Reverence for the home, especially for the part it plays in building the personality and character of children indicates our potential interest in values other than material ones. Another social institution, the school, is a center of hope and concern. Few countries have ever been so eager for education as the United States.
Nearly all children of the elementary school age now go to school in this country, although the attendance of the Negroes is much below that of the whites. Of those of high school age, about 50 percent are now in school–evidence of the most successful single effort which government in the United States has ever put forth. An eight-fold increase of high school enrollments and a five-fold increases for college since 1900 is a great achievement but it must be remembered that there are still many who do not share these advantages. If, however, the growth of higher education continues a question may well be raised as to whether there will be enough of the so-called “white collar” jobs for those with higher degrees. Yet the higher education is clearly cultural and not wholly vocational and plumbers may discuss Aristotle with intellectual if not financial profit.
As the volume of knowledge to be acquired increases in the future, the question as to how long a person should go to school will be raised. The biological age for marriage is reached some time in the teens and in most cases earning a living cannot long be delayed. This problem will be worked out no doubt by improvements in the curricula of the high school and the grade schools and by night schools and programs of adult education. With shorter hours of labor a program of education for adults may be developed and become widespread, although at present the great enemy to adult education is the competition of amusements.
It will always be difficult to keep curricula in adjustment with changing times and with new knowledge. Some schools and colleges still offer
courses which are survivals from the scholasticism of the Middle Ages. The proportion of emphasis to be placed on vocational courses and trade schools as compared with the proportion put on the less specifically utilitarian subjects is one of the questions of educational policy. A democracy with a mechancial civilization and with an increasing heterogeneity of shifting occupations must ask much of its schools.
The changes in industrial, economic and social conditions which have taken place in recent years create a demand for a kind of education radically different from that which was regarded as adequate in earlier periods when the social order was comparatively static. Members of a changing society must be prepared to readjust their ideas and their habits of life. They not only must be possessed of certain types of knowledge and skill which were common at the time when they went to school, but they must be trained in such a way as to make them adaptable to new conditions.
Indeed, it may be said that the failures of coordination in modern life are attributable in no small measure to the tendency of human beings to fall into fixed habits and conservative attitudes. Many individuals are unsuccessful because of their inability to adjust themselves to the changes which take place about them.
The schools deal with the world of ideas as well as vocational training. They are centers of thought. What ideas shall be passed on may be an issue in the future when the full power and influence of communication inventions in dealing with mass stimuli are realized. Among fascists, communists, churches, patriots and social reformers it is already a matter of grave concern who shall control the ideas of the children.
Source: Recent Social Trends in the United States, an examination of the social state of the United States at the end of the 1920s undertaken at the direction of President Herbert Hoover.