History of Education Part 32

[179] The total enrollment in 1902 was 5,881,278, or 18.08 per cent of the population.

[180] Report of the United States Commissioner of Education for 1896-1897, Vol. I, p. 12.

CHAPTER XLV

THE SCHOOL SYSTEM OF THE UNITED STATES

=Literature.=--_Boone_, Education in the United States; _Williams_, History of Modern Education; _Barnard_, _American Journal of Education_; _Horace Mann_, Annual Reports; United States Commissioners Reports, especially the more recent ones.

Each state in the United States has its own independent system of education; there is no national system. In 1867 Congress established a National Bureau of Education, the function of which is "to collect statistics and facts showing the condition and progress of education in the several states and territories, and diffuse such information respecting the organization and management of schools and school systems and methods of teaching as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country." The bureau issues an annual report, which is replete with information concerning the educational interests of our own and other lands.

The United States government has given vast tracts of the public domain, as well as large sums of money, to the various states, out of which have been created, in some cases, large school funds which yield a permanent income.[181] Up to 1876 the United States had granted nearly eighty million acres of land for educational purposes.

The Bureau of Education is obliged to rely on such statistics as its correspondents are willing to give, yet its work has been so valuable, its information so extensive and accurate, and its educational purpose so high, that cordial cooperation is generally given. This annual report is the finest issued by any nation in the world.[182]

THE STATE SYSTEMS

=Administration.=--At the head of each state school system, there is an executive officer usually called the State Superintendent of Public Instruction. He is chosen for from two to five years, sometimes by popular vote, sometimes by the joint houses of the Legislature, sometimes by the State Board of Education, and in some cases is appointed by the governor. His duties are to make reports, to examine teachers, to inspect schools, to distribute school moneys, to hear appeals in school matters, and to have general oversight of the educational interests of the state. In some states there is a State Board of Education that cooperates with the State Superintendent. The interests of education seem to be best conserved when there is a non-partisan State Board of Education, which appoints the executive officers and has general charge of the schools.

The second administrative unit is the county, over which is placed a Superintendent of Schools. He is chosen by popular vote or is appointed by the State Board of Education, and holds office generally about three years. He must visit the schools, examine teachers, hold inst.i.tutes, distribute school moneys, and oversee the educational work. The number of schools under the inspection of the county superintendent is often so great, and the territory so large, that his work cannot be well done. In many cases the compensation is so small that he is obliged to devote a part of his time to some other occupation. The work is of sufficient importance to demand the full time of a competent man; and the salary ought to be proportionate to such needs.

The next division is that of the towns.h.i.+p, though in most states the school district is the next unit. The so-called "towns.h.i.+p system" has been adopted in several states, and recommended in others. This system has a board of education which appoints teachers, purchases supplies, and manages the schools of the whole towns.h.i.+p. The district system has outlived its usefulness. It maintains more schools than are warranted by the small number of pupils. Many of these could be abandoned in favor of better schools in neighboring districts, to which the children could be sent. It often secures for its trustee a man of limited education and narrow views, who conducts the school on the cheapest plan possible, while the larger territory of the towns.h.i.+p furnishes better material from which to choose; it limits its educational plan to the most elementary course, whereas the "towns.h.i.+p system" contemplates a central high school open to all children of the towns.h.i.+p. The "towns.h.i.+p system"

also admits of the employment of a special school inspector or superintendent if desired. In some instances, two or more towns.h.i.+ps unite in the employment of such a superintendent.

=School Attendance.=--The school age commences at from four to six and extends to from eighteen to twenty-one, varying greatly in the different states. The United States Commissioner's Report now covers the period of from five to eighteen. On this basis he reports that 71.54 per cent of the children who are of school age are enrolled in the schools, while the average attendance is about 69 per cent of the enrollment.

This is a very low percentage as compared with that in Germany, France, and England. The longer period covered by us (five to eighteen) thus acts unfavorably. The natural period of the child's life to be devoted to education is from six to fourteen.

