The Americans

by Hugo Münsterberg

Interesting statistics recently gathered at Harvard University show that its graduates are also not holding their own. Out of 881 students who were graduated more than twenty-five years ago, 634 are married, and they have 1,262 children. On the probable assumption that they will have no more children, and that these are half males, we find that 881 student graduates in 1877 leave in 1902 only 631 sons. The climatic conditions cannot be blamed for this, since the surplus of births in families born of foreign parents is not only very great, but is far greater than in any of the European countries from which these immigrant parents came. Of European countries, Hungary has the greatest excess of births—namely, 40.5, as compared with 13.7 in Germany. That population of America which comes from German, Irish, Swedish, French, and Italian parentage has, even in New England, a birth surplus of 44.5. The general conditions of the country seem, therefore, favourable to fecundity, and this casts a greater suspicion on social conditions and ideals. And the circumstance must not be overlooked, that the increased pressure of women into wage-earning occupations lessens the opportunities of the men, and so contributes indirectly to prevent the man from starting his home early in life. In short, from whatever side we look at it, the self-assertion of woman exalts her at the expense of the family—perfects the individual, but injures society; makes the American woman perhaps the finest flower of civilization, but awakens at the same time serious fears for the propagation of the American race.

There are threatening clouds in other quarters of the horizon. The much-discussed retroactive effect of feminine emancipation on the family should not distract attention from its effect on culture as a whole. Here the dissimilarity to the German conditions is obvious. The German woman’s movement aims to give the woman a most significant rôle in general matters of culture, but still does not doubt, as a matter of course, that the general trend of culture will be determined by the men. Just as it is a dogmatic presupposition in Germany that marriage is the most desirable occupation for women, so it is tacitly presupposed that intellectual culture will take its actual stamp from the men. In America not only this view of marriage, but even this view of culture, has been opposed for a long time; and the people behave as if both were antiquated and superstitious notions, devised by the stronger sex for its own convenience, and as if their reversal would benefit the entire race.

Anybody who looks the matter squarely in the face is not left to doubt that everything in America is tending not only to sacrifice the superiority of man and to give the woman an equal position, but to reverse the old situation and make her very much the superior. In business, law, and politics, the American man is still sovereign, and in spite of the many women who press into the mercantile professions he is still in a position where he serves rather than directs. And it is very characteristic of the moral purity of the people that, in spite of the incomparable social power of women, they have not a trace of personal influence on important political events. On the other hand, they dictate in matters of education, religion, literature and art, social problems, and public morals. Painting, music, and the theatre cater to woman, and for her the city is beautified and purified; although she does not do it herself, it is her taste and feeling which decide everything; she determines public opinion, and distributes all the rewards at her good pleasure. If the family problem is shown in a lurid light by the decrease of births in the native New England population, the problem of culture comes out into broad daylight only in those figures which we have seen before; the 327,614 women teachers and the 111,710 men.

Thus three-quarters of American education is administered by women; and even in the high school where the boys go till they are eighteen or nineteen years old, 57.7 per cent. of the teachers are women; and in those normal schools where both men and women go to fit themselves for teaching, 71.3 per cent. of the instructors are women. It appears, then, that the young men of the country, even in the years when boyhood ripens to youth, receive the larger part of their intellectual impetus from women teachers, and that all of those who are going to be school teachers and shape the young souls of the nation are in their turn predominantly under the influence of women. In colleges and universities this is still not the case, but soon will be if things are not changed; the great number of young women who pass their doctorial examinations and become specialists in science will have more and more to seek university professorships, or else they will have studied in vain. And here, as in the school, the economic conditions strongly favour the woman; since she has no family to support, she can accept a position on a salary so much smaller that the man is more and more crowded from the field. And it may be clearly foreseen that, if other social factors do not change, women will enter as competitors in every field where the labour does not require specifically masculine strength. So it has been in the factories; so it is in the schools; and so, in a few decades, it may be in the universities and in the churches.

Even although the professorial chairs still belong for the most part to men, the presence of numerous women in the auditorium cannot be wholly without influence on the routine of work. The lecturer is forced to notice, as is the speaker in any public gathering, that at least two-thirds of his hearers present the cheerful aspect of gay millinery and lace collar, so that intellectual culture and public opinion on non-political questions come more and more to be dominated by women—as many persons are beginning to see. Most of them greet this unique turn in human history as the peculiar advantage of this nation; the man looks after the industry and politics, and the woman after moral, religious, artistic, and intellectual matters. If there is any doubt that she is competent to do this, most Americans are satisfied to observe the earnestness and conscientiousness with which the American woman attends to her duties, at the zeal and success with which she applies herself to her studies, and at her victory over men wherever she competes.

