diff options
| author | nfenwick <nfenwick@pglaf.org> | 2025-01-21 06:18:01 -0800 |
|---|---|---|
| committer | nfenwick <nfenwick@pglaf.org> | 2025-01-21 06:18:01 -0800 |
| commit | 4c3a9ba25fb361a4c60800b919dffcf36600bb5d (patch) | |
| tree | 6945eaea2101ab61cf8945b9eaccc102af22f63f | |
| parent | 16946e98884891b49e02d468203c43a6e68c8e9e (diff) | |
| -rw-r--r-- | .gitattributes | 4 | ||||
| -rw-r--r-- | LICENSE.txt | 11 | ||||
| -rw-r--r-- | README.md | 2 | ||||
| -rw-r--r-- | old/68570-0.txt | 1235 | ||||
| -rw-r--r-- | old/68570-0.zip | bin | 25843 -> 0 bytes | |||
| -rw-r--r-- | old/68570-h.zip | bin | 259821 -> 0 bytes | |||
| -rw-r--r-- | old/68570-h/68570-h.htm | 1624 | ||||
| -rw-r--r-- | old/68570-h/images/cover.jpg | bin | 227117 -> 0 bytes | |||
| -rw-r--r-- | old/68570-h/images/i_title.jpg | bin | 25790 -> 0 bytes |
9 files changed, 17 insertions, 2859 deletions
diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..54c674b --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #68570 (https://www.gutenberg.org/ebooks/68570) diff --git a/old/68570-0.txt b/old/68570-0.txt deleted file mode 100644 index 956a3a7..0000000 --- a/old/68570-0.txt +++ /dev/null @@ -1,1235 +0,0 @@ -The Project Gutenberg eBook of College prolongs infancy, by Horace M. -Kallen - -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you -will have to check the laws of the country where you are located before -using this eBook. - -Title: College prolongs infancy - -Author: Horace M. Kallen - -Release Date: July 19, 2022 [eBook #68570] - -Language: English - -Produced by: Tim Lindell, David E. Brown, and the Online Distributed - Proofreading Team at https://www.pgdp.net (This book was - produced from images made available by the HathiTrust - Digital Library.) - -*** START OF THE PROJECT GUTENBERG EBOOK COLLEGE PROLONGS -INFANCY *** - - - - - - 25 cents (35 cents in Canada) - - _THE_ JOHN DAY _PAMPHLETS_--No. 16 - - COLLEGE - PROLONGS INFANCY - - _by_ - - HORACE M. KALLEN - - -“... the ideals and methods which are dynamic in our institutions of -higher learning are false. They are false to the students, false to -the social purpose which nourishes them, false to the inward nature of -education itself. They are false because they are irrelevant. And they -are irrelevant because they are for the most part unabsorbed survivals -from a pre-industrial past in an industrial age. - -“Though education is customarily described as ‘preparation for life’, -the ways and works of high schools and colleges are so irrelevant to -‘life’ that their prime achievement remains perforce the prolongation -of infancy. They make adulthood harder to reach, not easier.” - - * * * - - _See back flap for the complete list of_ - THE JOHN DAY PAMPHLETS. - - THE JOHN DAY COMPANY - 386 Fourth Avenue, New York - - - - - COLLEGE PROLONGS INFANCY - - - - - COLLEGE PROLONGS - INFANCY - - by - HORACE M. KALLEN - - _New York_ - THE JOHN DAY COMPANY - - - - - Copyright, 1932, by HORACE M. KALLEN - - Printed in U. S. A. - by The Stratford Press, Inc., - New York City - - -An ironist reviewing higher education in America since 1920 would find -himself struck by three things. - -First, perhaps, he would appreciate the gargantuan inflation of -pedagogic lore, with its elaborate formalism, its pretensions to -precise measurements of mind and character, its blowing up “scientific -method” into a meticulous ceremonial with the efficacy of a church -ritual. Second, the overgrowth of the educational plant might captivate -him: the immense accretion of endowment, the blowsy additions to -properties, and the multiplication by millions of teachers and -students. Lastly, our ironist might admire a wide and spreading unrest -about the effectiveness of the system as an instrument of education. -He would take note of much fuss and ferment respecting “progressive -education” and “adult education.” He would overhear oracles by parents, -teachers, and college presidents on why students do anything but study -and on how to make them study. He would discern how the prescriptions -vary, all the way from Mr. Lowell’s house-system at Harvard University -to Mr. Meiklejohn’s “experimental college” at the University of -Wisconsin. As a popular alternative, the suggestion would intrigue -him that far more students are enrolled than are “fit” for the higher -education, and that this aristocratic privilege should be limited to -the “fit” alone; the “fit,” of course, being those young people who are -shown to be as nearly like their teachers as differences of age, income -and interest permit. - -“The idea that going to college is one of the inherent rights of man,” -President Lowell wails, “seems to have obtained a baseless foothold -in the minds of many of our people. To select the fit and devote our -energies to them is our duty to the public for whose service we exist.” -And President Comfort of Haverford bemoans how the diversions which -are college life “have cut deep into the serious purpose for which the -colleges exist.” - -Obviously the searching of the heart concerning the values of a college -education does not reach to the essentials of the academic tradition. -The ancient notions remain ineffable and inviolable. They presume that -students exist for the sake of the school, not the school for the sake -of the students. Hence the inquiry treats only of who shall be admitted -to the sacred fane and by what steps. That in any issue between -system and student, the system might be wrong is inconceivable. The -pedagogues, like the prohibitionists, find it unbelievable that their -engines of grace can be tools of darkness; that they fail, not because -those to whom they are applied are intransigently bad, but because -their own methods and ideals are intransigently false.... - -As I see them, the ideals and methods which are dynamic in our -institutions of higher learning are false. They are false to the -students, false to the social purpose which nourishes them, false to -the inward nature of education itself. They are false because they -are irrelevant. And they are irrelevant because they are for the most -part unabsorbed survivals from a pre-industrial past in an industrial -age. But in the eyes of the academicians the failure of the colleges -is caused by the deficiencies of the environment, not by their own -inherent incapacities. To save themselves, therefore, they reaffirm -anew the invidious ideals of a bygone social economy, and appeal to -a persisting snobbism to offset their own growing desuetude. So they -complain about the elevation of going to college into an “inherent -right” and about the droves of undergraduates whose heedless ways cut -deep into “the serious purpose” for which college exists. - - -II - -But if a new “inherent right” has been born into the world, if -undergraduate life is in conflict with the “serious purpose” of higher -education, the causes thereof are better understood and faced than -ignored or belittled. For they are constant causes, and their scope -and intensity do not lessen with the days. Though the colleges remain -tangent to the realities, they have been far from untouched.... - -Of these realities, one is the constant, if obstructed, drive toward -democracy, based on the dogma of natural rights which animated the wars -and works of the founding fathers: free public education is a primary, -if abated, attainment of this drive. Another is the correlated growth -of population, cities, and natural resources: the dropsical school -systems, public and private, are by-products of this increase. In a -century the wealth of the United States has multiplied by inconceivable -ratios. Even in 1932, at the very trough of a signal deflation, -national wealth and income must be stated in figures that have no -empirical living meaning. They are merely symbols of indefinitely -extending power--manpower and machine-power; and of the organization of -this power in dynamic patterns that constitute a social economy. - -With this organization, there has come an increase in essential -security. In spite of the business-cycle, in spite of unemployment, -social waste, and all the rest of the major evils of industrial -civilization, its individual citizens are better fed, better housed, -in better health, and have better times than their pre-industrial -ancestors. Their average expectation of life has increased from -forty-seven years to fifty-eight. The society they compose is -physiologically more adult, more aged, than the society of their -forbears. More of its members are over forty, fewer of them are under -seventeen. During the century of industrialization the proportion of -children to adults has decreased by more than a half. This does not -mean that the same number of children are born and more die. It means -that fewer are born and far fewer die. - -Far fewer die because all receive a great deal better care than even -the children of the richest used to get a hundred years ago. This -care comes only somewhat accidentally and in a disordered way from -the parents. It comes systematically from the community. The average -parent of the working class deals with his children much as his own -parents dealt with him. He in the main realizes that the child requires -and somehow receives absorbed attention in extreme infancy. Past that -stage, he leaves it more and more to itself. All that he asks of it -is to make itself as little troublesome and as largely convenient -as possible. For the rest, it is out on the street to grow its way -into adulthood for itself, troubled by only occasional irruptions of -disciplinary or exploitative parental interest, and by admonitions from -the cop on the beat. - -To the socially-minded part of the community this is a dangerous -situation. They fear disease and crime. They talk about corner gangs; -about the break-down of family life. They regard it as of supreme -importance “to get the children off the street.” Social settlements, -boys’ clubs, scouting, playgrounds, and other semi-public and public -enterprises have come up largely as instruments toward this end. But -the chief instrument has become the school. - -Since 1900, the school, more than any other social agency, is conceived -first as supplementing, then as replacing, the home, and as exercising -its function. The school authority is established in a practically -complete jurisdiction over the child. Its field expands from -indoctrination in the three R’s and patriotism to teaching personal -hygiene; from teaching personal hygiene to official supervision -over the details of health--the care of the teeth, ears and eyes, -the adequacy of diet; and finally to keeping an eye on the personal -relations of children with their parents themselves. In a word, the -school invades the home and takes over more and more of its functions. -By its means the control of the child is “socialized.” - -Now on the face of it, this socialization appears unconnected with the -drive and intent of industry as such. It looks rather like a defense -against industry. Its animus is humanitarian, not economic; its effect -is to delay the functional installation of the child in the economic -system. Child labor is quite properly frowned on and hemmed in with -rules and restrictions. Schooling is imposed and prolonged to later and -later years; where it cannot be made exclusive it is made concurrent -with the work-life by means of the continuation schools. And high -schools and state universities extend the possibility of schooling as a -free public function right up to the voting age and beyond. The immense -national wealth makes this possible and easy; it enables the upkeep and -expansion of an educational system whose per capita cost is greater -than that of any other country in the world. Whether any connection -obtains between these superiorities and the fact that Americans also -enjoy a corresponding superiority in juvenile delinquency and crime I -cannot say. The paradox is the more interesting because, as schoolmen -are likely to boast, the school is often used by the child as a refuge -from home and the street, as a place of sanctuary and safety. - -Explanation is not easy. On the face of it, the socialization of -child-control tends to defeat its own ends. And it tends to defeat -its own ends because its instrument is an unnatural environment -which offers no field for the assumption and discharge of natural -responsibilities such as develop in the circle of an adequate family -life. It keeps the young in a state that is tantamount to an artificial -prolongation of infancy. - - -III - -Now, in terms of the mechanics of the social economy, infants are -parasites upon the body politic. They are sheer consumers, producing -nothing; and in the world of nature they absorb the time and attention -of adults only until they are ready to produce for themselves what they -consume. The more complex the organism, the more highly organized the -nervous system and the social life of a species, the longer the period -of gestation, and the more prolonged the dependence of the new-born -and the young on the parents. A dog will reach adulthood in about a -year. A human infant takes from eleven to fifteen years, if we mean by -adulthood what constitutes it biologically--namely, sexual maturity. -Birds and animals are ready and able to fend for themselves some time -before sexual maturity sets in, and data are not lacking in the record -that manchildren--like Russia’s _bezprizorny_ or waifs--also can if -need presses. But for all species alike, puberty sets a term. It is -the very latest season for the young to leave the parental nest, to -live their own lives and build their own nests for themselves. This -holds true also for the vast majority of the human young, even under -the protection of industrialized society. At puberty they leave school -and go to work like their fathers before them, and it is not long until -they are entirely on their own, and found families and repeat the cycle -again like their fathers. If the practice of society carries their -social infancy over into their physiological maturity, it does not do -so for very long. In essentials they enter into the heritage, such as -it is, of adulthood, while custom compels the young of the privileged -residual population to remain in personal and social swaddling clothes. - -This compulsion is usually identified with “having advantages.” It is -exercised upon the young of the rich and protected, not of the poor -and unprotected. But because the notion prevails that education is the -chief if not the sole instrument of democracy, and that every man, if -he has a chance, can be as good as his betters and is entitled to the -same rights and privileges, the number whom the compulsion reaches has -increased, since the beginning of the century, well-nigh geometrically. -Thus, between 1900 and 1930 the high school population has multiplied -ten-fold; the total number of pupils today is between five and six -million. And more than a million young men and women are enrolled in -the colleges and universities. High school and college are considered -“advantages,” and the essence of the advantage is a social infantilism -imposed upon a biological maturity. - - -IV - -Though education is customarily described as “preparation for life,” -the ways and works of high schools and colleges are so irrelevant to -“life” that their prime achievement remains perforce the prolongation -of infancy. They make adulthood harder to reach, not easier. - -What, socially, adulthood consists in, varies a good deal from -civilization to civilization and from age to age. But everywhere, and -at all times, it is grounded upon sexual maturity and maintained on -personal responsibility for winning food, clothing, and shelter, and -defending one’s self against enemies and disease. Among primitive -people, adulthood is initiated by puberty and established and -confirmed by means of certain cruel and terrifying rites through which -boys and girls are inducted into the society of men and women. Of -these rites there survives among us today only that form of sadism -and _schadenfreude_ known as hazing, practiced by upperclassmen on -newcomers and by fraternity brothers on neophytes. In the school -tradition these cruelties are meaningless, but in the rites of the -primitive they compose a part, perhaps a major part, of all the formal -direct “education” the young savage ever gets. They impose bitter fear -and exquisite pain which the elders require shall be unflinchingly -endured. During three weeks, more or less, primitives torture their -young. When they have finished, the young are utterly initiate, finally -and completely adults, fully responsible members of their communities. - -Classical antiquity prolonged and rationalized this initiatory period. -Pain and endurance were imposed less directly but, in one way or -another, they were exacted. The boys of Sparta were segregated from -their women folk in their seventh year and made charges of the state. -From their twelfth year to their eighteenth, they were in the constant -company of their elders, often their elders’ favorite company. They -collaborated in purveying food, in hunting and in worship. In what -time remained, they prepared to practise war, the primary vocation -of the citizen. At eighteen, war became their exclusive concern. In -Athens, as in Sparta, formal schooling began at the age of seven and -ended with puberty at about sixteen. Then the boy was presented at -the Agora. He associated freely with his contemporaries and elders, -he trained at the gymnasium, attended