In our group the centre of consciousness is transferred from our private to our associate life. Thus through our group activities does neighborhood life become a preparation for neighborhood life; thus does it prepare us for the pouring out of strength and strain and effort in the common cause.
Then the consciousness of the solidarity of the group leads directly to a sense of responsibility, responsibility in a group and for a group. Sooner or later everyone in a democracy must ask himself, what am I worth to society? Our effort in the Centres is to help the birth of that moment. This is the social lesson: for people to understand that their every act, their work, their home-life, the kind of recreation they demand, the kind of newspapers they read, the bearing of their children, the bringing up of their children—that all these so-called private acts create the city in which they live. It is not just when we vote, or meet together in political groups, or when we take part in some charitable or philanthropic or social scheme, that we are performing our duty to society. Every single act of our life should be looked at as a social act.
Moreover, we learn responsibility for our group as well as to our group. We used to think, “I must do right no matter what anyone else does.” Now we know how little that exhausts our duty; we must feel an equally keen responsibility for our whole group.
These then are the lessons which we hope group activities will teach—solidarity, responsibility and initiative—how to take one’s place worthily in a self-directed, self-governing community.
In the first year of one of our Boston Centres, the people of a certain nationality asked if they might meet regularly at the Centre. At their first meeting, however, they broke up without accomplishing anything, without even deciding to meet again, simply because those present had never learned how to do things with other people. Each man seemed a little island by himself. They explained to me the fact that they made no plans for further meeting by saying that they found they did not know parliamentary law, and some of them must learn parliamentary law before they could organize. I did not feel, however, that that was the real reason. I was sure it was because they had never been accustomed to do things in groups—they had probably never belonged to a basketball team or a dramatic club—and we have to learn the trick of association as we have to learn anything else.
But the Centres prepare for citizenship not only by group activities but also by direct civic teaching. This takes the form not only of lectures, classes in citizenship, but also of societies like the “junior city councils” or the “legislatures” where municipal and state questions are discussed, and young men’s and young women’s civic clubs. And it must be remembered that the chief value of these clubs is not the information acquired, not even the interest aroused, but the lesson learned of genuine discussion with all the advantages therefrom.148
But I have written as if it were our young people who were to be educated by the group activities of the Centres, as if the young people were to have the training for democracy and the older people the exercise of democracy. Nothing could be further from my thoughts. The training for democracy can never cease while we exercise democracy. We older ones need it exactly as much as the younger ones. That education is a continuous process is a truism. It does not end with graduation day; it does not end when “life” begins. Life and education must never be separated. We must have more life in our universities, more education in our life. Chesterton says of H. G. Wells, “One can lie awake nights and hear him grow.” That it might be said of all of us! We need education all the time and we all need education. The “ignorant vote” does not (or should not) mean the vote of the ignorant, we get an ignorant vote very often from educated people; an ignorant vote means ignorance of some particular subject.
A successful business man said to me the other day, “I graduated from college with honors, but all I learned there has done me little good directly. What I got out of college was an attitude towards life: that life was a matter of constantly learning, that my education had begun and was going on as long as I lived.” Then he went on to say, “This is the attitude I want somehow to get into my factory. Boys and girls come to me with the idea, ‘School is over, learning is behind me, now work begins.’ This is all wrong. I am now planning a school in connection with my factory, not primarily on account of what they will learn in the school, but in order to make them see that their life of steady learning is just beginning and that their whole career depends on their getting this attitude.” Now this is what we want the Centres to do for people: to help them acquire the attitude of learning, to make them see that education is for life, that it is as valuable for adults as for young people.
We have many forms of adult education: extension courses, continuation and night schools, correspondence schools, courses in settlements, Young Men’s Christian Associations
