are en-
titled to from their supervisors there is less likelihood
that supervisors will be able to give the impression of
efficiency when they are actually blunderers and para-
sites. .
Preparation by self-study is far more extensive
among public Officers and employés than most citizens
PUBLIC AND QUASI-PUBLIC SERVICE 189
have believed. If all the civil servants who are read-
ing books and reports that deal with the difficulties
of their work and with the way in which other people
have met those difficulties, were to be brought to one
city, there is not a university in the country large
enough to take care of them, nor could our fifty
largest convention halls seat them. These, isolated
students are subscribing to magazines, going to night
Schools and summer Chatauquas, zealously reading
newspaper comments and criticisms.
The fact that there is vastly less of this self-study
than there should be is all the more reason why we
should give full credit where we find it. The man who
is probably the most highly and definitely informed
person in the United States with respect to municipal
and state practices in this country and Europe never
spent an hour in School studying municipal govern-
ment and has given vastly more to conventions than
he has learned from them. Among our congressmen
are many men whose knowledge of the theory and
facts of finance and administration exceeds that of
the university men in their own states, yet most of
this knowledge and judgment is the result of self-
study.
Nor is it merely in the high places that civil servants
are studying almost night and day to learn how they
may better serve. Fifty civil service commissions of
cities and states are benefiting yearly from the Self-
I90 DNIVERSAL TRAINING
imposed tasks and Self-blazed trails of a young woman
examiner who makes a religion of learning what a
civil service post permits and requires before she
frames the tests which are to aid in selecting the
employé.
From self-study is coming the most important pub-
lic service literature of our day. The new discoveries,
the helpful articles, the suggestive books, are largely
the products of overtime study. While I am dictat-
ing these lines, a school teacher of civics in an adjacent
room is summarizing the results of this last week's
visiting and reading for a textbook on practical civics
for teacher training Schools; a School principal is
about to report the results of a week's study of the
recreation facilities provided by the New York Port
for longshoremen, from which class her children
come; to another principal's country cottage is be-
ing sent material from the survey of his school which
he is to use in the vacation time preparation of a book
on democracy in school management.
Correspondence by civil servants for after-training
is in its infancy. It will grow very rapidly, however, if
the general public will encourage employés to use this
means of Self-improvement and at the same time back
up their state universities and departments of educa-
tion when requesting funds to conduct such correspond-
ence work. -
The use of cabinet meetings or departmental con-
PUBLIC AND QUASI-PUBLIC SERVICE I9 I
ferences for after-training is again a forward step
which laymen can further. In the school world such
conferences are traditional, in fact so traditional that
too often they have become perfunctory and are
dreaded by leaders and followers alike. Attempts
are now being made to vitalize them, as for example
when a Western superintendent first drew out from
high school teachers their innumerable criticisms of
the elementary schools for failing to prepare pupils,
and then helped those high school teachers see things
more sympathetically and fairly by giving them,-
to their rude awakening — the identical test which had
been successfully passed by elementary graduates
For some time to come there will be no danger of
Overdoing these departmental conferences in civil
service fields. It is not easy to arrange them in small
cities, but even there it is possible to do in all parts
of the country what several small suburbs of Chicago
did, namely, arrange for inter-town conferences once
a month. -
In larger cities and at country seats it is possible to
duplicate the weekly lunch meetings of which Bor-
ough President Marcus M. Marks of Manhattan has
made a great success: all men holding important posi-
tions are invited; each man pays for his own lunch; all
persons are equal in that conference. Matters of con-
sequence come up, quickly go round for individual ex-
pression of opinion or question, after which the group
I92 TUINIVERSAL TRAINING
as a whole is asked for further suggestion or comment
and sometimes for a vote. This is training for team
work and leadership, besides being excellent postgradu-
ate work for every man in office.
The convention as after-trainer has great possibili-
ties. Millions of dollars a year are being spent by
public officers and employés sometimes at their own
expense, generally at the public expense, in attending
county, state and national conventions. Taxpayers
must not forget that the money expense is only a small
part of the true cost of these conventions. That
merely represents what in the accounting field is called
expenditure, money paid out. In addition there is
the cost of time spent by the delegates away from their
home work and further the cost of the energy diverted
from home work in preparing for and thinking about
these conventions.
That a week spent by a city manager at the an-
nual meeting of the National Association of City Man-
agers might bring more good to his town than forty
weeks spent in a university or forty times the cost of
this convention week is clear when one thinks of the
vast amount of definite experience of many cities
which might be first reservoired and then tapped by
the convention. Between what might happen and what
does happen is many a slip; in fact, at last year's
convention of city managers, a university professor
interrupted the recital of concrete experience to chide
PUBLIC AND QUASI-PUBLIC SERVICE I93
these searchers for specific help for not sufficiently
exhibiting a philosophical grasp of the political Science
involved in their work |
With too few exceptions the conventions to which
civil Servants go are junkets and joyrides; and they
are no less junkets because the beneficiaries or victims
talk in eloquent terms about the inspiration received,
cobwebs of the mind removed, etc.
The way to make conventions effective teachers is
for laymen who pay the bills to take it for granted
that the Officers will come back with definite, not gen-
eral, benefits and then to call for a list of those specific
benefits. *
Central agencies for answering questions and giving
instruction to civil servants can do much after-train-
ing for every state. As repeatedly suggested in these
chapters, the layman must never forget that the gov-
ernment has no reason for existence except to serve.
When in doubt, ask a government bureau. When
it is clear that a new kind of educational work is
needed by civil servants, see that government arranges
to do that educational work. e
Practice as well as theory justifies the claim that cen-
tral bureaus are competent educators when they either
take help to officers or send it through the mails.
Many State boards of education are sending out
officers to meet with local school boards, to examine
local Schools, and to report their needs. Many states
I94. TJNIVERSAL TRAINING
send trained librarians to help local libraries, experi-
enced auditors to help local bookkeepers, skilled road
builders to help local engineers.
Many cities have officers who are business doctors
going from one department or officer to another diag-
nosing difficulties, prescribing remedies, and teaching
how to apply the remedies.
Our national departments have men making demon-
strations in almost every field of government activity
for the help of state or local officers. Notable im-
provements have resulted from the travelling schools
of the department of agriculture.
It is an interesting development that central offices,
established to compel compliance with law or to pre-
vent waste and theft of money, quickly discover that
the best compulsion is instruction and help that en-
able local civil servants to use best methods and thus
compel them and their publics to want best methods.
Instruction by mail is a vast business among cen-
tral bureaus. It is needless to pile up illustrations;
the point for the reader to remember is that every
state should have central bureaus of information to
which every locality may apply for the latest and best
methods of doing every part of public work. While
too much of this correspondence is haphazard, while
too many of the Officers are still incompetent and un-
ambitious, the principle of central office responsibil-
ity has been generally admitted. One of the most in-
PUBLIC AND QUASI-PUBLIC SERVICE I95
teresting attempts to systematize this kind of help is
the School Service Bureau of the Wisconsin state
department of instruction. Not only does this School
Service Bureau answer questions, but over and over
again it advertises to thousands of teachers, thousands
of school trustees and to all the women's clubs, men's
Organizations and editors who will read its story, that
it believes citizens should ask questions about Schools
and that it will do its best to answer questions even
if one or more inspectors must be sent to village or
city for field inspection and consultation.
General publicity about governmental affairs is the
last but not the least important of the seven methods
of helping civil servants continue and improve upon
the efficiency for which we are beginning to look at
time of appointment. Every time a public Officer
issues an annual report, and every time he asks for
election or re-election, he is sending himself, his com-
petitors, and his public to School. Any public that
calls for official reports which describe work done
and compare the quality and quantity of work done
this year with the quality and quantity of work done
last year, is putting its officers and their subordinates
through a valuable course of training.
Plain Talk was the heading of Director Morris
Llewellyn Cooke's report to the people of Philadel-
phia. This man of science, who is the chief expounder
of scientific management, the man whom the Carnegie
I96 UNIVERSAL TRAINING
Foundation employed to make its report upon the
teaching of physics in American colleges, did not scorn
to begin his report with the photograph of a pigeon
making her nest in a window-box outside his offices -
“Unaffrighted by the sounds around her,
Undistracted by the things she sees.”
He even went so far as to say that public officers
should cultivate the science of publicity or advertising
in order to enable their publics to understand what
they have at stake in public business and how they
can protect themselves. *
Civil servants must study the public mind and its
needs, they must analyse their own service and that
of their colleagues and subordinates in order to secure
a hearing or re-election. -
New York City's municipal campaign of 1917
furnishes fresh illustration. Every day there are
eulogies to and criticisms of public officers and their
employés. Many statements are made by, for and
against Officers which are untrue. Many other state-
ments are denied although they are true. Do you feel
that it is straining a point to call this process an after-
training for officers in service? That it really is not
Straining a point is proved by a comparison of the
way in which New York discusses its public affairs in
I917 with the way it discussed those affairs ten years
earlier. Where one person formerly asked definite
PUBLIC AND QUASI-PUBLIC SERVICE I97
questions there are fifty persons today asking definite
questions; where formerly adjectives and epithets
showed up an opposition today's criticisms hold at-
tention by their concrete testable facts; where form-
erly disputants promised anything and everything
which sounded eloquent and appealing, today they are
listing specific criticisms which can quickly be tested
and are making specific pledges which cannot easily
be evaded.
Wherever any public asks no questions or vague
questions, it becomes the victim of political chicanery
and invites sweeping promises that candidates have no
intention of keeping. Wherever newspapers or in-
dividual citizens tell the general public what annual
reports contain and what they omit, where they are
true and where untrue, where they show progress and
where they show time serving and extravagance,
citizens will find their civil servants in constant at-
tendance upon one of the best of all known training
Schools, i.e., enlightened public opinion.
To secure for one's own community an aggressive
training school of this sort one of the best steps is to
organize — preferably in the city government, but if
necessary in a merchants' association as in Minneap-
olis, or in a woman's club — a help-your-city-com-
plaint-and-question-and-suggestion-boa which will not
wait for annual reports or for elections, but will se-
cure prompt use of every citizen's knowledge about
I98 TJNIVERSAL TRAINING
a political step needed. One can speak confidently
about the effectiveness of such a question box because
private business frankly admits that the best teacher
any store or manufacturing concern can find is the
public which it serves. Just as training customers to
buy competently teaches those who serve, so well
trained citizens who applaud, criticize and vote dis-
criminately will teach civil servants how to serve.
Each reader will profitably establish a home ques-
tion box beginning with questions as to which of
the Seven methods of after-training for civil servants
is or are at work in the governmental departments with
which the reader has most to do.
One final opportunity to help train civil servants
after appointment should be urged upon readers: in-
stead of encouraging public employés to think of civil
service as a vested right to be maintained even against
the public's interest, our preparedness for the future
may require us to limit the number of years that any
One will be permitted to work for any governmental
unit in any one post or rank of service.
When one stops to think of it, there is really much
less reason for changing a president every eight years
than for changing a police chief or city engineer or
head bookkeeper or university president oftener than
either death or promotion of the incumbent.
In other words, the idea of permanent tenure for
governmental employés must be qualified by the re-
PUBLIC AND QUASI-PUBLIC SERVICE I99
quirement that any government employé who cannot
and does not earn his way out of a group on promo-
tion examinations and on proof of efficiency must be
dropped from the service and thus make room for
Some One else either more able or more ambitious.
Woods Hutchinson says that the only fresh air is air
that makes us feel fresh. It is just as true that the
Only efficient civil servant is the one who makes it
easy for other civil servants and for the public to be
efficient. Only moving air makes us feel fresh.
Moving civil servants will keep civil service fresh.
When we have provided means of telling the public
the truth about each civil servant's work, the public's
Scrutiny and preparation for scrutiny will become in
effect a civil service examination for the privilege of
continuing in office.
When much surprise was expressed because Presi-
dent E. F. Nichols resigned the presidency of Dart-
mouth College, he said that in his seven years he had
already made his contribution to Dartmouth and be-
lieved that in the next seven years another man could
make a greater contribution than could he by remain-
ing. The Efficiency Commission of Illinois advised
three years as the maximum term for deans and ad-
ministrative officers of the University of Illinois.
After we have once begun to think generally of civil
service as a training ground and as part of our na-
tional program for preparedness, the “keep moving ”
2OO TJNIVERSAL TRAINING
command will be accepted as a kindness where under
the old spoils system it was known to be spoils.
Governments should take the lead in curing individ-
uals of the love for ruts, dread of change, and con-
tempt for the-man-who-pays; they are attributes of a
civilization incompatible with that free circulation of
knowledge about opportunities which characterizes our
time.
CHAPTER XII
SPECIALIZED TRAINING FOR PARENTHOOD
Attempts to train parents have been successful be-
yond all anticipation. So far, however, as such at-
tempts have been organized on a large Scale they have
been limited chiefly to training parents of the poor in
the science and art of conserving baby health. Even
the well-to-do and the over rich have learned their
lessons after successful wholesale demonstrations in
training tenement mothers how to keep their babies
alive. The most ignorant and the most careless moth-
ers conceivable have been brought together in milk sta-
tions or infant stations of great cities like Paris, Lon-
don, Chicago and New York, and have been given in-
formation so dramatically, so interestingly, and SO con-
vincingly, that they have learned to care for their own
babies better than highly educated mothers who lacked
such special training. -
The first step in specialized training for parenthood
is to make sure that every school child of both sexes,
every prospective parent, and every actual parent shall
know three facts about infant life:
20I
2O2 TJNIVERSAL TRAINING
(I) There are easy-to-learn truths and easy-to-take
steps which make it inexcusable that any baby in
the United States shall die from so-called infantile
diseases.
(2) It is not enough to keep a baby alive; it must be
kept well, which mothers and nurses can train
themselves to do.
(3) It is not enough that babies shall be kept alive or
that children shall be kept well; they must be made
worth while, for which responsibility fathers as
well as mothers must be trained.
How to give training in the elements of physical care
for babies — pre-natal care by the mother, Sanitary en-
vironment, hygienic daily attention, clean milk, clean
air and clean babies — has been shown over and Over
again. Duties of mothers and nurses have become
standardized. Minimum essentials it is easy to Ob-
tain from our National Children's Bureau and from
many state or city departments of health.
Not the least among rescuers and teachers are the
great insurance companies which are giving house to
house instruction by word of mouth, book and bed-
side nursing, except in one or two states which still
make the great mistake of prohibiting companies to
insure infants.
Likewise, the manufacturers and retail stores have
done much to educate parents in new ideas and prac-
tices: thousands of lives have been saved and vitality
incalculably increased as the result of the money mak-
SPECIALIZED TRAINING FOR PARENTHOOD 2O3
ing motive which has advertised washable clothes,
short and thin underwear in union suits, one-piece chil-
dren's suits, and convenient but inexpensive layettes.
Simple instruction, lectures, milk station reports,
laboratory tests, moving picture film illustrations are
now made part of the course of study in colleges,
high Schools, and many elementary schools in city and
country.
In great cities where congestion, ignorance and pov-
erty formerly levied their heaviest toll, it has become
safer for a baby to be born in the largest city, amidst
crowded surroundings, than to be born in country dis-
tricts or on farms where nature has done her best to
provide a safe welcome. The city mother who does
not yet know how to care for her baby and herself can
find an infant milk station, a physician and a nurse
and eager mothers asking questions, just around the
corner. If she is so uninformed or even so indifferent
that she has not yet realized what the milk station
can do for herself and her baby, or so obstinate or
prejudiced or lazy that she is unwilling to walk around
to the milk station, the nurses and physicians come to
her and they come not once and not twice, but they
keep coming until they have opened her heart and eyes
to her baby’s need and her own possibilities.