School attendance in the United States is by no means so regular as it should be, even during the period (six to fourteen). To remedy this, compulsory education laws have been pa.s.sed in most states. They cover periods varying from eight consecutive weeks and a total of twenty weeks during the year, to the full school year. These laws are generally a dead letter, partly because of their own weakness, and partly because of the indifference of the people. Compulsory attendance to be effective must cover the whole school year, and must carry a sufficient penalty for non-enforcement.

=The Schools.=--The schools of the United States may be cla.s.sified as follows: 1, the _elementary school_ having an eight years' course which should be completed at fourteen; 2, the _secondary school_ with a four years' course that fits for college or its equivalent training; 3, the _undergraduate school_ or college with its four years' course; and the _graduate school_ or university. The elementary school is generally separated into primary and grammar grades, and is sometimes preceded by the kindergarten. The secondary school usually offers commercial or other practical courses to those who do not wish to prepare for college.

Colleges differ greatly in the scope of their work and in their courses of instruction. Most universities open their doors to those who are not graduates of colleges. In all states the elementary and the high schools are free, while in some, particularly the western states, the entire expense of the child's education from kindergarten to university is defrayed at public expense.

=Support of the Schools.=--The annual cost of the schools of the country is about two hundred and fifty million dollars. About two thirds of this is raised by local tax, about one fifth by state tax, and the balance is derived chiefly from permanent funds, etc. The preponderance of the local tax shows that to each community is intrusted the important matter of deciding as to the quality of school it will maintain. The American people have always been liberal toward education, and no money is voted so freely by legislative bodies as that necessary for the education of the young.

=The Teachers.=--There are over 440,000 teachers in the United States, of whom about 28 per cent are men and 72 per cent women. Only about 10 per cent of these have had a professional training. The average term of service is five years, and about 100,000 new teachers are needed every year. To supply this number the normal schools and other inst.i.tutions for training teachers are utterly inadequate, and will remain so until the average term of service is lengthened.

The princ.i.p.al inst.i.tutions for training teachers are the normal school, the city training school, the pedagogical departments of universities, and teachers' training cla.s.ses. To these may be added the teachers'

inst.i.tute and the summer school, which while they stimulate and instruct the teachers, cannot be said to give them a professional training.

The course of the normal school usually covers three years, and embraces both the theory of education and practice in teaching children. Within the last few years, many colleges have established chairs of pedagogy, but the work remains inadequate for a professional training so long as practice in teaching is not added to the requirements.

Teachers are appointed by local boards generally for one year, though they often remain undisturbed year after year. The average monthly salary of men in 1902 was $49.05, and of women $39.77.

So long as professional training of the teacher guarantees neither permanence of position nor adequate remuneration, many men and women with ability to teach will be tempted to devote their energies to other work, leaving the nation's most sacred trust, the education of its children, to those who will not or cannot properly prepare themselves for that great responsibility.

But there is in present tendencies no need for discouragement.

Everywhere brave men and women are preparing themselves in earnest for the high calling of teacher, hopeful that the future will bring them the recognition they deserve.

With free schools, abler teachers, consecrated to their calling, and better courses of instruction; with a people generous in expenditures for educational purposes, a cooperation of parents and teachers, and a willingness to learn from other nations; with the many educational periodicals, the pedagogical books, and teachers' inst.i.tutes to broaden and stimulate the teacher,--the friends of education in America may labor on, a.s.sured that the present century will give abundant fruitage to the work which has so marvelously prospered in the past.

FOOTNOTES:

[181] In 1836 there was a large surplus in the national treasury, which, by act of Congress, was ordered "to be deposited with the several states, in proportion to their representation in Congress." The amount so distributed equaled about $30,000,000. Most of the states receiving this deposit set it aside as a permanent school fund. See Boone, "History of Education in the United States," p. 91.

[182] See an article by M. Stevens on "The National Bureau of Education," in the _New York School Journal_, Vol. LVI, p. 743, for a full description of this bureau and its work.

