The Spirit of America Part 12

In addition to this number there are at least 1,500,000 children in privately endowed and supported schools, secular or religious. The Catholic Church has a system of parochial schools which is said to provide for about a million children. Many of the larger Protestant Churches support high schools and academies of excellent quality. Some of the most famous secondary schools, like Phillips Exeter and Andover, St. Paul's, the Hill School, Lawrenceville School, are private foundations well endowed.

These figures do not mean much to the imagination. Statistics are like grapes in their skins. You have to put a pressure upon them to extract any wine. Observe, then, that if you walked through an American town between eight and nine in the morning, and pa.s.sed a thousand people indoors and out, more than two hundred of them would be children going to school. Perhaps twenty of these children would turn in at private schools, or church schools. But nine-tenths of the little crowd would be on their way to the public schools. The great majority of the children would be under fourteen years of age; for only about one child out of every twenty goes beyond that point in schooling. Among the younger children the boys would outnumber the girls a little. But in the small group of high-school children there would be three girls to two boys, because the boys have to go to work earlier to earn a living.

Suppose you followed one of these groups of children into the school, what would you find? That would depend entirely upon local circ.u.mstances. You might find a splendid building with modern fittings; you might find an old-fas.h.i.+oned building, overcrowded and ill-fitted.

Each State, as I have said before, has its own common-school system. And not only so, but within the State there are smaller units of organization--the county, the towns.h.i.+p, the school district. Each of these may have its own school board, conservative or progressive, generous or stingy, and the quality and equipment of the schools will vary accordingly. They represent pretty accurately the general enlightenment and moral tone of the community.

Wealth has something to do with it, of course. People cannot spend money unless they have it. The public treasury is not a Fortunatus' purse which fills itself. In the remote country districts, the little red schoolhouse, with its single room, its wooden benches, its iron stove, its unpainted flagstaff, stands on some hill-top without a tree to shadow it, in brave, unblus.h.i.+ng poverty. In the richer cities there are common school palaces with an aspect of splendour which is almost disconcerting.

Yet it is not altogether a question of wealth. It is also a question of public spirit. Baltimore is nearly as large and half as rich as Boston, yet Boston spends about three times as much on her schools. Richmond has about the same amount of taxable property as Rochester, N.Y., yet Richmond spends only one-quarter as much on her schools. Houston, Texas; Wilmington, Delaware; Harrisburg, Pennsylvania; Trenton, New Jersey; New Bedford, Ma.s.sachusetts; and Des Moines, Iowa, are six cities with a population of from 80,000 to 100,000 each, and not far apart in wealth.

But their public-school bills in 1906 varied as follows: Des Moines, $492,000; New Bedford, $472,000; Harrisburg, $304,000; Trenton, $300,000; Wilmington, $226,000; and Houston, the richest of the six, $163,000.

If you should judge from this that the public schools are most liberally supported in the North Atlantic, North Central, and Far Western States, you would be right. The amount that is contributed to the common schools per adult male inhabitant is largest in the following States in order: Utah, $22; North Dakota, $21; New York, $20; Colorado, $20; Ma.s.sachusetts, $19; South Dakota, $19; Nebraska, $17; and Pennsylvania, $16. The comparative weakness of the common schools in the South Atlantic and South Central States has led to the giving of large sums of money by private benevolence, the Peabody Fund, the Slater Fund, the Southern Education Fund, which are administered by boards of trustees for the promotion of education in these backward regions. The Spirit of America strongly desires to spread, to improve, to equalize and coordinate, the public schools of the whole country.

Is it succeeding? What lines is it following? Where are the changes most apparent?

First of all, there is a marked advance in the physical equipment of the common school. In the villages and in the rural districts the new buildings are larger and more commodious than the old ones. In many parts of the country the method of concentration is employed. Instead of half a dozen poor little schoolhouses scattered over the hills, one good house is built in a central location, and the children are gathered from the farmhouses by school omnibuses or by the electric trolley-cars.

Ma.s.sachusetts made a law in 1894 requiring every towns.h.i.+p which did not have a high school to pay the transportation expenses of all qualified pupils who wished to attend the high schools of neighbouring towns.

