THE IOWA JOURNAL OF HISTORY AND POLITICS APRIL NINETEEN HUNDRED NINETEEN VOL. XVII-9 HISTORICAL SURVEY OF CIVIC INSTRUCTION AND TRAINING FOR CITIZENSHIP IN IOWA In the promotion of education in America - particularly that supported by public taxation - the aim has been the development of efficient citizens: it has long been recognized that the safety and prosperity of the country depend upon the intelligence and patriotism of the inhabitants. School training, however, has been largely individualistic and only incidentally social and patriotic. Intensely practical in their thinking, Americans have assumed that an education which developed the economic and intellectual ability of the individual proportionately increased his value to the state. Consequently specific training for citizenship has either been omitted altogether from the school courses of study or has been offered so late that the majority of those enrolled in the schools have failed to receive such training. Indeed, instruction in the fundamental principles of government and social organization was lacking in the elementary schools long after such subets had been recognized in the colleges and universities. Very slowly, indeed, have those responsible for the education of the citizenry become conscious that selfishness and indifference to public duties must be overcome by specific instruction in the organization of government and the duties of the citizen to the community, the State, and the country. I THE AWAKENING Nearly a hundred years ago (in 1827) an American school journal reprinted from an English authority a sug 135 gestion which the editor deemed peculiarly adapted to a nation like the United States where the "preparation for the right discharge of public duty" becomes a "matter of immediate concern to the whole community." The sentiment to which the American journal called attention related to the education of those in England who on account of "birth, rank, and condition" might become statesmen or legislators - an education, indeed, which would acquaint a young man with the "moral and political history of man", the "principles upon which nations are founded", and the rise of "the rights, the duties, and the obligations of the human being, viewed as a member of a community." It was thought that the "history of human institutions" would become a source of inspiration; while a study of the forms of government and the origin and constitution of parliament and its methods of conducting business would be of much interest and value to the future political leader. Such instruction, whether designated as political economy, political science, or by some other name, was intended, to be sure, for those who had passed beyond the undergraduate period of education: it was to assume the rank of a professional subject and be carried on only in institutions of higher learning. And so it was regarded by the American journal as suitable to "the higher seminaries of our own country".1 Not even the academies or such other secondary schools as existed, it appears, were considered qualified to offer instruction in even the most elementary subjects which relate the pupil to his social environment. It was too early by many years to consider such work as suited to the common schools. Indeed, the observation mentioned above came at a time when the general awakening on the subject of popular education had just begun. That the higher in1 American Journal of Education (Boston, 1827), Vol. II, pp. 13, 14, 16, 21. stitutions might sometime inspire the lower schools to some appreciation of their opportunities in the training of citizens may have been hoped for, but no public mention of it was made at the time. It was but a few years after the publication of the article from which the facts above are taken that the Superintendent of Public Instruction in the Territory of Iowa made the following statement: "It is exceedingly to be regretted that any citizen of our proud Territory should feel anything like indifference to the interests of our schools to education. That he should imagine he has no interests to secure no influence he can exert no information he can give -no duty to perform or talent he can improve in this all important cause, for which he is accountable both to his country and to his God." This outburst of regret was due to the failure of officers to perform their duty in applying and enforcing the new school law. And while there were many reasonable explanations of this neglect one may find similar complaints of indifference to education during a long period after that time. It is evident that the officials charged with the administration of the school laws had not been taught that citizens had definite duties and obligations which ought not to be neglected. It is well known that under our first statutes teachers were examined by local officers, called township inspectors, who were strictly enjoined to "examine all persons presenting themselves touching their abilities to teach, both in regard to their education, and their moral character, and if he find said persons qualified, he shall give a certificate to this purport." Some difficulty arose in executing this provision inasmuch as the law did not prescribe the branches to be taught in the schools and hence the exam 2 Report of the Superintendent of Public Instruction in the Journal of the Council, 1841-1842, p. 280. |