Imperial Valley press., 1935-12-07
MODERN EDUCATION
AND MILITARY TRAINING

If the National Council of English
Teachers could find a common ground
between theory and practice. there might
be correlation between two resolutions
considered by the council when it met re-
Gently at indianapolis in annual conven-
ton. Otherwise the resolutions. one of
which was adopted while the other was
taken under advisement by a study COM
mlttee are Numerically opposed. The
one that passed favors greater classroom
emphasis in the future on matters close
ly related to the lives pupils will lead
outside the schools. The other would
strike at so-called militarization in Am
erican schools and colleges through the
Reserve Officers Training Corps.
The teachers who offered the resolu-
tions seem to have forgotten that a bar
against military training would fit the
pupils rather badly for eventualities
which must be considered when they step
into the whirl of life That the youths
should be taught the horrible aspects of
war and the desirability of peace can
not be refuted. Neither can it be refuted
that any great nation with a weakened
military force, reserve or regular, is fair
prey in these days to another nation
strong in its military branch. Prepar-
edneSS does not mean war. More often,
a lack of preparedness means war, and
that sort of war is greater tragedy than
any other.
Compulsory military training, as it is
practiced in some countries of Europe,
might meet several strong arguments,
but it would be just as bad or worse to
eliminate even the possibility of military
training If war were forced upon the
United States by an invading nation,
would it not be better to put trained SOL
diers into the breach than to sweep un-
trained, undisciplined men to almost cer-
tain defeat and death? The trained
men have a chance, the others do not.
1t is in such situation the danger lies
in unbridled liberty on the part of teach
ers to eXpound to their pupils what they
believe to be necessary social and econ
omic teachings. There are almost as
many schools of thought in social and
economic questions as there are individ-
uals If the teachers refrain from in
culcating in the minds of their pupils
their own beliefs, but show them merely
the problems to be met and explain to
them the various theories built up around
the meeting of them, there would be no
danger. The pupil would be given a
comprehensive picture embracing all
sides of the question. Then, or later, he
If the teacher, on the other hand,
scoffs before his class at one set of
principles, and lauds another as the
proper thing, there is danger. To the
unframed youth, whose mind is still IN
the formative stage, his teacher is an
authoritative source of information. AS
his tutor, the teacher is supposed to know
what he is talking about. 1t would be an
unusual girl or boy upon whom the i'm
preston was not profound one.
The ideal teacher to carry out the
praiseworthy project of preparing the
boys and girls for life is the absolutell lly
unbiased, impartial one who will give to
the class both sides of the questions
raised. without attempting to influence
the pupils one way or another. When
they tackle life, the youths will have to
make their own decisions. The man or
woman who teaches them early IN life to
do Just that is doing them the greatest
favor in his power.
Preparedness is word used not
merely in the military sense. Prepared
ness is necessary all through life, and
the sooner the youngsters find it out, the
better equipped they will be to meet
what is coming There will be less dan
ger and less heartbreak for future gener-
ations when preparedness for life IS
taught in the schools as it should be,
60; ood llU