ABSTRACT
The problem of the common schools in a democracy has reached only its first stage when they are provided for everybody. Until what shall be taught and how it is taught is settled upon the basis of formation of the scientific attitude, the so-called educational work of schools is a dangerously hit-or-miss affair as far as democracy is concerned. The author grew up in Harlem believing that school was a temporary respite for adults who needed to get rid of the kids for awhile in order to attend to the worrisome details of grown-up life. On the first day of school, each child was given a civic duty. Mine was to direct traffic during comings and goings. That meant working at street crossings in the morning, at lunch hour, and at the end of the school day—four times a day directing others. School didn't mean an escape from others, or even from himself.