the law courts and the theatre. -He was an _ephebus_, and after two years he took the oath of the -_ephebus_ and his name was written on the list of free citizens. He had -thereby left the jurisdiction of his parents for the jurisdiction of -the state. In Rome, a boy entered upon the responsibility of manhood -when he doffed the _toga praetexta_ and put on manhood’s dress. This -was during puberty, at about the age of fifteen. Before then he had -learned at home and in the Forum the arts of war and the law of the -Twelve Tables. After Roman life became Hellenized, schools acquired a -vogue; but unless a boy was destined for public life, schooling ended -at puberty. Otherwise, a boy entered the Rhetoric School and trained -for his vocation. Among the Jews, a boy assumed adult responsibility -(he still does so, though it is now merely religious) upon entering -adolescence. He was then _Bar Mitzvah_. He, and not his father, had -become responsible for his fulfilling the law and the commandments. -He underwent a short, formal, preliminary training, and on the Sabbath -following his birthday his father took him to the synagogue and -formally renounced responsibility for his son’s life and works. - -So, among the primitives and the ancients, physiological maturity was -the occasion for signalizing and establishing social responsibility, -of entering into adulthood. This is still the case among the churches. -Ecclesiastical citizenship is reached at puberty. Puberty is the time -when Catholic boys and girls are initiated by the priests into the -mystery of salvation and are endowed with the responsibilities of the -adult members of the religious community. They undergo confirmation. -Puberty is the time arranged for the young of the evangelical sects -to be convicted of sin, to enter into grace, and to join the church. -Puberty is the time when secularized Jews celebrate _Bar Mitzvah_ as a -merely religious event. In the definition of adulthood, the churches -are at one with the ancients. - -Almost equally so are the military establishments of states. Military -duty comes at a much earlier age than civil responsibility. Modern -industrial nations continue to conscript their young at from sixteen to -eighteen. Also, the taxing power defines the young as self-supporting -members of the economic order at eighteen; at that age exemption on -their account ceases. For tax gatherers and armies, as for religious -sects, adulthood and sexual readiness lie close together. - -And this readiness is recognized in women by custom and law, which set -the “age of consent” at puberty and raise it nowhere beyond sixteen. -Moreover the readiness finds its purpose more largely than we imagine -in marriage. The United States census of 1920 shows that nearly a -quarter of all young people from fifteen to twenty-four were married, -and the proportion has not grown less since then. Nor are these -marriages confined to the poor. The rich signalize their daughters’ -readiness by “presenting them to society” at from sixteen to eighteen; -and there is much rivalry among “debs” about getting married or at -least engaged during their first year “out.” The men of this class, -on the other hand, tend to marry much later, while the average age of -marriage for the “college bred” of both sexes is unnaturally higher. -The whole contrasts sharply with the early marriage age of a hundred -years ago. - - -V - -Personal distinction also seems to go with the assumption of adulthood -soon after puberty. Whether this is attained through some special -attitude or general ability enchannelled by custom, opportunity, -or accident in a particular vocation, makes little difference. -Poets, painters, mathematicians, scientists, engineers, traders of -distinction, assume the professional attitude and the responsibility of -adulthood at an early age. Shelley, Keats, Bryant, Peter Cooper, Thomas -Jefferson, Benjamin Franklin, George Eliot, Thomas Edison, Maxwell, -Galileo, and countless others of the great, all began young. Nelson -went to sea at twelve and commanded a ship at fifteen. His contemporary -captains in the American merchant marine were boys of eighteen and -nineteen. Much of the work of the world continues to be done by men -and women under twenty-five. Prizefighters are old at thirty. It is a -favorite doctrine of representative American employers, such as Henry -Ford, that workingmen over forty are antiquated, and to be scrapped. -Did not the great Osler advise euthanasia for all men over sixty? -Nevertheless, the ruling personages in the ruling classes--the captains -of industry, the masters of finance, the public officials, the judges, -the generals--are progressively older and older now. They are men whose -minds had matured and set while their bodies were young, and whose -policies derive from the unconscious premise that what was modern and -advanced in their youth is necessarily so in their old age. They are -the elder statesmen who in their prolonged infancy rule the world.... - - -VI - -If many of these elder statesmen rule by virtue of distinguished -ability and early adulthood, most do by virtue of a privileged position -that delays adulthood and prolongs infancy more literally. The locus -of this position is the high school and the college, especially the -college. Owing to democracy, there has been a diffusion of some of -the privileges of this status to the children of the masses. One of -its marks is the war against child labor which we have noted, and -the progressively later age at which work certificates are granted; -another is the advancement, already referred to, of the age of consent -and the measures for the protection of girls. Still another, and the -most signal, is the increase of the high school population from the -300,000 of 1890 to the 5,000,000 of 1930, and the corresponding growth -of the body of college students. Nevertheless the difference between -the working young and the young at school remains still the difference -between the responsibility of adulthood and the irresponsibility of -infancy. The difference increases with the income level. The richer the -class, the more likely are the young to be kept in a state of social -infancy, the longer is the time delayed when they are permitted to -assume the responsibilities of adulthood. - -The secondary school and the college are by tradition and practice -instruments pat to the social postponement of adulthood and the -prolongation of social infancy. - -By and large, only those children enter high school who do not need -to work for a living. They enter about the time that children of -the residual world enter life, at puberty. Their attending high -school signalizes an invidious distinction between them and their -contemporaries, for the high school has been from its beginning a mark -of “aristocracy.” Even the “commercial” high school, which is yet of -low esteem beside the high school preparing for college, celebrates -this invidious distinction. But the real McCoy is the “college -preparatory.” College sits _in excelsis_. The topmost turn of the -educational system, it sets the standards and defines the ideal both of -knowledge and conduct. Secondary-school students consequently prepare -for college in a far completer way than is recognized. They emulate -and reproduce the whole pattern and structure of “college life,” with -its fraternities and other societies, its athletics, its hidden sex -interests, and all the rest. Indeed, since the “educative process” -worked by the schools is defined from above downward, the colleges, -which are for the most part resorts where the well-to-do keep their -physiologically mature young in a state of personal irresponsibility -and social-economic dependence, set the standard of education for the -whole nation. - -Practice under this standard maintains a gulf between the curriculum -and student interests. The school work, as the teacher sees it, makes -up the “serious purpose” for which schools and colleges exist. Yet here -is what a boy who believes in this serious purpose writes to the _New -York Times_ about his education: - - “In a few weeks I will be handed a diploma, have my hand shaken by - sundry individuals, and then told that I have been graduated from - high school. I am supposed to be educated. The city has provided me - for some four years with skilled teachers and expensive apparatus and - told me, ‘Be conscientious in your studies and you shall know.’ I - know that I have been sincere, but I will tell a few things I do not - know. - - “I know by heart several slices of Shakespeare and Browning, but - I do not know how to write an ordinary form letter that would be - accepted by any business firm. I know some irregular French verbs but - if I were lost in the streets of Paris I would not be able to ask my - way home. I can, ‘amo, amas, amat,’ also ‘en to oikio ton anthropon - horo,’ but I cannot keep the ledger in my father’s place of business - nor send out his monthly statements. I am a member of the tennis team - and know all the quirks and tricks used in hitting a tennis ball, but - I do not know how to build a woodshed nor shingle a roof. - - “I know how to parse a sentence from Macaulay’s essays, but I do - not know how to light a match in the wind or chop down a tree. I - have studied economics until my head is full of raw theories and - long words, but I do not know the name of the Alderman from our ward - nor the Congressman from our district, nor the political creeds and - platforms they have pledged themselves to uphold. I can prove the - square of the hypothenuse is equal to the sum of the squares of the - base and the perpendicular, but I do not know how to hang a picture, - put in a pane of glass or paint a chair. I have studied chemistry - for a year and have received high marks, but I know nothing of - food values and gorge myself on what pleases my palate. I received - 85 per cent in English literature, but I cannot get $15 per week - writing news for a newspaper, or write an acceptable advertisement, - and my average conversation is on the level of the tabloid. With - the exception of the Mayor, I do not know the names of the other - important officials of the City Government, but I could at random - name about 95 per cent of the prominent movie actresses and actors, - prizefighters and baseball players. - - “Surely, some vital element is wholly missing from our social - system which provided for only a classical but not for a practical - education. I am taught a multitude of subjects, but I am not taught - how to apply them so that I will be able to make a success of myself - in my struggle for and with life. Life so far as I have viewed it - is rose-colored, mellow and delightful, but I know that life is far - different than I see it at present. None of life’s sorrows, pains - or struggles have been my lot to embitter and mature my ambitious - mind. I have been led to regard life as a nut that must be cracked - to succeed, not as a long hard swim with the odds becoming greater - against you every moment and if you stop struggling you sink and are - gone. - - “I was educated according to the ancient formulas for producing a - scholar and a gentleman and I find I have to work for a living. - I have no taste nor love for hard work, no habits for saving, no - disposition to resist temptation and no skill in doing anything the - world is willing to pay for. I am wholly untrained for efficiency, - and before I succeed in life I will have to undo most of what has - been taught to me in school.” - - B. S. - -And this boy is very exceptional. For the school work as the average -student sees it, is the price in boredom and discomfort which the -system exacts and which he somewhat unwillingly pays in return for the -pleasure and excitement of the activities known (and not known) as -extra-curricular. These and not his studies are what touch the life of -the student. And these are what the curriculum excludes and teachers -ignore until they present themselves as disciplinary problems. The age -of high school and college is the age of poignant laboring over the -ever-renewed questions of luck and destiny, good and God and evil, of -groping after first and last things. It is the age of upsurging sexual -energies, of inevitable preoccupation with sex in all its degrees and -forms, from romantic love to promiscuity, from fantasy to perversity. -So far, however, as the mechanisms of curriculum and instruction are -concerned, students are not males, not females, but sheer intellects, -uncontaminated by such a vital propulsion, or by any of the others -whose development, gratification, obstruction, deviation, realization, -or repression, compose the dynamic units of personality in the living -adolescent, determining its timbre, emotional quality and behavior -pattern. - -For the most part there is no correspondence between what the students -spontaneously and directly want and what the higher education provides. -There is no opportunity for the idealistic initiative, for generous -self-discipline and adventure, and for the accompanying responsibility -on matters of serious social import such as adolescence craves and -students do assume in backward cultures like China or India or Russia -or the countries of continental Europe. Only athletics provides any -occasion for the play of emotion and the exercise of the responsibility -proper to an adult. But athletics is formally extra-curricular, is a -preoccupation of alumni, highly specialized and professional among its -practitioners, and to the residual mass of the students a spectacle, -not a vocation or an activity. - -In essence, the secondary and tertiary academic establishments impose -a double life on the students that enter them. One life is defined by -the so-called “serious purpose” of the higher education: the course of -study, the examination, the diplomas, the degrees. The other life is -defined by the psychological traits, the wants and the frustrations of -young people between the ages of fourteen and twenty-four. One life is -the life of the classroom. The other life is the life of the fraternity -or the sorority, the club, the prom, the press, class-politics, -“contacts” and all the rest, including the “bull sessions.” To these, -curriculum and professor are mostly irrelevant; president and dean -affect them only as policemen affect corner gangs. Yet these are -what is meant by “college life.” In a word, the correlation between -the “serious purpose” of the academic establishment and the ruling -passion of the youthful psyche is negative. “College life” and “serious -purpose” of schools and colleges are in conflict. - -Thus, authorities in secondary schools find obscene notes being passed; -notice masturbation, spy out chanceful or organized petting parties; -point to unnecessary noises, desultory killing of time, smart-aleckism, -and especially to cheating. They make elaborate studies of disciplinary -situations and talk about bad home conditions, natural meanness, and -the like. But they ignore the fact that they are themselves passing -judgment on situations in which they are active parties. How can the -manifestations of the overruling sex-urge be anything but illicit, -when school life is overtly organized as if sex were either evil or -non-existent? To whom are unnecessary noises unnecessary? What else can -one do with time but kill it desultorily, when one’s ruling passions -are ignored and one is required to pay attention to matters one’s heart -cannot possibly be in? As for smart-aleckism and cheating--are not -those who succeed therein heroes in the eyes of their peers? Do they -not overcome an enemy and put him in his place? - - -VII - -Allowing for the small differences of tradition and maturity, the -situation is the same in the colleges. The ways of an undergraduate -community are determined by standards which do not apply to men and -women of the same age who must work for their livings. For example, -there survives from the Middle Ages an antagonism between gown and -town. When this began it involved all the members of the academic -community--faculty even more than students. It turned on conflicts over -the very structure of the municipal economy in the course of which -“gownsmen” established and vindicated their autonomous jurisdiction -over the persons, properties, and actions of their “own.” College or -university became a city within a city, sovereign over all affairs -affecting it, and privileged in the national life. Today, faculty is -for practical purposes a part of “town.” “Gown” consists only of the -body of undergraduates. These often stand in a predatory relationship -to the residual community. They may steal signs, fences, garments, and -whatnot; they may destroy dishes, furniture, and other property not -their own--academic or lay; they may brawl on the public street and on -occasion beat up policemen and citizens without being held responsible -as workers of the same age would be. They may endeavor in every way to -“beat the game” in relation to their studies--wangle more cuts than -they are entitled to, hand in work as their own which is not their -own, cheat at examinations, and in every other possible way “put it -over” on the faculty. For an undergraduate to be serious about the -“serious purpose” of college, to be academically law-abiding, to show -an interest in studies, is at best to be slightly declassé, at worst to -be a greasy grind. Any manifestation of friendliness to a teacher is -“boot-licking.” The total impression which undergraduate conduct makes -in the mass is of an underground class war between student and faculty; -and the traditional undergraduate code is a warlike code, requiring -students under all circumstances whatsoever to stand by each other and -against the faculty. Even under an “honor system” a “squealer” is as -total a loss among students as among gangsters. - -In sum, tradition allows the college man certain privileges and -protects his abuse of them. Like the infant, he is held not accountable -for violations of the adult social code. He is maintained in a state -of infantile irresponsibility. This state is even more significant, if -not so conspicuous, in the matter of the basic economy of life. For the -representative undergraduate does not keep himself. He is kept. He does -not earn his food and clothing and shelter and entertainment. Again, -like the infant, he is sheer consumer, not producer; Veblen would call -him an instrument of “conspicuous consumption” and a foremost avatar of -the leisure class. - -As a community of consumers merely, a student body is no more -homogeneous than a community of producers. Within the frame of -similarity generated by the condition of dependence there exist both -the formal academic gradations dividing year and year as rank and rank, -and the non-academic but “collegiate” gradations of caste and class, -interest and attitude. Every college, for example, has its tiny liberal -group, its sparse collection of students who trouble themselves with -social problems, international relations, disarmament, and the like. -This group is usually looked upon as a troublemaking nuisance by the -college administration (the high point of this attitude may be found -in the University of Pittsburgh), and as “lousy” by the _arbitres -elegantiae_ of undergraduate opinion. “Political and social agitation,” -declares a Yale senior who had degraded himself by concern with such -agitation, “is frowned upon by undergraduate leaders, and consequently -relegated to the obscurity of almost clandestine off-campus coteries.” - -To no small degree such coteries are made up of students who are -working their way through college, and what is worse, Jews count -heavily among them. Yet Jews are the exception that prove the rule. -Between 1920 and 1930, the tradition of a love of learning which they -brought to college has been dissipated. The adult responsibility -which they felt for the problems of their own people and of the -community at large, and which was signalized by their membership in -such organizations as the Menorah Societies, the Zionist, the Liberal, -or the Social Questions Clubs, has been destroyed. As their numbers -grew, their fields of interest and modes of behavior conformed more -and more to the prevailing conventions of undergraduate life. Although -excluded by expanding anti-Semitism from participation in that life, -they reproduce it, heightened, in an academic ghetto of fraternities, -sororities, and the like. And they emulate the invidious distinctions -they suffer from by projecting them upon the Jews too proud, too poor, -or too Jewish to be eligible for “collegiate” secret societies of Jews. - -Because the dynamic distinctions within the academic community are -invidious only. College is not a republic of letters but a plutocracy -of fraternities, sororities, clubs, and “activities.” Scholarship is -no attribute of merit for a student. Athletic prowess, especially -if conspicuous, could be; but the prepotent properties are wealth, -sectarian affiliations, and “contacts and connections.” These delimit -members of the fraternities and sororities. Since initiation fees run -from $50 to $1000, and membership is correspondingly expensive, a rich -father is the prime qualification for the prospective “pledge.” Before -pledging, such a prospect is courted like a bride. Pledging is followed -by initiation, which often lasts months. It begins in hazing and may -grow into sadistic torture, recalling the rites of the primitives. -It culminates in a solemn self-dedication with highfalutin’ vows -whose practical application to the subsequent daily life amounts to -training in the amenities (à la Emily Post); “loyalty” to “brothers” -in the competition for the cream in undergraduate activities such as -class-politics, proms, athletics, and the like; collaboration, mostly -illicit, with brothers and sisters to insure their passing examinations -or any other kind of test; and most of all, in the facilitation of -“contacts.” - -Thus the academic aristocracy are indoctrinated in the academic -“traditions” and equipped to watch over them. These have primarily to -do with the _mores_ of garb and conduct ordained for freshmen, with the -prerogatives of upperclassmen, such as wearing shorts and slickers, and -similar matters reminiscent of the primitives. If they are moved by -social and political questions at all, it is at times of presidential -elections, when national committees--Republican, mostly--have been -known to put a good deal of money into corralling “the college vote.” -In times of strike, as during the Boston street railway strike, some -of the better-class Harvard undergraduates had almost as much fun -strike-breaking as they used to have rioting after a rare football -victory over Yale. But the record hardly ever shows considered -idealism, spontaneous, generous giving of goods and self, such as one -finds among the students in Europe and Asia. The American undergraduate -makes the impression of a self-centered and selfish creature, absorbed -in trivialities, comfort-loving, reactionary and irresponsible; in a -word, infantile. - - -VIII - -Graduates, recalling their college life, tend to fall into two groups. -One group see college as the happiest time of their lives--and why -should they not? This group composes the backbone of the alumni -associations, forever whoops it up for “dear ol’ Whatsis,” and proves -the life of the party at alumni reunions, especially those where good -liquor is poured out in the hopeless effort to make the man a boy -again, while he stays a father too. - -By the other group, college is recalled as a waste of time. The -transition from the position of a kept and protected favorite child -into that of a grown man under the imperative of having to earn his -own keep has worked a disillusionment. Instead of getting the job he -believes his degree entitles him to, he finds himself a superfluity in -the labor market. Employers are likely to speak of him as bumptious, -immature, undeveloped, a cub. He finds, even for the simplest tasks, -either that he must unlearn what he has learned, or, if he is lucky, -that he has no training at all. He begins to regret his college life -and to consider that college has failed him. Thinking about it, as did -Philip Wylie, he realizes that “the serious purpose” of college not -only was not serious to him, but could not have been. For, as the New -York boy found already in high school, the curriculum offers him no -momentous living option. The subject matter is irrelevant to all that -is dynamic in him, it lacks vital links with both the passions of his -heart and the actual world where, after college, he must live and move -and have his being. It is presented mostly by persons to whom teaching -is as much a disagreeable penalty for the amenities of “scholarly” life -as learning is to the student for the amenities of college life. Hence, -the student seeks to pay the minimum penalty, which is to pass his -examination by any means whatsoever. Sometimes the disillusion rises -during undergraduate years. Then there are editorials in the college -papers. Administrations are criticized, professors are graded, courses -are scored, abuses are denounced. Deans and faculties squirm and are -glad when the student interest in education subsides. Fortunately -such bursts of interest are rare interludes. For the most part, it is -faculties, not students, who are agitated about education. - -And why should students be agitated about anything still so monastic, -that isolates nearly all of those who enter upon it from the realities -among which they expect to spend their lives, and sustains them in a -state of irresponsibility and irrelevance? At an age when body and mind -cry out against infancy, “the higher education” prolongs infancy; it -sets up and maintains a conflict between psychobiological adulthood and -social childishness. In this conflict “college life” has its fertile -soil. It nourishes all those psychological expressions which fall -into the patterns of undergraduate attitudes and behavior that are -designated by the word “collegiate.” - -An apt example of what “collegiate” has come to mean in these United -States broke into public view during the fall of 1931. The occasion -was an article from the pen of the editor-in-chief of the _Spectator_, -which is the student daily paper at Columbia University in New York -City. The article was a serious and intelligent endeavor by a student -whose social maturity had by some stroke of chance kept pace with -his physiological adulthood, to deal seriously with the realities of -athletics, especially football, at Columbia. It called for the public -recognition of football as the professional vocation it actually -is, and for ordaining coaches as reasonably-paid instructors and -not as super-salaried dictators. Of course the response was anger, -denunciation, threats against the writer. Among the commentators was -the alumni secretary. “The editorial is nonsense,” he said. “The matter -is complicated but there are lots of reasons why the head football -coach should get a larger salary than a professor. The editor of the -_Spectator_ is too serious-minded. He should be more collegiate.” - -So standard is this usage of “collegiate” that the very students whose -habits sustain it, admonish each other: “Oh, don’t be so collegiate,” -and in one of the women’s colleges--women’s, _nota bene_--“Don’t be -collegiate” is a commandment which upperclassmen deliver from the Sinai -of their seniority to freshmen entering. - -But so long as colleges are managed as they are managed, and college -teaching continues as and what it is, it is impossible that students -should not be, in one form or another, collegiate--that is, adults -conducting themselves like children. For social adulthood consists -in self-support and self-management, in moral responsibility and -intellectual integrity. These are facilitated by physiological maturity -but are by no means identical with it. Physiological maturity comes as -an instinctive ripening, in the course of nature. Social adulthood is a -learned mode of behavior in the social environment; a system of habits -acquired, not a state of the body grown into. This is why bodies may -grow up and grow old while minds and hearts remain infantile. And this -is why adulthood cannot be learned in colleges as they are any more -than swimming can be learned on dry land; the medium is too different, -too alien. This is why such academic reformations as those at Harvard -or Wisconsin or Chicago are futile jugglings of the same pieces, -whereas what is required are new materials and new forms. Antioch -comes closer to putting the student on his own as a self-supporting, -self-managing adult, but in Antioch the work on the job and the classes -in the college are far from the interfusion they require. Nevertheless, -Antioch points the hopeful direction of change for colleges that desire -to stop prolonging infancy and to begin educating adults. - - - - - 25 cents (35 cents in Canada) - -_THE_ JOHN DAY _PAMPHLETS_ - - -1. REBECCA WEST. - - _Arnold Bennett Himself._ - -2. STUART CHASE. - - _Out of the Depression--and After: A Prophecy._ - -3. JOSEPH V. STALIN. - - _The New Russian Policy (June 23, 1931)._ - -4. NORMAN E. HIMES. - - _The Truth About Birth Control._ - -5. WALTER LIPPMANN. - - _Notes on the Crisis._ - -6. CHARLES A. BEARD. - - _The Myth of Rugged American Individualism._ - -7. REXFORD GUY TUGWELL. - - _Mr. Hoover’s Economic Policy._ - -8. HERMANN HAGEDORN. - - _The Three Pharaohs._ - -9. M. H. HEDGES. - - _A Strikeless Industry._ - -10. GILBERT SELDES. - - _Against Revolution._ - -11. GEORGE S. COUNTS. - - _Dare the School Build a New Social Order?_ (Special, 64 pages.) - -12. HENDRIK WILLEM VAN LOON. - - _To Have or to Be--Take Your Choice._ - -13. NORMAN THOMAS. - - _The Socialist Cure for a Sick Society._ - -14. H. G. WELLS. - - _What Should be Done--Now_: A Memorandum on the World Situation. - -15. V. F. CALVERTON. - - _For Revolution._ - -16. HORACE M. KALLEN. - - _College Prolongs Infancy._ - - - THE JOHN DAY COMPANY - 386 Fourth Avenue, New York - - - - -TRANSCRIBER’S NOTE: - - - Italicized text is surrounded by underscores: _italics_. - -*** END OF THE PROJECT GUTENBERG EBOOK COLLEGE PROLONGS INFANCY *** - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the -United States without permission and without paying copyright -royalties. Special rules, set forth in the General Terms of Use part -of this license, apply to copying and distributing Project -Gutenberg-tm electronic works to protect the PROJECT GUTENBERG-tm -concept and trademark. Project Gutenberg is a registered trademark, -and may not be used if you charge for an eBook, except by following -the terms of the trademark license, including paying royalties for use -of the Project Gutenberg trademark. If you do not charge anything for -copies of this eBook, complying with the trademark license is very -easy. You may use this eBook for nearly any purpose such as creation -of derivative works, reports, performances and research. Project -Gutenberg eBooks may be modified and printed and given away--you may -do practically ANYTHING in the United States with eBooks not protected -by U.S. copyright law. Redistribution is subject to the trademark -license, especially commercial redistribution. - -START: FULL LICENSE - -THE FULL PROJECT GUTENBERG LICENSE -PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK - -To protect the Project Gutenberg-tm mission of promoting the free -distribution of electronic works, by using or distributing this work -(or any other work associated in any way with the phrase "Project -Gutenberg"), you agree to comply with all the terms of the Full -Project Gutenberg-tm License available with this file or online at -www.gutenberg.org/license. - -Section 1. General Terms of Use and Redistributing Project -Gutenberg-tm electronic works - -1.A. By reading or using any part of this Project Gutenberg-tm -electronic work, you indicate that you have read, understand, agree to -and accept all the terms of this license and intellectual property -(trademark/copyright) agreement. If you do not agree to abide by all -the terms of this agreement, you must cease using and return or -destroy all copies of Project Gutenberg-tm electronic works in your -possession. If you paid a fee for obtaining a copy of or access to a -Project Gutenberg-tm electronic work and you do not agree to be bound -by the terms of this agreement, you may obtain a refund from the -person or entity to whom you paid the fee as set forth in paragraph -1.E.8. - -1.B. "Project Gutenberg" is a registered trademark. It may only be -used on or associated in any way with an electronic work by people who -agree to be bound by the terms of this agreement. There are a few -things that you can do with most Project Gutenberg-tm electronic works -even without complying with the full terms of this agreement. See -paragraph 1.C below. There are a lot of things you can do with Project -Gutenberg-tm electronic works if you follow the terms of this -agreement and help preserve free future access to Project Gutenberg-tm -electronic works. See paragraph 1.E below. - -1.C. The Project Gutenberg Literary Archive Foundation ("the -Foundation" or PGLAF), owns a compilation copyright in the collection -of Project Gutenberg-tm electronic works. Nearly all the individual -works in the collection are in the public domain in the United -States. If an individual work is unprotected by copyright law in the -United States and you are located in the United States, we do not -claim a right to prevent you from copying, distributing, performing, -displaying or creating derivative works based on the work as long as -all references to Project Gutenberg are removed. Of course, we hope -that you will support the Project Gutenberg-tm mission of promoting -free access to electronic works by freely sharing Project Gutenberg-tm -works in compliance with the terms of this agreement for keeping the -Project Gutenberg-tm name associated with the work. You can easily -comply with the terms of this agreement by keeping this work in the -same format with its attached full Project Gutenberg-tm License when -you share it without charge with others. - -1.D. The copyright laws of the place where you are located also govern -what you can do with this work. Copyright laws in most countries are -in a constant state of change. If you are outside the United States, -check the laws of your country in addition to the terms of this -agreement before downloading, copying, displaying, performing, -distributing or creating derivative works based on this work or any -other Project Gutenberg-tm work. The Foundation makes no -representations concerning the copyright status of any work in any -country other than the United States. - -1.E. Unless you have removed all references to Project Gutenberg: - -1.E.1. The following sentence, with active links to, or other -immediate access to, the full Project Gutenberg-tm License must appear -prominently whenever any copy