THE INFLUENCE OF EDUCATION 487 



Secondly, the basic role of financial considerations in 

 every serious attempt at successful execution of the great 

 experiments must be recognized. All competent observers have 

 testified that, aside from sheer inertia, the chief obstacle 

 in the way of introducing into the school methods and 

 materials that are known to be desirable is the matter of 

 financial support. Instruction through the medium of books, 

 reinforced by blackboards and a few maps, is the cheapest 

 possible system. Introduction of shops, laboratories, etc., 

 doubles the expense. And this is not the end. In order that 

 they may be utilized successfully, the numbers in classes 

 must be reduced. This fact requires more and better trained 

 teachers. In order to attract and hold the type of person as 

 teacher who can initiate and direct genuinely educative 

 methods, pecuniary reward and compensation by way of social 

 recognition and prestige must be increased; and meeting the 

 second condition depends largely upon fuIfiHing the first. In 

 spite of the great growth of pubhc expenditures for schools 

 (it is estimated that the annual cost of schools in the United 

 States is now two bilHon dollars), much remains to be done 

 to awaken the attention of the pubHc to the necessity of 

 greatly increased financial support. 



The third condition is closely alhed. What is called "aca- 

 demic freedom" is much more than academic matter. In 

 fact, it is in the higher institutions about which the question 

 is usually raised that there exists at present the most freedom 

 of thought and discussion. Influences which tend to 

 suppression, are most powerful in lower schools where the 

 larger number receive their training. Objective discussions of 

 social conditions, especially in their economic imphcations, is 

 rare and difficult. The result of this virtual tabu on free and 

 independent thinking on the part of both teacher and student 

 is twofold. On one hand, an added premium is put on the 

 formal and mechanical elements in training. Drill, practice to 

 achieve skills, and inculcation and absorption of information, 

 are what remain when inquiry and reflection are excluded. 

 Or, if there is thinking it is confined to specialized technical 

 fields. On the other hand, students are sent out into hfe 

 without that kind of intelligent understanding of needs, 



