An interesting contrast can be drawn here between the practice in England and in the United States. In England vast sums of money make a free education accessible to certain selected individuals. The higher schools are not free to all comers, as ours are, but a bright boy—it is usually only the boy—who can pass a competitive examination is given a stipend, which provides his tuition and often enough more to get books and, if necessary, pay for transportation. The English theory is that it is the duty of the public to pay for selected boys, but not for boys in general. To the American it seems a little hazardous to select the leaders of the nation by competitive examinations given to eleven-year-old boys. On the other hand, the English think of our plan as wasteful because we postpone selection longer than they think we should. The contrast here pointed out is enough to draw our attention to the unique attitude of American schools, which are free to all and in this sense far more democratic than the higher schools of any European country.
American Public Schools Secular
Finally, we may point out that our schools are secular. Some of our own fellow countrymen do not believe in secular schools. We are familiar with the practice of organizing parochial schools. France and England have in recent years purchased secularization of their schools after long and bitter controversy. Germany gives instruction in religion as an important part of every course of study. In some sections of Germany the distinction between religious beliefs is carried into the school organization in such a way that one finds public schools set aside for the children of this and that sect. In all schools the pupil has a right to instruction in his own particular type of religion.
In the United States the complete democratization of the schools has been possible because differences in religion have been rigidly excluded. There is a common body of knowledge which can be administered in public schools without involving religion. The decision for such a separation was made long ago in this country and is one of the characteristic facts in our school system as well as in our general civic life.
The School System and its Domination of the Teacher
The facts outlined in this chapter ought to create in the mind of the reader a vivid notion of what is meant by the words “school system.” The schools of America or any other country have a kind of colossal personality. The teacher who teaches a fifth grade or a sixth grade or a high-school class does not determine the character of the education given at these points in the system. To be sure, the teacher can do his or her work effectively or inefficiently. The special methods employed may be well or ill adapted to their ends. But above and beyond the individual teacher is the system which controls the pupil’s progress in many subtle ways and determines all the main lines of his training. The teacher who would succeed must understand this larger influence. Especially is it necessary that the teacher who aims to contribute to the rational development of the system through the scientific study of detailed problems become acquainted with the present characteristics of the system and comprehend something of the conditions which have produced these characteristics.
EXERCISES AND READINGS
Among textbooks there are such striking differences that the student will be able after even a superficial analysis to see that their authors had very different ideas about the use of texts. Find a textbook which is intended to give the pupil a start in a study rather than a complete discussion of the subject. Find a text which is intended to be learned rather than merely read. What parts of a textbook are addressed to the teacher and constitute teaching devices rather than material for students?
Contrast the ways in which different teachers use textbooks. Are there teachers who neglect the book very largely? When should a teacher lecture? Find specific examples of lessons which can best be taught (1) by questions and answers, (2) by written work, and (3) by lectures.
With regard to a given high school it is important to find out when it was established. What was its first course of study?