of a Project Gutenberg-tm work (any work -on which the phrase "Project Gutenberg" appears, or with which the -phrase "Project Gutenberg" is associated) is accessed, displayed, -performed, viewed, copied or distributed: - - This eBook is for the use of anyone anywhere in the United States and - most other parts of the world at no cost and with almost no - restrictions whatsoever. You may copy it, give it away or re-use it - under the terms of the Project Gutenberg License included with this - eBook or online at www.gutenberg.org. If you are not located in the - United States, you will have to check the laws of the country where - you are located before using this eBook. - -1.E.2. If an individual Project Gutenberg-tm electronic work is -derived from texts not protected by U.S. copyright law (does not -contain a notice indicating that it is posted with permission of the -copyright holder), the work can be copied and distributed to anyone in -the United States without paying any fees or charges. If you are -redistributing or providing access to a work with the phrase "Project -Gutenberg" associated with or appearing on the work, you must comply -either with the requirements of paragraphs 1.E.1 through 1.E.7 or -obtain permission for the use of the work and the Project Gutenberg-tm -trademark as set forth in paragraphs 1.E.8 or 1.E.9. - -1.E.3. If an individual Project Gutenberg-tm electronic work is posted -with the permission of the copyright holder, your use and distribution -must comply with both paragraphs 1.E.1 through 1.E.7 and any -additional terms imposed by the copyright holder. Additional terms -will be linked to the Project Gutenberg-tm License for all works -posted with the permission of the copyright holder found at the -beginning of this work. - -1.E.4. Do not unlink or detach or remove the full Project Gutenberg-tm -License terms from this work, or any files containing a part of this -work or any other work associated with Project Gutenberg-tm. - -1.E.5. Do not copy, display, perform, distribute or redistribute this -electronic work, or any part of this electronic work, without -prominently displaying the sentence set forth in paragraph 1.E.1 with -active links or immediate access to the full terms of the Project -Gutenberg-tm License. - -1.E.6. You may convert to and distribute this work in any binary, -compressed, marked up, nonproprietary or proprietary form, including -any word processing or hypertext form. However, if you provide access -to or distribute copies of a Project Gutenberg-tm work in a format -other than "Plain Vanilla ASCII" or other format used in the official -version posted on the official Project Gutenberg-tm website -(www.gutenberg.org), you must, at no additional cost, fee or expense -to the user, provide a copy, a means of exporting a copy, or a means -of obtaining a copy upon request, of the work in its original "Plain -Vanilla ASCII" or other form. Any alternate format must include the -full Project Gutenberg-tm License as specified in paragraph 1.E.1. - -1.E.7. Do not charge a fee for access to, viewing, displaying, -performing, copying or distributing any Project Gutenberg-tm works -unless you comply with paragraph 1.E.8 or 1.E.9. - -1.E.8. You may charge a reasonable fee for copies of or providing -access to or distributing Project Gutenberg-tm electronic works -provided that: - -* You pay a royalty fee of 20% of the gross profits you derive from - the use of Project Gutenberg-tm works calculated using the method - you already use to calculate your applicable taxes. The fee is owed - to the owner of the Project Gutenberg-tm trademark, but he has - agreed to donate royalties under this paragraph to the Project - Gutenberg Literary Archive Foundation. Royalty payments must be paid - within 60 days following each date on which you prepare (or are - legally required to prepare) your periodic tax returns. Royalty - payments should be clearly marked as such and sent to the Project - Gutenberg Literary Archive Foundation at the address specified in - Section 4, "Information about donations to the Project Gutenberg - Literary Archive Foundation." - -* You provide a full refund of any money paid by a user who notifies - you in writing (or by e-mail) within 30 days of receipt that s/he - does not agree to the terms of the full Project Gutenberg-tm - License. You must require such a user to return or destroy all - copies of the works possessed in a physical medium and discontinue - all use of and all access to other copies of Project Gutenberg-tm - works. - -* You provide, in accordance with paragraph 1.F.3, a full refund of - any money paid for a work or a replacement copy, if a defect in the - electronic work is discovered and reported to you within 90 days of - receipt of the work. - -* You comply with all other terms of this agreement for free - distribution of Project Gutenberg-tm works. - -1.E.9. If you wish to charge a fee or distribute a Project -Gutenberg-tm electronic work or group of works on different terms than -are set forth in this agreement, you must obtain permission in writing -from the Project Gutenberg Literary Archive Foundation, the manager of -the Project Gutenberg-tm trademark. Contact the Foundation as set -forth in Section 3 below. - -1.F. - -1.F.1. Project Gutenberg volunteers and employees expend considerable -effort to identify, do copyright research on, transcribe and proofread -works not protected by U.S. copyright law in creating the Project -Gutenberg-tm collection. Despite these efforts, Project Gutenberg-tm -electronic works, and the medium on which they may be stored, may -contain "Defects," such as, but not limited to, incomplete, inaccurate -or corrupt data, transcription errors, a copyright or other -intellectual property infringement, a defective or damaged disk or -other medium, a computer virus, or computer codes that damage or -cannot be read by your equipment. - -1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the "Right -of Replacement or Refund" described in paragraph 1.F.3, the Project -Gutenberg Literary Archive Foundation, the owner of the Project -Gutenberg-tm trademark, and any other party distributing a Project -Gutenberg-tm electronic work under this agreement, disclaim all -liability to you for damages, costs and expenses, including legal -fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT -LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE -PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE FOUNDATION, THE -TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE -LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR -INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH -DAMAGE. - -1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a -defect in this electronic work within 90 days of receiving it, you can -receive a refund of the money (if any) you paid for it by sending a -written explanation to the person you received the work from. If you -received the work on a physical medium, you must return the medium -with your written explanation. The person or entity that provided you -with the defective work may elect to provide a replacement copy in -lieu of a refund. If you received the work electronically, the person -or entity providing it to you may choose to give you a second -opportunity to receive the work electronically in lieu of a refund. If -the second copy is also defective, you may demand a refund in writing -without further opportunities to fix the problem. - -1.F.4. Except for the limited right of replacement or refund set forth -in paragraph 1.F.3, this work is provided to you 'AS-IS', WITH NO -OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT -LIMITED TO WARRANTIES OF MERCHANTABILITY OR FITNESS FOR ANY PURPOSE. - -1.F.5. Some states do not allow disclaimers of certain implied -warranties or the exclusion or limitation of certain types of -damages. If any disclaimer or limitation set forth in this agreement -violates the law of the state applicable to this agreement, the -agreement shall be interpreted to make the maximum disclaimer or -limitation permitted by the applicable state law. The invalidity or -unenforceability of any provision of this agreement shall not void the -remaining provisions. - -1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the -trademark owner, any agent or employee of the Foundation, anyone -providing copies of Project Gutenberg-tm electronic works in -accordance with this agreement, and any volunteers associated with the -production, promotion and distribution of Project Gutenberg-tm -electronic works, harmless from all liability, costs and expenses, -including legal fees, that arise directly or indirectly from any of -the following which you do or cause to occur: (a) distribution of this -or any Project Gutenberg-tm work, (b) alteration, modification, or -additions or deletions to any Project Gutenberg-tm work, and (c) any -Defect you cause. - -Section 2. Information about the Mission of Project Gutenberg-tm - -Project Gutenberg-tm is synonymous with the free distribution of -electronic works in formats readable by the widest variety of -computers including obsolete, old, middle-aged and new computers. It -exists because of the efforts of hundreds of volunteers and donations -from people in all walks of life. - -Volunteers and financial support to provide volunteers with the -assistance they need are critical to reaching Project Gutenberg-tm's -goals and ensuring that the Project Gutenberg-tm collection will -remain freely available for generations to come. In 2001, the Project -Gutenberg Literary Archive Foundation was created to provide a secure -and permanent future for Project Gutenberg-tm and future -generations. To learn more about the Project Gutenberg Literary -Archive Foundation and how your efforts and donations can help, see -Sections 3 and 4 and the Foundation information page at -www.gutenberg.org - -Section 3. Information about the Project Gutenberg Literary -Archive Foundation - -The Project Gutenberg Literary Archive Foundation is a non-profit -501(c)(3) educational corporation organized under the laws of the -state of Mississippi and granted tax exempt status by the Internal -Revenue Service. The Foundation's EIN or federal tax identification -number is 64-6221541. Contributions to the Project Gutenberg Literary -Archive Foundation are tax deductible to the full extent permitted by -U.S. federal laws and your state's laws. - -The Foundation's business office is located at 809 North 1500 West, -Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up -to date contact information can be found at the Foundation's website -and official page at www.gutenberg.org/contact - -Section 4. Information about Donations to the Project Gutenberg -Literary Archive Foundation - -Project Gutenberg-tm depends upon and cannot survive without -widespread public support and donations to carry out its mission of -increasing the number of public domain and licensed works that can be -freely distributed in machine-readable form accessible by the widest -array of equipment including outdated equipment. Many small donations -($1 to $5,000) are particularly important to maintaining tax exempt -status with the IRS. - -The Foundation is committed to complying with the laws regulating -charities and charitable donations in all 50 states of the United -States. Compliance requirements are not uniform and it takes a -considerable effort, much paperwork and many fees to meet and keep up -with these requirements. We do not solicit donations in locations -where we have not received written confirmation of compliance. To SEND -DONATIONS or determine the status of compliance for any particular -state visit www.gutenberg.org/donate - -While we cannot and do not solicit contributions from states where we -have not met the solicitation requirements, we know of no prohibition -against accepting unsolicited donations from donors in such states who -approach us with offers to donate. - -International donations are gratefully accepted, but we cannot make -any statements concerning tax treatment of donations received from -outside the United States. U.S. laws alone swamp our small staff. - -Please check the Project Gutenberg web pages for current donation -methods and addresses. Donations are accepted in a number of other -ways including checks, online payments and credit card donations. To -donate, please visit: www.gutenberg.org/donate - -Section 5. General Information About Project Gutenberg-tm electronic works - -Professor Michael S. Hart was the originator of the Project -Gutenberg-tm concept of a library of electronic works that could be -freely shared with anyone. For forty years, he produced and -distributed Project Gutenberg-tm eBooks with only a loose network of -volunteer support. - -Project Gutenberg-tm eBooks are often created from several printed -editions, all of which are confirmed as not protected by copyright in -the U.S. unless a copyright notice is included. Thus, we do not -necessarily keep eBooks in compliance with any particular paper -edition. - -Most people start at our website which has the main PG search -facility: www.gutenberg.org - -This website includes information about Project Gutenberg-tm, -including how to make donations to the Project Gutenberg Literary -Archive Foundation, how to help produce our new eBooks, and how to -subscribe to our email newsletter to hear about new eBooks. diff --git a/old/68570-0.zip b/old/68570-0.zip Binary files differdeleted file mode 100644 index 6f8bd09..0000000 --- a/old/68570-0.zip +++ /dev/null diff --git a/old/68570-h.zip b/old/68570-h.zip Binary files differdeleted file mode 100644 index a95dd3c..0000000 --- a/old/68570-h.zip +++ /dev/null diff --git a/old/68570-h/68570-h.htm b/old/68570-h/68570-h.htm deleted file mode 100644 index 9aa8321..0000000 --- a/old/68570-h/68570-h.htm +++ /dev/null @@ -1,1624 +0,0 @@ -<!DOCTYPE html> -<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> -<head> - <meta charset="UTF-8" /> - <title> - College prolongs infancy, by Horace M. Kallen—A Project Gutenberg eBook - </title> - <link rel="icon" href="images/cover.jpg" type="image/x-cover" /> - <style> /* <![CDATA[ */ - -body { - margin-left: 10%; - margin-right: 10%; -} - - h1,h2 { - text-align: center; - clear: both; -} - -p { - margin-top: .51em; - text-align: justify; - margin-bottom: .49em; -} - -hr { - width: 33%; - margin-top: 2em; - margin-bottom: 2em; - margin-left: 33.5%; - margin-right: 33.5%; - clear: both; -} - -hr.chap {width: 65%; margin-left: 17.5%; margin-right: 17.5%;} -@media print { hr.chap {display: none; visibility: hidden;} } - -div.chapter {page-break-before: always;} - -.pagenum { - position: absolute; - left: 92%; - font-size: smaller; - text-align: right; - font-style: normal; - font-weight: normal; - font-variant: normal; - text-indent: 0; -} - -.blockquot { - margin-left: 10%; - margin-right: 10%; -} - -.hangingindent {text-indent: -2em; } - -.center {text-align: center;} - -.right {text-align: right;} - -.smcap {font-variant: small-caps;} - -.ph1 {text-align: center; font-size: large; font-weight: bold;} -.ph2 {text-align: center; font-size: xx-large; font-weight: bold;} - -div.titlepage {text-align: center; page-break-before: always; page-break-after: always;} -div.titlepage p {text-align: center; font-weight: bold; line-height: 1.5; margin-top: 2em;} - -.xxxlarge {font-size: 350%;} - -.x-ebookmaker .hide {display: none; visibility: hidden;} - -.figcenter { - margin: auto; - text-align: center; - page-break-inside: avoid; - max-width: 100%; -} - -.poetry-container {text-align: center; } -.poetry {display: inline-block; text-align: left;} - -@media print { .poetry {display: block;} } -.x-ebookmaker .poetry {display: block;} - -.gap {margin-left: 5em;} - - /* ]]> */ </style> -</head> -<body> -<p style='text-align:center; font-size:1.2em; font-weight:bold'>The Project Gutenberg eBook of College prolongs infancy, by Horace M. Kallen</p> -<div style='display:block; margin:1em 0'> -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online -at <a href="https://www.gutenberg.org">www.gutenberg.org</a>. If you -are not located in the United States, you will have to check the laws of the -country where you are located before using this eBook. -</div> - -<p style='display:block; margin-top:1em; margin-bottom:1em; margin-left:2em; text-indent:-2em'>Title: College prolongs infancy</p> -<p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em'>Author: Horace M. Kallen</p> -<p style='display:block; text-indent:0; margin:1em 0'>Release Date: July 19, 2022 [eBook #68570]</p> -<p style='display:block; text-indent:0; margin:1em 0'>Language: English</p> - <p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em; text-align:left'>Produced by: Tim Lindell, David E. Brown, and the Online Distributed Proofreading Team at https://www.pgdp.net (This book was produced from images made available by the HathiTrust Digital Library.)</p> -<div style='margin-top:2em; margin-bottom:4em'>*** START OF THE PROJECT GUTENBERG EBOOK COLLEGE PROLONGS INFANCY ***</div> - -<div class="figcenter hide"><img src="images/cover.jpg" width="450" alt="" /></div> - -<hr class="chap x-ebookmaker-drop" /> - -<p class="center">25 cents <span class="gap"> (35 cents in Canada)</span></p> - -<p class="center"><i>THE</i> JOHN DAY <i>PAMPHLETS</i>—No. 16</p> - -<h1>COLLEGE<br /> -PROLONGS INFANCY</h1> - -<p class="center"><i>by</i></p> - -<p class="ph1">HORACE M. KALLEN</p> - -<p>“... the ideals and methods which -are dynamic in our institutions of -higher learning are false. They are false -to the students, false to the social purpose -which nourishes them, false to the -inward nature of education itself. They -are false because they are irrelevant. -And they are irrelevant because they -are for the most part unabsorbed survivals -from a pre-industrial past in an -industrial age.