The Pensacola journal. (Pensacola, Fla.) 1898-1985, 1918-12-14
WHY EDUCATE?

One of the remarkable and least comfortable
facts brought out by the draft in the United
States was the high percentage of illiteracy,
especially among the men from certain states,
according to Robert Herrick Surely one of the
first considerations in any long headed view OF
dir national future should be remedy for this
state of things If illiteracy is due to immigra-
ton, federal measures must be taken to suppl
cation of state laws, the individual communities
must themselves take the matter in hand and
insist upo ma higher standard of education. For
the life of democracy itself, it's ability to meet
its new obligations of the great victory, depends
upon the educated intelligence of all citizens. 1t
should never again be necessary for an Ameri-
can officer to transmit his orders through sub
ordinate who can translate them into Polish, or
Italian, for the soldierl
Our brief participation in the great DEM
onstrated the need for more thorough educa-
ton among the masses of our citizens. 1t also
demonstrated the eagerness with which boys
from backward communities, who had been de-
prived of opportunity for education, seized
upon the chances offered them in the training
camps. Many an American boy, as result OF
his experience in the army, will not be content
to return to the illiterate environment from
which he came. He has already learned the
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essential as a prerequisite to any betterment of
his condition in the world If he wishes to OBJ
tain all that he may legitimately aspire to in the
life of his time he must fit himself for his part
in the world That is the very basis of dem
ocracy-reward for effort and desert to the in
dividual, and free educational opportunity for
the Individual to obtain all the reward he de-
serves.
What sort of education should be offered to
the ambitious youth of America is another and
difficult question. Undoubtedly the war has
changed conceptions of education as it has
of many other things. It is too soon to state
specifically what the new education should be-
Obviously, every citizen in democracy must
be able to speak, read, and write the language
of his country, which very large percentage of
Americans cannot do at present. Beyond this
foundation it would seem that larger opportun-
tiles for technical and trade education must be
provided in the public schools. The war has
greatly increased specialization. Men have
learned that they can obtain promotion and in
teresting occupation by fitting themselves for
specialities. On one side therefore, schooling
should become apprenticeship. On another side
it will provide for the growing interest in pub
lie affairs, In history and politics, which the war
has aroused. Boys and men, who previously
would never have opened serious book" have
used the many libraries provided in the camps
and have learned to go to books for answers to |
the perplexing questions suggested by the |
events of the time.
The impetus given to education by the great
war must be utilized in any real scheme of social
reconstruction. There are many bitter and ir-
-eparable losses in war. It's benefits. therefore.
should be all the more eagerly sought and rea-
lied One very great benefit is that it dis
coates old standards and prejudices and neces-
states revaluations. In the United States we
,annot afford to neglect it's lessons, and first
is lesson on education. A true democracy is
'ased on the efficient education of all its MEM
,ers.