To reduce the number of mothers who begin too
late their special training for parenthood, cities are
beginning to provide such training not only in high
2O4 TJNIVERSAL TRAINING
Schools, but in elementary grades. Lessons in the hy-
giene of baby care are supplemented by actual observa-
tion of the routine of such care and in the actual giving
of the care itself, such as weighing babies, comparing
this week's progress with last week's progress, bathing
them, dressing them, analysing and preparing their
food, putting them to sleep, etc. -
Unfortunately similar training for children in rural
districts lags behind city training for the reason that
we have only just begun to see how neglectful we have
been of rural conditions. Of course it will always
be hard to bring rural mothers together. Our awaken-
ing has been hastened by war-distress discoveries such
as that the ability of European neutrals to live and
remain neutral and the ability of European and Ameri-
can combatants to keep On fighting each for his con-
ception of liberty, depends less upon the American
banker than upon the American farmer. We are all
seeing now what only a few educators saw before
the war, that we cannot permit those conditions and
practices to continue which Mr. Dooley characterized
when he said: “Hinnesy says he wants to go to the
country where all the good things come from, and I
says to Hinnesy, ‘I’m for the city where all the good
things come to.’” Among the many revolutions tak-
ing place in rural life and rural education is the in-
troduction of everyday practical instruction in guar-
anteeing baby health through a healthy and informed
SPECIALIZED TRAINING FOR PARENTHOOD 205
mother, a safe and wholesome environment, clean air
and clean food.
There are seven other fields in which training is now
being given that directly fits for parenthood:
(I) Household arts -
(2) Household accounts and family budget making
(3) Physical training
(4) Recreation
(5) Character analysis
(6) Sex health
(7) Manners
There is nothing about the work in any one of these
fields which need be “over the heads '' of any parents.
They are all included here as minimum essentials for
the efficient citizen. Shall we regard even domestic
science as indispensable for boys and men? To know
and feel that a practical knowledge of domestic science
is among the minimum essentials for women and girls
should be indispensable for men and boys. The ele-
ments of the other subjects are just as indispensable
for boys as for girls. Mrs. Ella Flagg Young insists
that boys should learn to cook even if we must call the
course “camp cookery’ in order to make it seem
masculine.
Household aris, as taught quite generally now in
Schools, includes cooking and other housekeeping,
dressmaking, millinery and the physical care of the
2O6 TJINIVERSAL TRAINING
housekeeper. To make this instruction real, many de-
vices are adopted. Country Schools serve lunches to
be eaten, not dabbed at. In Several States there are
teacherages or teachers' homes attached to the rural
school for purposes that include instruction in domes-
tic science, gardening, homemaking. City Schools
have model flats which different groups of girls in
succession take care of for a week or a fortnight, and
where they cook real meals, really scrub real floors,
repaper real walls with real paper of their own selec-
tion, decorate real walls with real pictures they have
made or bought, and give real entertainments to real,
invited guests. Expense must be kept within the
limit which the families of the neighbourhood can
afford. Nor is this instruction just play; on the con-
trary, in cooking and sewing and in housekeeping
there are long lists of definite tasks which each girl
must do Satisfactorily before she is marked passed in
each particular accomplishment. As you will see from
the accompanying cards, sewing is not just sewing, but
is one and all of thirty-two minimum essential factors
in knowing how to sew. Practical homemaking is
not just keeping house, but is success in taking more
than forty separate steps.
For bringing home and School closer together, and
for enhancing the dignity of homework, this prac-
tical instruction in domestic science deserves high
rank among trainers for parenthood. Schools are be-
SPECIALIZED TRAINING FOR PARENTHOOD 207
Sewing
IFirst Year
Minimum essentials—checked
when done proficiently
Practice in turning hems
Basting Stitch
Running Stitch
Back & &
Combination
Hemming
Overcasting
Overhanding
Catch stitch
French fell
Flat fell
Sewing on buttons
Buttonholes
Threading machine
Running & C
Care of
Small samples on machine
One full sized garment
6 &
& &
& &
( &
& &
Second Year
Hem patch
Catch-stitch patch
Stocking darn
Dress darn
Sewing on hooks and eyes
Chain stitch
Feather Stitch
Smocking
Tucks
Scalloped edge
Simple embroidery stitches
How to cut a true bias
How to use a pattern
One full sized garment
Practical Homemaking
First Year
Minimum essentials—checked
when done proficiently
Introductory lesson
Care of stove
Dishwashing (care of
utensils)
Washing of towels and cleaning
cloths
Scrubbing of bare wood
Cleaning of garbage can
Cleaning of bed
Making of bed
Morning cleaning of a room
Thorough cleaning of a room
a) washing windows; b) clean-
ing of brass, silver and nickel;
c) waxing of floor; d) washing
of floor
Closet cleaning (windowbox clean-
kitchen
1ng
Table setting (table etiquette)
Preparation and serving of break-
aS
Preparation and serving of lunch-
eOn.
Plumbing lesson (tenement house
laws)
a) cleaning of sink; b) cleaning
of bathtub; c) cleaning of water
closet; d) cleaning of washtub
Disposal of garbage, ashes and ref-
use (tenement house laws)
Personal hygiene
Second Year
Laundry equipment (utensils and
materials)
Removal of stains
Laundry washing -
a) bed, table and body linen; b)
colored clothes; c) underclothes;
d) towels; e) waists and dresses
Making of starch
Food value (combination of food)
Making of daily menus
Weights and measures and
equivalents
Care of patient in bed (bathing)
Changing linen with patient in bed
Diet in disease (preparation of in-
valid's tray)
Care of infants (clothing and
bathing)
Infant feeding
Food for children 1 to 5 years
Elements of Efficiency in Household Arts
2O8 DNIVERSAL TRAINING
ginning to encourage children to bring supplies in
large enough quantities So that food for home meals
and clothes for home use can be made. This quickly
vitalizes the work of teacher, parent and pupil.
In Cleveland, Ohio, it is not unusual to see high
school girls in their private automobiles going to
private homes where for pay on a strictly business
basis they prepare and serve a meal, perhaps for the
family only, or perhaps for family and guests. It
long since ceased to be a novelty for School classes in
cooking to take charge of school lunch rooms, and
while learning to cook, to manage a considerable
cafeteria business So as to pay all expenses and now and
then to make a profit.
Every citizen, in country as well as in city, should
want this work done, should know that it is being
done quite generally, that it is practical everywhere,
that it adds to children’s interest in and benefit from
other school subjects, and “elevates homemaking from
drudgery to dignity " in the eyes of children and
parents alike.
Household accounts and home budget making!
What part, pray, can they play in specialized training
for parenthood f I am not prepared to say that no
one can be an efficient parent who does not know where
the money goes and who does not plan in advance how
the family income shall be distributed. I do feel safe
SPECIALIZED TRAINING FOR PARENTHOOD 209
in asserting that other things being equal, the mother
who records and budgets her income and expenses
will use her affection, her vision, and her energy more
economically and more idealistically than if she tries
to get along without the aid of household accounts
and family budgets.
Some years ago an able woman teacher of women,
Mrs. Ellen Richards, wrote a book entitled, The
Cost of Living, in which she showed that nearly one-
half of all family incomes is wasted. This is an ex-
treme assertion. It may be that only one-fourth, in-
stead of one-half, is wasted. The point for the effi-
cient citizen to reflect upon is that by and large we do
not make our incomes buy for us anything like the
comforts and luxuries which they would buy if we
planned and spent more wisely.
Over fifty million bushels of wheat — ten bushels
for every man, woman and child in New York City —
is as stale bread fed every year to chickens! Why?
Because homekeepers will accept from bread dealers
none but fresh bread just out of the oven. In order
to have fresh bread at each meal, parents buy bread
many times a day instead of buying a day's supply in
advance. When bread is bought in small quantities,
in fewer loaves, smaller loaves, and in rolls, it costs
more. Then the habit of using only fresh bread
means that a slight miscalculation, due to sickness or
‘ā

An Easy-to-keep Home Budget and Expenditure Blank
Items
[Change to fit
your own needs]
Rent
fuel
light
Service
laundry
pressing
etc
Phone
Carfare
Food
ice
Home
furnishings
and
furniture
Clothes
Entertainment
recreation
vacation
i
:
Doctor
dentist
medicine
Taxes
interest
insurance
Savings
Day of
month
Total
expenditure
Total
budget
allowance
Differences
I9 1– September. [Each
month has its own sheet]
Average food cost per person including servants and guests
per member of family
:
SPECIALIZED TRAINING FOR PARENTHOOD 2 II
absence of breadeaters, causes the homekeeper to throw
this stale bread into the garbage can in spite of its
wholesomeness and palatability.
War dangers have compelled and enabled us to see
the significance of bread waste. But there are many
other household wastes equally as important. The
difference between prompt darning of stockings and
tardy darning is a pair of stockings. The housewife
who is capable with the needle and prompt and tasteful
in her mending and repairing can with the proverbial
stitch in time that saves nine first reduce the cost of
clothes, second improve their appearance, and third
prolong their life. Similar homely illustrations will
occur to the reader in the use of gasolene or coal for
heating, in the use of family lights, in the use of labour.
No one but the family which keeps a record of where
its money goes can easily enough look for, detect and
stop the leakages or easily enough plan next year's
expenditures so that this year's mistakes will not be
repeated.
A simple method of keeping account of money spent
is included herewith ; it has been used fifteen years in
One family. Young children trained to analyse in this
way the sources and uses of income will by second
nature find it easy and natural to weigh innumerable
Other alternatives for use of family time and family
opportunity. This thinking and planning ahead and
together is a basic factor in successful parenthood.
2I2 UNIVERSAL TRAINING
Home budgeting differs from home accounting in
that our accounts are records of money which we have
already spent and show for what purposes and at what
times it was spent. A budget is a program for spend-
ing which should also be a program for saving. It
is a plan made at the beginning of the year for guid-
ing the family in the use of its income.
For example, if for an income of $2500 it is felt that
22 per cent. is the maximum which can be paid for
food, 20 per cent, the maximum which can be paid for
shelter, and I4 per cent, the maximum that can be paid
for clothing, these limits must be kept in mind when
deciding what to buy for next Sunday’s dinner, how
much to pay for rent and how much to pay for new
clothes.
Only a very small percentage of families actually
use the budget method except in a very rough way.
Yet without knowing just how they reach these con-
clusions families have learned that they cannot pay
more than $18 a month or $18OO a month for rent
and still have enough left to buy the other things which
they know they will want. Even if a person knows
that he will be extravagant when opportunity arises,
a budget or money spending plan will help him see
at what point he ought to retrench in order to make
up for his extravagance.
No family budget is helpful enough or complete
enough which does not provide for two or three kinds
SPECIALIZED TRAINING FOR PARENTHOOD 213
of expenditure which are not found in most printed
budget suggestions. Without an exception every fam-
ily needs to set aside money every year for visits to
the dentist. Moreover while each of us ought to do
everything we know how to make visits to a physician
unnecessary, no family has the right to plan a spend-
ing program for the year which reserves nothing for
sickness, or for visits to a Christian Science healer.
Another helpful account which ought also to be con-
sidered in the family budget is entertainment. Very
few families go through a year without receiving hos-
pitality and without extending it. For want of records
to show how large this item is and for want of a
budget plan in advance to see how much can be af-
forded for this purpose and recreation, many families
are constantly spending what they cannot afford for
entertainment and then having to go without other
necessities of life.
Any one who has the habit of putting down the pur-
pose for which family funds are spent and the other
habit of considering a year's or half year's require-
ments in advance and determining how much of one's
spending power shall be devoted to each purpose, has
learned lessons of the greatest importance to public
service.
Proper physical training for the individual is a
high type of specialized training for parenthood. In
the first place, it is vastly easier for the physically
2I4. UNIVERSAL TRAINING
normal and vital person to have normal, wholesome,
patriotic ideals of parenthood. To state the same
thought in a different way, it is extremely difficult,
and oftentimes impossible, for persons who are not
physically sound and physically possessed of the joy
of living to think of parenthood in a way that for
child or parent or country is good. Between the two
extremes of bounding physical vitality and physical
weakness, sickness or lassitude are many stages and
kinds of physical unpreparedness, many of which obvi-
ously affect parenthood.
It must be admitted that physical soundness is but
a beginning. A man may be physically sound and
still want to be a prize fighter or burglar or swindler
or usurer or other self-centred, anti-social person. A
woman may be physically sound and yet deliberately
choose a path that can mean only wretchedness for
herself and all who know her. If science and history
have proved anything, however, it is that the chances
are that the right attitude toward one’s neighbour and
One’s home is far easier to maintain when one is
physically Sound than when one is not physically
Sound.
These days physical training includes many other
things beside just healthfulness or soundness. A per-
son may be sound physically and still walk awkwardly,
look with a shifty eye, sit with stooped shoulders, or
dislike the very thought of parenthood. In addition
SPECIALIZED TRAINING FOR PARENTHOOD 215
to Soundness, physical training aims to give physical
grace, joy in physical cleanliness, and zest for Out-
door air and for physical exercise.
Tremendous headway has been made during the last
decade in universalizing physical training for school
children. Teaching children how to live has been
supplemented by having children live the way they
Ought to live in School, on the playground and at home.
Keeping home windows open at night, brushing teeth
at home, participating in School games, are all part
of the modern school's method of physical training.
What the minimum essentials for physical training at
School are can be learned from any state department of
education or from the National Bureau of Education.
The individual reader has done his part when he finds
out whether his local school is giving this minimum
of instruction, and when he co-operates with school
and neighbours to see that all children receive and
practise such instruction. The suggestions from
High Spots in New York Schools, on pages 72 and 73,
will suggest helpful questions that may be asked about
any public, parochial and private schools.
Whatever is not accomplished through physical
training before children leave school will generally be
accomplished only through recreation. Few adults
will take up physical training for its own sake or even
for clearly understood advantages to possible children.
Few communities are yet organized so that adults can
2I6 TJNIVERSAL TRAINING
take physical exercise or physical training in any
form at such times and in such instalments as are
reasonably easy and agreeable. That is another rea-
son for extending and emphasizing public facilities for
recreation.
Recreation plays such an important rôle in training
for parenthood that it is almost more important than
all the other elements combined. Here again, Schools
have made enormous strides in helping the coun-
try provide this specialized training for parenthood.
Again also, it is necessary to add to the reasons here-
tofore urged for recreation the special reason that upon
parents’ recreation depends largely children's prepara-
tion for citizenship. Today it is not necessary to talk
eternally about the advantages which we as adults
enjoy because when children we had training in recrea-
tion. In order to get money enough, however, to
equip our schools and cities and country districts for
proper and adequate recreation, and in order to Secure
the moral backing for the kind of public supervision
over recreation that is needed, it is necessary to see
the future family bearings of today’s recreation.
The term recreation as we are now using it is far
broader than physical exercise or games. It refers
to the numberless activities and interests which Dr.
Richard C. Cabot calls “re-creation,” which some of
us call rest, others call fun, and others are satisfied
to call change. In the disposal of that part of our
SPECIALIZED TRAINING For PARENTHOOD 217
energies and interests that parents do not need for
routine duties of earning a living and keeping house,
there is dire need for specialized instruction. It is
because we cannot safely wait until parenthood is
imminent for the beginnings of this instruction that
it is important to keep the need for it in mind when
training children and youth.