</p> - -<p>“Though education is customarily described -as ‘preparation for life’, the -ways and works of high schools and colleges -are so irrelevant to ‘life’ that their -prime achievement remains perforce the -prolongation of infancy. They make -adulthood harder to reach, not easier.”</p> - -<p class="center">*<span class="gap">*</span><span class="gap">*</span></p> - -<p class="center"><i>See back flap for the complete list of</i><br /> -THE JOHN DAY PAMPHLETS.</p> - -<p class="ph1">THE JOHN DAY COMPANY</p> -<p class="center">386 Fourth Avenue, New York</p> - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<p class="ph2">COLLEGE PROLONGS INFANCY</p> -</div> - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<div class="figcenter"><img src="images/i_title.jpg" alt="" /></div> -</div> - -<hr class="chap x-ebookmaker-drop" /> -<div class="titlepage"> - -<p class="ph2">COLLEGE PROLONGS<br /> -INFANCY</p> - -<p>by<br /> - -HORACE M. KALLEN</p> - -<p><i>New York</i><br /> -THE JOHN DAY COMPANY</p> -</div> - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<p class="center">Copyright, 1932, by <span class="smcap">Horace M. Kallen</span></p> - -<p class="center">Printed in U. S. A.<br /> -by The Stratford Press, Inc.,<br /> -New York City</p> -</div> - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> -<span class="pagenum" id="Page_7">[7]</span> -</div> - -<p><span class="xxxlarge">A</span>N IRONIST reviewing higher education in -America since 1920 would find himself struck by three -things.</p> - -<p>First, perhaps, he would appreciate the gargantuan -inflation of pedagogic lore, with its elaborate formalism, -its pretensions to precise measurements of mind and character, -its blowing up “scientific method” into a meticulous -ceremonial with the efficacy of a church ritual. Second, the -overgrowth of the educational plant might captivate him: -the immense accretion of endowment, the blowsy additions -to properties, and the multiplication by millions of teachers -and students. Lastly, our ironist might admire a wide -and spreading unrest about the effectiveness of the system -as an instrument of education. He would take note of -much fuss and ferment respecting “progressive education” -and “adult education.” He would overhear oracles by -parents, teachers, and college presidents on why students -do anything but study and on how to make them study. -He would discern how the prescriptions vary, all the way -from Mr. Lowell’s house-system at Harvard University to -Mr. Meiklejohn’s “experimental college” at the University -of Wisconsin. As a popular alternative, the suggestion -would intrigue him that far more students are enrolled -than are “fit” for the higher education, and that this -aristocratic privilege should be limited to the “fit” alone; -the “fit,” of course, being those young people who are -shown to be as nearly like their teachers as differences of -age, income and interest permit.</p> - -<p>“The idea that going to college is one of the inherent -rights of man,” President Lowell wails, “seems to have -obtained a baseless foothold in the minds of many of our -people. To select the fit and devote our energies to them -is our duty to the public for whose service we exist.” And<span class="pagenum" id="Page_8">[8]</span> -President Comfort of Haverford bemoans how the diversions -which are college life “have cut deep into the serious -purpose for which the colleges exist.”</p> - -<p>Obviously the searching of the heart concerning the -values of a college education does not reach to the essentials -of the academic tradition. The ancient notions remain -ineffable and inviolable. They presume that students exist -for the sake of the school, not the school for the sake of -the students. Hence the inquiry treats only of who shall -be admitted to the sacred fane and by what steps. That in -any issue between system and student, the system might -be wrong is inconceivable. The pedagogues, like the prohibitionists, -find it unbelievable that their engines of grace -can be tools of darkness; that they fail, not because those -to whom they are applied are intransigently bad, but because -their own methods and ideals are intransigently -false....</p> - -<p>As I see them, the ideals and methods which are dynamic -in our institutions of higher learning are false. They are -false to the students, false to the social purpose which -nourishes them, false to the inward nature of education -itself. They are false because they are irrelevant. And they -are irrelevant because they are for the most part unabsorbed -survivals from a pre-industrial past in an industrial -age. But in the eyes of the academicians the -failure of the colleges is caused by the deficiencies of the -environment, not by their own inherent incapacities. To -save themselves, therefore, they reaffirm anew the invidious -ideals of a bygone social economy, and appeal to a persisting -snobbism to offset their own growing desuetude. So -they complain about the elevation of going to college into -an “inherent right” and about the droves of undergraduates -whose heedless ways cut deep into “the serious -purpose” for which college exists.</p> - -<p><span class="pagenum" id="Page_9">[9]</span></p> - -<h2>II</h2> - -<p>But if a new “inherent right” has been born into the -world, if undergraduate life is in conflict with the “serious -purpose” of higher education, the causes thereof are -better understood and faced than ignored or belittled. For -they are constant causes, and their scope and intensity do -not lessen with the days. Though the colleges remain tangent -to the realities, they have been far from untouched....</p> - -<p>Of these realities, one is the constant, if obstructed, -drive toward democracy, based on the dogma of natural -rights which animated the wars and works of the founding -fathers: free public education is a primary, if abated, -attainment of this drive. Another is the correlated growth -of population, cities, and natural resources: the dropsical -school systems, public and private, are by-products of -this increase. In a century the wealth of the United -States has multiplied by inconceivable ratios. Even in -1932, at the very trough of a signal deflation, national -wealth and income must be stated in figures that have no -empirical living meaning. They are merely symbols of -indefinitely extending power—manpower and machine-power; -and of the organization of this power in dynamic -patterns that constitute a social economy.</p> - -<p>With this organization, there has come an increase in -essential security. In spite of the business-cycle, in spite -of unemployment, social waste, and all the rest of the -major evils of industrial civilization, its individual citizens -are better fed, better housed, in better health, and -have better times than their pre-industrial ancestors. -Their average expectation of life has increased from -forty-seven years to fifty-eight. The society they compose -is physiologically more adult, more aged, than the society -of their forbears. More of its members are over forty, -fewer of them are under seventeen. During the century of -industrialization the proportion of children to adults has<span class="pagenum" id="Page_10">[10]</span> -decreased by more than a half. This does not mean that -the same number of children are born and more die. It -means that fewer are born and far fewer die.</p> - -<p>Far fewer die because all receive a great deal better -care than even the children of the richest used to get a -hundred years ago. This care comes only somewhat accidentally -and in a disordered way from the parents. It -comes systematically from the community. The average -parent of the working class deals with his children much -as his own parents dealt with him. He in the main realizes -that the child requires and somehow receives absorbed attention -in extreme infancy. Past that stage, he leaves it -more and more to itself. All that he asks of it is to make -itself as little troublesome and as largely convenient as -possible. For the rest, it is out on the street to grow its -way into adulthood for itself, troubled by only occasional -irruptions of disciplinary or exploitative parental interest, -and by admonitions from the cop on the beat.</p> - -<p>To the socially-minded part of the community this is a -dangerous situation. They fear disease and crime. They -talk about corner gangs; about the break-down of family -life. They regard it as of supreme importance “to get -the children off the street.” Social settlements, boys’ -clubs, scouting, playgrounds, and other semi-public and -public enterprises have come up largely as instruments -toward this end. But the chief instrument has become the -school.</p> - -<p>Since 1900, the school, more than any other social -agency, is conceived first as supplementing, then as replacing, -the home, and as exercising its function. The -school authority is established in a practically complete -jurisdiction over the child. Its field expands from indoctrination -in the three R’s and patriotism to teaching personal -hygiene; from teaching personal hygiene to official -supervision over the details of health—the care of the -teeth, ears and eyes, the adequacy of diet; and finally to -keeping an eye on the personal relations of children with<span class="pagenum" id="Page_11">[11]</span> -their parents themselves. In a word, the school invades -the home and takes over more and more of its functions. -By its means the control of the child is “socialized.”</p> - -<p>Now on the face of it, this socialization appears unconnected -with the drive and intent of industry as such. -It looks rather like a defense against industry. Its animus -is humanitarian, not economic; its effect is to delay the -functional installation of the child in the economic system. -Child labor is quite properly frowned on and hemmed -in with rules and restrictions. Schooling is imposed and -prolonged to later and later years; where it cannot be -made exclusive it is made concurrent with the work-life by -means of the continuation schools. And high schools and -state universities extend the possibility of schooling as a -free public function right up to the voting age and beyond. -The immense national wealth makes this possible -and easy; it enables the upkeep and expansion of an educational -system whose per capita cost is greater than that -of any other country in the world. Whether any connection -obtains between these superiorities and the fact that -Americans also enjoy a corresponding superiority in juvenile -delinquency and crime I cannot say. The paradox -is the more interesting because, as schoolmen are likely -to boast, the school is often used by the child as a refuge -from home and the street, as a place of sanctuary and -safety.</p> - -<p>Explanation is not easy. On the face of it, the socialization -of child-control tends to defeat its own ends. And it -tends to defeat its own ends because its instrument is an -unnatural environment which offers no field for the assumption -and discharge of natural responsibilities such -as develop in the circle of an adequate family life. It keeps -the young in a state that is tantamount to an artificial -prolongation of infancy.</p> - -<p><span class="pagenum" id="Page_12">[12]</span></p> - -<h2>III</h2> - -<p>Now, in terms of the mechanics of the social economy, -infants are parasites upon the body politic. They are -sheer consumers, producing nothing; and in the world of -nature they absorb the time and attention of adults only -until they are ready to produce for themselves what they -consume. The more complex the organism, the more highly -organized the nervous system and the social life of a -species, the longer the period of gestation, and the more -prolonged the dependence of the new-born and the young -on the parents. A dog will reach adulthood in about a -year. A human infant takes from eleven to fifteen years, -if we mean by adulthood what constitutes it biologically—namely, -sexual maturity. Birds and animals are ready -and able to fend for themselves some time before sexual -maturity sets in, and data are not lacking in the record -that manchildren—like Russia’s <i>bezprizorny</i> or waifs—also -can if need presses. But for all species alike, puberty -sets a term. It is the very latest season for the young to -leave the parental nest, to live their own lives and build -their own nests for themselves. This holds true also for the -vast majority of the human young, even under the protection -of industrialized society. At puberty they leave -school and go to work like their fathers before them, and -it is not long until they are entirely on their own, and -found families and repeat the cycle again like their fathers. -If the practice of society carries their social infancy -over into their physiological maturity, it does not -do so for very long. In essentials they enter into the heritage, -such as it is, of adulthood, while custom compels -the young of the privileged residual population to remain -in personal and social swaddling clothes.</p> - -<p>This compulsion is usually identified with “having advantages.” -It is exercised upon the young of the rich and -protected, not of the poor and unprotected. But because -the notion prevails that education is the chief if not the<span class="pagenum" id="Page_13">[13]</span> -sole instrument of democracy, and that every man, if he -has a chance, can be as good as his betters and is entitled -to the same rights and privileges, the number whom the -compulsion reaches has increased, since the beginning of -the century, well-nigh geometrically. Thus, between 1900 -and 1930 the high school population has multiplied ten-fold; -the total number of pupils today is between five and -six million. And more than a million young men and -women are enrolled in the colleges and universities. High -school and college are considered “advantages,” and the -essence of the advantage is a social infantilism imposed -upon a biological maturity.</p> - -<h2>IV</h2> - -<p>Though education is customarily described as “preparation -for life,” the ways and works of high schools and -colleges are so irrelevant to “life” that their prime -achievement remains perforce the prolongation of infancy. -They make adulthood harder to reach, not easier.</p> - -<p>What, socially, adulthood consists in, varies a good -deal from civilization to civilization and from age to age. -But everywhere, and at all times, it is grounded upon -sexual maturity and maintained on personal responsibility -for winning food, clothing, and shelter, and defending -one’s self against enemies and disease. Among primitive -people, adulthood is initiated by puberty and established -and confirmed by means of certain cruel and terrifying -rites through which boys and girls are inducted into the -society of men and women. Of these rites there survives -among us today only that form of sadism and <i>schadenfreude</i> -known as hazing, practiced by upperclassmen on -newcomers and by fraternity brothers on neophytes. In -the school tradition these cruelties are meaningless, but in -the rites of the primitive they compose a part, perhaps -a major part, of all the formal direct “education” the -young savage ever gets. They impose bitter fear and<span class="pagenum" id="Page_14">[14]</span> -exquisite pain which the elders require shall be unflinchingly -endured. During three weeks, more or less, primitives -torture their young. When they have finished, the -young are utterly initiate, finally and completely adults, -fully responsible members of their communities.</p> - -<p>Classical antiquity prolonged and rationalized this -initiatory period. Pain and endurance were imposed less -directly but, in one way or another, they were exacted. -The boys of Sparta were segregated from their women -folk in their seventh year and made charges of the state. -From their twelfth year to their eighteenth, they were in -the constant company of their elders, often their elders’ -favorite company. They collaborated in purveying food, -in hunting and in worship. In what time remained, they -prepared to practise war, the primary vocation of the -citizen. At eighteen, war became their exclusive concern. -In Athens, as in Sparta, formal schooling began at the -age of seven and ended with puberty at about sixteen. -Then the boy was presented at the Agora. He associated -freely with his contemporaries and elders, he trained at -the gymnasium, attended the law courts and the theatre. -He was an <i>ephebus</i>, and after two years he took the oath -of the <i>ephebus</i> and his name was written on the list of -free citizens. He had thereby left the jurisdiction of his -parents for the jurisdiction of the state. In Rome, a boy -entered upon the responsibility of manhood when he doffed -the <i>toga praetexta</i> and put on manhood’s dress. This was -during puberty, at about the age of fifteen. Before then -he had learned at home and in the Forum the arts of war -and the law of the Twelve Tables. After Roman life became -Hellenized, schools acquired a vogue; but unless a -boy was destined for public life, schooling ended at puberty. -Otherwise, a boy entered the Rhetoric School and -trained for his vocation. Among the Jews, a boy assumed -adult responsibility (he still does so, though it is now -merely religious) upon entering adolescence. He was then -<i>Bar Mitzvah</i>. He, and not his father, had become responsible<span class="pagenum" id="Page_15">[15]</span> -for his fulfilling the law and the commandments. He -underwent a short, formal, preliminary training, and on -the Sabbath following his birthday his father took him to -the synagogue and formally renounced responsibility for -his son’s life and works.