CHAPTER XXXIV INEFFECTIVE AND EFFECTIVE WAYS OF COMBATING ALCOHOLISM Wherever the Stars and Stripes fly over school buildings it is made compulsory to teach the evils of alcoholism. For nearly a generation the great majority of school children of the United States have been taught that alcohol, in however small quantities, is a poison and a menace to personal and national health and prosperity. Yet during this very period the per capita consumption of every kind of alcoholic beverage has increased. Whereas 16.49 gallons of spirituous liquors were consumed per capita of population in 1896, 22.27 gallons were used in 1906. Obviously the results of methods hitherto in vogue for combating alcoholism are disappointing. Why this paradoxical relation of precept to practice? Why is this, the most hygiene-instructed country in the world, the Elysium of the patent-medicine and cocaine traffic? If we have only the expected divergence of achievement from ideal, then there is nothing for us to do but to congratulate ourselves and posterity upon the part played by compulsory legislation in committing all states and territories to hygiene instruction in all public schools. If, on the other hand, our disappointment is due to ineffective method, then the next step is to change our method. The chief purpose of school hygiene has hitherto been not to promote personal and community health, but to lessen the use of alcohol and tobacco. Arguments were required against whisky, beer, cigars, and cigarettes. As the strongest arguments would probably make the most lasting impression upon the school child and the best profits for author and bookseller, writers vied with one another in the rhetoric and hyperbole of platform agitation. What effect would it have upon you if you were exhorted frequently during the next eight years to avoid tobacco because a mother once killed a child by washing its head in tobacco water? What is the effect on the mind of a boy or a girl who sees that the family doctor, the minister, the teacher, the judge, the governor, the President, and the philanthropist use tobacco and alcoholic beverages, when taught that "boys who use tobacco and alcoholic beverages will find closed in their faces the doors to strength, good health, skill in athletics, good scholarship, long life, best companions, many business positions, highest success"? It is probably true that "a boy once drank some whisky from a flask and died within a few hours." But that story is about as typical of boys and of whisky as that a boy once drank whisky from a flask and did not die for ninety years afterwards, or that George Washington drank whisky and became the Father of his Country. How special pleading has dominated the teaching of school hygiene is illustrated by a recent book which, for the most part, successfully breaks away from the narrow point of view and the crude methods hitherto prevailing. It presents the following facts concerning New York City: Police courts, jails, workhouses, reformatories 10,821 133,749 $10,199,206 1,310,411 4,754,380 It is fair to the author to state that she does not declare in so many words that the shutting up of the saloons would obviate all the arrests and all the hospital, jail, and charity bills. Instead of wipe out she says shrivel. No truth would have been lost by avoiding all misrepresentation. The author probably felt as I did when I took my total abstainer's protest to a celebrated scientist who had exposed certain misstatements regarding the effect of small quantities of alcohol: "Is not the untruth of these exaggerated statements less dangerous than the untruth of dispassionate, scientific statement? So long as the child mind takes in only an impression, is it not better to write this impression indelibly?" He sadly but indulgently replied, "And in what other studies would you substitute exaggeration for truth?" The reaction has already begun against exaggeration in hygiene text-books, against drawing lessons from accidental or exceptional cases of excessive use of alcohol, against classing moderate drinking and smoking with drunkenness as sins of equal magnitude, and against overlooking grave social and industrial evils that threaten children far earlier and more frequently than do tobacco and alcohol. Instead of adding an ell to the truth, text-book writers are now adding only an inch or two at a time. No longer do we favor highly colored charts that picture in purple, green, and black the effect of stimulants and narcotics upon the heart and brain, the stomach, the liver, the knee, and the eardrum, assuming that all resultant evils are concentrated in one organ. Menacing habits, such as overeating and indulgence in self-pity, are beginning to receive attention. It is also true that physiology and anatomy are progressively made more interesting. Publishers are looking for the utmost originality compatible with the purpose of the present laws and with the only effective public sentiment that has hitherto been interested in the interpretation of those laws. A score of improvements in the method of carrying out a small ideal will not take the place of enlarging that ideal. If existing laws stand in the way of broadening the purpose of school hygiene, let the laws be changed. If text-book publishers stand in the way, let us induce or compel them to get out of the way. If we fear rumsellers, their money, and the insidious political methods that they might employ to bring in undertruth if overtruth is once sacrificed, let us go to our communities and locate the rumseller's guns, draw their fire, tell the truth about their opposition, and educate the public to overcome it. If, on the other hand, misguided teetotalism stands in the way, then, as one teetotaler, I suggest that we prove, as we can, in our respective communities that there is a better way of inculcating habits of temperance and self-restraint than by telling untruths, overtruths, or half truths about alcohol and tobacco. Let us prove, as we can, that a subject vital to every individual, to every industry, and to every government is now prevented from fulfilling its mission not by its enemies but by its friends. We can learn the character of hygiene instruction in our schools and the interest taken in it by teachers, principals, and superintendents. We can learn how teachers practice hygiene at school, and how the children of our communities are affected by the hygiene instruction now given. Finally, we can compel a public discussion of the facts, and action in accordance with facts. Without questioning anybody's avowed motive, we can learn how big that motive is and how adequate or inadequate is the method of executing it. Alcohol and tobacco really occupy but a very small share of the interest and attention of even those men and women by whom they are habitually used. Hygiene, on the other hand, is of constant, uninterrupted concern. Why, therefore, should it be planned to have alcohol and tobacco displace the broader subject of personal and public hygiene in the attention and interest of children throughout the school life? Beyond the text-book and schoolroom a thousand influences are at work to teach the social evils, the waste of energy, and the unhappiness that always accompany the excessive use- and frequently result from a moderate use -of stimulants and narcotics. Of the many reasons for not drinking and smoking, physiology gives those that least interest and impress the child. The secondary effects, rather than the immediate effects, are those that determine a child's action. Most of the direct physiological effects are, in the majority of instances, less serious in themselves than the effects of overeating, of combining milk with acids, of eating irregularly, of neglecting constipation. Were it not for the social and industrial consequences of drunkenness and nicotinism, it is doubtful if the most lurid picture of fatty degeneration, alcoholic consumption, hardened liver, inactive stomach lining, would outweigh the pleasing -and deceiving - sensations of alcoholic beverages and cigarettes. The strong appeal to the child or man is the effect these habits have upon his mother, his employer, his wife, his children. The vast majority of us will avoid or stop using anything that makes us offensive to those with whom we are most intimately associated, and to those upon whom our professional and industrial promotion depends. Children will profit from drill in and out of school in the science of avoiding offense and of giving happiness, but unless the categories — acts that give offense and acts that give happiness—are wide enough to include the main acts committed in the normal relations of son, companion, employer, husband, father, and citizen, those who set out to avoid alcohol and tobacco find themselves ill equipped to carry the obligations of a temperate, law-abiding citizen. Things do not happen as described in the early text-book. Other things not mentioned hinder progress and happiness. The child at work resents the mis-education received at school and suspects that he has been following false gods. The enemies that cause him trouble come from unexpected sources. He finds it infinitely easier to eschew alcohol and tobacco than to avoid living conditions that insidiously undermine his aversion to stimulants and narcotics. The reasons for avoiding stimulants in the interest of others are more |