No good will result from blaming parents for not
doing what they have never seen the importance of
doing before they actually become parents. It is not
so much what parents do which determines the suc-
cess of their parenthood as what they are. If a girl
has not learned to enjoy reading before she becomes
a mother, she will seldom come to enjoy reading after
she has become a mother and during the trying months
of preparation for motherhood. Yet any mother who
does not enjoy reading and who does not do it so well
that it becomes infectious in her family will fall far
short in service to her children. The young married
woman whose published diary stated that the ideal
week for a married couple included “two nights at
bridge, one at dances, one at the theatre,” had never
learned to associate reading and thinking with en-
tertainment or to find recreation in the beautiful every-
day things, the tradesman’s friendliness, the editor's
poetry, the neighbour's pansy bed, the street cleaner's
pride in his work, a child's eager love, one's own task
well done. Any man who has not at the time of be-
2I8 |UNIVERSAL TRAINING
coming a father acquired habits of punctuality, frugal-
ity, self-control, consideration, providence, and team
spirit in recreation, will seldom acquire these habits
even under the Social and financial pressure incident
to parenthood.
For the greater part of prepared humanity reading
will always be the chief form of recreation. In no
other way can we obtain so many pleasurable Sensa-
tions from the odds and ends of time which most of
us can give to recreation. The very men and women
who now feel so dependent upon card playing, dances,
moving pictures and restaurants that have music,
dramatics and dancing, are often only victims of bad
training which did not include the important feature
of enjoying books and reading aloud. It is not hav-
ing been taught the enjoyments of reading rather than
passion for cheap excitement that led a stenographer
to say to me once, “A girl can’t work all the time. . . .
I rarely go out more than two or three times a week,
besides Saturday and Sunday.”
This is a more important habit for parents to ac-
quire than another habit which is being overdone in
advice to parents, namely, that of “chumming ” with
their children. No matter what parents do, children
will not, if they think straight, fail to distinguish be-
tween their own maturity and that of their parents.
It is infinitely better for parents to give children a
demonstration of enjoying books and pleasures suit-
SPECIALIZED TRAINING FOR PARENTHOOD 219
able to parents' ages than to try to fool either them-
selves or their children by pretending to enjoy pleas-
ures that are peculiar to children. Fortunately there
are many pleasures just as suitable to grandparents
and parents as to children. Among them are reading
and conversation, two arts essential to efficient parent-
hood, which are however dependent for their success
upon home training and school training long before the
age of parenthood.
Character analysis is listed among the minimum
essential requirements of parenthood because a great
part of family unhappiness is due to the failure of
parents to think of character as a bundle of distinct
traits that need to be separately studied rather than as
an unchangeable composite. Prospective parents need
training in character analysis during their school days
when selecting friends in life and in books, when
listening to teachers, and when wondering about their
own difficulties and successes. Later they need train-
ing in character analysis when listening to one an-
Other's plans, promises, requests and petitions for
the future before becoming parents. Finally after
they are parents, they desperately and continuously
need the habit of breaking up children's character
into the elements of which it is made.
What is becoming an everyday practice among
school teachers can easily become an everyday prac-
tice among parents. It is possible for parents as well
22O TJNIVERSAL TRAINING
as teachers to treat children's disobedience, not by
punishing the children, and ignoring the causes of the
disobedience, but by asking what causes the disobedi-
ence. In one case the answer will be misunderstand-
ing; in another case the child does not hear; in another
case the parent has invited the disobedience by her own
previous conduct toward the child. Whether the cause
is lack of understanding, failure to hear, or parental
mistake, makes all the difference in the world in how
the child's difficulty is to be cured.
Few parents are willing to regulate their daily rela-
tions with their children by scientific rules of char-
acter analysis. Few readers of this chapter will want
to copy the personality chart here reproduced. Many
other parents, however, by looking this chart over
will see how their dealings with children and with
One another will be very much helped if they will stop
to ask to which of several possible causes tomorrow's
difficulties of discipline or instruction or of team
work are due.
In the field of sex health the impossible has hap-
pened; schools and colleges are finding how to teach the
essential laws of sex health without giving offence
or fostering sex morbidness. There will always be
question in the minds of parents as to the advisabil-
ity of trying to teach in mixed classes those aspects
of sex hygiene which have to do with sex morbidity,
sex evil, and sex disease. Experience shows however
h-
To help teachers and super- To help supervisors help
visors locate their own strong Teacher Personality } where help is most needed
and weak characteristics
Teacher’s voice
I. PLEASING . . . . . . . . . . . . . . harsh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . shrill . . . . . . . * * * * g e º ºs º º nagging . . . . . . * @ tº gº tº
2. CLEAR . . . . . . . . . . . . . . . . . indistinct . . . . . . . . . . foreign pronunciation . . . . . . . . . . . . . . . . . tº º tº dº e e º ſº tº bad grammar . . . . . . .
3. Low . . . . . . . . . . . . . . . . ... medium . . . . . . . * * * * * * * * * * * * * * * * * * e o e g a g . . . . too high . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Teacher’s physical appearance
I. VIGOROUs . . . . . * & © tº e is . . . passable . . . . . . . . . . . weak . . . . . . . . . . . . . . . . . timid . . . . . . . tº ſº tº $ tº e º 'º e º & e º e º º is º & e º 'º e º 'º º ſº gº º º &
2. HEALTHY . . . . . . . . . . . . . . healthy but tired. . . . anaemic . . . . . . . . . . . . . . . . . . . . . . $ tº e º 'º & © tº e g º e º & © e g sick . . . . . . . . . . . . . . .
3. WELL Porsed . . . . . . . . . . . medium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . nervollS • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -
4. AT EASE . . . . . . . . . . . . . . . medium . . . . . . . . . . . . . . . . . . tº $ e º e º e º ſº tº t e º 'º º e º º embarrassed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. CoRRECT Post URE . . . . . . . stooping, bad habits ... . . . . . . . . . e º e º e º 'º e º 'º e º is e slouching . . . . . . . . . . . * * * * * * * * * * * * * * * * * * * * * * * *
6. NEAT . . . . . . . . . . . . . . . . . . tolerably . . . . . . . . . . bad taste . . . . . . . . . . . . . Slovenly . . . . . . § {} º º ſº tº $ & e hyper-cosmetic . . . . .
Personality Characteristics of Teacher
I. PLEASING . . . . . . . . . . . . . . very . . . . . . . . . . . . . . .tolerably . . . . . . . . . . . . . . unpleasing . . . . . . . . . . . . displeasing . . . . . . . . .
2. Courteous . . . . . . . . . . . . . Very . . . . . . . . . . . . . . . moderately . . . . . . . . . . . . little . . . . . . . . . . . . . . . . . . discourteous . . . . . . .
3. CHEERFUL . . . . . . . . . . . . . . Veſy . . . . . . . . . . . . . . . moderately . . . . . . . . . . . . little . . . . . . . . . . . . . . . . . . gloomy, sullen . . . . . .
4. INDUSTRIOUs . . . . . . . . . . . Very . . . . . . . . . . . . . . . tolerably . . . . . . . . . . . . ..lazy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. SYMPATHETIC . . . . . . . . . . Very . . . . . . . . . . . . . . . moderately . . . . . . . . . . . . unsympathetic . . . . . . . . . unkind . . . . . . . . . . . .
6. ENTHUSIASTIC . . . . . . . . • - Very . . . . . . . . . . . . . ... moderately . . . . . . . . . . ..little . . . . . . . . . . . * @ º e º 'º e lacking.. . . . . . . . . . . . .
7. DIGNIFIED . . . . . . . . . . . . . VēTY . . . . . . . . . . . . . . . moderately . . . . . . . . . . ..little . . . . . . . . . . e is º e º s º º undignified . . . . . . . . .
8. “WELL BRED,” PolſtE. . . notably . . . . . . . . . . . . acceptably . . . . . . . . . . . . . “on the way ”... . . . . . . ill mannered . . . . . . .
9. TACTFUL . . . . . . . . . . . . • . . Very . . . . . . . . . . . . . . . tolerably . . . . . . . . . . . . . . blundering . . . . . . . . . . . . tº tº gº tº $ tº tº e º & º e s tº s tº e s tº º
Io. STIMULATING . . . . . . . . . . Very . . . . . . . . . . . . . . . moderately . . . . . . . . . . . . . lacking . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . .
II. HUMOROUs . . . . . . . . . . . . TVery . . . . . . . . . . . . . . . moderately . . . . . . . . . . . . . little . . . . . . . . . tº º ſº tº $ tº $ tº º lacking * * g º s s is sº e < * *
I2. EN COURAGING . . . . . . • . . . Very . . . . . . . . . . . . . . . moderately . . . . . . . . . . . . . discouraging . . . . . . . • . . . nagging . . . . . . . . . . .
13. SCHOLARLY . . . . . . . . . . • . Very . . . . . . & G tº e º e º 'º º fair . . . . . . . . . . . . . . . . . . . too technical . . . . . . . . . . . unscholarly * c > * > * > *
I4. RESOURCEFUL . . . . . . . . . . . Very . . . . . . . . . . . . . . . fair . . . . . . . . . . . . . . . . . . . unresourceful . . . . . . . . . unimaginative . . . . . .
15. SYSTEMATIC IN THOUGHT.very . . . . . . . . . . . . . . . tolerably . . . . . . . . . . . . . . . unsystematic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I6. STRICT . . . . . . . . . . . . . . . . Very . . . . . . . . . . . . . . . moderately . . . . . . . . . . . . . lax . . . . . . . . . . . . . . . . . . . irritable . . . . . . . . . . .
I7. WINS co-operation . . . . . easily . . . . . . . . . . . . . fairly . . . . . . . . . . . . . . . . . antagonizes . . . . . . . . . . . . o º e º 'º e º e º 'º e º ſº e s e º 'º º * *
18. SELF controLLED . . . . . • . Very • . . . . . . . . . . . . . . moderately . . . . . . . . . . . . . little . . . . . . . . . . . . . . . . . . * e º 'º e º e º e º e º e s a tº e is tº e &
I9. AMBITIOUS PROFESSION- quite . . . . . . . . . . . . . . not yet . . . . . . . . . . . . . . . . seems to be lacking . . . . . . . . . . . . . . . . . . . . . . . .
ALLY
20. TEACHABLE . . . . . . . . . . . . quite . . . . . . . . . . . . . . with difficulty . . . . . . . . ... doubtful material . . . . . . . . . . . . . . . . . . . . . . . . . .
222 UNIVERSAL TRAINING
that positive health sides of sex hygiene can be dis-
cussed in mixed audiences and in mixed classes.
Where possible, Schools prefer to give instruction to
Sexes separately because the two sexes are different
in their susceptibility to illustration. High schools
have their women preceptresses or monitors or chap-
erons or advisers or deans. Physical directors are
finding it easy to impart whatever knowledge is needed
in connection with physical training.
What parents need most is not a method of teach-
ing facts of sex hygiene to children but parental char-
acter and social habits which children will want to
imitate. Parents who do not understand other matters
than sex cannot make much headway trying to talk
about sex with their children. Young people who
lack training for group enjoyment, for wholesale
amusement, for physical soundness, for the team work
of family co-operation offer little toward family hap-
piness if they merely offer conventional training in
SCX.
No book training or lecture training in sex health
can possibly be so efficacious as Social training in hav-
ing a good time with wholesome decent happy people.
That is another reason for accentuating the impor-
tance of training parents for recreation. Because a
great part of recreation during certain periods of the
year is in the water or on the water, on or about the
ballfield or tennis ground, or perhaps even around a
SPECIALIZED TRAINING FOR PARENTHOOD 223
card table or dancing floor, it is important that young
people of both sexes and all ages be trained in the
art of helping friends and associates have a good time.
Because a great part of the world must start in this
program under conditions where there is too little
opportunity for developing personal relations after or
before or between working hours, because too many
of us still work without vacations and work SO hard
by day that we can only sleep at night, or work SO
hard by night that we can only sleep by day, it is
indispensable that we all be trained to find recreation
and training in normal sex relations in the course of
Our regular employment. Conversational ability when
it is confined to the parlour and parlour occasions
neither gives nor gains much happiness. The play
Spirit that is limited to leisure hours is but a half grown
play Spirit. Many parents affect their children more
by the way they work than by the way they play;
therefore, the importance of training parents to be
examples to children in the spirit of working.
Manners is a word that means many different things
to different people. One would hesitate to count man-
ners among the minimum essentials needed in special-
ized training for parenthood had not so keen an ob-
server as Dr. Richard C. Cabot declared unequivocally
that in personal relations, that is in manners and affec-
tion, we Americans are bunglers. We bungle, not
merely in our actions, but in our feelings. If we
224. UNIVERSAL TRAINING
bungled only in the more formal personal relations, it
would not be so serious, but we bungle in the infinite
number of little feelings which form the solid founda-
tions, steel girders and stone walls of our character.
That it is not our fault, or that it can all be easily
accounted for, is less significant and less helpful to
us than to realize our lack and to set about correcting
it. Certain it is that any young people who have not
developed manners and habits of thoughtfulness, pa-
tience, consideration, fundamental kindness, before
they become parents will seldom develop them after-
wards. If they are ever to have them, and they must,
we all of us must be thinking of these minimum essen-
tials years before, while boys and girls are growing
11p.
Making an art of personal relations was one of the
main duties and attractions of the old time seminary
for girls and select private schools for boys. Convent
teachers have always regarded the arts of homemak-
ing and of personal conduct more important than the
three R's or academic embellishments. Until recently
our small colleges prided themselves upon the train-
ing they were giving in personal relations. Of late
there has been a tendency among the private schools
and colleges to subordinate personal relations to society
manners and the brusqueness of athletic field and
magazine slang. From another direction as if in self-
defence, has started a conservation movement which
SPECIALIZED TRAINING FOR PARENTHOOD 225
Automatic Good Manners
Automatic courtesy: toward elders and visitors is taught de-
fectives—and non-defectives too
To the “stranger within the school”: pupils hold themselves
responsible for help and courtesy
Social functions: initiated clubs for learning polite usage and
behavior, as at afternoon teas in model flats, receptions
to alumnae twice a year -
Above college men and women: in social opportunity and at-
tainment, in politeness and automatic “good form”—pupils
of several elementary and high schools
Good Manners Club: in congested district. At close of reg-
ular school day, with practically all girls (no boys in this
class) remaining in their seats one girl went to desk and
called to order the Good Manners Club. Secretary read
minutes of last regular meeting, revealing fact that “chiv-
alry” had been topic discussed. After a slight correction
of minutes, program of the day went forward. “The way
you eat, speak, etc., is part of your manners, so everybody
has some kind of manners”—one girl's definition. An-
other girl enumerated kinds of bad manners:
pig manners
bear “
donkey “
cow-in-the-parlor manners
rooster mannerS
interrupter “
Several girls designed and illustrated each variety. Chair-
man announced that the subject for next week would be
how to use one's voice. Adjourned.
Teaching via Practicing Manners in New York Schools
226 UNIVERSAL TRAINING
aims to give training from the early kindergarten days
through the high school in ethics as expressed through
personal relations. The accompanying poster and
“high spots * show New York City's beginnings.
California's commissioner of education for elementary
Schools has issued a pamphlet on manners which is a
syllabus of instruction for a several years' course of
training in personal relations. It is illustrated by
Story and by photograph. It is addressed to pupils,
teachers and county superintendents. Will every state
follow California's example by ranking the habit of
courtesy among the minimum essentials which public
School training will require and guarantee?
Two stories told to California's children of country
and city show how manners and patriotism have a
fundamental cousinship:
A foreign minister once observed Thomas Jefferson
lift his hat in response to an old negro who had bowed
to him as he passed. “I am surprised, Mr. President,”
said the minister, “that you take off your hat to a slave.”
“Why,” replied Jefferson, “I would not like to have a
slave more polite than I am.”
