Yerington times. [volume] (Yerington, Nev.) 1907-1932, 1916-07-22
TEACHING C|I|zENSH|P|N
THE HIGH SCHOOLS

versity of Utah.
Much the most important educa-
tional development OF the last quarter
century has been the growth of the
public high schools. Viewed in their
vital relationship to local, State and
national life, these schools are or may
| he made Che greatest social civic
| force of our democracy. In crisis
that now upon us, when the very life
OF the nation may depend upon a
sound and efficient training for citizen
ship we turn naturally to those
nuseries of democracy to see what Is
being done to develop the physica'
strength, the intellectual alertness
and the moral courage that will serve
the nation in its hour of heed.
That under conditions like the pres
ent demand should arise for militar.
drill in the high schools is exactly
what was to be expected. Even II
perfectly normal times demands are
always being made on the schools
both by public and by private inter
ests, demands often so unreasonable
anG SO insistent as greatly to tax the
patience of those interested with the
direction of public. education.
Educators have learned that the
knowledge that the steady progress o
the schools along we'll thought on
be ignored or brushed aside with ths
lines will demonstrate the unwisdon
Of yielding to them. But the presen
demand must substantially be met
That is, education for national serv
ice must somewhere and in some fash
ion be provided; civic education ii
the high scools must be made Ell
tirely adequate to Cur local, Stat,
and national needs.
Whether or not the high school
should include in their scheme OF
civic education direct military train
ing is, however, quite subordinat,
question. Beyond doubt, militar,
training will have to come at somt
time during the period of youth. Some
very good physiological and pedago
gical reasons have been given VIII,
il should not come during the higi
school period. Even if these reason
are not conclusive, they must be re
g2rded as of sufficient weight to JUST
fy a considerable hesitation on tn,
part of educators. It>is quite as pos
sible to drill it into them, and we may
we'll pause for a serious moment o
consideration before incurring the
risk of eliminating the element o
willingness from military service.
The problem of education for citi,
zenship is made much more Difficult
to us than to other nations by the
fact that citizenship means more to IL.
than to them We have our splen
lid heritage of individual liberty to
preserve. Our entire political system
is designed to that end. 1t would bt
suicidal to adopt any policy that
would involve the yielding up of that
heritage. But fortunately we are safe
guarded against the loss of our hard
won and cherished liberties by those
very traits OF American character tina
render training for civic duty mort
difficult in America than elsewhere
Our main difficulty, both in the mora
and the civic training of our youth
arises from the fact that traditional
methods of discipline are no longe'
eff ctive. We can neither frighten
nor coerce the American youth
Tradition has lost its hold upon him
precept has become stale, supersti
ton, with its imagined horrors OF fu
ture punishment, has disappeared.
Whether conscious of the fact or
not the modern youth is thorough
going skeptic with regard to the great
mass of old beliefs. Even most o.
his military and civic heroes have
turned out to be mere idols, with feet
of common clay. 1t is pot so much
that he has had faith that later
knowledge has destroyed, as that
from childhood, faith has been lack
ing. Therefore he hardly recents
our foolish attempts to keep alive the
old beliefs, but assumes rather ar
attitude of half amused, half contemp-
tuous tolerance, while his unbelief
is in no way affected.
1t is futile to try to revive the force
and authority of old beliefs, Strange
and beautiful and terrible is tie past;
strong and brave were the heroes of