In many States text-books are provided at the public cost. In the cities the increased attention to the physical side of things is even more noticeable. No expense is spared to make the new buildings attractive and convenient. Libraries and laboratories, gymnasiums and toilet-rooms, are provided. In some cities a free lunch is given to the pupils.

The school furniture is of the latest and most approved pattern. The old idea of the adjustable child who could be fitted to any kind of a seat or desk, has given way to the new idea of the adjustable seat and desk which can be fitted to any kind of a child. School doctors are employed to make a physical examination of the children. In a few cities there are school nurses to attend to the pupils who are slightly ailing.

Physical culture, in the form of calisthenics, military drill, gymnastics, is introduced. Athletic organizations, foot-ball clubs, base-ball clubs, are encouraged among the boys. In every way the effort is apparent to make school life attractive, more comfortable, more healthful.

Some critics say that the effort is excessive, that it spoils and softens the children, that it has distracted their attention from the serious business of hard study. I do not know. It is difficult for a man to remember just how serious he was when he was a boy. Perhaps the modern common-school pupil is less Spartan and resolute than his father used to be. Perhaps not. Pictures on the wall and flowers in the window, gymnastics and music, may not really distract the attention more than uncomfortable seats and bad ventilation.

Another marked tendency in the American common school, at least in the large towns and cities, is the warm, one might almost say feverish, interest in new courses and methods of study. In the primary schools this shows itself chiefly in the introduction of new ways of learning to spell and to cipher. The alphabet and the multiplication table are no longer regarded as necessities. The phonetic pupil is almost in danger of supposing that reading, writing, and arithmetic are literally "the three _r_'s." Hours are given to nature-study, object-lessons, hygiene.

Children of tender years are instructed in the mysteries of the digestive system. The range of mental effort is immensely diversified.

In the high schools the increase of educational novelties is even more apparent. The courses are multiplied and divided. Elective studies are offered in large quant.i.ty. I take an example from the programme of a Western high school. The studies required of all pupils are: English, history, algebra, plane geometry, biology, physics, and Shakespeare. The studies offered for a choice are: psychology, ethics, commercial law, civics, economics, arithmetic, book-keeping, higher algebra, solid geometry, trigonometry, penmans.h.i.+p, phonography, drawing and the history of art, chemistry, Latin, German, French, Spanish, and Greek. This is quite a rich intellectual bill of fare for boys and girls between fourteen and eighteen years old. It seems almost encyclopaedic,--though I miss a few subjects like Sanskrit, Egyptology, photography, and comparative religions.

The fact is that in the American high schools, as in the French _lycees_ the effort to enlarge and vary the curriculum by introducing studies which are said to be "urgently required by modern conditions" has led to considerable confusion of educational ideals. But with us, while the extremes are worse, owing to the lack of the central control, the disorder is less universal, because the conservative schools have been free to adhere to a simpler programme. It is a good thing, no doubt, that the rigidity of the old system, which made every pupil go through the same course of cla.s.sics and mathematics, has been relaxed. But our danger now lies in the direction of using our schools to fit boys and girls to make a living, rather than to train them in a sound and vigorous intellectual life. For this latter purpose it is not true that all branches of study are of equal value. Some are immensely superior.

We want not the widest range, but the best selection.

There are some points in which the public schools of America, so far as one can judge from the general reports, are inferior to those of France.

One of these points, naturally, is in the smooth working that comes from uniformity and coordination. Another point, strangely enough, is in the careful provision for moral instruction in the primary schools. At least in the programmes of the French schools, much more time and attention are given to this than in the American programmes.

Another point of inferiority in the United States is in the requirement of proper preparation and certification of all teachers; and still another is in the security of their tenure of office and the length of their service in the profession. The teaching force of the American schools is a n.o.ble army; but it would be more efficient if the regular element were larger in proportion to the volunteers. The _personnel_ changes too often.

One reason for this, no doubt, is the fact that the women outnumber the men by three to one. Not that the women are poorer teachers. Often, especially in primary work, they are the best. But their average term of professional service is not over four years. They are interrupted by that great accident, matrimony, which invites a woman to stop teaching, and a man to continue.

The shortage of male teachers, which exists in so many countries, is felt in extreme form in the United States. Efforts are made to remedy it by the increase of normal schools and teachers' colleges, and by a closer connection between the universities and the public-school system.