APPENDIX

RECENT EDUCATIONAL MOVEMENTS

=Literature.=--Proceedings of the National Educational Society; Reports of the Commissioner of Education; Yearbooks of the National Society for the Scientific Study of Education; Parker Memorial Number of the New York School Journal, April 5, 1902.

In order to bring the history of education down to the present and awaken an interest in questions that are now occupying the attention of educational thinkers, a brief study of recent educational movements, theories, and organizations is here presented. Such study should serve as an introduction of the young teacher to the actual world of thought, in which he is to live, and present to him the questions which he must aid in solving.

=The National Educational a.s.sociation.=--One of the most potent factors of education in the United States is the National Educational a.s.sociation, founded in Philadelphia in 1857. The purpose of this organization, in the language of the preamble to its const.i.tution, is, "To elevate the character and advance the interests of the profession of teaching, and to promote the cause of popular education in the United States." It holds its meetings annually in different parts of the country, attracting large numbers of teachers of all ranks and from every section.[183] There are eighteen departments, each of which holds special sessions during the time of the general meeting, which occurs early in the summer vacation. The department of superintendence, however, holds a midwinter meeting which attracts the leading educators of the country.

Very valuable service has been rendered by the a.s.sociation through its committees that have been appointed from time to time to investigate and report upon special problems. Among the notable reports may be mentioned the following: Report of the Committee of Ten on Secondary Schools; Report of the Committee of Fifteen on Elementary Schools; Report of the Committee on Normal Schools; Report of the Committee on Rural Schools.

The discussions of the a.s.sociation are preserved in an annual volume of proceedings. Its committee reports often appear also in special bulletins. It must be admitted in general that the National Educational a.s.sociation fulfils its mission, as outlined in the preamble quoted, in an admirable way.

THE NATIONAL BUREAU OF EDUCATION

While the United States has no national system of education, each state having entire charge of its own educational affairs, there is a national bureau whose office is twofold; namely: (1) to collect statistics, and (2) to diffuse information concerning educational affairs. This bureau was established by Congress in 1867, and since 1869 it has been a bureau of the Department of the Interior. Henry Barnard was appointed the first commissioner, and he has been succeeded in that office by John Eaton, N.

H. R. Dawson, William T. Harris, and Elmer E. Brown, the present inc.u.mbent.

This bureau fosters the interests of education in three important directions: (1) by its publications; (2) by its maintenance of a pedagogical library, the most extensive in the country; and (3) by its pedagogical museum, in which every feature of educational enterprise is exhibited.

The most valuable service rendered, however, is through its publications. It issues an annual report which has grown to two large volumes of more than twenty-four hundred pages, in which are found statistics concerning all kinds of schools and educational enterprises throughout the United States. Nor are its investigations limited to our own country and its territories. Educational movements in other countries are described from time to time by experts with a view to furnish complete information concerning current educational history throughout the world. These reports are recognized as by far the best furnished by any country.

In addition to the annual report the bureau issues many pamphlets bearing upon special topics and furnis.h.i.+ng valuable information.

In view of the fact that such vast interests are involved,--the instruction of over twenty million pupils, requiring the service of more than half a million teachers, involving the expenditure of nearly three hundred million dollars per annum, and of vital interest to the whole population,--many educators believe that the bureau should be elevated to the dignity of a department of the government with a cabinet officer at its head.

THE QUINCY MOVEMENT

In 1873 the School Board of Quincy, Ma.s.sachusetts, took a new and very important departure, namely, that of calling an educational expert to take charge of their schools. They realized that the office of a school board is to administer the external matters, but trained experts should have entire direction of the internal affairs of the schools, such as discipline, methods of instruction, course of study, etc. They called Colonel Francis W. Parker (1837-1902) to the superintendency and said to him practically: "We will furnish the equipment and the teachers, and it is your business to run the schools. We will not interfere with your methods or your plans, but will hold you responsible for results."