An American sailor landing in England shortly after
the close of the war of the Revolution, took a first-class
seat in a stage coach, but was told to get out, as such
seats were reserved for gentlemen. “I am a gentleman,”
said the sailor. “Who made gentlemen out of fellows
like you?” asked the coach guard. “George Washing-
ton,” said the sailor; and he kept his seat.
Wadleigh High School Girls

SPECIALIZED TRAINING FOR PARENTHOOD 227
By that human perversity which so often reflects a
demand of nature we find training in personal rela-
tions in the Schools of congested poverty stricken dis-
tricts at the very time when high priced, presumably
select private schools are relaxing their interest in such
training. On pages 97, 226 and 227 are printed
three exhibits from High Spots in New York Schools
which illustrate what is meant in this chapter by train-
ing in manners for parenthood. I recently saw this
same training democratically at work in the schools at
Mt. Vernon and, I am glad to say, in a course called
civics. They were seventh grade children. They
came from homes of different incomes. Instead of
discussing the three branches of our government, ex-
ecutive, legislative and administrative, instead of de-
scribing the electoral college, the difference between
township and county units of government, these chil-
dren were having civics via class discussion of man-
11621 S.
The teacher had written several questions on the
board, which the children had copied in their books
for later comment; they were now orally exchanging
views and experiences. I asked how many liked that
study; all raised their hands. When asked how many
liked it better than geography or arithmetic, almost
all again raised their hands. When asked why, they
said that it gave them so much to talk about in class
and to think about after class. When asked if their
228 UNIVERSAL TRAINING
mothers liked this course, almost all nodded their
heads. When asked for proof that this course had
actually changed their habits, they gave quickly one
illustration after another. A little girl who looked
as if she was born with a manner book in her mouth
said that before she had had this course she had al-
ways run to meals; now she waits for her elders to
go first. A big boy stopped drinking soup from the
end of his spoon because in sound and look it was
unpleasant to other people. They accounted for their
responsiveness to suggestions in class and their former
unresponsiveness to their parents’ instruction by say-
ing that when they talk over these things in class
among children of their own age, they somehow gain
a feeling for proper personal relations and polite con-
duct which they cannot gain when told as a matter of
advice or discipline by their parents.
The fundamental idea of the manysided specialized
training for parenthood which is here suggested is
that parents must possess before they can impart.
They must represent the conservation of qualities be-
fore they can conserve qualities in children. If they
lack conversational ability, they will find it almost im-
possible to do their part in developing children's con-
versational ability. Such character deficiencies as they
exhibit to their children, they will find it difficult to
correct in children, except as those deficiencies are so
glaring as to exert an inhibiting, repelling influence.
SPECIALIZED TRAINING FOR PARENTHOOD 229
If they never play, if they are not seen at wholesome
recreation, their influence will not foster instinct of
play and wholesome recreation within their children.
If they have never learned to enjoy good reading,
their advice to their children about good reading will
be of little avail. If they neglect to write letters of
thanks or appreciation when they have received cour-
tesies or presents, their advising or nagging children
to make proper acknowledgments will be ineffective.
In all thinking, however, about preliminary training
of parents, we must draw a line between those who had
opportunities and neglected them, and others whose
deficiencies are due to never having had opportunities.
The existence of this line accounts for the astounding
teachability of the immigrant and of others who have
suffered deprivation. Where starvation is there also
we generally find appetite. It cannot therefore be
assumed that because a mother or a father has here-
tofore neglected the duties of parenthood he or she
has deliberately closed mind and heart to those oppor-
tunities. In every community it remains worth while
to state Over and over again clearly from pulpit, school
platform, and editorial page the minimum standards
of preparation and conduct for the American parent.
CHAPTER XIII
TRAINING OF THE SPECIALLY GIFTED
Civilization is conserved by similarities; it.progresses
by differences. It is equality of Opportunity, not
identity of opportunity or of possession which Democ-
racy seeks. The main purpose of Democracy is to
establish a minimum of training for citizenship and
service which no citizen shall lack who is mentally
capable of such training; then to encourage as many
differences as possible beyond and above that mini-
mum; to fix a new and higher minimum; encourage
new departures beyond and above the newest mini-
mum; set a new stake; call a new marathon of effort;
and so on, ad infinitum.
Military conscription has helped because it has
dramatically recognized differences of capacity within
equality of obligation and of honour. Without dis-
paragement, we are recognizing differences between
married men and unmarried men, among married men,
among unmarried men. More frankly than ever be-
fore we are abolishing some differences between men
and women, while at the same time with women's con-
230
TRAINING OF THE SPECIALLY GIFTED 23.I
sent we are drawing more rigidly than ever before
certain other lines between women and men.
By limiting our first conscription to unmarried men,
we are recognizing that whether a man is married or
not, and whether or not he is a parent, makes several
differences in his relation to society, in his ability to
serve without hurting Society, and in society’s right
to accept his service. Among unmarried men we have
again recognized the differences between those who
have persons dependent upon them and those who have
not. Numerous other lines are being drawn. The
single man on the farm is told that he can serve best
by growing food. The single man in industry is told
that keeping our armies and allies supplied with muni-
tions and our industrial armies supplied with the
minimum essentials of their activity is just as high a
form of patriotism and is just as essential to efficient
military service as is carrying a gun in the field. In
distributing tasks among conscripted men we have
profited from the early mistakes of European nations
by recognizing the important differences in the load
that can be carried by engineers, carpenters, doctors,
lawyers, clerks, musicians, telegraphers.
Recognition of special gifts has thus official and
patriotic sanction. Throughout our early war prepara-
tions we have been insisting that differences are in
special aptitudes or in immediate preparedness, and
not in worth or in patriotism. Moreover, we have
232 TJNIVERSAL TRAINING
recognized that no one needs training more than do
the specially gifted; our very first military camps were
for surgeons and officers. “Every man to his last ’’
is the principle employed.
Equal opportunity for every man to discover his
last and the obligation of every man to find his place
and his responsibility according to his last, are two
companion principles which must include the specially
gifted as well as the normally and sub-normally
gifted. “What we know we owe "— what we own
we owe, what we can we owe, and we owe it too in
proportion to our special ability.
In peace times special gifts are recognized in many
different ways, but seldom, as yet, in our training for
citizenship. Often special gifts, for want of develop-
ment and understanding are actual disqualifications.
A special gift for music in small towns is apt to be a
handicap which interferes with school work and wage
earning without producing recognizable benefits; so,
too, the person who has a special gift for drawing
is apt to be considered a misfit in the country; there
are certain gifts of temperament which fit badly into
the systematic routine of business or housekeeping.
Schools are trying as never before to detect special
aptitudes or gifts and to help boys and girls develop
along the lines of their major capacities and dominant
interests. But it is not of this vocational guidance
that the present chapter treats. We are interested
TRAINING OF THE SPECIALLY GIFTED 233
rather in the training of the specially gifted, not for
the development of their gifts but for the use of
their gifts for citizenship and public service. Ex-
cept for one or two illustrations of ways in which
the world is now undertaking to discover and develop
special gifts, we shall confine our discussion to ways
in which those who possess special gifts of whatever
kind, may be led to recognize a special and commen-
surate obligation to use those gifts in the public interest.
Offering prizes is one of the world's devices for
uncovering special ability. While true that the pur-
pose of most prizes is to stimulate special effort by
those who are not specially gifted, it is also true that
special aptitude is widely encouraged by prize offers,
simple and rich, from the country fair prize for the
best pig raised by a school child to the Nobel Peace
Prize. -
A notable plan for discovering individuals who have
a liking for art is quietly at work in Philadelphia. It
is called the-Graphic Sketch Club which now has nearly
four hundred members. It started years ago when a
young manufacturer overheard some small boys in a
congested district discussing a wretched chromo land-
Scape that was displayed in a notion shop. One street
urchin was awed by the fact that the road looked as if
you could walk miles and miles down it. Another was
surprised that the artist kept on painting in such a
Storm. For days this picture obsessed Mr. Samuel S.
234. LINIVERSAL TRAINING
Fleischer: those boys were impressed; they liked it;
they studied it; they wanted to imitate it; they did
not want to break windows or play sneak thief when
under its spell. Could it be that art has a universal
appeal and that these crowded districts need art and
beauty more than they need even higher wages, or
need it as an incentive to earning and demanding
higher wages?
Self-questioning led with Mr. Fleischer as it should
with all of us, to activity. He found half a dozen
boys who seemed to want to draw; he started a club
whose story has a thousand messages for American
education. A score of these boys have been sent to
Rome and Paris by the Philadelphia Academy of Art.
Among them are today many of Philadelphia's fore-
most artists. Teachers, social workers, ministers have
a standing invitation to call special artistic ability or
special sensitiveness to art to the Sketch Club.
But it is not the discovery of artistic ability which
has given the founder most satisfaction. Instead, it
is the proof which he believes is being lived by these
hundreds of Graphic Sketch Club Members that
through a special liking for art strongly balanced
character and love of the beautiful in life as well as
the beautiful in art can be generated. The making
of men and women through their art is deemed more
important than the making of artists.
Without cost to the prospective artist and to the
TRAINING OF THE SPECIALLY GIFTED 235
men and women to be, a museum of choice works of
art is maintained for instruction and incentive.
Skilled and devoted teachers are also furnished. The
government of the club, including the protection of the
museum, is entirely by the students themselves; yet
not One dollar's worth of pottery or paintings or
tapestry or sculpture has ever been lost or even in-
jured. A similar method of dedicating and training
Special gifts and of building character and citizenship
On Special gifts is practicable in all cities.
Why should not state school systems everywhere
do the same for special literary promise and for any
other special aptitudes? Our Schools are in a strate-
gic position for detecting ability that is above the
average. With the exception of a few states where
compulsory attendance laws have not yet been adopted,
IOO% of our children must go to School; gradually
the maximum age is being raised until in Wisconsin,
for example, every one under seventeen and over five
must be either in full time schools or in daytime con-
tinuation schools which must be attended by children
between the ages of fourteen and seventeen who are
employed in stores or shops. There is no excuse for
Our large army of 600,000 school teachers (and School
committees of women's clubs) failing to encourage,
and least of all is there excuse for their failing to
discover, special aptitudes or gifts along art lines. So
rapidly is equipment for manual training being intro-
236 TJNIVERSAL TRAINING
duced into urban and rural Schools that we may soon
say there is no excuse for failing to discover special
aptitude with the hands.
Progress is the more rapid since it has been found
educationally sound and advisable to give children
credit at school for work done out of school or in
school along both manual and artistic lines, music,
drawing, gardening and homemaking.
One reason why special ability has not been more
widely encouraged is that we have not been looking
for it. Those of us who have lacked special gifts
will naturally not worry about finding them in others
until we appreciate the public's need for individual
gifts. Before incomes were taxed neither the govern-
ment nor the public had special interest in private in-
comes. After incomes were made taxable it became
the business of numerous tax officers to search far
and near with telescope and microscope to prevent the
hiding of any taxable income. So fast as we decide
that special gifts are public trusts, we shall set in-
numerable agencies to searching by-ways for these
Special gifts. º
A second reason why much special ability never
comes to the surface is that our method of teaching
too often causes possessors to shrink from confessing
to others or to themselves that they have special liking
or capacity. Love of music is inhibited by instruction
in the mechanics of music, the teaching and drawing
TRAINING OF THE SPECIALLY GIFTED 237
of scales and clefs to the exclusion of singing and
playing. Love of drawing and modelling is chilled
by the futile, pottering, mechanical, unimaginative uni-
formity with which teachers of art too often inflict
their children. Who is at fault is not the question.
It may be the teacher, it may be the printed course of
study, or the Supervisor who lacks imagination neces-
Sary to look for individuality and perhaps the sym-
pathetic understanding that is essential to encourage
children. With neglect and miseducation that are
little short of criminal, the love of teaching, the art
of arts, is changed to perfunctory compliance or resent-
ful loathing of requirements which put a premium
upon mechanical uniformity.
What can we expect of teachers trained in this way
except for them to degenerate into taking the children
through the mechanical clock-like daily routine which
gives no opportunity for the manifestation of special
gifts?
What is a teacher to do with specially gifted children
after she has been marked unsatisfactory at one of
our greatest teacher training schools because in answer-
ing certain questions she showed that she had read
on in advance of the assignment given to a graduate
class of teachers and therefore was not supposed to
know and could not properly be credited for opinions
which she would not normally encounter until a fort-
night later?
238 TJNIVERSAL TRAINING
Laymen's interest truly says that the way to dis-
cover those who have musical ability is to give all of
us musical expression, to have us sing and love sing-
ing, to test our aptitude for playing the piano by hav-
ing us play the piano. The road to loving art is doing
art that one feels; the power to give is disclosed by
giving rather than by doing something which in the
remote future may lead to ability to give.
Once having assumed responsibility for training the
possessors of special gifts so that they will in turn
consider themselves stewards of special talents, it
should be the ambition of governments to facilitate
and expedite the working of nature's law that yester-
day's special gift becomes today's general luxury and
tomorrow’s general comfort. By doing our utmost to
universalize every special gift that is now before our
eyes, we bring to light still rarer gifts. Every new
special gift which society discovers and enjoys stimu-
lates keener and wider effort to abolish special privi-
lege and to compel public participation in private ability
to render special service.
Five types of special gift familiar to readers repre-
sent untold resources for promoting public welfare if
society will only set out to harness them to citizenship
work, as our war revenue bill is tapping heretofore
untaxed sources of public revenue. The gifts are first
listed together in order to help the reader decide in
how many ways he is specially gifted and what ac-
TRAINING OF THE SPECIALLY GIFTED 239
quaintances best epitomize each of the five special
gifts: -
(I) Exceptional vision, comprehension or understand-
ing of community needs, whether due to sensi-
tive organization, unusual opportunity, or unusual
use of Everyman's opportunity.
(2) Talent, whether mechanical, literary, artistic, com-
rmercial or executive.
(3) Personality that in its own environment is excep-
tional and wins leadership, whether due to traits
of character, physique, training, voice, eloquence,
persuasiveness, or spirit of fellowship.
(4) Opportunity of time or place or personal connec-
tion which gives special power.
(5) Material wealth as defined, not by those who are
wealthier or by the possessor, but by those in the
possessor’s environment who are working for
wages or have little or no material wealth.
Too often the exceptional advantages that come
under the foregoing five heads are used for Self-ad-
vancement with little or no thought of citizen obliga-
tions beyond giving the public what it demands and
pays for. Only by special training of all of us to re-
gard such gifts in whatever measure they are possessed
as public trusts can we hope to succeed in persuading
those who are notably gifted that they should direct
their gifts toward furthering the public interest.
The seer or see-er who has the gifts of interpreta-
tation and prophecy; the man of genius who invents
24O - TJNIVERSAL TRAINING
flying machines or builds railroads; the woman with
money beyond her capacity to enjoy spending it upon
herself; the person who finds himself particularly
favoured with respect to time or place or friends; —
all of these must and can be headed toward public
service uses of their advantages.
To help us think together of the same facts, let us
cite a few cases where each type of special gift has
given the possessor special enjoyment because he has
used it for his fellow citizens.
Wision is more and more being regarded as a trust
which should be used for the public weal. Some-
times vision merely means seeing actual, living, count-
able things before the public sees them; it may be the
result of painstaking research or of quickly grasping
the lesson from others’ research. Sometimes vision
is seeing things that have not yet any physical exist-
ence, as, for example, the probable utility of the city
manager form of government, or the certain value of
registering every suspected case of tuberculosis. Fre-
quently vision or special understanding is seeing how
new needs give special value to old truths. Whether
vision is the result of inspiration or of infinite pains,
it is nevertheless a public asset. It is almost always a
public product, and should be given to or shared with
the public.