In the conduct and development of the common schools we see the same voluntary, experimental, pragmatic way of doing things that is so characteristic of the Spirit of America in every department of life.

"Education," say the Americans, "is desirable, profitable, and necessary. The best way for us to get it is to work it out for ourselves. It must be practically adapted to the local conditions of each community, and to the personal needs of the individual. The being of the child must be the centre of development. What we want to do is to make good citizens for American purposes. Liberty must be the foundation, unity the superstructure."

This, upon the whole, is what the common schools are doing for the United States: Three-fourths of the children of the country (boys and girls studying together from their sixth to their eighteenth year) are in them. They are immensely democratic. They are stronger in awakening the mind than in training it. They do more to stimulate quick perception than to cultivate sound judgment and correct taste. Their principles are always good, their manners sometimes. Universal knowledge is their foible; activity is their temperament; energy and sincerity are their virtues; superficiality is their defect.

Candour compels me to add one more touch to this thumb-nail sketch of the American common school. The children of the rich, the socially prominent, the higher cla.s.ses, if you choose to call them so, are not generally found in the public schools. At least in the East and the South, most of these children are educated in private schools and academies.

One cause of this is mere fas.h.i.+on. But there are two other causes which may possibly deserve to be called reasons, good or bad.

The first is the fear that coeducation, instead of making the boys refined and the girls hardy, as it is claimed, may effeminate the boys and roughen the girls.

The second is the wish to secure more thorough and personal teaching in smaller cla.s.ses. This the private schools offer, usually at a high price. In the older universities and colleges, a considerable part, if not the larger number, of the student body, comes from private preparatory schools and academies. Yet it must be noted that of the men who take high honours in scholars.h.i.+p a steadily increasing number, already a majority, are graduates of the free public high schools.

This proves what? That the State can give the best if it wants to. That it is much more likely to want to do so if it is enlightened, stimulated, and guided by the voluntary effort of the more intelligent part of the community.

III. This brings me to the last division of the large subject around which I have been hastily circling: the inst.i.tutions of higher education,--universities, colleges, and technological schools. Remember that in America these different names are used with bewildering freedom.

They are not definitions, nor even descriptions; they are simply "tags."

A school of arts and trades, a school of modern languages, may call itself a university. An inst.i.tution of liberal studies, with professional departments and graduate schools attached to it, may call itself a college. The size and splendour of the label does not determine the value of the wine in the bottle. The significance of an academic degree in America depends not on the name, but on the quality, of the inst.i.tution that confers it.

But, generally speaking, you may understand that a college is an inst.i.tution which gives a four years' course in liberal arts and sciences, for which four years of academic preparation are required: a university adds to this, graduate courses, and one or more professional schools of law, medicine, engineering, divinity, or pedagogy; a technological school is one in which the higher branches of the applied arts and sciences are the chief subjects of study and in which only scientific degrees are conferred.

Of these three kinds of inst.i.tutions, 622 reported to the United States Bureau of Education in 1906: 158 were for men only; 129 were for women only; 335 were coeducational. The number of professors and instructors was 24,000. The number of undergraduate and resident graduate students was 136,000. The income of these inst.i.tutions for the year was $40,000,000, of which a little less than half came from tuition fees, and a little more than half from gifts and endowments. The value of the real estate and equipment was about $280,000,000, and the invested funds for endowment amounted to $236,000,000.

These are large figures. But they do not convey any very definite idea to the mind, until we begin to investigate them and ask what they mean.

How did this enormous enterprise of higher education come into being?

Who supports it? What is it doing?

There are three ways in which the colleges and universities of America have originated. They have been founded by the churches to "provide a learned and G.o.dly ministry, and to promote knowledge and sound intelligence in the community." They have been endowed by private and personal gifts and benefactions. They have been established by States, and in a few cases by cities, to complete and crown the common-school system.

But note that in the course of time important changes have occurred.

Most of the older and larger universities which were at first practically supported and controlled by churches, have now become independent and are maintained by non-sectarian support. The inst.i.tutions which remain under control of churches are the smaller colleges, the majority of which were established between 1810 and 1870.

The universities established by a large gift or bequest from a single person, of which Johns Hopkins in Maryland, Leland Stanford in California, and Chicago University founded by the head of the Standard Oil Company, may be taken as examples, are of comparatively recent origin. Their immediate command of large wealth has enabled them to do immense things quickly. Chicago is called by a recent writer "a University by enchantment."

