Montana State University Bozeman - Montanan Yearbook (Bozeman, MT)

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The Progress of Education A discussion relative to the progress of education cannot 1« undertaken without defining or attempting to define education. Many definitions have been offered, hut the one which appeals particularly to a scientist is that which specifies that education is a irfurss of developing the latent possibilities of an individual to think accurately from cause to effect in economic, industrial, social and political relationships, and to adjust himself effectively and happily to the world relationships within which he lives. This definition is in harmony with the thought that ideas are really the only important things in the world, and that the acquaintance with ideas and the proper use of ideas make it possible for an individual to conduct himself in harmony with the world of nature and with the world of human nature. This definition of education as a process does not permit the use of precision units in the measure of its progress. Space, time and material can he measured with precision units, hut the process called education is so complex and so illusive that it does not lend itself to measurement by any ) revision units yet developed in psychology and in philosophy. The progress of this process called education, however, can be measured quantitatively and qualitatively in the terms of civilization. Quantitatively. the progress of education in America is registered by the dtt.OOO.OOO youth who are enrolled in elementary, secondary and higher educational institutions. and also by the millions of adults who are developing their latent powers to think accurately from cause to effect in response to the press, the movie, the radio, and other multitudinous agencies which operate in social and civic intercourse. Furthermore, the progress of tin educational process

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ADMINISTRATION

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is registered by the lengthening curve of life expectancy, the high registration of the health factor of the people, the elimination of illiteracy, the increased vocational effectiveness of individuals in our industrial age. and by respect for law and other social agencies with which society is concerned. Some of these quantitative units indicate that there is definite progress in American civilization and some of them suggest that there is positive retrogression in rhe social and civic life of this country. The progress of education in Montana may he measured quantitatively bv the 100.000 young people between the ages of 0 and 21 who are registered m elementary, secondary and higher educational institutions and intelligently engaged in the industrial life of the state. Furthermore the quantitative progress of education in Montana may he measured by the number or adults who are continuing the development of their latent powers to think accurately between cause and effect in economic, social, industrial and civic life in response to the stimulation of the press, the radio and other agencies which they employ. Qualitatively the progress of the educational process in Montana may be measured by the research carried on in tin laboratories of the higher educational institutions and the industries; by the increased appreciation of beauty expressed in nature and the fine arts; and by the constructive understanding of the science and art of government. The declaration proposed by Mr. Wells may again be applied to the State of Montana. There is a race on between catastrophe and education in this as in all states and all nations. If education is n process of such outstanding importance and if ideas are the only real things in the universe it may be interesting to discover how these things are rated in rhe market places of the nation and the state. Recently a federal authority has stated that the American people, that is. the citizens from all of the forty-eight states of the Fnion. are spending out of every earned dollar 241 o cents for necessities: 22 cents for luxuries; 11 cents for investment: SVo cents for crime: 4Jj cents for government, local, state and national: 14 cents for waste; l'F. . cents for miscellaneous matters; 11cents for education, and % cents for religion and philanthropy. In the light of these statistics one is forced to admit that to the average American mind education is not the pearl of great price. The writer of parables today would not credit his American hero with selling all that lie had in order to buy the precious pearl of education. In Montana we make a somewhat better exhibit of our appreciation of the great pearl than is made by the average American citizen. Instead of spending 11 ■ cents out of every earned dollar in our current annual income the State of Montana spends a little over 4 cents out of every earned dollar for the support of public education. These general suggestions have been made relative to the progress of education nor with the idea of sounding a pessimistic note. They have been expressed with the idea of emphasizing the need of correct perspectives, first with reference to the significance and the importance of education both for youth and adult life: and secondly, that a more intelligent estimate may he made with reference to the so-called burden of supporting education in the state ami in the nation. The obvious conclusion is that the rate of progress made in the educational process in the state and nation will depend directly on two factors. 1 » what amount of money will society supply; and 121 how effectively can the available funds be employed for education in its race with catastrophe?