A famous banker saw at the outset of our war with
Germany that we were to spend sums which would
TRAINING OF THE SPECIALLY GIFTED 24I
“stagger the imagination ”; that we were “bound to
make mistakes '' in an enterprise of this “colossal
magnitude and difficulty’; that these mistakes would
be noticed first by business men; and that “it is the
duty of each one of us in such a case quietly and
courteously to bring the facts to the attention of the
official responsible.” He took the first step in dis-
charging his trusteeship when he passed his vision on
to two thousand other business men and to the public.
Our first congresswoman saw not only what others
had seen, that the war would cause distress in the
homes of fallen soldiers, but that it was her privilege
and duty as congresswoman to secure timely attention
to this anticipated distress. The newspapers of the
country helped her share her outlook with the public
by printing her appeal: - - --
“The women who were left behind will bear the
double burden of providing for the family and bringing
up the children in a wholesome home atmosphere. Thus
... we are greatly enhancing the responsibility of each
woman in the soldier's family. A woman who bears
these responsibilities is performing a service for the
country which deserves compensation as a matter of jus-
tice and of ultimate social economy. We cannot allow
the ravages of poverty to disintegrate our social structure
while the earners are at the front.” e
That medical see-ers cannot ethically copyright their
exceptional vision, has for generations been maintained
242 TJNIVERSAL TRAINING
by the medical profession, one after another of whose
leaders have promptly given to the public information
and remedies which, if withheld, would have made
them multimillionaires. The same patriotic motive
led the inventor of the Babcock test for mechanically
separating cream from milk to give away for nothing
a discovery that has enriched hundreds of thousands
of farmers by hundreds of millions of dollars.
More important in its total benefaction than are
these exceptional visions, is the every day situation
when a woman's club or a board of commerce or a
teachers' organization is able to look over the fence
that obstructs the public's view, sees some truth about
public affairs which would lead to public action if the
public itself should see it, and straightway gives that
picture to the public, once, twice, fifty times if need
be, until playgrounds are established, kindergartens
introduced, tenement laws passed, full time health of—
ficer appointed, or city business methods put on an
efficient basis. - -
The second special gift, talent, is in part its own
reward. The world's greatest musicians probably
Sang quite as beautifully and with as much enjoyment
when they were receiving $100 a concert as today
when they are receiving such unprecedented amounts
as $2500 a concert. It is not some new money passion
among talented artists which is now enriching that
craft which formerly was notorious for improvidence
TRAINING OF THE SPECIALLY GIFTED 243
and indifference in money matters. The money mak-
ing genius still remains with professional money mak-
ers who by competition among themselves for the ex-
clusive chance to exploit popular artists are forcing
upon men and women of true artistic talent wealth of
which the latter could not of themselves have dreamt.
Is it not cause for sincere congratulation that Charley
Chaplin, for example, if left to himself, could never
have believed that his art was worth a million dollars
a year?
It is the public rather than the inventor which has
passed patent laws and copyright laws. Those of us
who do not invent or write have passed these laws
because we are convinced that talent will try harder
and more successfully if we guarantee in advance that
it shall share in any substantial pecuniary benefits.
Tempting men to look for pecuniary profit is train-
ing them to think about pecuniary profit for them-
Selves. Can we at the same time train them to use
their talent for the public? President Roosevelt an-
Swered this question by converting men who were
talented Outlaws into talented detectors, arrestors and
preventors of outlawry. How to incline the twig so
that the tree will be bent toward public use of talent
must be discovered for talent and for the other special
gifts. e
The third special gift, personality, is quite unevenly
distributed. Judged by any other standard except that
244 UNIVERSAL TRAINING
the world is entitled to like what it likes, the rewards
of personality seem to be quite unfairly distributed.
Since, however, as Bernard Shaw has said, the chief
purpose of Self-government is to satisfy the self-gov-
erned, rather than to achieve any special degree of
efficiency, we must be reconciled to the fact that a
man six feet tall with a pleasing, powerful voice, good
nature and persuasive manner will forever and a day
have an advantage in any contest for popular votes
Over a man who is six inches shorter, irascible of tem-
per and incapable of public speaking.
Personality’s profits are vastly greater than the
profits of talent or vision. It is only in biographies
for popular consumption that the success of “success-
ful men’’ and the leadership of “great leaders ” are
made out of industry and thrift multiplied by honesty
and zeal. On the contrary striking successes can be
explained far more often by striking personality than
by exceptional thrift and industry. We need a new
literature of biography that will tell the truth about
the tremendous importance of what we call person-
ality, and of discovering it early and Overcoming its
deficiencies by well known methods of cultivation
which can do for personality quite as wonderful things
as Mr. Burbank does when he makes the cactus bear
luscious fruit.
Opportunity of time, place and personal connections
is included amongst special gifts because persons who
y
TRAINING OF THE SPECIALLY GIFTED 245
are next to great leaders, great inventors, and great
artists often play more determining rôles in the pub-
lic use of these special gifts than do their possessors.
A secretary of a president of the United States is
trustee of a wonderful opportunity, the use of which
depends largely upon his attitude toward the public.
The Secretary of a mayor or governor or university
president or member of congress is also trustee of an
unusual Opportunity; if unaware of that opportunity,
if he undervalues it, or if he appropriates its benefits
to himself much public harm can be done and innumer-
able opportunities to help are lost. The general public
can take a leaf out of the book of professional appeal-
ers for money, who make it a point to “play up to,”
to “land,” to win the confidence and favour of private
secretaries, physicians, legal advisers or relatives of
hoped for benefactors.
Unusual influence due to opportunity is by no means
limited to persons in the neighbourhood of the specially
gifted. Any one of us may find himself the one per-
son best able to help a community meet an emergency
or take advantage of some opportunity. The farmer
whose land adjoins the country schoolhouse is the
only man who has a special opportunity to add three
or five acres to the school playground. When the
nation wished to borrow two billion dollars our lead-
ing bankers in all sections found themselves possessors
of a very special Opportunity to help.
246 TJNIVERSAL TRAINING
Similarly, when it became necessary for our gov-
ernment to purchase enormous quantities of war ma-
terial, the men who theretofore had had little reason
to think of government except to regret its extrava-
gance or perhaps even to resent its taxes, found them-
Selves suddenly in a position where their knowledge
Of their own business became over night invaluable
to the government. From scores of these men pos-
Sessing special knowledge, and therefore having special
obligation, a council of defence was organized.
Later when President Wilson made an appeal to
shippers and manufacturers against profiteering, that
is against exploiting the nation’s dire need for their
own benefit, he specifically declared that he was saying
only what the whole nation wanted to say, and saw
nothing which the rest of us did not see. With regard
to this situation, neither his vision nor his talent nor
his personality gave him an added power or an added
responsibility; on the contrary, it was the peculiar
opportunity of place which made him the logical
spokesman for a nation. With similar sense of
trusteeship an increasing number of preachers each
year use the special opportunity afforded by their
responsive audiences to drive home appeals for patri-
otic citizenship.
Wealth as a special gift that imposes special obliga-
tions is better understood than the four other gifts.
At this point may we caution the reader again that
TRAINING OF THE SPECIALLY GIFTED 247
wealth is relative. Many a person who seems wealthy
beyond the dreams of avarice to his neighbours in
the country town, would have to live in a back Street
apartment house in New York City. The same news-
papers which tell that a wealthy man has died leaving
two hundred thousand dollars also tell that the courts
have just decided that Baby X, Y, Z cannot live as
he ought to live for less than the income on six hundred
thousand dollars. For the same reason that when
traitors become numerous enough, treason becomes
respectable, it is true that where every man is a mil-
lionaire, the possession of a million or more is not
a special gift, and so far as the multimillionaire group
is concerned, imposes no special obligation.
To know whether a given amount of this world's
goods is wealth or competence or financial stringency,
we must know how each possessor ranks with others
in his own social and industrial environment. He is
rich compared with those who have less than he ; he
is poor compared with those who have more than he.
Little headway can be made in a Democracy where
those who have little or no money wealth, insist that
the enormously wealthy shall accept for themselves
standards of obligation which we do not apply when
measuring ourselves against Our Own personal back-
ground and Opportunity.
It is the ungifted who make the market or the audi-
ence or the background without which the specially
248 TJNIVERSAL TRAINING
gifted can achieve neither personal happiness nor
worldly success. There is reason enough for urging
the specially gifted to use their advantages for public
benefit, that only through such use of their surplus can
the specially gifted be repaid for what they are giving
to the world. Another sufficient reason for demand-
ing public use of private gifts is that the special ad-
vantages possessed by the few among us are largely,
when not entirely, due to things which the public has
done. These facts are so clearly recognized by the
specially gifted themselves that our problem is not
to convert them to public spirited motives, but to help
them find concrete opportunities for expressing these
motives in action.
For every community there should be prepared up-
to-date lists of community needs not yet met and com-
munity work that needs to be done. Obviously it
will do little good to stimulate a spirit of responsibility
unless communities advertise their needs. As the war
has shown, special gifts are quickly diverted from
selfish outlets to public spirited outlets when the pos-
sessor of special abilities is offered alternatives. If
no way of helping the public is shown to the corpora-
tion president, he cannot be blamed for failing to think
of his obligation to the public. It is not until a public
use for private yachts or motor boats is obvious that
the owner can sensibly consider making his yacht or
motor boat available to the public. In ordinary times
TRAINING OF THE SPECIALLY GIFTED 249
Philip Sousa, premier band master and composer of
inspiriting martial music, can give infinitely more pleas-
ure by going where people pay to hear him than by
offering his services to his country; it was the war-
time need of our soldier boys at the French front
which made it reasonable and patriotic for Mr. Sousa
to volunteer his leadership.
Here and there a school superintendent or a chari-
ties commissioner has in peace times listed special op-
portunities for Service gifts or money gifts. Almost
always there are two givers for every call, as wher-
ever facts about foster children have been published
there are disclosed two childless homes wishing chil-
dren, for every homeless child. The listing of com-
munity needs by public officers, private charities and
those recently created community trusts which make a
Specialty of studying opportunities for givers, will
progressively educate everybody including the specially
gifted to prefer personal pleasures that include and
foster community pleasures.
Training for consecration can be best accomplished
by advertising facts which cannot be sheltered in the
mind without producing a ferment of neighbourly in-
terest analogous to the ferment which leads to whole-
Some opportunity when yeast is mixed with flour and
milk. The consecration which injures where it desires
to help is conventionally illustrated by the fable of
the elephant who was so remorseful because she had
25O LINIVERSAL TRAINING
crushed a setting hen with her foot that she sat on
the eggs herself in order to hatch out the hen's brood.
The consecration of the specially gifted will often
have a similar result unless its sense of obligation is
put to work upon carefully analysed public needs.
Noblesse oblige was a good sentiment which became
so perverted that it came to be synonomous with “no-
bility exploits.”
Possessors of relatively large fortunes are dramati-
cally trying out side by side, two distinct methods of
handling those fortunes for the public benefit. In
the same town, in the same industry, and now and
then in the same man or woman these two methods
of public spirited direction of private capital are being
exhibited. It is almost as if there were a spirited
competition between two ideas of trusteeship, one of
which discharges its obligation through production or
investments that build railroads or cheapen the cost of
living, while the other gives attention or money or
both to helping communities deal with other peo-
ple's productive investments and with social condi-
tions.
The interest which rich men and women and ob-
serving publics and discerning critics are taking in
these two different expressions of the higher citizen-
ship recalls a personal experience which illustrates this
chapter's point that, when shown alternatives, the
specially gifted will tend to become intensely interested
TRAINING OF THE SPECIALLY GIFTED 25 I
in using their talents for the public good. I was once
asked by telephone if a small amount, $500, spent on
summer recreation for poor districts would do much
good. I promised to investigate, and later reported
that there were already so many different agencies at
work on the particular city's recreation problem that
an additional collaborator might easily do more harm
than good. When asked what good could be done
with $500, I listed ten or twelve different needs.
When asked for further details about certain needs
which appealed to the questioning donor, I did my best
to send information. Incidentally we were unable to
secure a definite plan from one agency which I had
suggested and whose work I knew sadly needed the
money. A meeting was held for explaining more in
detail the alternatives which interested the donor
most. The interview proceeded like this:
Q. How much would it cost to do the work for
Little Mothers?
A. Let's ask the woman physician in charge. . . .
The doctor telephones that it will cost $500.
Q. All right, let's do that.
How much would the work for the Junior
Civic Leagues cost?
A. Well, that is another case where you can do a
great deal for $500, and you can do four times
as much for a thousand dollars.
252 TJNIVERSAL TRAINING
Q. All right, let’s try a thousand dollars. Now
how about Item III, food inspection? . . .
To a participant's suggestion that too much was
being tried the donor replied:
Q. No, you leave me alone! This is the first time
in my life that I ever thought of comparing dif-
ferent ways of giving away money. (Turn-
ing to me.) . . . What could you do with
$1500 for food inspection?
A. Why, we could turn the town upside down
for $1500.
Q. Well, then, go right ahead and turn it upside
down.
If the public were an unbiassed judge that awarded
confidence and praise with respect only to results ob-
tained by the two different methods of using money
power, this new competition between public motived
attention to community work and public motived ex-
ploitation of private business would not be so one-
sided. Fortunately, the two methods of self-expres–
sion in the interest of others are mutually infectious.
Men and women cannot become intensely interested
in community work, give to it time and money during
their lives and large bequests in wills without becom-
ing more responsive to appeals within and without
TRAINING OF THE SPECIALLY GIFTED 253
themselves for industrial and governmental justice and
democracy; nor can anything prevent them from hav-
ing extensive influence upon other men and women
who have power to give. It is just as true that the
men and women who, instead of trying to get every-
thing they can for themselves out of their private busi-
ness earnestly try to make their business do every-
thing it can for those engaged in it and connected
with it, find themselves wanting to cross over the line
into community work and also find their spirit directly
and indirectly influencing large circles of colleagues
and strangers. Thus, regardless of present public bias
in favour of philanthropy, demonstrations that are be-
ing made by public spirited private business are rap-
idly weakening the invidious distinctions which here-
tofore have favoured private philanthropy.
A necessary step in training the possessors of extra
wealth to use their wealth creatively, imaginatively and
public spiritedly is for the general public to apply the
adage, “Handsome is as handsome does,” to money
kept at work as well as to money given away.
Strictly speaking, the man who raises the minimum
wage for his labourers from $3.50 to $5 a day, or
who lowers the price of his commodity ten per cent.
may be as philanthropic in his motive as the man who
establishes a half million or a hundred million dollar
foundation. Yet so under the spell of much adver-
tised philanthropy are we that even when we ourselves
254. TJNIVERSAL TRAINING
are beneficiaries of increased wages or lower prices we
think of our benefactor as a shrewd business man
rather than as a philanthropist, and even when we are
male-ficiaries of the bene-volent man who endows a
college or a foundation, we instinctively call him a
philanthropist. How our thinking about private
philanthropy and private business has been conven-
tionalized, the following supposed case will help each
of us see for himself:
Two partners possess equal interest in an extensive
business, divided equally into two branches which
make equal profits, each solely directed by one of the
partners. We, a thousand of us, are so situated that
we must buy things from each of them. The first
man increases our wages one-fifth and reduces by one-
tenth the price of whatever he sells us. The second
man keeps on paying us the old wages and keeps on
charging the old prices. The partner who increases
wages and reduces prices is not known to give a dollar
to any private benevolent or private civic enterprise.
The Second partner who failed to increase wages and
to reduce prices contributes liberally to benevolent and
civic activities, can be counted upon to help every
“good cause,” built a wing for the new hospital, and
endowed a research foundation. If entirely honest
with ourselves, which of these two men would you and
I instinctively call a philanthropist? In your own
commmunity, are you yet able to keep on your hat in
TRAINING OF THE SPECIALLY GIFTED 255
the presence of private philanthropists whose reputa-
tion for dodging taxes is quite as notable as their
reputation for what is technically called benevolence?