</p> - -<p>So, among the primitives and the ancients, physiological -maturity was the occasion for signalizing and -establishing social responsibility, of entering into adulthood. -This is still the case among the churches. Ecclesiastical -citizenship is reached at puberty. Puberty is the time -when Catholic boys and girls are initiated by the priests -into the mystery of salvation and are endowed with the -responsibilities of the adult members of the religious community. -They undergo confirmation. Puberty is the time -arranged for the young of the evangelical sects to be convicted -of sin, to enter into grace, and to join the church. -Puberty is the time when secularized Jews celebrate <i>Bar -Mitzvah</i> as a merely religious event. In the definition of -adulthood, the churches are at one with the ancients.</p> - -<p>Almost equally so are the military establishments of -states. Military duty comes at a much earlier age than -civil responsibility. Modern industrial nations continue to -conscript their young at from sixteen to eighteen. Also, -the taxing power defines the young as self-supporting -members of the economic order at eighteen; at that age -exemption on their account ceases. For tax gatherers and -armies, as for religious sects, adulthood and sexual readiness -lie close together.</p> - -<p>And this readiness is recognized in women by custom -and law, which set the “age of consent” at puberty and -raise it nowhere beyond sixteen. Moreover the readiness -finds its purpose more largely than we imagine in marriage. -The United States census of 1920 shows that nearly -a quarter of all young people from fifteen to twenty-four -were married, and the proportion has not grown less since -then. Nor are these marriages confined to the poor. The -rich signalize their daughters’ readiness by “presenting<span class="pagenum" id="Page_16">[16]</span> -them to society” at from sixteen to eighteen; and there is -much rivalry among “debs” about getting married or at -least engaged during their first year “out.” The men of -this class, on the other hand, tend to marry much later, -while the average age of marriage for the “college bred” -of both sexes is unnaturally higher. The whole contrasts -sharply with the early marriage age of a hundred years -ago.</p> - -<h2>V</h2> - -<p>Personal distinction also seems to go with the assumption -of adulthood soon after puberty. Whether this is -attained through some special attitude or general ability -enchannelled by custom, opportunity, or accident in a particular -vocation, makes little difference. Poets, painters, -mathematicians, scientists, engineers, traders of distinction, -assume the professional attitude and the responsibility -of adulthood at an early age. Shelley, Keats, Bryant, -Peter Cooper, Thomas Jefferson, Benjamin Franklin, -George Eliot, Thomas Edison, Maxwell, Galileo, and -countless others of the great, all began young. Nelson -went to sea at twelve and commanded a ship at fifteen. His -contemporary captains in the American merchant marine -were boys of eighteen and nineteen. Much of the work of -the world continues to be done by men and women under -twenty-five. Prizefighters are old at thirty. It is a favorite -doctrine of representative American employers, such as -Henry Ford, that workingmen over forty are antiquated, -and to be scrapped. Did not the great Osler advise euthanasia -for all men over sixty? Nevertheless, the ruling personages -in the ruling classes—the captains of industry, -the masters of finance, the public officials, the judges, the -generals—are progressively older and older now. They are -men whose minds had matured and set while their bodies -were young, and whose policies derive from the unconscious -premise that what was modern and advanced in<span class="pagenum" id="Page_17">[17]</span> -their youth is necessarily so in their old age. They are the -elder statesmen who in their prolonged infancy rule the -world....</p> - -<h2>VI</h2> - -<p>If many of these elder statesmen rule by virtue of distinguished -ability and early adulthood, most do by virtue -of a privileged position that delays adulthood and prolongs -infancy more literally. The locus of this position is -the high school and the college, especially the college. -Owing to democracy, there has been a diffusion of some of -the privileges of this status to the children of the masses. -One of its marks is the war against child labor which we -have noted, and the progressively later age at which work -certificates are granted; another is the advancement, already -referred to, of the age of consent and the measures -for the protection of girls. Still another, and the most -signal, is the increase of the high school population from -the 300,000 of 1890 to the 5,000,000 of 1930, and the -corresponding growth of the body of college students. -Nevertheless the difference between the working young and -the young at school remains still the difference between -the responsibility of adulthood and the irresponsibility of -infancy. The difference increases with the income level. -The richer the class, the more likely are the young to be -kept in a state of social infancy, the longer is the time -delayed when they are permitted to assume the responsibilities -of adulthood.</p> - -<p>The secondary school and the college are by tradition -and practice instruments pat to the social postponement -of adulthood and the prolongation of social infancy.</p> - -<p>By and large, only those children enter high school who -do not need to work for a living. They enter about the -time that children of the residual world enter life, at -puberty. Their attending high school signalizes an invidious -distinction between them and their contemporaries,<span class="pagenum" id="Page_18">[18]</span> -for the high school has been from its beginning a mark of -“aristocracy.” Even the “commercial” high school, which -is yet of low esteem beside the high school preparing for -college, celebrates this invidious distinction. But the real -McCoy is the “college preparatory.” College sits <i>in excelsis</i>. -The topmost turn of the educational system, it sets -the standards and defines the ideal both of knowledge and -conduct. Secondary-school students consequently prepare -for college in a far completer way than is recognized. They -emulate and reproduce the whole pattern and structure of -“college life,” with its fraternities and other societies, its -athletics, its hidden sex interests, and all the rest. Indeed, -since the “educative process” worked by the schools is -defined from above downward, the colleges, which are for -the most part resorts where the well-to-do keep their -physiologically mature young in a state of personal irresponsibility -and social-economic dependence, set the -standard of education for the whole nation.</p> - -<p>Practice under this standard maintains a gulf between -the curriculum and student interests. The school work, as -the teacher sees it, makes up the “serious purpose” for -which schools and colleges exist. Yet here is what a boy -who believes in this serious purpose writes to the <i>New -York Times</i> about his education:</p> - -<div class="blockquot"> - -<p>“In a few weeks I will be handed a diploma, have my -hand shaken by sundry individuals, and then told that I -have been graduated from high school. I am supposed to -be educated. The city has provided me for some four years -with skilled teachers and expensive apparatus and told me, -‘Be conscientious in your studies and you shall know.’ I -know that I have been sincere, but I will tell a few things -I do not know.</p> - -<p>“I know by heart several slices of Shakespeare and -Browning, but I do not know how to write an ordinary -form letter that would be accepted by any business firm. -I know some irregular French verbs but if I were lost in -the streets of Paris I would not be able to ask my way<span class="pagenum" id="Page_19">[19]</span> -home. I can, ‘amo, amas, amat,’ also ‘en to oikio ton -anthropon horo,’ but I cannot keep the ledger in my -father’s place of business nor send out his monthly statements. -I am a member of the tennis team and know all -the quirks and tricks used in hitting a tennis ball, but I -do not know how to build a woodshed nor shingle a roof.</p> - -<p>“I know how to parse a sentence from Macaulay’s -essays, but I do not know how to light a match in the -wind or chop down a tree. I have studied economics until -my head is full of raw theories and long words, but I do -not know the name of the Alderman from our ward nor -the Congressman from our district, nor the political -creeds and platforms they have pledged themselves to -uphold. I can prove the square of the hypothenuse is -equal to the sum of the squares of the base and the perpendicular, -but I do not know how to hang a picture, put -in a pane of glass or paint a chair. I have studied chemistry -for a year and have received high marks, but I know -nothing of food values and gorge myself on what pleases -my palate. I received 85 per cent in English literature, -but I cannot get $15 per week writing news for a newspaper, -or write an acceptable advertisement, and my average -conversation is on the level of the tabloid. With the exception -of the Mayor, I do not know the names of the -other important officials of the City Government, but I -could at random name about 95 per cent of the prominent -movie actresses and actors, prizefighters and baseball -players.</p> - -<p>“Surely, some vital element is wholly missing from our -social system which provided for only a classical but not -for a practical education. I am taught a multitude of subjects, -but I am not taught how to apply them so that I -will be able to make a success of myself in my struggle -for and with life. Life so far as I have viewed it is rose-colored, -mellow and delightful, but I know that life is far -different than I see it at present. None of life’s sorrows, -pains or struggles have been my lot to embitter and mature -my ambitious mind. I have been led to regard life as -a nut that must be cracked to succeed, not as a long hard -swim with the odds becoming greater against you every<span class="pagenum" id="Page_20">[20]</span> -moment and if you stop struggling you sink and are gone.</p> - -<p>“I was educated according to the ancient formulas for -producing a scholar and a gentleman and I find I have -to work for a living. I have no taste nor love for hard -work, no habits for saving, no disposition to resist temptation -and no skill in doing anything the world is willing to -pay for. I am wholly untrained for efficiency, and before -I succeed in life I will have to undo most of what has been -taught to me in school.”</p> - -<p class="right">B. S.</p> -</div> - -<p>And this boy is very exceptional. For the school work -as the average student sees it, is the price in boredom -and discomfort which the system exacts and which he -somewhat unwillingly pays in return for the pleasure and -excitement of the activities known (and not known) as -extra-curricular. These and not his studies are what touch -the life of the student. And these are what the curriculum -excludes and teachers ignore until they present themselves -as disciplinary problems. The age of high school -and college is the age of poignant laboring over the ever-renewed -questions of luck and destiny, good and God and -evil, of groping after first and last things. It is the age -of upsurging sexual energies, of inevitable preoccupation -with sex in all its degrees and forms, from romantic love -to promiscuity, from fantasy to perversity. So far, however, -as the mechanisms of curriculum and instruction are -concerned, students are not males, not females, but sheer -intellects, uncontaminated by such a vital propulsion, or -by any of the others whose development, gratification, obstruction, -deviation, realization, or repression, compose -the dynamic units of personality in the living adolescent, -determining its timbre, emotional quality and behavior -pattern.</p> - -<p>For the most part there is no correspondence between -what the students spontaneously and directly want and -what the higher education provides. There is no opportunity<span class="pagenum" id="Page_21">[21]</span> -for the idealistic initiative, for generous self-discipline -and adventure, and for the accompanying responsibility -on matters of serious social import such as -adolescence craves and students do assume in backward -cultures like China or India or Russia or the countries of -continental Europe. Only athletics provides any occasion -for the play of emotion and the exercise of the responsibility -proper to an adult. But athletics is formally extra-curricular, -is a preoccupation of alumni, highly specialized -and professional among its practitioners, and to the -residual mass of the students a spectacle, not a vocation -or an activity.</p> - -<p>In essence, the secondary and tertiary academic establishments -impose a double life on the students that enter -them. One life is defined by the so-called “serious purpose” -of the higher education: the course of study, the -examination, the diplomas, the degrees. The other life is -defined by the psychological traits, the wants and the -frustrations of young people between the ages of fourteen -and twenty-four. One life is the life of the classroom. The -other life is the life of the fraternity or the sorority, the -club, the prom, the press, class-politics, “contacts” and -all the rest, including the “bull sessions.” To these, curriculum -and professor are mostly irrelevant; president and -dean affect them only as policemen affect corner gangs. -Yet these are what is meant by “college life.” In a word, -the correlation between the “serious purpose” of the academic -establishment and the ruling passion of the youthful -psyche is negative. “College life” and “serious purpose” of -schools and colleges are in conflict.</p> - -<p>Thus, authorities in secondary schools find obscene -notes being passed; notice masturbation, spy out chanceful -or organized petting parties; point to unnecessary -noises, desultory killing of time, smart-aleckism, and especially -to cheating. They make elaborate studies of disciplinary -situations and talk about bad home conditions, -natural meanness, and the like. But they ignore the fact<span class="pagenum" id="Page_22">[22]</span> -that they are themselves passing judgment on situations -in which they are active parties. How can the manifestations -of the overruling sex-urge be anything but illicit, -when school life is overtly organized as if sex were either -evil or non-existent? To whom are unnecessary noises unnecessary? -What else can one do with time but kill it -desultorily, when one’s ruling passions are ignored and -one is required to pay attention to matters one’s heart -cannot possibly be in? As for smart-aleckism and cheating—are -not those who succeed therein heroes in the eyes -of their peers? Do they not overcome an enemy and put -him in his place?</p> - -<h2>VII</h2> - -<p>Allowing for the small differences of tradition and maturity, -the situation is the same in the colleges. The ways -of an undergraduate community are determined by standards -which do not apply to men and women of the same -age who must work for their livings. For example, there -survives from the Middle Ages an antagonism between -gown and town. When this began it involved all the members -of the academic community—faculty even more than -students. It turned on conflicts over the very structure of -the municipal economy in the course of which “gownsmen” -established and vindicated their autonomous jurisdiction -over the persons, properties, and actions of their “own.” -College or university became a city within a city, sovereign -over all affairs affecting it, and privileged in the -national life. Today, faculty is for practical purposes a -part of “town.” “Gown” consists only of the body of -undergraduates. These often stand in a predatory relationship -to the residual community. They may steal signs, -fences, garments, and whatnot; they may destroy dishes, -furniture, and other property not their own—academic or -lay; they may brawl on the public street and on occasion -beat up policemen and citizens without being held responsible<span class="pagenum" id="Page_23">[23]</span> -as workers of the same age would be. They may -endeavor in every way to “beat the game” in relation to -their studies—wangle more cuts than they are entitled -to, hand in work as their own which is not their own, cheat -at examinations, and in every other possible way “put it -over” on the faculty. For an undergraduate to be serious -about the “serious purpose” of college, to be academically -law-abiding, to show an interest in studies, is at best to -be slightly declassé, at worst to be a greasy grind. Any -manifestation of friendliness to a teacher is “boot-licking.” -The total impression which undergraduate conduct makes -in the mass is of an underground class war between student -and faculty; and the traditional undergraduate code -is a warlike code, requiring students under all circumstances -whatsoever to stand by each other and against the -faculty. Even under an “honor system” a “squealer” is as -total a loss among students as among gangsters.