The Americans

by Hugo Münsterberg

Nevertheless, on this point the opinions of those have won who conceive that it is the duty of the community to nurture any effort toward self-culture, even in the poorest child. The chief motive in olden times, wherefore the expenses of the schools were paid by all, was that the school was leading toward religion; to-day the official motive for the application of taxes to the maintenance of schools is the conviction that only an educated and cultivated people can rule itself. The right to vote, it is said, presupposes the right to an education by means of which every citizen becomes able to read the papers of the day and to form his own independent opinion on public matters. But since every public school is open also to the daughters of the citizens who possibly want the right to vote, but do not so far have it, it becomes clear that the above-mentioned political motive is not the whole of the matter. It is enough for technical discussions of taxation, but what the community is really working for is the greatest possible number of the most highly educated individuals. Free instruction is further supplemented in various states—as, for instance, in Massachusetts—by supplying text-books gratis. Some other states go so far as to supply the needy children with clothing. The obligatory character of education goes with the fact that it is free. In this respect, too, the laws of different states are widely divergent. Some require seven, others eight, still others even nine years, of school training. And the school year itself is fixed differently in different states.

These differences between the states point at once to a further fact which has been characteristic of the American school system from the very beginning. Responsibility for the schools rests at the periphery; and in extremely happy fashion the authority is so divided that all variations, wherever they occur, are adaptations to local conditions; and nevertheless unity is preserved. A labile equilibrium of the various administrative factors is brought about by harmonious distribution of the authority, and this is, in all departments of public life, the peculiar faculty of the Americans.

The federal government, as such, has no direct influence on education. The tirelessly active Bureau of Education at Washington, which is under the direction of the admirable pedagogue, Mr. Harris, is essentially a bureau for advice and information and for the taking of statistics. The legal ordinances pertaining to school systems is a matter for the individual state, and the state again leaves it to the individual community, within certain limits of course and under state supervision, to build schools and to organize them, to choose their teachers, their plans of education, and their school-books. And at every point here, exactly as in the striking example of the federal Constitution, the responsibility is divided between the legislative and the executive bodies. The state inspector of schools is co-ordinate with the state legislature, and the school inspector of a city or a country district, who is elected now by the mayor, now by the council, now perhaps directly by the community, is a sort of technical specialist with considerable discretionary power; he is co-ordinated to the school committee, which is elected by the community, and which directs the expenditures and confirms all appointments.

The responsibility for the moral and intellectual standards, for the practical conditions, and for the financial liabilities incurred by every school, rests therefore immediately with the community, which has to pay for their support, and whose children are to derive advantage. And nevertheless, the general oversight of the state sees to it that neither whimsicality nor carelessness abuses this right, nor departs too widely from approved traditions. These authorities are further supplemented in that the state legislature is more or less able to make up for differences between rich and poor districts and between the city and the country, besides directly carrying on certain normal schools in which the teachers for the elementary and grammar schools are trained.

Very great and very diverse advantages are the immediate outcome of this administrative system. Firstly, an interest in the well-being of the schools is developed in every state, city, and town, and the spirit of self-perfection is united with the spirit of self-determination. Secondly, there is a good deal of free play for local differences—differences between states and differences within the state. Nothing would have been more unsuitable than in this whole tremendous territory to institute a rigidly fixed school system, as say by some federal laws or some interstate agreements. If there were the same educational provisions for the negro states of the South and for the Yankee states of New England, for the thickly settled regions of the East and the prairies of the West, these provisions would be either empty words or else they would tend to drag down the more highly educated parts of the country to the level of the lowest districts. The German who objects to this on the ground of uniformity, does so because he is too apt to think of the great similarity which exists between the different sections of Germany. The only proper basis for a comparison, however, would be his taking Europe as a whole into consideration.