The reason for extending these illustrations and
questions about different ways of infusing benevolent
motive with public spirit is to prepare the way for
challenging several present day prejudices: it is not
wrong to look a gift horse in the mouth; it is not
true that it makes no difference how that part of a
fortune is made which is later to provide philan-
thropy; it is not even true that it makes no difference
how money is made upon which excess taxes or excise
taxes are paid; calling work charitable or educational
does not of itself keep that work from being unchari-
table and mis-educational; the public cannot afford to
forget that the test of private philanthropy, private
education, and private religion is what they do and
cause to be done to society directly and indirectly; it
is by no means always true that wealthy men help so-
ciety more by retiring from an active business at fifty
or sixty years of age, and thereafter devoting them-
selves to philanthropy and volunteer public service
than they can help by carrying their business load to
the end of their destination.
Before applauding the proposal that men of large
affairs should stop making money other than the in-
terest which money itself will make for them, the pub-
lic must learn to wonder, question, and suggest. We
256 UNIVERSAL TRAINING
all remember instances where the newspapers extolled
the public spirit, unselfishness, breadth of view, and
philanthropy of such conduct. Private agencies in
need of funds swarm around the rich men who give
up business for philanthropy like flies around honey.
But unlike the fly, they fill the air with eulogies of
their benefactor and with paeans of that gratitude
which is a lively sense of favours to come. It would
be quite unfair to deny the business man's right to
arrange for more play in his life, for travel, rest, self-
education, relief from tension. He has a perfect right
to stop work and to live on his income. It is gener-
ous of him to contribute from his new leisure and from
his assured income for the advancement of as many
communities as possible. We can, however, give him
full credit and unstinted praise for this public spirited
use of his extra talents without miseducating others
who are still in the harness of business to believe that
they have less opportunity or less obligation while
in the harness than they would have if they retired.
What worthier existence is there than for the man
with extra capital to stick to his last and to live out
the life of a model employer, model taxpayer, and
model citizen? Even where business is primarily ex-
ploitation of the public, the mere retiring from active
management while still drawing dividends from un-
interrupted exploitation may be shoving the public
from the frying pan into the fire.
TRAINING OF THE SPECIALLY GIFTED 257
A minimum essential for public opinion is to apply
to the use of wealth for philanthropic purposes the
point of view which Whittier voiced when he said:
“Thou well canst spare a love of these
Which ends in hate of man.”
Benevolent foundations, no matter how large their
annual gifts, must be neither encouraged nor per-
mitted by the public to hold the position which several
of them stated to the Industrial Relations Commission
of Ig I5, that they are not even remotely responsible
for the labour conditions which produce their income.
No general public can think straight about the duties
of individual citizens to government which applauds
or tolerates the belief by trustees of foundations that
simply because they own large blocks of stock in a
corporation whose hired strike breakers shoot women
and children they are under no special obligation to
look into this method of protecting profits.
If our two most celebrated American givers, Mr.
Carnegie and Mr. Rockefeller, had given to their obli-
gations as employers, manufacturers and merchants
their best attention during the last generation when they
have been admonishing other multimillionaires to find
happiness in large giving — if they had stayed at the
helm until they had secured in every industry from
which their wealth is derived, the standard of living
and working conditions which several leading multi-
258 TJNIVERSAL TRAINING
millionaires today declare are minimum essentials —
who can be sure that they would have done less good
than through their foundations and other public giv-
ing? And why might they not also have established
their foundations while applying to their sources of
wealth the same methods of research which the foun-
dations were organized to apply to medicine, educa-
tion, Science and government?
At present, you and I can only guess at what the
results would have been had Mr. Carnegie made it his
ambition to become a model employer, a model cus-
tomer, a model citizen of all steel towns instead of a
library and foundation builder | We can only guess
what would have happened in industry and commerce
and government if Mr. Rockefeller's power of analysis
had been turned upon himself as citizen, employer and
Servant.
Recent developments in the industrial field throw
so much light upon wealth Origins that it is hoped
some special student of Sociology will take the time
to work out in detail a comparison year by year of
what these two expounders of the gospel of wealth
might have accomplished through industrial reorgan-
ization. When one national corporation establishes
medical examination with clinics and dental chairs and
washrooms and physical training, not as Sops to
labour's discontent, not as tips to labour's sense of
justice, not as benevolence, but as shrewd business
TRAINING OF THE SPECIALLY GIFTED 259
investment, its example is followed by a nationwide
demand for what was previously called welfare work
to be installed now as minimum essentials of safety
first for investor and labourer alike. When the Ford
Motor Company announced a minimum wage of five
dollars a day, co-operative sharing in business profits
for labourer and customer, and a fair chance for any
man to prove his worth no matter what previous mis-
takes he had made, it did something for citizenship
and public service which rivals any contribution ever
made through library, university or foundation.
If America's great philanthropists had as business
men proposed the social reforms which as business
men and capitalists they have so generally opposed,
future generations would be calling them the highest
type of Statesman, educator and benefactor.
Revulsion is taking place against giving for giv-
ing's sake and against building up vested bulwarks of
conservatism in foundations. This tendency is show-
ing itself in two forms: one is the community trust
which invites gifts for no specific purpose and guar-
antees that year by year the income shall be used for
meeting those needs which are most urgent each year;
the other is a widespread fear of foundation inter-
ference through subsidy or advertised advice and a
resulting demand for government supervision of pri-
vate benevolence. -
Should public giving be discouraged? On the con-
26o TJNIVERSAL TRAINING
trary, public giving should be encouraged and public
opinion should be enlightened as to where special gifts
exist so that public giving will be practically compul-
Sory. The best service, however, that any giver can
render is to carry his own responsibilities as employer,
taxpayer and citizen, and then to use such surplus as
he gives to the public for the special purpose of mak-
ing that particular kind of giving unnecessary. The
best substitute for unwise or selfish giving is well di-
rected and unselfish giving. Whether an individual’s
giving is wise and unselfish depends primarily upon
what the general public knows and sees and its fidelity
in keeping always in the foreground a list of com-
munity needs not yet met. -
No specially gifted class is more in need of training
for citizenship and public service than the class of
actual and potential givers of large sums of money,
unless it is the class of actual and potential givers of
small sums in excess of one's own needs. Since, how-
ever, any method of general education which applies
to those able to give largely will include methods neces-
sary in order to interest those able to give on a smaller
Scale, let us confine our questions and suggestions to
the “big giving.” -
We all have some unearned increment, some quality
or possession that to some neighbour, coworker or
servant seems a special gift. The Surest way to do
our part in training others whose special gifts seem
TRAINING OF THE SPECIALLY GIFTED 26I
to us to impose special obligations is to recognize our
personal obligation to use our vision, knowledge,
wealth, opportunity and patriotism for better citizen-
ship and more democratic public service.
º
CHAPTER XIV
L'AVENIR EST MAGNIFIQUE
After nearly a century of devastating wars which
alternately glorified and then nearly ruined one Eu-
ropean nation after another, Victor Hugo wrote to
the young men and women of France that they should
look for the glory of their country not in its past but
in its future; not in the exploits of war but in the
services of peace; not in what great generals had done
but in what remained for great privates to do.
In successive stirring appeals he took as his text
l'avenir est magnifique. Nor did he lose himself in
rapturous dreaming about an inevitable future that
was bound to come regardless of what young France
might do. On the contrary, he sang of future glories
which would come to France only if her young men
and young women would seek their opportunity
through work that remained to be done.
Today, in 1917, in the midst of time's most de-
vastating and least justifiable war, l’avenir est magnifi-
que, the future is glorious, but that glory has its price
and its conditions. It is not coming whether we want
it or not. It is not being sent. Its star will not ad-
262 *
L'AVENIR EST MAGNIFIQUE 263
just itself in the heavens to the low and shifting gaze
of selfish, short-sighted, unimaginative patriotism.
On the contrary, our future's glory is to be earned. It
is coming only if we work hard enough, consistently
enough, and intelligently enough to take ourselves and
fellow-travellers to it.
Not even the suffering of this world war will bring
future glory. Heaven knows that the suffering has
been great enough to pay for any glory our hearts'
eyes can picture; but the world is so ordered that
future glory must be won by future service and not by
past Suffering or past glory.
In making the world's future magnificent, we must
depend upon the character, talent and technique of
Our privates.
An inglorious future awaits any twentieth century
nation whose privates misread their own past; whose
privates glorify war; whose privates fail to see
straight and think straight about the more decisive
incidents and personalities of the war and about its
legacies. Like School boys on graduation day, privates
will find themselves with a sheepskin or diploma that
is meaningless to the rest of the world and to them-
Selves except as it is a constant reminder that they
have yet a great work to do.
Each individual’s future is glorious or inglorious
according to what he alone aims at and attains. No
One who has been alive to the world events of the year
264
TJNIVERSAL TRAINING
A Reader’s Snapshot of the Reader’s
Preparedness for Citizenship
Use check (V) in blank spaces for rapid self-analysis.
If in doubt write a question mark and decide later.
As to my patriotism
I.
2.
3.
4.
5.
Have I been calling myself patriotic? Yes. . . . no. . . .
Am I really patriotic? Throughout. ...in most important
matters. ... Seldom. ...
Is my type of patriotism a menace to my country?
Clearly. ... possibly. ... no. . . .
Would one hundred million people acting and feeling as I
do, be considered patriotic? Yes.... no. . . .
Is my patriotism personal.... partisan. ... sectional. . . .
national....worldful. ... ?
As to what my unpreparedness is costing my country
6.
7.
8.
9.
IO.
Am I unprepared for citizenship at many points....at few
points. ... no. ... ?
Is my unpreparedness that of motive. ... of knowledge. . . .
of habit. ... ?
Do I notably waste time. . . . food. ... money. ... health. . . .
personal talents. ... opportunity for self-improvement. ... ?
Am I notably well informed. ...ill informed. ...trying to
become informed. . . .indifferent. ... on public affairs?
Do I block society’s progress. ... aid progress. ... create
problems....help solve problems.... ?
As to universal training for citizenship and public service
II.
I2.
I3.
I4.
I5.
Have I resisted training? Yes.... no. ... Consciously?
Yes....no. ... Unconsciously? Yes.... no. . . .
Have my opportunities for training been numerous. . . .
continuous. . . .infrequent. ... negligible. ... ?
Do I want training for the poor only. ... for the rich
too. . . . for my children. . . . for myself. ... ?
Am I consciously trying to train my children for citizen-
ship and public service? Yes. . . . no. . . .
Do I see where I can start training today....tomor-
row....next fall....sometime maybe. ... ?
As to minimum essentials of privates
I6.
As a private citizen am I highly efficient. .. .tolerable....
incompetent. ... a liability and millstone. ... ?
L’AVENIR EST MAGNIFIQUE 265
17. In the seven minimum essentials how do I rank: 1) in
I8.
I9.
2O.
public motive, high. ...low....lacking. ...; 2) in ability to
read and write public Service facts, easy. ... difficult....
bored. . . . ; 3) in desire and effort to think straight,
high. ... low....lacking. . . . ; 4) in preparation for my work,
high. ... passable. ... low. . . . ; 5) in opportunity to show
ability for higher work, great. ... medium. ...little. ...; 6)
in knowledge of health laws, adequate. ...moderate. ...in-
adequate. . . . ; 7) in knowledge of the elements of govern-
ment, adequate and definite. ...well begun....vague and
impracticable. ... neglected. ... ?
Do I Seek. ... or avoid. ... public service facts?
How much of the time am I public-minded ? Gener-
ally. ... frequently....seldom. ... never. ...
Am I for truth regardless of party or man. ... or for party
and man regardless of truth. ... ?
As to straight thinking
2I.
22.
23.
24.
25.
Have I been trying to think straight in business matters?
Yes.... no.... In public service matters? Yes.... no. . . .
Have I learned the habit of thinking straight? Yes. . . .
almost. ... not yet. ... Am I logical. ... or illogical. ... ?
prejudiced. ... or unprejudiced....? lazy.... or industri-
Do I desire to know the truth. ...or to confirm my
prejudices. ... ?
Does my questioning begin with locating a small unit of
inquiry P. Usually. ... Sometimes. ... never. . . .
Before making up my mind do I habitually count the units
of inquiry 2 Yes. . . . no. . . . Make comparisons? Yes. . . .
no. ... Subtract to find the size of difference? Yes... .
no. ... Summarize and classify to find the meaning of
differences P Yes....no. . . .
As to work as private in volunteer civic work
26.
27.
28.
29.
To how many civic agencies do I belong. ... ? Is that my
share. ...too many....too few.... ?
Have I thought of civic work as public service? Yes. . . .
11O. . . .
Have I thought of my civic work as equal to public serv-
ice. ... or more important. ...less important. ... than my
duty as citizen and taxpayer?
As a member do I work my share....too much....too
266
UNIVERSAL TRAINING
30.
Do I participate and follow questioningly. ... or
blindly.... ?
As to drillmasters and leaders
3I.
32.
33.
34.
35.
In what am I leader? . . . . . . . . . . . .
Am I in training for leadership 2 Yes.... no. . . .
Do I work. ... mark time. ... or soldier. ... when given
chairmanships?
Do I treat offices as honors for myself. ... or as oppor-
tunities. ... and obligations. ... to serve?
Do I judge leaders by results. ... social qualities. ... or
probable benefits to myself. ... ?
As to the learned professions
36.
37.
38.
39.
4O.
How many professional men do I know intimately,
lawyers. ... dentists....musicians. . . . others. ... ?
Is my thought on public questions influenced by them very
much....considerably. ... little. ... none. . . . P
Am I more influenced by public-spirited. ... or by self-
centered professional men. ... ?
Am I helping train professional men by expecting public
service of them? Yes.... no. . . .
What professions are organized for civic work in my
locality? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . shall inquire. . . .
As to civil service
4I.
42.
43.
44.
45.
Do I do my kind of work well enough for civil service?
Yes.... no. . . .
Do I habitually disparage civil service? Yes. . . . no. . . .
Have I been distinguishing between efficient and inefficient
civil service? Yes. . . . no. . . .
Am I expecting enough of civil service? Yes. . . . no. . . .
Shall I begin to make more definite interest in civil serv-
ice today....tomorrow....next year. ...sometime may-
P
As to special gifts
46.
Which of the five special gifts do I possess? I) excep-
tional vision, much....negligible. ...; 2) talent, notable
. . . . appreciable....none yet discovered. . . . ; 3) personal-
ity, notable. ...exceptional....none....little. . . . ; 4) op-
L'AVENIR EST MAGNIFIQUE 267
47.
48.
49.
50.
portunity of time. ... place. ... and personal connection
.., great. ... little. ... none. ...; 5) material wealth,
much.... relatively little. ... none. ...
Do I regard these special gifts as public trusts. ... or as
private Snaps. ... ?
Am I thinking straight about public obligations of great
foundations? Yes....not yet. . . .
Do I judge my use of my special gifts as I judge the very
talented and the very rich P Yes....not yet. . . .
Is it easy. . . . or hard. ... for special gifts in my locality to
escape notice?
As to parenthood
5.I.
52.
53.
54.
55.
Is it desirable. ... or undesirable. ...to have a nation of
parents with my qualities?
