The Americans

by Hugo Münsterberg

The thousands of institutions which exist afford a continuous transition between such extremes, and every single institution can set its own goal as high as it wishes to. A school does not, by any act of law, pass into a higher class; but it perfects itself by the fact that the community introduces improvements, makes new changes, appoints better and better teachers, augments the curriculum, and adds to its physical equipment. In such ways, the school year by year imperceptibly raises its standard. And the same is true of the private school. Everything is a matter of growth, and in spite of the outward uniformity of the system every school has its individual standard. If one were to require that only such institutions should exist as had distinctly limited and similar aims, then the American would look on this as he would on an attempt to force all cities to be either of ten thousand, a hundred thousand, or a million inhabitants. Of course, all this would have to be changed, if as in Germany, certain school grades carried with them certain privileges. In America no school diploma carries officially any privilege at all. It is the entrance examination, and not the tests for graduation, which is decisive; and if there is any question of filling a position, the particular schools which the candidates have gone through are the things which are chiefly taken into account.

We must mention one more trait which differentiates the American from the German school system. The American public school is co-educational. Co-education means theoretically that boys and girls are entitled to common education, but practically it means that boys are also tolerated. The idea that the school should not recognize differences of sex is most firmly rooted in the Middle-Western States, where the population is somewhat coldly matter of fact; but it has spread through the entire country. It is said that family life lends the authority for such an intermingling of boys and girls; that, through a constant and mutual influence, the boys are refined and the girls are made hardy; and that, during the years of development, sexual tension is diminished. It is one of the chief attractions that the private school offers to smaller circles that it gives up this hardening of the girls and refining of the boys, and is always either a boys’ or a girls’ school.

Even more striking than the presence of girls in the boys’ schools is, perhaps, the great number of women who figure as teachers. The employment of women teachers began in the Northern States after the Civil War, because as a direct result of the decimation of the population there were not men teachers enough. Since that time this practice has increased throughout the country; and although high schools generally try to get men teachers, the more elementary schools are really wholly in the hands of women. Men do not compete for the lower schools, since the competition of the women has brought down the wages, and more remunerative, not to say more attractive, situations are to be found in plenty. Women, on the other hand, flock in in great numbers, since their whole education has made them look forward to some professional activity, and no other calling seems so peculiarly adapted to the feminine nature. The merits and drawbacks of co-education and of the predominance of women teachers cannot be separated from the general question of woman’s rights; and so the due treatment of these conditions must be put off until we come to consider the American woman from all sides.

It is not difficult to criticise rather sharply the school system, and any one living in the midst of American life will feel it a duty to deliver his criticism without parsimony. A system which expects the best it is to have, from the initiative of the periphery, must also expect the ceaseless critical co-operation of the whole nation.

In this way, then, crying and undeniable evils are often pointed out. We hear of political interference in the government of the schools, and of the deficient technical knowledge of local authorities, of the insufficient preparation of the women teachers, the poorness of the methods of instruction, of waste of time, of arbitrary pedagogical experiments, and of much else. In every reproach there is a kernel of truth. The connection of the schools with politics is in a certain sense unavoidable, since all city government is a party government. And the attempts to separate elections for the school committee entirely from politics will probably, for a long time yet, meet with only slight success. Since, however, every party is able to put its hand on discrete and competent men, the only great danger is lest the majority of those concerned misuse their influence for party ends, and perhaps deal out school positions and advancements as a reward for political services.

Such things certainly happen; but they never escape the notice of the opposite party, and are faithfully exploited in the next year’s election. In this way any great abuses are quickly checked. The secret doings, which have nothing to do with politics, are a great deal more dangerous. It is certain that the enormous school budgets of the large cities offer the possibility for a deplorable plundering of the public treasury, when it is a question of buying new land for school-houses, of closing building contracts, or of introducing certain text-books. A committee-man who in these ways is willing to abuse his influence is able to derive a considerable profit; and so it may well happen that men come to be on the school boards through political influence or through a professed interest in school matters, who have really no other aim than to get something out of it. It is very hard in such matters to arrive at a really fair judgment, since the rival claimants who are unsuccessful are very apt to frame the opinion that they have been so because the successful man had “connections.”

This sharply suspicious tendency and spirit of over-watchfulness on the part of the public are certainly very useful in preserving the complete integrity of the schools, but they occasion such a considerable tumult of rumour that it easily misleads one’s judgment as to the real condition of the institutions. In general, the school committees appointed in the local elections perform their work in all conscientiousness. It is, of course, the fact that they are rather frequently ignorant of things which they need to know; but the tendency to leave all technical questions in the hands of pedagogical specialists, and to undertake any innovations only at the advice of the school superintendent and directors, is so general that on the whole things do not go quite so badly as one might expect.

The preparation of the teachers leaves very much to be wished. Those teachers who have been educated in higher seminaries are by no means numerous enough to fill all the public school positions; and even less does the number of college graduates suffice for the needs of the high schools. The fact that the teaching profession is remarkably versed in pedagogics only apparently relieves this defect; for even the very best methods of teaching are of course no substitute for a firm grasp of the subject which is being taught. In the elementary schools the lack of theoretical training in a teacher is, of course, less felt. The instinct of the teacher, her interest in the child, her tact and sympathy, in short the personal element, are what is here most important. And since all this, even in the superficially educated woman, springs purely from her feminity, and since the energetic women are extraordinarily eager and self-sacrificing, so it happens that almost everywhere the elementary schools are better conducted by their women teachers than are the high schools.

So far as method goes, a great deal too much stress is laid on the text-book; too much is taught mechanically out of the book, and too little is directly imparted by the teacher. The teacher submits passively to the text-book; and the American himself is inclined to defend this, since his democratic belief in the power of black and white is unlimited. Before all, he regards it as the chief aim of the public school to prepare the citizen for the independent reading of newspapers and books. Therefore, the scholars are expected to become as much acquainted as possible with the use of books. There is no doubt that the American school children read more newspapers in later life than do the European, and it must also be borne in mind that for the most part the text-books are notably good. Perhaps, in regard to attractiveness, they even go rather too far. In this way not only the books of natural history, but also of history and literature, are crowded with illustrations. The geographies are generally lavishly gotten-up volumes with all sorts of entertaining pictures. The appeals to the eye, both by means of the text-books and even more by the aid of demonstrations and experiments, are carried really to excess. Even the blackboards, which run along all four walls of the school rooms, encourage the teacher to appeal rather more to the eye than to the ear.

Also the much-discussed experimentation with new pedagogical ideas is an unfortunate fact which cannot be denied. A central authority, which was held fully responsible for a large district, would of course be conservative; but where the details of teaching are left entirely to every local school inspector, then of course many shallow reforms and many unnecessary experiments with doubtful methods will be undertaken. The school inspector will feel himself moved to display his modern spirit and to show his pedagogical efficiency in just these ways. And many a private school, in order to make itself attractive to the public, is obliged to introduce the latest pedagogical foibles and to make all sorts of concessions, perhaps against its will. To-day the method of writing will be oblique, to-morrow vertical, and the day after to-morrow “reformed vertical.” The pupils to-day are taught to spell, to-morrow to pronounce syllables, the next day to take the whole word as the least unit in language; and a day later they may be taught the meaning of the words by means of appropriate movements.