Here and there, however, and their number is increasing every day, men are feeling that earnestness is not necessarily power, zeal is not mastery, and that success means little if the judgment is pronounced by those who are partial to the winners. The triumph in industrial competition is no honour if it consists in bidding under the market price. In fact, it is not merely a question of the division of labour, but a fundamental change in the character of the labour. An impartial observer of the achievements of American women as teachers or as university students, in professional life or social reform or any other public capacity, is forced to admire the performance, and even to recognize certain unique merits; but he has to admit that it is a special sort of work, and different from the achievements of men. The emancipation of the American woman and her higher education, although carried almost to the last extreme, give not the slightest indication even yet that woman is able to accomplish in the intellectual field the same that man accomplishes. What she does is not inferior, but it is entirely different; and the work which, in all other civilized countries, is done by men cannot in the United States be slipped into the hands of women without being profoundly altered in character.

The feminine mind has the tendency to unify all ideas, while a man rather separates independent classes. Each of these positions has advantages and drawbacks. The immediate products of the feminine temperament are tactfulness and æsthetic insight, sure instincts, enthusiasm, and purity; and, on the other hand, a lack of logical consecutiveness, a tendency to over-hasty generalization, underestimation of the abstract and the deep, and an inclination to be governed by feeling and emotion. Even these weaknesses may be beautiful in domestic life and attractive in the social sphere; they soften the hard and bitter life of men. But women have not the force to perform those public duties of civilization which need the harder logic of man. If the entire culture of the nation is womanized, it will be in the end weak and without decisive influence on the progress of the world.

The intellectual high life in colleges and universities, which seems to speak more clearly for the intellectual equality of women, brings out exactly this difference. That which is accomplished by the best women’s colleges is exemplary and admirable; but it is in a world which is, after all, a small artificial world, with all rough places smoothed over and illumined with a soft light instead of the hard daylight. Although in the mixed universities women often do better than men, it is not to be forgotten that the American lecture system, with its many examinations, puts a higher value on industry, attention, and good-will than on critical acumen or logical creativeness. It cannot be denied that, even a short time since, the American university cultivated in every department the spirit of learning rather than of investigation—was reproductive rather than productive—and that the more recent development which has laid the emphasis on productive investigation has gone on for the most part in the leading Eastern universities, such as Harvard, Johns Hopkins, Columbia, Yale, and Princeton, where women are still not admitted, while the Western universities, and most of all the state universities, which are found only in the West, where women are in a majority, belong in many respects to the old type. To be sure, there are several American women whose scientific work is admirable, and to be classed with the best professional achievements of the country; but they are still rare exceptions. The tendency to learn rather than to produce pervades all the great masses of women; they study with extraordinary zeal up to the point where critical production should begin, and there they are all too apt to stop. And unless one persistently looks at the very few exceptions, one would hardly assert that the true spirit of science could unfold and grow if American women were to be its only guardians.

This distinction is much plainer in the lower walks of life. The half-educated American man refrains from judging what is beyond his scope; but an American woman who has scarcely a shred of education looks in vain for any subject on which she has not firm convictions already at hand, and her influence upon public opinion—politics always apart—spins a web of triviality and misconception over the whole culture. Cobwebs are not ropes, and a good broom can sweep them down; but the arrogance of this feminine lack of knowledge is the symptom of a profound trait in the feminine soul, and points to dangers springing from the domination of women in intellectual life. In no other civilized land is scientific medicine so systematically hindered by quack doctors, patent medicines, and mental healing; the armies of uneducated women protect them. And in no other civilized land are ethical conceptions so worm-eaten by superstitions and spiritualistic hocus-pocus; hysterical women carry the day. In no other country is the steady and sound advance of social and pedagogical reform so checked by whimsies and short-lived innovations, and good sound work held back by the partisans of confused ideas; here the women work havoc with their social and pedagogical alarms.

This does not mean, however, that a good deal of the work of American women is not better done by them than it would be by the men. In the first place, there is no doubt that the assistance of women in teaching has had very happy results on American culture. When it was necessary to tame the wild West of its pioneer roughness and to introduce good manners, the milder influence of women in the school-room was far more useful than that of men could have been; and so far as it is a question of making over the immigrant children of the large cities into young Americans, the patient woman teacher is invaluable. And the drama of the school-room is played in other more public places; in a thousand ways the participation of women in public life has refined and toned down American culture and enriched and beautified it, but not made it profounder or stronger. Woman’s inborn dilettanteism works too often for superficiality rather than profundity.