Am I consciously training for the seven fields where
training for parenthood is easily obtained 2 I) house-
hold arts, yes. ... no. . . . ; 2) household accounts and
family budget making, yes....no. . . . ; 3) physical train-
ing, yes. . . . no. . . . ; 4) recreation, yes. ... no. ...; 5) char-
acter analysis, yes.... no. . . . ; 6) sex health, yes....
no. . . . ; 7) manners, yes. ... no.... tº º
Are my deficiencies serious....negligble. ... easily cor-
rectible. ... ?
Could my use of my opportunity in reading be commended
to a nation of parents? Yes. . . . no. . . .
Comparing my practice and theory with my opportunity
As to my after-the-war citizenship
56.
57.
58.
59.
60.
Do I today face forward. ... or face backward. ... ?
Do I now consider that my after-the-war obligations will
be commensurable with my after-the-war opportunities?
Clearly. ... vaguely. ...gladly.... rebelliously....
Do I expect to continue to live at the centre of the world?
Yes....no. ...
Have T determined to think straight about after-the-war
problems? Yes....not yet. ...
Shall I continue training for citizenship and public serv-
ice? Surely....maybe. ... definitely. ...indefinitely....
268 TJNIVERSAL TRAINING
1917 will ever be able to forget what it means to be
a slacker even after the public ceases its conscrip-
tion, its census taking, its exemptions. From the
penalties of feeling unprepared there is no exemption.
The man who is conscious of being a menace or a
millstone must be unhappy.
To help the reader take an inventory of his present
attitude, his present training and his present habits
the accompanying score card or list of questions for
marking is suggested as a means of entertainment and
of self-training. To promote and facilitate self-
analysis, different shades and degrees are provided
for each quality or attitude listed. The blank spaces
are left to make it easy to check one's decisions. Oc-
casionally a question mark is inserted to suggest that
the reader who may be in doubt as to the answer might
profitably make a check after it to mean I will in-
vestigate further.
Those readers who can more comfortably look at
a mouse or a Snake than at evidences of personal
deficiency may gain Some amusement and indirect bene-
fit by marking a life companion or perhaps some hero
or pet aversion among acquaintances.
Is the chart too long? Or are the questions too
few: If life were so simple that one's own prepared-
ness could be summarized in a sentence and tested by
One check, there would have been no war in the twen-
tieth century.
L’AVENIR EST MAGNIFIQUE 269
Paradoxically it is also true that it was the at-
tempt of European governments to condense numerous
and complex questions into Single propositions which
precipitated this war. No one can help solve the
problems of civilization's reconstruction who is un-
willing or unequipped to break problems into their ele-
ments and to think straight about one element at a
time before trying to think about all elements all of
the time. -
The great advantage of habitually breaking problems
into their elements is that this habit helps One dis-
cover the next best step for oneself to take. The habit
of taking best next steps one after another fosters
clear and balanced vision which in turn helps keep
the ultimate goal shining in the heavens and the
searchlight of experience illuminating the path ahead.
For most privates and leaders the greatest single
opportunity to help after-the-war is by way of the
nation's greatest single need, namely, straight think-
ing about the work which the war will leave to be
done. -
The need for straight thinking was paramount be-
fore the war but it was not so clearly understood; it
is when the machine breaks down that private and
Specialist concentrate attention upon its parts.
Normal forces have temporarily been checked.
Hardly one single activity has been unchanged.
Private and corporate rapacity has in some in-
27o TJNIVERSAL TRAINING
stances been given rein and must be put back in its
place; in other instances rapacity has been tempora-
rily checked and will break out again with renewed
vigour as soon as war-time restrictions and compul-
sions have been removed.
Troublesome questions, unnumbered, remain to be
threshed out. Progress such as man has not yet con-
ceived will be within reach if we take the best of
Several offerings and avoid such mistakes as followed
Our Civil War. Every patriot will be tempted to look
back rather than ahead, and to live all over again
the issues and emotions of world conflict, when in-
stead his energy will be sorely needed for solving new
problems.
War fortunes will start a new moneyed aristocracy.
Many leaders in war work will be asked to con-
tinue leading, or will expect to continue leading, in
other causes for which they will often be little equipped
or only equipped to lead backward.
Corporations of capital and labour seeking either
favourable legislation, increases in rates, removal of
restrictions or of special burdens, etc., will trade upon
their war-time patriotism in later appeals for public
concessions. Their pleadings will not be self-evident
but will require challenge and analysis.
There are other diseases besides trench diseases and
sex diseases which war breeds to menace posterity.
No war-bred and war-fostered disease has such ter-
L’AVENIR EST MAGNIFIQUE 27I
rible capacity for crippling and Sapping Democracy's
strength as has the many-sided disease which Some-
times breaks out in demands for undemocratic censor-
ship of news and cable and speech, and at other times
manifests itself by intimidation of the minority by a
majority or even intimidation of the majority by a
Small and active minority.
The greatest of all dangers is that the people at
large will not read correctly what is happening before
their very eyes. To the extent that we read care-
fully what is happening before the war ends, may we
hope to read carefully what will happen after the war
ends. For example, only by understanding the ease
with which we are raising billions for war purposes
can we after-the-war find it easy enough to raise other
billions for equalizing opportunity through better
Schools, better housing, better health, better labour
Conditions, and better control of distribution and recre-
ation.
In the memory of men now living and of their chil-
dren, this war will be the greatest event and the great-
est idea displayable in one word. It is important
that we learn to think straight about its significance.
We cannot afford to have our children and our chil-
dren's children struggling to earn the glories which
the future offers with visions that are blinded by
half-truths and untruths.
Instead of imposing restrictions upon straight think-
272 TJNIVERSAL TRAINING
ing the exigencies of war impose on each of us un-
escapable obligations to use every power within us to
see straight and to keep our patriotism suffused with
the light of sincerity.
Finding the money to pay war taxes; foregoing
profits; sacrificing comforts and necessities; fighting in
European trenches, on American warships or from
American airships; and sending our boys and girls
to do this fighting and to heal the wounded, are
easier tasks physically and spiritually than to face
clearly and fearlessly the numerous controversial ques-
tions which will divide our leaders and our followers
the minute the unifying force of war requirements is
removed by peace.
Last week a French cousin's letter told of seeing a
battle from a hill near Verdun where every movement
and every shot was so distinct that he almost forgot
that he was a participant whose life and country were
at stake in that battle. He expressed the hope that he
might some day in the same detached way see an Open
field battle of hand to hand combat with men and
horses in the mêlée. Similarly we American partici-
pants in revolutions and battles of forces more por-
tentous than any physical combat, will discover thrills
of enjoyment after we have learned to look at the
public mind and public action from the elevation of
events-analysis.
The least patriotic thing any one of us can do is
L’AVENIR EST MAGNIFIQUE 273
to accept for himself without analysis the explanation,
the can'ts and don’ts and musts which may be put
out by official or unofficial leaders for public consump-
tion. -
It is a sham patriotism that condones a truth-dis-
torting Fourth of July appeal to American pride and
gratitude for an alleged sea-fight victory or mislead-
ing publicity about war or peace at any time.
It is blind patriotism which fails to see that the civil
service functionary in democratic France was before
the war depleting the vitality and limiting the liberty
of the French people quite as dramatically as the pres-
ent world-hated German autocracy was crippling in-
dividual initiative among the German people.
It is dangerous patriotism that shuts its eyes to the
fact that the statesmen of democratic Britain failed
to tell Germany in time, out loud and unmistakably,
that Britain wéuld spend her last dollar to protect
Belgium's neutrality.
And what an anaemic patriotism is it that considers
a man who goes to war at his country's call in spite
of thorough disbelief in that call less patriotic than
another man who frankly says he goes because he
wants war, personal participation in it, and perhaps
personal honours from it!
Failure to think straight about war questions has
set loose forces in this country which are worse than
poisoned springs because they have led millions of us
274 UNIVERSAL TRAINING
to delegate to others the most priceless gift of Democ-
racy, namely, independence of thought. Dependent
thinking means crooked thinking. It is tragic to think
how near the American people came to passing laws
that for the period of a war whose continuance de-
pends upon other nations, would have prevented frank
American discussion of American conduct and Ameri-
can officers.
The future which we want to deserve calls upon us,
young and Old alike, to do Our Own thinking and to
do it straight. We may make mistakes; we have a
right to make mistakes; but we have rºo right to
anaemic, vicarious, dependent, crooked thinking about
patriotism.
L'avenir est magnifique.
The future of American Democracy has its price
and its conditions, as well as its rewards. To meet
those conditions and to earn our share of that future's
rewards requires that each of us shall prove his title
clear to American citizenship by learning and liking
and living the arts of public service.
INDEX
A
Abbott, Lyman, 44.
Accounting, see Professions;
for homes, 205; a sample
form, 2IO.
After training, of public Serv-
ants, 182–200; in school field,
185; suggestion boxes needed,
I98; of parents, 201–229.
Akron Municipal University,
III.
American Commonwealth, 34.
Art, taught at schools, 232–234;
at Graphic Sketch Club, 233;
often mistaught, 237; teach-
ing the greatest, 237; 1earn-
ing by doing, 238.
Average, dangerous, 180.
B
Boise City, Idaho, I57.
Bridgeport, Conn., schools, I57.
Bruère, Henry, I83.
Bryce, James, 34, 47, 58.
Budgets, should provide for
analysis of results, 80; state,
study, I86; Ohio’s budget
school, 187; for homes, 205,
208–213; a sample form, 2IO.
Burbank, Luther, 32, 244.
Business doctors, IQ4.
C
Cabot, Richard C., 216, 223.
Carnegie, Andrew, 37, 257, 258;
Foundation, 86, 196.
Character, progress chart, 55,
70; tested by work, 65; anal-
ysis for parenthood, 219; for
the reader, 264.
Chicago, Community Trust, 86;
School of Civics, I36; merit
test for librarian, I56.
Cincinnati Women’s City Club,
I36; co-operative plan, I58,
I72.
City managers, convention, IQ2.
Civics, via real work, 67; via
self-government, 67; via min-
imum essentials, 77; prepares
for civil service, I5I ; in-
cludes manners, 227.
Civic work, political parties,
80; training for volunteer,
84–II4; dangers, IOI ; leaders
trained, I25-I44; self analy-
sis, form, 267.
Civil service, I45–163; reform,
I46; teachers all citizens,
I50; self-analysis form, 268.
Clarion, Pa., 55.
Cleveland, Grover, I46.
Cleveland, O., Foundation, 86;
school survey, 91; College
for Teachers, 188; high
School practical teaching, 208.
Columbia University, I 38, 172.
Commencement Day, I-3, I5.
Community chores, for chil-
dren, give training, 65; must
275
276
INDEX
be mobilized, 66;
tions, 66–77, 248.
Community needs, lists needed,
248.
Complaint and suggestion box,
I97.
Connecticut, trade training, 66.
Continuation instruction, 7I ;
civics in, 77; in citizenship,
II6; for civic leaders, I35;
by government employés,
182–200; for parents, 201—
229; should seek special
gifts, 235.
Convention, as after trainer,
I92; public entitled to specific
benefits, IQ3.
Cooke, Morris Llewellyn, 195.
Correspondence courses,
civic leadership, I4I ; as
after-training, Igo; by cen-
tral bureaus, 194.
Cost of Living, The, 209.
Cox, James M., 186.
illustra-
D
Dartmouth, 199.
Democracy, I, 3, 5, 9; requires
understanding, Io&; strikes
of public servants indefens-
ible, 162; and lawyers, 17o;
requires public minded pro-
fessions, 181; same gospel of
wealth for all incomes, 259;
strength sapped by wrong
censorship, 271.
Denver, Taxpayers League, 91.
Detroit, Gov'tal Research, 90.
Development department, 60,
62.
Drillmasters, training for, II5–
I24; self-analysis forms, 268.
for ,
Dunwoody Institute, 86.
E
Elections, call for preparedness,
I8, 28; and straight thinking,
46–50; pre-election publicity,
81; between election educa-
tion, 81 ; debts, 182.
Eliot, Charles W., 23.
Employment bureaus,
ends, 68.
English, teaching, 71.
Engineer: see Professions.
Engineers, American Institute,
I69.
Evening Post, N. Y., 14.
three
F
Field training, for and in one's
job, 57, 60, 62–74, 7I, 77; for
leadership via teaching, II8;
for civic leadership, I33;
places for, I36; benefits com-
munities, I40; for civil serv-
ice, I5I, I53; town chores,
I57; for public service in
Wisconsin, I58; for library
work, I59, 172; helps com-
munities, I59; lacking for
professions, 165; test for
professions, 171; of civil
servants in service, 182–200;
for budget-making, I86.
Fitchburg, Mass., 157.
Fleischer, Samuel S., 233.
Foods, investigation of bread
cost, IIo; practical teaching,
2O6, 208; waste, 209.
Ford Motor Company, 259.
Foundations, subsidize educa-
tional work, 64; civic respon-
INDEX
277
sibilities, 86; tax country,
89; vs. spending and serv-
ing through business need,
252. -
Franklin, Benjamin, 22.
G
Gary School, 50, 51.
Gifted, specially, 230–261; spe-
cial gifts sometimes handi-
cap, 232; five special gifts,
239; ungifted furnish oppor-
tunity for gifted, 248.
Giving, two ideals, 252; crea-
tive, 253–261.
Goldwater, Dr. S. S., 75.
Government, wastes, I8, 27;
franchises given away, 28;
needs preparedness, 28;
knowledge of, a minimum es-
sential, 38, 76; anecdote of
courage, 46; imaginative use
of vacancies, 63; a labora-
tory, 68; publicity, 8o; aided
by civic agencies, 84–II8;
Pippa Passes lesson, III;
needs efficient drillmasters in
business, II?–124; civil Serv-
ice, I45–163; professions
should know, I77; after-
training, 182–197; depart-
mental conferences, IQI ; in-
ter-town conferences, IQI ;
should educate employés,
I93; national departments
give local help, 194; perma-
nent tenure undesirable, 198;
should cure love for ruts,
200; should seek special
gifts, 238; motive, to please
the governed, 244; after-the-
war, needs straight thinking,
262-274.
Grant, Ulysses S., II8.
Graphic Sketch Club, 233.
H
Habits, see Minimum essentials.
Harriman, E. H., 37.
Harvard, 175.
High Spots in New York
Schools, 72, 73, 97, 215, 224,
225.
Hill, J. J., 37, II8.
Holidays, for training, 42.
Household arts, 205.
Hughes, Charles E., IOS.
Hygiene, vaccination, 18; in-
fants saved, 24; at Panama,
25; the sick teach lessons,
35; daily routine, 72, 73, 75;
knowledge, an essential, 74;
sanitary working conditions
a right, 75; field work, 77;
in civics class, I5I ; field
work, I58; baby saving, 20I ;
industrial, as investment, 258.
Hugo, Victor, 262.
Hutchinson, Woods, 199.
I
Idealism, 2, 16, 262—274.
Ill. Efficiency Commission, 199.
Immigrants, idealize America,
I9; respond to public service
appeals, 40; after-training,
42; must read, 43; citizen-
ship tests, 78; great teachabil-
ity, 229. -
Industrial Relations Com., 257.
Infant, mortality, 24; training,
35; paralysis epidemic, I40;
lowered by instruction, 20I.
278
INDEX
Institute for Public Service,
49, Io9, I36.
J
Jackson, Tenn., 91.
L
Labour, stronger when pre-
pared, 25; turnover, 26; read-
ing increases efficiency, 44;
fit for job, 56; needs scien-
tific management, 59; should
favour practical school work,
66; three purposes of em-
ployment bureau, 68.
Lawyers, see Professions.
Leadership needed, 84–II4, I25–
I44, 230 ff.; demand for lead-
ers, growing, I35; self-anal-
ysis forms, 268.
Learning by doing, see Field
training; at school, in house-
hold arts, 206; art and music,
238.
