February, 1926
THE UNITED AMERICAN
in the field (by private subscription, if necessary) who will
make a success of enrolling and teaching adults in an evening
school. ’Tis old but true that “nothing succeeds like success.”
To you who are pioneering adult education work I would
like to give a resumé of the status of State and local support
and leadership at the present time in some States.
South Carolina has the most comprehensive and far-reach
ing State program among the Southern States at the present
time, and this proves my statement that competent leader
ship is the key to success, for when Miss Gray took charge of
this work in 1919 they had been receiving financial support
from the Legislature for three years and the funds had not
been touched—not even been wasted in effort, much less utilized
to advantage—all for the want of a leader.
Their State financial support has increased from $5000 to
$45,000 in nine years and local support has grown from indif
ference to the employing of special teachers for work in mill
towns partly supported by mill executives. Active cooperative
support is gotten from every available source—bankers—
savings accounts for adult pupils; American Legions—scholar
ships to summer opportunity schools; State University—
publicity through University of South Carolina News; Federated
Clubs—assistance in publishing Bible story readers; individuals
—prizes, use of cars, etc.
A leader is a person who knows how to use to advantage,
so as to get results, every offer for cooperation. In South
Carolina when the bankers say: “We endorse the work of the
Illiteracy Commission and pledge ourselves to support this
program,” Miss Gray says, “Thank you. We would like to
have the banks start savings accounts for all adults who learn
to read and write.” The State Federation of Women’s Clubs
passed a resolution pledging their members to do all that they
could to further the work. “All that they could” happened to
be assisting in publishing Bible story readers. In fact, every
person who offered support was given a job by a leader who
had her program so outlined that she knew what she needed
and could use. Promised support becomes active support only
at the demand of the leader.
Mississippi’s plan should be interesting to those who are
just beginning a program of illiteracy eradication and adult
education. They are absolutely in the chrysalis stage. No
laws, no leader, no appropriation—“no nothing”—except the
determination of those who understand the need to establish
such a system. Theirs is, to begin with, a two year program
—one year State organization and the second year actually
beginning and teaching schools for adults. They expect dùring
the first year to perfect a county committee with local sub
committees in each county in the State. This committee
shall be made up of a county superintendent of education,
Parent-Teachers Association member, Federated Club member,
president of county teachers association, county health officer,
minister, business man, editor of the county paper, and member
board of supervisors. The duties of this county and local
committee shall be to locate illiterates, secure teachers, arrange
time and place, enroll adult pupils, and secure any funds by
individual donation necessary for books, etc.
Most States have gone through such a stage. I would not
presume to throw cold water on the plant, for, as a beginning,
it is absolutely invaluable and almost necessary. It checks up
on conditions; places the needs before the people; arouses
citizens to their repsonsibility in the matter; and serves to
determine three important points without which there can be
no permanent organization—first, that there must be a head,
a leader; second, where we expect to get the support and
how much we shall need; and, third, just where to begin the
work on an intensive scale—for the conclusion of every State
organizer to whom I have talked is that the ultimate end is
intensive work. Some States work from a county program
out, while others from a State program in. Either plan -is
satisfactory, we can carry in mind all along that intensive
county work is necessary at one time or another. We have
used the latter plan and the greatest difficulty we have
encountered is in losing State interest when we begin to localize.
Briefly summing up, let me say then that the ultimate
aim for adult education is that it shall become a permanent
part of the public school system. The Nation is striving for
this in a Federal Education bill; each State is pushing forward
to this end through State legislation and cooperative public
Page Thirteen
sentiment; many localities have already attained the goal and
are having regular night schools for adults with as long terms
as the regular day schools.
The idea of giving each and every person a chance for all the
training that he needs is new in the history of civilization.
Before there will be the proper support for such work, the need
of it must be shown and the results in personal happiness and
economic progress must be proved.
Leadership is the keynote to success in this unique program.
A leadership which can persuade the classes to give the neces
sary aid and a leadership which -can persuade the masses to
make use of the aid after it has been given; a leadership
which has the enthusiasm to launch such a program and the
practical knowledge and persistency to complete it.
Support has been forthcoming where it has been sought.
The people are in a mood to be convinced that the world needs
trained people in every job and profession. Too long we have
accepted poor labor because of the excuse “I didn’t have a
chance to learn”; too long have we endured small enrollment
and still smaller average daily attendance in our day schools
because illiterate parents underrated the value of an education;
too long have our charitable and correctional institutions had
to care for those whom education and training would have
saved from such a fate. . Adult education is being accepted
by the business, the religious, and the social worlds in what
ever sections of the country it has been introduced. Adult
education is here to stay because America still believes in the
principles on which it was founded—liberty and justice for all.
PROCEDURE AND METHODS OF ATTAINMENTS
Notes from Address by Miss Wil Lou Gray,
Supervisor Adult Schools, South Carolina
O ORGANIZE a county, city or town the problem in
South Carolina is much the same. The question is not
“How can it be done,” but “Can it be done.” The procedure
of the state official in charge is to go directly to where the
work is needed and appoint the teachers necessary, also a
committee among those interested to interest the nativeborn,
conduct a teacher’s institute for the benefit of the teachers,
and secure proper equipment and material in advance.
It should always be well to select from among the teachers
those who are liked by all, as the very qualities which have
endeared them to the town or city will continue to have influ
ence in the classes.
. Lastly, there must be of course publicity and registration.
This is entirely dependent upon the enthusiasm and popularity
engendered by previous activities. The opening evening may
see an influx that is difficult for the teachers to handle, or
a disappointing registration. One never can tell until the
last moment.
The work in South Carolina is progressing mightily and
the interest of the people is proportionate.
T
PROGRESS OF ADULT EDUCATION IS RAPID
Notes from Address by Miss Frances K. Wetmore,
HE QUESTION of permanency in the public school
system of our work is assured. It is no longer a question
of what we should do. This can be along three lines:
1. There are new centers of work—twenty of them.
2. There are new phases of work.
3. There is great impetus within the various groups
interested.
We have had mother’s classes, industrial classes, classes in
hotels, in stores, in offices, in restaurants, and in railroad
yards where light and steam have been piovided for cars
wherein classes were taught. These cars were switched near
to the work places of the men.
The reaction of the pupils has been wonderful and inspiring.
Our teachers are helping mightily, and our courses in training
and methods are continually open. Education is at present
for all those who need to be educated.
T
Absolute right is the first governor, or every government
is an impure theocracy.
—Emerson.
They do not easily rise whose abilities are repressed by
poverty at home.
—Juvenal.