Americus times-recorder. [volume] (Americus, Ga.) 1891-current, 1918-12-13
FROST, Lands AND KOHN.
Advertising Representatives in
New York. Chicago and Atlanta.
Why EDUCATE?

OF pertinent interest to all Geor-
gia is the following, written by Rob-
ert Herrick, on one of the most i'm
portant lessons of the war. Hitter
acy is a problem of real and great
Importance to the South, but I'M
doubtedly the war has done more than
any other one agent to begin to break
the shackles and remove the sea
from the eyes of the youth of the ma
ton who have up to this time been
under the curse of the inability to read
and write, and therefore entirely out
of touch with the remainder of the
world and the knowledge that is in it.
Here are Mr.. Herrick's words. They
are worthy of careful thought:
"One of the remarkable and least
comfortable facts brought out by the
draft in the United States was the
high percentage of illiteracy, espec-
tally among the men from certain
states. such as Florida. Surely one OF
the first considerations in any long
headed view of our national future
should be a remedy for this state o
things. If illiteracy is due to i'm
migration, federal measures must be
taken to supplement the common
school system. If it is due to laXity
in the application of state laws, the
individual communities must them
selves take the matter in hand and i'll
sist upon a higher standard of educa-
ton. For the life of democracy itself,
its ability to meet its new Obligations
of the great victory, depends upon
the educated intelligence of all citi-
zens. 1t should never again be nee
essary for an American officer Il
transmit his orders through subor-
dinate, who can translate them into
Polish or Italian for the soldier!
Our brief participation in the grea'
war demonstrated the need for more
thorough education among the masse,
of our citizens. 1t also demonstrated
the eagerness with which boys from
backward communities who had been
deprived of an opportunity for educa-
ton. seized upon the chances Offered
them in the training camps. Many ar
American boy, as a result of his eX-
perience in the army, will not be con
tent to return to the illiterate environ
ment from which he came. He has
already learned the great lesson that
some sort of an education is essential
as a prerequisite to any betterment OF
his condition in the world. If he wishes
TO obtain 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 individual, and free educational
opportunity for the individual to OBJ
tain all the reward he deserves.
What sort of education should be
offered to the ambitious youth Of
America is another difficult question
Undoubtedly, the war has changed our
conceptions of education as it has OF
many other things. 1t is too soon to
state specifically what the new educa-
ton should be. Obviously, every citi-
zen in a democracy must be able to
speak, read and write the largu5gt
of his country, which very large per
centage of Americans cannot do a
present. Beyond this foundation it
would seem that larger opportunities
for technical and trade education mast
be provided in the public schools. The
war has greatly increased specialize
ton. Men have learned that they
can obtain promotion and interesting
occupation by fitting themselves foI
specialties. On one side, therefore
school should become apprenticeship
On another it will provide for the
growing interest in public affairs, in
history and politics, which the wal
mas aroused. Boys and men, VIII
previously would never have opened g