Liberty Bonds, 8, Io, II, 244.
Library training, I59, 172.
Little Rock, Ark., I57.
Lough, James E., 187.
Lowell, A. Lawrence, 82.
M
|McCormick Foundation, 86.
Manners, Arista League, 97;
essentials for parenthood,
205; Americans are bunglers,
223; taught at school, 224;
California’s course of study,
226; Mt. Vernon schools, 227.
Marks, Marcus M., 191.
Military training, universal, I5,
30; will be unpopular, 20;
why acceptable, 34; demo-
cratic, 37; compulsory, when
menaces, 39; and holidays,
42; needs drillmasters, II5;
war time recognition of dif-
ferences, 231.
Minimum essentials, training
for citizenship, 36; for pri-
vates, 37–83; looking to gov-
ernment, Io9 ; for civil serv-
ice, I52, 160; for citizens,
Straight thinking on civil
service, I62; minimum essen-
tials of training, 170; about
infant life, 201; for parent-
hood and citizenship, 205; 32
for sewing, 206; for parents,
2OI-229; self-analysis form,
266.
Minority, patriotic when frank,
II, I2. -
Ministers, see Professions.
Mitchel, John Purroy, IIo, 182.
Mt. Vernon, N. Y., 227.
Music, often a handicap, 232;
better teaching needed, 236;
learning by doing, 238; cause
of higher prices for artists,
242.
N
National Children’s Bureau,
2O2.
Nat’1 Ed. Assoc., 64.
New Haven, civics, 92.
Newspapers, patriotism, 9, II;
train citizens, 32; and
straight thinking, 47–49; edu-
cate officers, 195; tell com-
munity needs, 249; publish
benevolences, 256.
INDEX
279
N. Y. City, board of educa-
tion, employment bureau, 69;
school, daily inspection, 72;
health dep’t, 75; school in-
quiry, 91; railroad issue, 92;
longshoremen's conditions,
report on, IO4; civic agencies
a political issue, IO6; re-
port criticizing schools, Ioy;
borough president removed,
Io8; “big brother,” I2O.;
West Side plan, I36; par-
tisan appointments, 182; de-
partmental conferences, IQI ;
campaign analyses, IQ6; stale
bread waste, 209.
New York University, 187.
Nichols, E. F., 199.
No Matter Who’s Elected, 48.
Northwestern Univ., 172.
P
Parenthood, specialized train-
ing, 201–229; self-analysis
forms, 269. .
Patriotism, 3, 15; needs train-
ing, I5, 16; a menace, I6–21 ;
no respecter of jobs, 56;
self-analysis form, 266; re-
quires straight thinking, 272;
when dangerous, 273.
Personality, elements for pri-
vates, 37–83; tested by teach-
ing, II5–124; posture penal-
ties, 188; needed for profes-
sions, 171; tested by field
work, I73; children's ana-
lysed by parents, 220; teacher
chart, 22I ; as special gift,
needs training for
Service, 239, 243; self-analy-
sis form, 266.
public .
Philanthropy, two ideals, 252–
26I.
Physical training, for parent-
hood, 213–216; school stand-
ards, 72.
Physicians, see Professions.
Pippa Passes, III–II5.
Pork barrels, 18.
Political parties, criticize gov-
ernment, 80; are civic work-
ers, 85.
Portland, Ore., I4I.
Posture, at school, 72, 74, 75.
Professions, require teaching
qualities, II9; training for,
I64–181; self-analysis forms,
268.
Promotion, 60, '63; in industry
promotes citizenship, 64; via
self-analysis, 68.
Publicity, of government acts,
79; pre-election, 81 ; educates
officers, 195; for community
needs, 249.
Public service motive, mini-
mum essential, 38; appeals to
immigrants, 40; in private
Schools, 41; for professions,
I64–181; for specially gifted,
230–26I ; after-the-war, 273.
R
Recreation, for parents, 216;
reading the chief form, 218.
Reporting, minimum essentials,
80; annual, IQ7.
Researchers, convention, 182.
Richards, Ellen, 209.
Ricketts, L. D., 168.
Rockefeller, John D., 37, 86,
257, 258.
Roosevelt, Theodore, 95, 243.
28O.
INDEX
Root, Elihu, I69, 181.
Rutherford, J. W., 55.
Russell Sage Foundation, 86.
S.
Saturday Evening Post, 60.
Schools, commencement, I ;
war activities, 9, Io; high
schools needed, 33; public
service motives, 40; patriotic
text-books, 40; private, must
be patriotic, 41; learn from
business, 44; pupil progress
card, 55; promotions, 63;
train via real work, 65, 77;
gardens, 66; civics via real
work, 67; self-government,
67; teacher’s efficiency, 70;
hygiene routine, 72; teach
government, 77; teach man-
ners, 98, 99, 224, 226; help
food administrators, IIO;
train leaders, II8; “big
brothering,” I2O ; Ohio Sur-
vey, I40; outside co-opera-
tion with, I4I ; and civil
service, I5I ; sacrificed for
degrees, I54; useless examin-
ations, I55; learning by do-
ing, instances, I57; should
prepare for public service,
I59–161; to teach needs of
professions, 17I ; as labora-
tories, I72; task tests, 175;
fallacy of 60% passing mark,
I75; after-training, 185; for
firemen, and policemen, 187;
conferences of teachers, 191 ;
school service bureau, 195;
publicity is schooling, 195;
train for parenthood, 204;
teach household arts, 206;
give physical training, 213;
train for recreation, 216;
how to get money, 216; fac-
tor child difficulties and char-
acter, 219; teach sex health,
220; try to discover special
gifts, 232, 235; credit for
home work, 236; list needs,
249.
Scientific management, 58; pa-
triotic, 59; in civic bodies,
I31 ; for civil service, I63;
in publicity, IQ5; for charac-
ter, 220; teacher personality
chart, 221 ; in self-analysis,
268–269.
Self-government, trains pupils
in citizenship, 67; trains
1eaders, I2O.
Self-study by civil service em-
ployés, 187; analysis forms
for readers, 266.
Sex health, instruction, 205,
220 ; through healthy recrea-
tion, 223.
Shaw, Bernard, I3, 244.
Sousa, Philip, 249.
Specially gifted, for public
service, 230–261 ; self-analy-
sis forms, 268.
State department of education,
need correspondence courses,
Igo; Wisconsin’s school serv-
ice bureau, IQ5.
Statisticians, see Professions.
Straight thinking, patriotic
duty, I2; needs preparedness,
28; minimum essential, 38,
44–56; needs ability to read,
43; at elections, 46–50;
school slogan, 50; seven
steps, 52; encouraged at
school, 75; field work in,
INDEX
28I
77; in civic work, 95; of fol-
lowers, affects leaders, I44;
self-analysis form, 267; chief
after-the-war need, 27I;
priceless gift, 274.
Standardization, see Scientific
management; dreaded by
some, I6; of infant care, 202.
Supervision, learning how to
be supervised, 188.
Surveys, see Civic work.
T
Teachers, help pupils, 3; war
activities, 9, Io; efficiency
card, 70; training for, II5–
I24; teaching unpopular,
I22; teacherages, 206.
Technical schools, I68.
Tenure, fallacy of permanent,
I98.
Trustees, efficiency affected by
follower's expectations, 144.
Twain, Mark, 32.
U.
Universal training, possible,
30–36; elements, 34; should
be democratic, 35.
Universities, I ; promotions,
64; of Michigan, 136; of
Chicago, I42; factory classes,
I58; public service training,
I58; and professions, I64–
181; municipal, I60; mislead-
ing averages, 180; courses
for civil servants, 187; vs.
political service, I89; give
correspondence courses, Igo;
vs. conventions, 192; other
objects of giving, compete
with, 252–26I.
Unpreparedness, menace, I6–
2I ; cost, 22–29; government
wastes, 27; labour suffers,
60; self-analysis form, 266.
V
Voice, efficiency elements, 221;
affects success, 68.
Volunteer civic work, 83–II.4,
I25-I44; self-analysis form,
267.
Voter, tests, 78; see Elections.
W
War of Ig I4, 3, 5–I5; instances
of unpreparedness, I7;
teaches lessons, 2I; needless
costs, 22, 25; recognizes
equality of services, 56; ad-
vertising needs, 80; conscrip-
tion standards, 231; the fu-
ture's opportunities, 262-274;
after-the-war citizenship,
self-analysis forms, 269.
Waste, of unpreparedness, I6–
21, 22–29; in government, af-
fects war efficiency, I49; and
wrong statistics, 179; of
food, 209.
Wealth, a special gift, 246; two
competing ideals of steward-
ship, 252.
Williams, Arthur, 59.
Wilson, Woodrow, II8, 246.
Woman, see Topics — Citizen-
ship and public service
should not segregate sexes.
Wooley, Edward Mott, 60.
Y
Young, Ella Flagg, 205.
Printed in the United States of America.
F-' iſ . I- a SY, -
|: | º º -
} S) .

HE following pages contain advertisements of a few
of the Macmillan books on kindred subjects.
You Are the Hope of
the World
Decorated boards, 50 cents.
AN APPEAL TO THE GIRLs
AND BOYS OF AMERICA
By HERMANN HAGEDORN
“Addressed to the girls and boys of America, this little
book should likewise be read by all their fathers and
mothers.”
— From Colonel Theodore Roosevelt’s
Fourth of July Oration.
“A lofty purpose has animated Mr. Hagedorn in his
exhortation of young America.”
— New York Evening Mail.
“There is inspiration for boys and girls in Mr. Hage-
dorn's book. If every public school child ten years old
and over were compelled to read it the prospects are that
it would bear fruit in better conditions in the future.”
— Philadelphia Ledger.
THE MACMILLAN COMPANY
Publishers 64–66 Fifth Avenue New York
The Youth and the Nation
By HARRY H. MOORE
Illustrated, cloth, 12mo, $1.25.
“If we are to make headway against the social evils, which
threaten the nation, we must enlist the youth. . . . is book is an
attempt to arouse a wholesome interest among young men and older
boys of college and high school age in modern social evils, to show
them how men have combatted these evils, and to suggest vocational
opportunities in the warfare against them.”—From the Preface.
The Youth and the Nation brings together the vocational expe-
riences of some of the leaders in various lines of work. It is a
volume eminently fitted to fire the ambition of the high-minded
youth, and to idealize for him the eternal war against disease,
economic injustice and man’s inhumanity to man.
“A very useful volume in the hands of workerſ, with older boys
and young men. The combination of vocational information and a
plea for social uplift, has in this volume been effectively worked out.
It is the best presentation I have yet seen intended for the guidance
of boys into the altruistic professions.”—CLARENCE C. ROBINSON,
International Secretary for Employed Boys, Y. M. C. A.
“I am confident that the book will help high school boys and I
bope it will have a wide circulation.—GEORGE E. VINCENT, President,
University of Minnesota.
“This book strikes me as a really excellent thing for boys.”—
WALTER LIPPMAN, Editorial Staff, The New Republic.
“Mr. Moore’s first book, Keeping in Condition, strikes the very
heart of the problem of adolescence; his new book will, I believe,
bear as potent a message to older boys looking out on the world of
social relations. ... I wish all boys might read these books at the fit
time. I know of nothing to equal them.—Edward O. SIsson, Com-
missioner of Education of Idaho.
“This book forcibly awakened me to the fact that there are other
worlds than my own. It cleared up as nothing else had ever done
*i; }; question “What am I to choose for my life work?’”—
A High School Senior.
“Mr. Moore’s book brings, with a certain warm attractiveness, a
vision of the real meanings of life which every youth inwardly
hungers for but which unfortunately is too rarely given him.”—
WILLIAM FLOGBURN, Professor of Sociology, Reed College.
THE MACMILLAN COMPANY
Publishers 64–66 Fifth Avenue New York
Machine Gun Practice
and Tactics
For Officers, N. C. O’s and Men
BY LIEUT. K. B. McKELLAR
Canadian Machine Gun Service
Cloth, Iómo, 90 cents
The author of this book has been at the front during
the past three years instructing men for active service in
the present war. The methods of organization of Machine
Gun Units and the sequence of training set forth embody
the results of this valuable experience.
CONTENTS
Objects and Outline of Training. .
Organization and Equipment of Machine Gun Service.
Characteristics of the Machine Gun.
Allocation of Duties.
Brief Vocabulary of Military Terms.
Visual Training and Judging Distance.
Indication and Recognition of Targets.
Theory of Machine Gun Fire.
fire Direction.
Combined Sights and Vertical Searching.
Fire Orders and Signals.
Night Firing.
Overhead Fire.
Indirect Fire.
Range Cards.
The Occupation of Various Positions by Machine Guns.
Machine Guns in Open Warfare.
Machine Gun Trench Warfare.
Machine Gun Field Works.
Organization and Duties in Trenches.
Taking Over Trenches.
The Attack.
THE MACMILLAN COMPANY
Publishers 64–66 Fifth Avenue New York
War French
BY CORNELIUS DEWITT WILLCOX
Colonel, U. S. Army, Professor of Modern Languages
United States Military Academy, West Point, New York.
Cloth, 24°, 4 + 196 pp., $.75
From the Preface: Our officers and men, under inten-
sive training for the war, will have but little time to make
a formal study of French. This little book has accord-
ingly been written in the belief that it may help them to
some knowledge of that language. It is not intended as
a short cut: no such thing exists. But between total
ignorance of French and such acquaintaince with it as
may follow from the study of the following pages, there
is a great difference, useful both to the Government and
to our armies. It is believed that any person of intelligence,
and of resolution, can master what is here given.
CONTENTS
PART I
THE FRENCH LANGUAGE
CHAPTER
I France
II The French Language
III Pronunciation
IV Gender of Nouns
V The Article
VI Plurals and Feminines
VII Pronouns
VIII. The Verb
IX Some Remarks on the Verb
Vocabularies and Conversations
XI Correspondence
PART II
THE FRENCH ARMY
I The Army
II Officers
III Vocabularies and Conversations
PART III
PASSAGES FOR TRANSLATION INTO ENGLISH
Passages for Translations
I French-English Vocabulary
II English-French Vocabulary
THE MACMILLAN COMPANY
Publishers 64–66 Fifth Avenue New York
The American World Policies
By WALTER E. WEYL
Author of “The New Democracy”
Cloth, I2 , $2.25
The United States , is deeply concerned with the peace
which is to be made in Europe, and with the Great Society
to be re-constituted after the war. With world influence come
new responsibilities, opportunities and dangers. The book
relates our foreign policy to our internal problems, to the
clash of industrial classes and of political parties, to the
decay of sectionalism and the slow growth of a national
j It is a study of “Americanism” from without and
Within.
An Inquiry Into the Nature of Peace
and the Terms of Its Perpetuation
By THORSTEIN VEBLEN
Author of “The Theory of the Leisure Class,” “Imperial
Germany and the Industrial Revolution,” “The
Instinct of Workmanship,” etc.
Cloth, 12mo, $2.00
Professor Veblen's new book, “The Nature of Peace,” is a
close analysis of war and the basis of peace. It is of special
interest just now on account of its insistence upon the abso-
lute destruction of the German Imperial State as the only
assurance of a permanent peace. The ideals towards which
civilization is moving make the elimination of the dynastic
powers absolutely necessary. “The new situation,” says Pro-
fessor Veblen, “requires the putting away of the German Im-
perial establishment and the military caste; the reduction of
the German peoples to a footing of unreserved democracy.”
Readers of Professor Veblen's other books will welcome
this new volume which is written in his usual suggestive and
convincing manner.
M.
THE MACMILLAN COMPANY
Publishers 64–66 Fifth Avenue New York
Iliſiii.
3 9015 O6233 8366

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