The American in Paris; vol. 2 of 2

by John Sanderson

Under a general system the two parties mutually prejudice each other. On the one hand, the current of private charity, so fruitful in its natural channel, is dried up by it. A community of which the individuals give cheerfully; one the timber, another the stone, another his personal services, towards a building, will, under a public system, require to be paid for their smallest contributions; and how many rich legacies have we inherited in Philadelphia, not a dollar of which would have been given under a public system. On the other hand, how many communities through the country, able to support good private schools, without the intermeddling of the government, have no longer the ability, and are obliged either to send their children abroad, or place them, with a total disregard of their morals and education, in a public school, where sixty scholars are taught by an old gentleman of sixty. It is easy to imagine what sort of schools are those in which the teacher receives, as in New England, twenty, or as in Pennsylvania, thirty dollars a month, for this wide diffusion of his services.

The Scotch have been putting this forty-pound-a-year system to the test these two hundred years in their Parochial Schools, and with the most tender nursing, their schools are in the same puny and ricketty condition as at their seven months’ birth. The Scotch are a persevering people, and if they begin by building a house at the roof, they keep building on even after the inutility of their labours has been demonstrated. So the turkeys in your Schuylkill county, their eggs being removed, and stones substituted, continue hatching on as usual. The Yankees, a shrewder people, are beginning to find out that their school system, copied from the Scotch, notwithstanding the care with which they starve their teachers, is actually getting worse every year. I have no objection to the government giving money, the more, the better, but I have no hesitation in saying that it will serve no useful purpose unless the relation between parent and teacher is preserved, and the executive department left to their management. In this delicate concern, the arm of the government should be concealed; her virtues should be busy without noise.

If I were the state; if I owned, for example, your community of Pottsville, I would contribute all I could towards buildings, apparatus, and libraries, and circulating useful books, and above all towards elevating the character and acquirements of the teachers. I would devise some way, by a succession of honours and profits, to make men teach, as in the army they make them fight. For instance, I would pay a per centage, up to a certain number of pupils, to each school; and the teacher with ten years’ approved services should receive a state diploma and the title of professor; thirty years’ services should entitle him to half pay, and I would take care of his wife and children at his decease. I would not encourage universities but for the advanced age of the pupils, and the transcendent branches; so as to give them a higher character, and leave the field of general instruction open to the common teachers, and to a fair and equal competition of abilities. Thus I should find abundant means of employing all my school funds; and this without the Inspectors, Censors, Proviseurs, and the other expensive apparatus of the “Bureau Central de Paris.”

If any one of the honourable and useful departments of a state is filled with an inferior class of men, it shows a defect in the policy of such a state. If I wished to devise some means the most direct, to degrade the character of a teacher, I could not hit upon one more efficacious than this French and Prussian system. All that the Prussian receives to console his condition of absolute dependence, is two hundred dollars per annum; the highest professor at the gymnasium, receives five hundred. With this “appointment” he must be all schoolmaster, without any alloy of gentleman about him. It is certain that not any of the respectable literary circles of Europe will receive this working man of the Muses into their society.

The Prussians are not addicted to commerce; nor do they read newspapers, nor meddle with the state; their habits are quiet and agricultural; and they care much less about the heads of their children, than that their cabbages may have good heads for sour crout. If not educated by the government, they would, no doubt, remain ignorant of letters. The Prussian system may, then, be a very good system for Prussia; but it is not, therefore, necessary or applicable to the United States;—except it be to our German nests of Pennsylvania; but these are melting away, and will soon be lost in the general improvements of the state.

A part of this system are the Normal Schools, which we are trying, also, to introduce into New England. They seem to me of little value, for they can teach but little that is not taught in any other place of education; besides, under present circumstances, they defeat their own purpose. A good school for educating teachers in America, would, perhaps, be the very best place one could imagine to disqualify men for teaching. I know the trustees of the “Girard College” think otherwise, and entertain sanguine hopes of supplying the whole country with eminent teachers from that institution. I do not see the reasonableness of their hopes; unless we may suppose that the young gentlemen of talent, out of gratitude, will forego the opportunities they may have of wealth and distinction in other professions, to starve themselves for the benefit of the state of Pennsylvania.

Several writers here express fears that this monopoly of education may be turned to the prejudice of liberty; which I believe to be a vain apprehension. The teachers being laymen, it is certain it will not be turned to the profit of the hierarchy. The French literature, which finds its way into every country of Europe, is a complete code of ridicule of the priesthood and nobility; and the more people are taught to read, the more difficult will be the re-establishment of these two orders. Public opinion is but little modified by the books and lectures of the schools; and the minister’s authority, however absolute in the University of Paris, will be but little felt, if in contradiction with that greater university—the world. The studies of the schools are forced upon unripe and unwilling minds; those of society are voluntary, and introduced as reason is developed. Besides, it is human nature to relish most that which is most prohibited. Nothing ever brought the works dangerous to religion more into reputation, than the denunciations of the clergy. In crimes and errors, one cannot cure the patient, by starving and checking perspiration. It happens, too, that the French books, which are most replenished with wit and genius, are precisely those which are most obnoxious. It is true, however unfortunate, that education, liberty, and irreligion are sown here in the same soil, and grow together under the same cultivation. To preserve the French student from the contagion of principles dangerous to the aristocratic and clerical institutions, he must be forbidden the whole of the national classics down to Lafontaine’s Fables, including the history of his country—I was going to say, the company of his father and mother, and his schoolmasters.

I must now give you an account of the particular institutions of Paris. You have your choice of five royal colleges; “Louis le Grand,” “Henri IV.,” and “St. Louis,” which receive boarders and externs; and “Charlemagne,” and “Bourbon,” externs only. The average number of pupils for each is about a thousand. The studies are ancient and modern languages, mathematics, chemistry, natural philosophy, natural history, geography, penmanship, and drawing. They are superintended by a “Proviseur” and a “Directeur General des Etudes.” In August, there is a general competition for prizes, between a few pupils selected from each college, conducted with pomp before the heads of the universities, and other dignitaries of the city. A subject is given, the competitors are locked up, and a council of the university decides, and the names of the successful students, and the schools to which they belong, are published in the journals; which excites a wonderful emulation amongst fifty, and a wonderful jealousy and discontent amongst five hundred; and many get prizes on these days who get nothing else all the rest of their lives.

The price of boarding and instruction is about 220 dollars per annum. There are besides these, and of the same character, “St. Barbe or Rollin,” and “Stanislaus,” two private colleges. There are in the city, and under the inspection of the university, 116 academies for gentlemen, and 143 for ladies; and a great number of primary schools, in which about 10,000 children are taught gratuitously or for a small price; the boys by the “Frères de la Doctrine Chretienne,” and the girls by the “Sisters of Charity,” or nearly the half by the “Frères Ignorantins,” who profess reading and writing only, with the catechism; any one having higher attainments being disqualified. There are schools also for the blind and dumb.

This machinery of schools, or something equivalent, exists in other countries, but the Parisians have two institutions, which they regard as choice and pre-eminent. Science, which is elsewhere immured in the cloisters of the universities, here breathes the wholesome and ventilated air of social life. “Wisdom uttereth her voice in the market-place; she crieth aloud in the streets.” These are the “Academie de Paris,” and the “College Royal de France.” Every branch of human knowledge has here its professors, and the doors of the temple are open to the needy of all nations. In the former, which you will find on the “Place Sorbonne,” are Faculties of Theology with six professors; of Letters with twelve; and Science, twelve.