The Richmond Virginian. (Richmond, Va.) 1910-1920, 1919-09-21
LEGISLATURES IN,
NEED Of EDUCATORS

| httD III EDUCATORS
Boston. Sept 3o.--There is a dea-
mite all-important need for educators
in tho law-making bodies, said George
| b Churchill. who is a member of the
Mafsnachusetts Senate and professor
IN English literature, at Amherst COZ
lege. Senator Churchill hats been in
the Massachusetts Legislature for
three years, being active in the Con-
stitutional convention and this year
chairman OF the joint legislative COM
mtttee on education.
while everybody looks upon edu-
cation as fundamental, while the peo-
PIE of the commonwealth will admit
without question that the security of
the state depends upon Intelligent
citizenship, which cannot be obtained
IN any other way than through the
schools. the usual citizen has very lit
tie conception of how that system Of
education Is constructed, maintained,
and improved In the legislature" de-
clared this teacher senator. Tor this
reason the people have asked for a
very small amount Of Legislative aid
| IN education. 80 that the LEGISLATORS
! have taken little interest In educa-
uonal legislation. The educators arc
NODDED to show the people what thew
have a right to expect from the legis-
latupe and to lead the other iegisla-
tors. into an understanding of the big
and real educational requirements OF
the people,
Opportunity for Information.
Legislators have an almost unlim-
TIED opportunity in their state house
experience to get large amount of
general information upon a big range
OF Observation-Disclosures, transporta don.
taxation. everything. including educa-
tiorr---but when 1t comes to what I'M
derihes education, its vital moving cur
rent, and maintaining It, there are
few legislators who know much about
IL Only experts. men aware of the
inmost and the outmost of education.
can have the proper amount of in
sight as to what should be done.
The educator. he who knows edu-
cation, can help by actually stepping
right into the legislative front line.
And. If his perception is so broad as
not to be confined to education, he
can help In many lines But distinctly.
he is an added forcein the line OF con-
structive education. He knows more
about it than others and can advise
others
AT the same time, in equal meas
ure, the educator in the legislature
himself learns, He has broken out OF
his clustered retreat and entered the
field. of civic activity and practical
application. He has accumulated
ideals and has come to recognize the
everlasttugness of fundamentals. He
has roamed far and deep in the alb
stract. and has perhaps mastered
great thoughts. 1t is time that the
public should have the use of the ed
ucator's wealth of ideas and that he
bring righteous principles to bear
upon public problems, but he needs
to keep in mind that he knows little
of the practical side. This he must
get from his brother legislators and
the people. His application has been
exceedingly indirect, for he has been
somewhat of miser of intellectual
good, rcfraining from contact with
the industry and government Of the
people
But ON entering the law-making
body he begins to learn lesson after
lesson from the standpoint of the peo-
pie He sees their side in its real
light for the first time. He must put
hi b idea on the same footing with
the standards of the lay citizens and
let merit -deteruline-the outcome. The
other legislators in THAR. experience
WIN tIiGh tpAiStAraIiiSS tCd'iA MIN
many things that he did not know be-
fore, helping hmm to become more
capable in performing his duty to the
state. The educator in the legislature
has much to give and he has much to
learn. In fact, it is the com animation.
the learning and the giving that can
make 1t possible for him to render the
Zig service winch is his to give.
From the beginning he should
know that he is In a hard position.
He has a great deal OF lack of under
standing and prejudice On all sides to
overcome.--He must be willing to
work ceaselessly for what the state
needs He must accept defeat and go
courageously on. He himself may not
see the desired results. but he must
go on. If he is not willing to do this.
hesshcuitl ifave stayed at homo. %
| TT Is exceedingly difficult for the
educator In the Legislature to awake
the right interest and secure a proper
discussion. Very few men III the Mas
/ sachusetts Legislature have taken 1t
upon their shoulders TO push education
IN eaisures This Is the reason why this
state has had very little of such legis-
lation for number of years. 1t is not
my purpose 10 criticize various legisla-
tors It IN SIMPLY that their experience
has not logically led to positive inter-
est in educational questions.
| FaIling Behind Other States.
| Massachusetts is fast falling be-
hind the other states in education.
| Massachusetts, has had many great
leaders in education. and different
towns and cities have built up special
| systems that have become widely rec
ognised as unusually fine, but as for
the state as whole. we are at a
a.