</p> - -<p>In sum, tradition allows the college man certain privileges -and protects his abuse of them. Like the infant, he -is held not accountable for violations of the adult social -code. He is maintained in a state of infantile irresponsibility. -This state is even more significant, if not so conspicuous, -in the matter of the basic economy of life. For the -representative undergraduate does not keep himself. He -is kept. He does not earn his food and clothing and shelter -and entertainment. Again, like the infant, he is sheer consumer, -not producer; Veblen would call him an instrument -of “conspicuous consumption” and a foremost -avatar of the leisure class.</p> - -<p>As a community of consumers merely, a student body -is no more homogeneous than a community of producers. -Within the frame of similarity generated by the condition -of dependence there exist both the formal academic gradations -dividing year and year as rank and rank, and the -non-academic but “collegiate” gradations of caste and -class, interest and attitude. Every college, for example, -has its tiny liberal group, its sparse collection of students<span class="pagenum" id="Page_24">[24]</span> -who trouble themselves with social problems, international -relations, disarmament, and the like. This group is usually -looked upon as a troublemaking nuisance by the college -administration (the high point of this attitude may be -found in the University of Pittsburgh), and as “lousy” by -the <i>arbitres elegantiae</i> of undergraduate opinion. “Political -and social agitation,” declares a Yale senior who had -degraded himself by concern with such agitation, “is -frowned upon by undergraduate leaders, and consequently -relegated to the obscurity of almost clandestine off-campus -coteries.”</p> - -<p>To no small degree such coteries are made up of students -who are working their way through college, and -what is worse, Jews count heavily among them. Yet Jews -are the exception that prove the rule. Between 1920 and -1930, the tradition of a love of learning which they -brought to college has been dissipated. The adult responsibility -which they felt for the problems of their own -people and of the community at large, and which was -signalized by their membership in such organizations as -the Menorah Societies, the Zionist, the Liberal, or the -Social Questions Clubs, has been destroyed. As their numbers -grew, their fields of interest and modes of behavior -conformed more and more to the prevailing conventions -of undergraduate life. Although excluded by expanding -anti-Semitism from participation in that life, they reproduce -it, heightened, in an academic ghetto of fraternities, -sororities, and the like. And they emulate the invidious -distinctions they suffer from by projecting them upon the -Jews too proud, too poor, or too Jewish to be eligible for -“collegiate” secret societies of Jews.</p> - -<p>Because the dynamic distinctions within the academic -community are invidious only. College is not a republic of -letters but a plutocracy of fraternities, sororities, clubs, -and “activities.” Scholarship is no attribute of merit for -a student. Athletic prowess, especially if conspicuous, -could be; but the prepotent properties are wealth, sectarian<span class="pagenum" id="Page_25">[25]</span> -affiliations, and “contacts and connections.” These -delimit members of the fraternities and sororities. Since -initiation fees run from $50 to $1000, and membership is -correspondingly expensive, a rich father is the prime qualification -for the prospective “pledge.” Before pledging, -such a prospect is courted like a bride. Pledging is followed -by initiation, which often lasts months. It begins in -hazing and may grow into sadistic torture, recalling the -rites of the primitives. It culminates in a solemn self-dedication -with highfalutin’ vows whose practical application -to the subsequent daily life amounts to training in -the amenities (à la Emily Post); “loyalty” to “brothers” -in the competition for the cream in undergraduate activities -such as class-politics, proms, athletics, and the like; -collaboration, mostly illicit, with brothers and sisters to -insure their passing examinations or any other kind of -test; and most of all, in the facilitation of “contacts.”</p> - -<p>Thus the academic aristocracy are indoctrinated in the -academic “traditions” and equipped to watch over them. -These have primarily to do with the <i>mores</i> of garb and -conduct ordained for freshmen, with the prerogatives of -upperclassmen, such as wearing shorts and slickers, and -similar matters reminiscent of the primitives. If they are -moved by social and political questions at all, it is at times -of presidential elections, when national committees—Republican, -mostly—have been known to put a good deal of -money into corralling “the college vote.” In times of -strike, as during the Boston street railway strike, some -of the better-class Harvard undergraduates had almost -as much fun strike-breaking as they used to have rioting -after a rare football victory over Yale. But the record -hardly ever shows considered idealism, spontaneous, generous -giving of goods and self, such as one finds among -the students in Europe and Asia. The American undergraduate -makes the impression of a self-centered and -selfish creature, absorbed in trivialities, comfort-loving, -reactionary and irresponsible; in a word, infantile.</p> - -<p><span class="pagenum" id="Page_26">[26]</span></p> - -<h2>VIII</h2> - -<p>Graduates, recalling their college life, tend to fall into -two groups. One group see college as the happiest time of -their lives—and why should they not? This group composes -the backbone of the alumni associations, forever -whoops it up for “dear ol’ Whatsis,” and proves the life -of the party at alumni reunions, especially those where -good liquor is poured out in the hopeless effort to make -the man a boy again, while he stays a father too.</p> - -<p>By the other group, college is recalled as a waste of -time. The transition from the position of a kept and protected -favorite child into that of a grown man under the -imperative of having to earn his own keep has worked a -disillusionment. Instead of getting the job he believes his -degree entitles him to, he finds himself a superfluity in the -labor market. Employers are likely to speak of him as -bumptious, immature, undeveloped, a cub. He finds, even -for the simplest tasks, either that he must unlearn what -he has learned, or, if he is lucky, that he has no training -at all. He begins to regret his college life and to consider -that college has failed him. Thinking about it, as did -Philip Wylie, he realizes that “the serious purpose” of -college not only was not serious to him, but could not -have been. For, as the New York boy found already in -high school, the curriculum offers him no momentous living -option. The subject matter is irrelevant to all that is -dynamic in him, it lacks vital links with both the passions -of his heart and the actual world where, after college, he -must live and move and have his being. It is presented -mostly by persons to whom teaching is as much a disagreeable -penalty for the amenities of “scholarly” life as learning -is to the student for the amenities of college life. -Hence, the student seeks to pay the minimum penalty, -which is to pass his examination by any means whatsoever. -Sometimes the disillusion rises during undergraduate -years. Then there are editorials in the college papers.<span class="pagenum" id="Page_27">[27]</span> -Administrations are criticized, professors are graded, -courses are scored, abuses are denounced. Deans and faculties -squirm and are glad when the student interest in -education subsides. Fortunately such bursts of interest are -rare interludes. For the most part, it is faculties, not -students, who are agitated about education.</p> - -<p>And why should students be agitated about anything -still so monastic, that isolates nearly all of those who -enter upon it from the realities among which they expect -to spend their lives, and sustains them in a state of irresponsibility -and irrelevance? At an age when body and -mind cry out against infancy, “the higher education” prolongs -infancy; it sets up and maintains a conflict between -psychobiological adulthood and social childishness. In this -conflict “college life” has its fertile soil. It nourishes all -those psychological expressions which fall into the patterns -of undergraduate attitudes and behavior that are -designated by the word “collegiate.”</p> - -<p>An apt example of what “collegiate” has come to mean -in these United States broke into public view during the -fall of 1931. The occasion was an article from the pen -of the editor-in-chief of the <i>Spectator</i>, which is the student -daily paper at Columbia University in New York -City. The article was a serious and intelligent endeavor -by a student whose social maturity had by some stroke -of chance kept pace with his physiological adulthood, to -deal seriously with the realities of athletics, especially -football, at Columbia. It called for the public recognition -of football as the professional vocation it actually is, -and for ordaining coaches as reasonably-paid instructors -and not as super-salaried dictators. Of course the response -was anger, denunciation, threats against the writer. -Among the commentators was the alumni secretary. “The -editorial is nonsense,” he said. “The matter is complicated -but there are lots of reasons why the head football coach -should get a larger salary than a professor. The editor<span class="pagenum" id="Page_28">[28]</span> -of the <i>Spectator</i> is too serious-minded. He should be -more collegiate.”</p> - -<p>So standard is this usage of “collegiate” that the very -students whose habits sustain it, admonish each other: -“Oh, don’t be so collegiate,” and in one of the women’s -colleges—women’s, <i>nota bene</i>—“Don’t be collegiate” is a -commandment which upperclassmen deliver from the Sinai -of their seniority to freshmen entering.</p> - -<p>But so long as colleges are managed as they are managed, -and college teaching continues as and what it is, it -is impossible that students should not be, in one form or -another, collegiate—that is, adults conducting themselves -like children. For social adulthood consists in self-support -and self-management, in moral responsibility and intellectual -integrity. These are facilitated by physiological maturity -but are by no means identical with it. Physiological -maturity comes as an instinctive ripening, in the course -of nature. Social adulthood is a learned mode of behavior -in the social environment; a system of habits acquired, -not a state of the body grown into. This is why bodies -may grow up and grow old while minds and hearts remain -infantile. And this is why adulthood cannot be learned in -colleges as they are any more than swimming can be -learned on dry land; the medium is too different, too alien. -This is why such academic reformations as those at Harvard -or Wisconsin or Chicago are futile jugglings of the -same pieces, whereas what is required are new materials -and new forms. Antioch comes closer to putting the student -on his own as a self-supporting, self-managing adult, -but in Antioch the work on the job and the classes in the -college are far from the interfusion they require. Nevertheless, -Antioch points the hopeful direction of change for -colleges that desire to stop prolonging infancy and to -begin educating adults.</p> - -<hr class="chap x-ebookmaker-drop" /> - -<div class="chapter"> - -<p class="center">25 cents <span class="gap"> (35 cents in Canada)</span></p> - -<p class="center"><i>THE</i> JOHN DAY <i>PAMPHLETS</i></p> -</div> - -<div class="poetry-container"> -<div class="poetry"> -<div class="hangingindent"> -<p>   1. REBECCA WEST.<br /> - - - -<i>Arnold Bennett Himself.</i></p> - - -<p>   2. STUART CHASE.<br /> - - - -<i>Out of the Depression—and After: A<br /> -Prophecy.</i></p> - - -<p>   3. JOSEPH V. STALIN.<br /> - - - -<i>The New Russian Policy (June 23, 1931).</i></p> - - -<p>   4. NORMAN E. HIMES.<br /> - - - -<i>The Truth About Birth Control.</i></p> - - -<p>   5. WALTER LIPPMANN.<br /> - - - -<i>Notes on the Crisis.</i></p> - - -<p>   6. CHARLES A. BEARD.<br /> - - - -<i>The Myth of Rugged American Individualism.</i></p> - - -<p>   7. REXFORD GUY TUGWELL.<br /> - - - -<i>Mr. Hoover’s Economic Policy.</i></p> - - -<p>   8. HERMANN HAGEDORN.<br /> - - - -<i>The Three Pharaohs.</i></p> - - -<p>   9. M. H. HEDGES.<br /> - - - -<i>A Strikeless Industry.</i></p> - - -<p>10. GILBERT SELDES.<br /> - - - -<i>Against Revolution.</i></p> - - -<p>11. GEORGE S. COUNTS.<br /> - - - -<i>Dare the School Build a New Social<br /> -Order?</i> (Special, 64 pages.)</p> - - -<p>12. HENDRIK WILLEM VAN LOON.<br /> - - - -<i>To Have or to Be—Take Your Choice.</i></p> - - -<p>13. NORMAN THOMAS.<br /> - - - -<i>The Socialist Cure for a Sick Society.</i></p> - - -<p>14. H. G. WELLS.<br /> - - - -<i>What Should be Done—Now</i>:<br /> -A Memorandum on the World Situation.</p> - - -<p>15. V. F. CALVERTON.<br /> - - - -<i>For Revolution.</i></p> - - -<p>16. HORACE M. KALLEN.<br /> - - - -<i>College Prolongs Infancy.</i></p> -</div></div></div> - -<p class="ph1">THE JOHN DAY COMPANY</p> - -<p class="center">386 Fourth Avenue, New York</p> - - -<div style='display:block; margin-top:4em'>*** END OF THE PROJECT GUTENBERG EBOOK COLLEGE PROLONGS INFANCY ***</div> -<div style='text-align:left'> - -<div style='display:block; margin:1em 0'> -Updated editions will replace the previous one—the old editions will -be renamed. -</div> - -<div style='display:block; margin:1em 0'> -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the United -States without permission and without paying copyright -royalties. Special rules, set forth in the General Terms of Use part -of this license, apply to copying and distributing Project -Gutenberg™ electronic works to protect the PROJECT GUTENBERG™ -concept and trademark. Project Gutenberg is a registered trademark, -and may not be used if you charge for an eBook, except by following -the terms of the trademark license, including paying royalties for use -of the Project Gutenberg trademark. If you do not charge anything for -copies of this eBook, complying with the trademark license is very -easy. You may use this eBook for nearly any purpose such as creation -of derivative works, reports, performances and research. Project -Gutenberg eBooks may be modified and printed and given away—you may -do practically ANYTHING in the United States with eBooks not protected -by U.S. copyright law. Redistribution is subject to the trademark -license, especially commercial redistribution. -</div> - -<div style='margin-top:1em; font-size:1.1em; text-align:center'>START: FULL LICENSE</div> -<div style='text-align:center;font-size:0.9em'>THE FULL PROJECT GUTENBERG LICENSE</div> -<div style='text-align:center;font-size:0.9em'>PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK</div> - -<div style='display:block; margin:1em 0'> -To protect the Project Gutenberg™ mission of promoting the free -distribution of electronic works, by using or distributing this work -(or any other work associated in any way with the phrase “Project -Gutenberg”), you agree to comply with all the terms of the Full -Project Gutenberg™ License available with this file or online at -www.gutenberg.org/license. -</div> - -<div style='display:block; font-size:1.1em; margin:1em 0; font-weight:bold'> -Section 1. General Terms of Use and Redistributing Project Gutenberg™ electronic works -</div> - -<div style='display:block; margin:1em 0'> -1.A. By reading or using any part of this Project Gutenberg™ -electronic work, you indicate that you have read, understand, agree to -and accept all the terms of this license and intellectual property -(trademark/copyright) agreement. If you do not agree to abide by all -the terms of this agreement, you must cease using and return or -destroy all copies of Project Gutenberg™ electronic works in your -possession. If you paid a fee for obtaining a copy of or access to a -Project Gutenberg™ electronic work and you do not agree to be bound -by the terms of this agreement, you may obtain a refund from the person -or entity to whom you paid the fee as set forth in paragraph 1.E.8. -</div> - -<div style='display:block; margin:1em 0'> -1.B. “Project Gutenberg” is a registered trademark. It may only be -used on or associated in any way with an electronic work by people who -agree to be bound by the terms of this agreement. There are a few -things that you can do with most Project Gutenberg™ electronic works -even without complying with the full terms of this agreement. See -paragraph 1.C below. There are a lot of things you can do with Project -Gutenberg™ electronic works if you follow the terms of this -agreement and help preserve free future access to Project Gutenberg™ -electronic works. See paragraph 1.E below. -</div> - -<div style='display:block; margin:1em 0'> -1.C. The Project Gutenberg Literary Archive Foundation (“the -Foundation” or PGLAF), owns a compilation copyright in the collection -of Project Gutenberg™ electronic works. Nearly all the individual -works in the collection are in the public domain in the United -States. If an individual work is unprotected by copyright law in the -United States and you are located in the