Before it overleapt the geographical walls, this national unanimity had wiped out every class distinction but one, which it has steadily tended to entrench—the money line. Families may continue to hold their place only on the condition that they keep their money or get more; and a moderate fortune, no matter how quickly come by, has only to make a few correct strokes, avoid a few obvious bunkers, and it will found a family by inadvertence. The process is so simple that clerks practise it during their vacations at the shore.
Besides money, there is one other qualification—personal charm. Its chief function, perhaps, is to disguise the essentially monetary character of American social life. At any rate, Americans are almost as uniformly charming as they are uniformly acquisitive. For the most part it is a negative charm, a careful skirting of certain national taboos: it eschews frank egoism, unfavourable criticism, intellectual subtlety, unique expressions of temperament, humour that is no respecter of persons, anything that might disturb the status quo of reciprocal kindliness and complacent optimism. The unpopular American is unpopular not because he is a duffer or a bore, but because he is “conceited,” a “knocker,” a “highbrow,” a “nut,” a “grouch,” or something of that ilk. We do not choose, as the Martian suggested, to be as similar as possible; we choose not to be dissimilar. If our convictions about America and what is American sprang from real knowledge of ourselves and of our capacities, we should relish egoists, disinterested critics, intellectuals, artists, and irreverent humourists, instead of suppressing them when we cannot mould them. That we do not relish them, that we protect ourselves from them, is evidence that we fear them. What reason should we have to fear them save a secret distrust of our asseverated convictions? Our unanimity, then, would seem to the Martian to be an artificial substitute for some natural background we lack but should like to have; and a most dangerous wish-fulfilment it is, for it masks our ignorance of what we are and what we may reasonably become. Far from being self-knowledge, Americanism would seem to him to be a hallucination, an article of faith supported only by our determination to believe it, and to coerce others into believing it. The secret of our uniformity would be a stubborn ignorance.
At which point our critic would have to re-examine his earlier impressions about our “passion for education,” and strive to understand the uses to which we actually put our educational establishment, to appraise its function in our life.
Beginning with the kindergarten, it provides us a few hours’ relief from our responsibility toward our youngsters. Curiously, the Americans most given to this evasion are the Americans most inveterately sentimental about the “kiddies” and most loath to employ the nursery system, holding it somehow an undemocratic invasion of the child’s rights. Then somewhere in the primary grades we begin to feel that we are purchasing relief from the burden of fundamental instruction. Ourselves mentally lazy, abstracted, and genuinely bewildered by the flow of questions from only one mouth, we blithely refer that awakening curiosity to a harassed young woman, probably less well informed than we are, who has to answer, or silence, the questions of from a score to three score mouths. So begins that long throttling of curiosity which later on will baffle the college instructor, who will sometimes write a clever magazine essay about the complacent ignorance of his pupils.
A few years, and our expectation has shifted to the main chance. We begin worrying over grade reports and knotting our brows over problems in arithmetic by way of assisting our offspring to the practical advantages of education. For the child, we now demand of his teachers solid and lasting preparation in the things whose monetary value our office or domestic payroll keeps sharply before us—figures, penmanship, spelling, home economics. For us, the vicarious glory of his “brightness.” But we want this brightness to count, to be in the direct avenue to his career; so we reinforce the environment that gently discourages him from the primrose paths of knowledge. Nothing “practical” is too good for the boy at this moment—tool chests, bicycles, wireless, what not. Thank God, we can give him a better start than we had. As for arts and letters, well, we guess what was good enough for his dad is good enough for him. Meanwhile we are rather pleased than not at the athletics and the other activities in which the grammar school apes the high school that apes the college.
The long spiral of repetitive schooling in study and sport has now commenced its climb: year by year reviews and adds its fresh increment to last year’s subject-matter in the classroom and on the field. Is it so strange that when the boy meets his college professors he is cock-sure of knowing to a hair the limits of what is normal and important in life, beyond which lie the abnormal interests of the grinds? That mediocre C is a gentleman’s mark? Not his to question the system that, in season and out, has borne down on passing instead of on training, and that ends somewhere, soon or late, with a diploma and, amid family plaudits, graduation from family control.
The high schools are expected to fit ninety-five per cent. of their charges for life and five per cent. for college. If our boy and girl are of the ninety and five, we demand very early specialization toward their precious careers, wax enthusiastic over the school’s model mercantile and banking establishment, expand to know our children are being dosed with a course in “Civics,” generously admire the history note-books in which they have spread much tinted ink over a little stereotyped information, and in what we fool ourselves into believing are the margins to all these matters proudly watch them capture a class numeral or a school letter, grumblingly pay for real estate signs that have gone up in flame to celebrate some epochal victory, and bear with their antics during hazings and initiations. It’s a democratic country, and if the poor man’s son cannot go to college, why the college must come to him. Nor are we without a certain undemocratic satisfaction in the thought that he has stolen a four years’ march into business over the rich man’s son, who spends his college hours, we assure ourselves, acquiring habits that will leave him weak in the hour of competition.
Meanwhile the straddling masters are cramming the other five with all the dates and rules and verbs and prose passages which long and bitter experience has demonstrated to be likeliest on entrance examinations. From the classrooms, as term follows term with its endless iteration of short advances and long reviews, there rises the bruit of rivalry: masters decorously put forward the claims of their own colleges; pupils rejoice when their future alma mater notches another athletic victory to the well-remembered tally; the weak of heart are urging upon their bewildered parents the superior merits of the “back-door” route to some exacting university—by certificate to a small college and transfer at the end of the first year.
There are high schools in whose cases all this is understatement; and of course there are innumerable others, especially in these days when the most rigorous colleges have lost a little of their faith in entrance examinations, where it is absurd overstatement. Nevertheless your son, if he goes to a representative Eastern college from a representative high school, goes as a man steals second in the seventh. And his subsequent instructors marvel at the airy nonchalance with which he ignores “the finer things of life”!
The private secondary schools, save those that are frankly designed to relieve parents of recalcitrant boys when the public schools will have no more of them, are pretty much without the ninety-five per cent. of non-college men. Frequently they have their charges for longer periods. So they are free to specialize in cramming with more singleness of mind and at the same time to soften the process as their endowments and atmospheres permit. But at bottom the demand you make of the “prep school” is the same demand your bookkeeper puts on his son’s high school: you want your boy launched into college with the minimum of trouble for yourself and the maximum of practical advantage for him; your bookkeeper wants his boy launched into business with a minimum of frippery and a maximum of marketable skill. One boy is experted into college, the other is experted into business. You are both among those passionate believers in education who impressed the Martian on his first visit.