If now the outward unity of this system which we have described is nevertheless to be maintained, it is absolutely necessary that this form shall be filled with very different contents. And this introduction of diversity is intrusted to the state legislatures and local authorities, who are familiar with the special conditions. In this way the so-called school year in the school ordinances of a rich state may be about twice as long as in another state whose poorer population is perhaps not able entirely to do without the economies of child labour. But the differences between the schools take particularly such a form that the attainments of the different schools, corresponding to the culture and prosperity of the state in which they are, and of the community, are consciously designed to be quite different. The remoter rural schools which, on account of the poverty of their patronage perhaps, have to get on with one badly trained teacher and have to carry on four grades of instruction in one school-room, and other schools which employ only university graduates, which bring their scholars together in sumptuous buildings, afford them laboratories and libraries, and have all the wealth of a great city to back them—these schools cannot seriously enter into competition with each other. Two years of study in one place will mean more than four in another; and there is no special danger in this, since this very inequality has brought it about that the completion of one grade in a school by no means carries with it the right to enter the next higher grade of any other school. It is not the case that a scholar who has passed through any grammar school whatsoever will be welcome in every high school. This is regulated by an entrance examination for the higher school, which will not accept merely the certificate of graduation from a lower.

There are still other forms of this differentiation. In the first place, the schools have shown a growing tendency to establish various parallel courses, between which the scholars are allowed to choose. In the simplest case there is, perhaps, on the one hand a very practical plan of education, and a second course which is rather more liberal; or, again, there may be a course for those who are not meaning to study further, and another course for those who are preparing for the entrance examinations to some higher school. The fiction of uniformity is preserved in this way. The child does not, as in Germany, choose between different schools; but he chooses between plans of education in the same school, and every day the tendency deepens to make this elective system more and more labile.

But the most modern pedagogues are not content even with this, and insist, especially in the grade of the high school, that the make-up of the course of study must be more and more, as they say, adapted to the individuality of the scholars; or, as others think, to the whimsies of the parents and the scholars. Since, in accordance with this, the entrance examinations for the colleges leave considerable free play for the choice of specialties, this movement will probably go on developing for some time. It appeals very cleverly to the instincts of both the Puritans and the utilitarians. The Puritan demands the development of all individual gifts, and the utilitarian wants the preparation for an individual career. Nevertheless, there are some indications of an opposite tendency. Even the utilitarian begins to understand that he is best fitted for the fight who bases his profession on the broadest foundation—who begins, therefore, with his specialization as late as possible. And the Puritan, too, cannot wholly forget that nothing is more important for his personal development than the training of the will in the performance of duty, in the overcoming of personal inhibitions, and that therefore for the scholar those studies may well be the most valuable which at the first he seems least inclined to pursue. Further differentiation results from the almost universal opportunity to pass through the schools in a somewhat shorter time. It is also possible for a student to progress more rapidly in one branch of study, and so in different branches to advance at different rates.

We have over and above all these things, and more particularly in the large cities, a factor of differentiation which has so far been quite left out of account. This is the private school. The goal for the student who wants to advance is not the diploma of graduation, but preparation for the entrance examinations which are next higher. This preparation can perhaps be obtained more thoroughly, more quickly, and under more fortunate social conditions, in a private school, which charges a high tuition, but in this way is able to engage the very best teachers, and able perhaps to have smaller classes than the public schools. And such a private school will be able to extend its influence over all education. Large and admirably conducted institutions have grown up, often in some rural vicinity, where several hundred young persons lead a harmonious life together and are educated from their earliest youth, coming home only during vacation. In such ways the private school has taken on the most various forms, corresponding to obvious needs. They find justly the encouragement of the state.

This diversity which we have sketched of public and private educational institutions brings us at once to another principle, which has been and always will be of great significance in American material and intellectual history—the principle that everywhere sharp demarcations between the institutions of different grades are avoided, and that instead, sliding gradations and easy transitions are brought about, by means of which any institution can advance without any hindrance. This is in every case the secret of American success—free play for the creations of private initiative. The slightest aspiration must be allowed to work itself out, and the most modest effort must be helped along. Where anything which is capable of life has sprung up, it should be allowed to grow. Sharp demarcation with official uniformity would make that impossible; for only where such unnoticeably small steps form the transitions, is any continuous inner growth to be expected. We have emphasized the local differences. The grammar school in New York is probably more efficient than the high school in Oklahoma, and the high school in Boston will carry its students probably as far as some little college in Utah.