United States, we do not -claim a right to prevent you from copying, distributing, performing, -displaying or creating derivative works based on the work as long as -all references to Project Gutenberg are removed. Of course, we hope -that you will support the Project Gutenberg™ mission of promoting -free access to electronic works by freely sharing Project Gutenberg™ -works in compliance with the terms of this agreement for keeping the -Project Gutenberg™ name associated with the work. You can easily -comply with the terms of this agreement by keeping this work in the -same format with its attached full Project Gutenberg™ License when -you share it without charge with others. -</div> - -<div style='display:block; margin:1em 0'> -1.D. The copyright laws of the place where you are located also govern -what you can do with this work. Copyright laws in most countries are -in a constant state of change. If you are outside the United States, -check the laws of your country in addition to the terms of this -agreement before downloading, copying, displaying, performing, -distributing or creating derivative works based on this work or any -other Project Gutenberg™ work. The Foundation makes no -representations concerning the copyright status of any work in any -country other than the United States. -</div> - -<div style='display:block; margin:1em 0'> -1.E. Unless you have removed all references to Project Gutenberg: -</div> - -<div style='display:block; margin:1em 0'> -1.E.1. The following sentence, with active links to, or other -immediate access to, the full Project Gutenberg™ License must appear -prominently whenever any copy of a Project Gutenberg™ work (any work -on which the phrase “Project Gutenberg” appears, or with which the -phrase “Project Gutenberg” is associated) is accessed, displayed, -performed, viewed, copied or distributed: -</div> - -<blockquote> - <div style='display:block; margin:1em 0'> - This eBook is for the use of anyone anywhere in the United States and most - other parts of the world at no cost and with almost no restrictions - whatsoever. You may copy it, give it away or re-use it under the terms - of the Project Gutenberg License included with this eBook or online - at <a href="https://www.gutenberg.org">www.gutenberg.org</a>. If you - are not located in the United States, you will have to check the laws - of the country where you are located before using this eBook. - </div> -</blockquote> - -<div style='display:block; margin:1em 0'> -1.E.2. If an individual Project Gutenberg™ electronic work is -derived from texts not protected by U.S. copyright law (does not -contain a notice indicating that it is posted with permission of the -copyright holder), the work can be copied and distributed to anyone in -the United States without paying any fees or charges. If you are -redistributing or providing access to a work with the phrase “Project -Gutenberg” associated with or appearing on the work, you must comply -either with the requirements of paragraphs 1.E.1 through 1.E.7 or -obtain permission for the use of the work and the Project Gutenberg™ -trademark as set forth in paragraphs 1.E.8 or 1.E.9. -</div> - -<div style='display:block; margin:1em 0'> -1.E.3. If an individual Project Gutenberg™ electronic work is posted -with the permission of the copyright holder, your use and distribution -must comply with both paragraphs 1.E.1 through 1.E.7 and any -additional terms imposed by the copyright holder. Additional terms -will be linked to the Project Gutenberg™ License for all works -posted with the permission of the copyright holder found at the -beginning of this work. -</div> - -<div style='display:block; margin:1em 0'> -1.E.4. Do not unlink or detach or remove the full Project Gutenberg™ -License terms from this work, or any files containing a part of this -work or any other work associated with Project Gutenberg™. -</div> - -<div style='display:block; margin:1em 0'> -1.E.5. Do not copy, display, perform, distribute or redistribute this -electronic work, or any part of this electronic work, without -prominently displaying the sentence set forth in paragraph 1.E.1 with -active links or immediate access to the full terms of the Project -Gutenberg™ License. -</div> - -<div style='display:block; margin:1em 0'> -1.E.6. You may convert to and distribute this work in any binary, -compressed, marked up, nonproprietary or proprietary form, including -any word processing or hypertext form. However, if you provide access -to or distribute copies of a Project Gutenberg™ work in a format -other than “Plain Vanilla ASCII” or other format used in the official -version posted on the official Project Gutenberg™ website -(www.gutenberg.org), you must, at no additional cost, fee or expense -to the user, provide a copy, a means of exporting a copy, or a means -of obtaining a copy upon request, of the work in its original “Plain -Vanilla ASCII” or other form. Any alternate format must include the -full Project Gutenberg™ License as specified in paragraph 1.E.1. -</div> - -<div style='display:block; margin:1em 0'> -1.E.7. Do not charge a fee for access to, viewing, displaying, -performing, copying or distributing any Project Gutenberg™ works -unless you comply with paragraph 1.E.8 or 1.E.9. -</div> - -<div style='display:block; margin:1em 0'> -1.E.8. You may charge a reasonable fee for copies of or providing -access to or distributing Project Gutenberg™ electronic works -provided that: -</div> - -<div style='margin-left:0.7em;'> - <div style='text-indent:-0.7em'> - • You pay a royalty fee of 20% of the gross profits you derive from - the use of Project Gutenberg™ works calculated using the method - you already use to calculate your applicable taxes. The fee is owed - to the owner of the Project Gutenberg™ trademark, but he has - agreed to donate royalties under this paragraph to the Project - Gutenberg Literary Archive Foundation. Royalty payments must be paid - within 60 days following each date on which you prepare (or are - legally required to prepare) your periodic tax returns. Royalty - payments should be clearly marked as such and sent to the Project - Gutenberg Literary Archive Foundation at the address specified in - Section 4, “Information about donations to the Project Gutenberg - Literary Archive Foundation.” - </div> - - <div style='text-indent:-0.7em'> - • You provide a full refund of any money paid by a user who notifies - you in writing (or by e-mail) within 30 days of receipt that s/he - does not agree to the terms of the full Project Gutenberg™ - License. You must require such a user to return or destroy all - copies of the works possessed in a physical medium and discontinue - all use of and all access to other copies of Project Gutenberg™ - works. - </div> - - <div style='text-indent:-0.7em'> - • You provide, in accordance with paragraph 1.F.3, a full refund of - any money paid for a work or a replacement copy, if a defect in the - electronic work is discovered and reported to you within 90 days of - receipt of the work. - </div> - - <div style='text-indent:-0.7em'> - • You comply with all other terms of this agreement for free - distribution of Project Gutenberg™ works. - </div> -</div> - -<div style='display:block; margin:1em 0'> -1.E.9. If you wish to charge a fee or distribute a Project -Gutenberg™ electronic work or group of works on different terms than -are set forth in this agreement, you must obtain permission in writing -from the Project Gutenberg Literary Archive Foundation, the manager of -the Project Gutenberg™ trademark. Contact the Foundation as set -forth in Section 3 below. -</div> - -<div style='display:block; margin:1em 0'> -1.F. -</div> - -<div style='display:block; margin:1em 0'> -1.F.1. Project Gutenberg volunteers and employees expend considerable -effort to identify, do copyright research on, transcribe and proofread -works not protected by U.S. copyright law in creating the Project -Gutenberg™ collection. Despite these efforts, Project Gutenberg™ -electronic works, and the medium on which they may be stored, may -contain “Defects,” such as, but not limited to, incomplete, inaccurate -or corrupt data, transcription errors, a copyright or other -intellectual property infringement, a defective or damaged disk or -other medium, a computer virus, or computer codes that damage or -cannot be read by your equipment. -</div> - -<div style='display:block; margin:1em 0'> -1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the “Right -of Replacement or Refund” described in paragraph 1.F.3, the Project -Gutenberg Literary Archive Foundation, the owner of the Project -Gutenberg™ trademark, and any other party distributing a Project -Gutenberg™ electronic work under this agreement, disclaim all -liability to you for damages, costs and expenses, including legal -fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT -LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE -PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE FOUNDATION, THE -TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE -LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR -INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH -DAMAGE. -</div> - -<div style='display:block; margin:1em 0'> -1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a -defect in this electronic work within 90 days of receiving it, you can -receive a refund of the money (if any) you paid for it by sending a -written explanation to the person you received the work from. If you -received the work on a physical medium, you must return the medium -with your written explanation. The person or entity that provided you -with the defective work may elect to provide a replacement copy in -lieu of a refund. If you received the work electronically, the person -or entity providing it to you may choose to give you a second -opportunity to receive the work electronically in lieu of a refund. If -the second copy is also defective, you may demand a refund in writing -without further opportunities to fix the problem. -</div> - -<div style='display:block; margin:1em 0'> -1.F.4. Except for the limited right of replacement or refund set forth -in paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO -OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT -LIMITED TO WARRANTIES OF MERCHANTABILITY OR FITNESS FOR ANY PURPOSE. -</div> - -<div style='display:block; margin:1em 0'> -1.F.5. Some states do not allow disclaimers of certain implied -warranties or the exclusion or limitation of certain types of -damages. If any disclaimer or limitation set forth in this agreement -violates the law of the state applicable to this agreement, the -agreement shall be interpreted to make the maximum disclaimer or -limitation permitted by the applicable state law. The invalidity or -unenforceability of any provision of this agreement shall not void the -remaining provisions. -</div> - -<div style='display:block; margin:1em 0'> -1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the -trademark owner, any agent or employee of the Foundation, anyone -providing copies of Project Gutenberg™ electronic works in -accordance with this agreement, and any volunteers associated with the -production, promotion and distribution of Project Gutenberg™ -electronic works, harmless from all liability, costs and expenses, -including legal fees, that arise directly or indirectly from any of -the following which you do or cause to occur: (a) distribution of this -or any Project Gutenberg™ work, (b) alteration, modification, or -additions or deletions to any Project Gutenberg™ work, and (c) any -Defect you cause. -</div> - -<div style='display:block; font-size:1.1em; margin:1em 0; font-weight:bold'> -Section 2. Information about the Mission of Project Gutenberg™ -</div> - -<div style='display:block; margin:1em 0'> -Project Gutenberg™ is synonymous with the free distribution of -electronic works in formats readable by the widest variety of -computers including obsolete, old, middle-aged and new computers. It -exists because of the efforts of hundreds of volunteers and donations -from people in all walks of life. -</div> - -<div style='display:block; margin:1em 0'> -Volunteers and financial support to provide volunteers with the -assistance they need are critical to reaching Project Gutenberg™’s -goals and ensuring that the Project Gutenberg™ collection will -remain freely available for generations to come. In 2001, the Project -Gutenberg Literary Archive Foundation was created to provide a secure -and permanent future for Project Gutenberg™ and future -generations. To learn more about the Project Gutenberg Literary -Archive Foundation and how your efforts and donations can help, see -Sections 3 and 4 and the Foundation information page at www.gutenberg.org. -</div> - -<div style='display:block; font-size:1.1em; margin:1em 0; font-weight:bold'> -Section 3. Information about the Project Gutenberg Literary Archive Foundation -</div> - -<div style='display:block; margin:1em 0'> -The Project Gutenberg Literary Archive Foundation is a non-profit -501(c)(3) educational corporation organized under the laws of the -state of Mississippi and granted tax exempt status by the Internal -Revenue Service. The Foundation’s EIN or federal tax identification -number is 64-6221541. Contributions to the Project Gutenberg Literary -Archive Foundation are tax deductible to the full extent permitted by -U.S. federal laws and your state’s laws. -</div> - -<div style='display:block; margin:1em 0'> -The Foundation’s business office is located at 809 North 1500 West, -Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up -to date contact information can be found at the Foundation’s website -and official page at www.gutenberg.org/contact -</div> - -<div style='display:block; font-size:1.1em; margin:1em 0; font-weight:bold'> -Section 4. Information about Donations to the Project Gutenberg Literary Archive Foundation -</div> - -<div style='display:block; margin:1em 0'> -Project Gutenberg™ depends upon and cannot survive without widespread -public support and donations to carry out its mission of -increasing the number of public domain and licensed works that can be -freely distributed in machine-readable form accessible by the widest -array of equipment including outdated equipment. Many small donations -($1 to $5,000) are particularly important to maintaining tax exempt -status with the IRS. -</div> - -<div style='display:block; margin:1em 0'> -The Foundation is committed to complying with the laws regulating -charities and charitable donations in all 50 states of the United -States. Compliance requirements are not uniform and it takes a -considerable effort, much paperwork and many fees to meet and keep up -with these requirements. We do not solicit donations in locations -where we have not received written confirmation of compliance. To SEND -DONATIONS or determine the status of compliance for any particular state -visit <a href="https://www.gutenberg.org/donate/">www.gutenberg.org/donate</a>. -</div> - -<div style='display:block; margin:1em 0'> -While we cannot and do not solicit contributions from states where we -have not met the solicitation requirements, we know of no prohibition -against accepting unsolicited donations from donors in such states who -approach us with offers to donate. -</div> - -<div style='display:block; margin:1em 0'> -International donations are gratefully accepted, but we cannot make -any statements concerning tax treatment of donations received from -outside the United States. U.S. laws alone swamp our small staff. -</div> - -<div style='display:block; margin:1em 0'> -Please check the Project Gutenberg web pages for current donation -methods and addresses. Donations are accepted in a number of other -ways including checks, online payments and credit card donations. To -donate, please visit: www.gutenberg.org/donate -</div> - -<div style='display:block; font-size:1.1em; margin:1em 0; font-weight:bold'> -Section 5. General Information About Project Gutenberg™ electronic works -</div> - -<div style='display:block; margin:1em 0'> -Professor Michael S. Hart was the originator of the Project -Gutenberg™ concept of a library of electronic works that could be -freely shared with anyone. For forty years, he produced and -distributed Project Gutenberg™ eBooks with only a loose network of -volunteer support. -</div> - -<div style='display:block; margin:1em 0'> -Project Gutenberg™ eBooks are often created from several printed -editions, all of which are confirmed as not protected by copyright in -the U.S. unless a copyright notice is included. Thus, we do not -necessarily keep eBooks in compliance with any particular paper -edition. -</div> - -<div style='display:block; margin:1em 0'> -Most people start at our website which has the main PG search -facility: <a href="https://www.gutenberg.org">www.gutenberg.org</a>. -</div> - -<div style='display:block; margin:1em 0'> -This website includes information about Project Gutenberg™, -including how to make donations to the Project Gutenberg Literary -Archive Foundation, how to help produce our new eBooks, and how to -subscribe to our email newsletter to hear about new eBooks. -</div> - -</div> -</body> -</html> diff --git a/old/68570-h/images/cover.jpg b/old/68570-h/images/cover.jpg Binary files differdeleted file mode 100644 index 5fc6f5b..0000000 --- a/old/68570-h/images/cover.jpg +++ /dev/null diff --git a/old/68570-h/images/i_title.jpg b/old/68570-h/images/i_title.jpg Binary files differdeleted file mode 100644 index 596061f..0000000 --- a/old/68570-h/images/i_title.jpg +++ /dev/null |
