THE ETHICAL PROBLEM OF THE PUBLIC SCHOOLS. 9 



sense of obligation whatever in the matter. It is said by 

 those who oppose the extreme form which this theory lias 

 taken that it carries the paternal feature of government to a 

 dangerous extent; that it makes the citizen selfish and grasp- 

 ing; that it may, and in many cases undoubtedly does, minis- 

 ter to that spirit which characterizes much of our American 

 life, — the spirit that ever asks, What shall we have? and 

 seldom. What shall we give? and which is the bane of our 

 present social order. It is further claimed that the results of 

 this are already apparent in our national life; that the spirit 

 which made our pension system is encouraged and developed 

 by the " pauperizing tendency in the public school system." 



Although it has been difficult to secure accurate informa- 

 tion in regard to the results of this "free element " in educa- 

 tion, it has become only too evident that many parents look 

 upon the teachers as if they were servants; demanding every- 

 thing from the school without any idea that they owe anything 

 in return. Such facts as these — and there are many others 

 which might be cited — indicate some of the evil results of 

 the plan, and make it very clear that here is an actual danger 

 to the higher ethical conditions. We should carefully guard 

 our national life at this point. 



There seems to be no escape from this free element and 

 its logical results. All that can be done is to ward otf the 

 possible danger by constantly holding before the pupils the 

 idea that they must repay the state in good citizenship. 



Imijurity may not be a greater evil in public than in 

 private schools; but there are certain conditions in the demo- 

 cratic commingling of children in the former which make it 

 more than a possible evil. There can be little or no social 

 distinction except that growing out of the location of the 

 school buildings. There is the "uptown" and the "down 

 town*' school; but if a pupil is admitted into the schools at 

 all, there can be no law requiring him to be in one building 

 rather than in another, except the regulation that arises from 

 residence in a particular locality; and even this is not enforced 

 in some cities and towns. The very idea of the public school 

 makes any classification upon social and ethical grounds an 