In the foundation of State universities the South pointed the way with the Universities of Tennessee North Carolina, and Georgia, at the end of the eighteenth century. But since that time the West has distinctly taken the lead. Out of the twenty-nine colleges and universities which report an enrolment of over a thousand undergraduate and graduate students, sixteen are State inst.i.tutions, and fourteen of these are west of the Alleghanies.

It is in these State universities, especially in the Middle West, in Michigan, Wisconsin, Illinois, Minnesota, Iowa, that you will see the most remarkable ill.u.s.tration of that thirst for knowledge, that ambition for personal development, which is characteristic of the Spirit of Young America.

The thousands of sons and daughters of farmers, mechanics, and tradesmen, who flock to these inst.i.tutions, are full of eagerness and hope. They are no respecters of persons, but they have a tremendous faith in the power of education. They all expect to succeed in getting it, and to succeed in life by means of it. They are alert, inquisitive, energetic; in their work strenuous, and in their play enthusiastic. They diffuse around them an atmosphere of joyous endeavour,--a nervous, electric, rude, and bracing air. They seem irreverent; but for the most part they are only intensely earnest and direct. They pursue their private aim with intensity. They "want to know." They may not be quite sure what it is that they want to know. But they have no doubt that knowledge is an excellent thing, and they have come to the university to get it. This strong desire to learn, this att.i.tude of concentrated attack upon the secrets of the universe, seems to me less noticeable among the students of the older colleges of the East than it is in these new big inst.i.tutions of the Centre.

The State universities which have developed it, or grown up to meet it, are in many cases wonderfully well organized and equipped. Professors of high standing have been brought from the Eastern colleges and from Europe. The main stress, perhaps, is laid upon practical results, and the technique of industry. Studies which are supposed to be directly utilitarian take the precedence over those which are regarded as merely disciplinary. But in the best of these inst.i.tutions the idea of general culture is maintained.

The University of Michigan, which is the oldest and the largest of these western State universities, still keeps its primacy with 4280 students drawn from 48 States and Territories. But the Universities of Wisconsin, and Minnesota, and Illinois, and California are not unworthy rivals.

A member of the British Commission which came to study education in the United States four years ago gave his judgment that the University of Wisconsin was the foremost in America. Why? "Because," said he, "it is a wholesome product of a commonwealth of three millions of people; sane, industrial, and progressive. It knits together the professions and labours; it makes the fine arts and the anvil one."

That is a characteristic modern opinion, coming, mark you, not from an American, but from an Englishman. It reminds me of the advice which an old judge gave to a young friend who had just been raised to the judicial bench. "Never give reasons," said he, "for your decisions. The decision may often be right, but the reasons will probably be wrong."

A thoughtful critic would say that the union of "the fine arts and the anvil" was not a sufficient ground for awarding the primacy to a university. Its standing must be measured in its own sphere,--the realm of knowledge and wisdom. It exists for the disinterested pursuit of truth, for the development of the intellectual life, and for the rounded development of character. Its primary aim is not to fit men for any specific industry, but to give them those things which are everywhere essential to intelligent living. Its attention must be fixed not on the work, but on the man. In him, as a person, it must seek to develop four powers--the power to see clearly, the power to imagine vividly, the power to think independently, and the power to will wisely and n.o.bly.

This is the university ideal which a conservative critic would maintain against the utilitarian theory. He might admire the University of Wisconsin greatly, but it would be for other reasons than those which the Englishman gave.

"After all," this conservative would say, "the older American universities are still the most important factors in the higher education of the country. They have the traditions. They set the standard. You cannot understand education in England without going to Oxford and Cambridge, nor in America without going to Harvard, Yale, Princeton, and Columbia."

Perhaps the conservative would be right. At all events, I wish that I could help the friendly foreign observer to understand just what these older inst.i.tutions of learning, and some others like them, have meant and still mean to Americans. They are the monuments of the devotion of our fathers to ideal aims. They are the landmarks of the intellectual life of the young republic. Time has changed them, but it has not removed them. They still define a region within which the making of a reasonable man is the main interest, and truth is sought and served for her own sake.

Originally, these older universities were almost identical in form. They were called colleges and based upon the idea of a uniform four years'