The Spirit of America shows its ingrained individualism nowhere more clearly than in education. First, by the breadth of the provision which it makes, up to a certain point, for everybody who wishes to be educated. Second, by the entire absence of anything like a centralized control of education. Third, by the remarkable evolution of different types of educational inst.i.tutions and the liberty of choice which they offer to each student.

All this is in the nature of evidence to the existence of a fifth quality in the Spirit of America, closely connected with the sense of self-reliance and a strong will-power, intimately related to the love of fair play and common order,--a keen appreciation of _the value of personal development_.

Here again, as in the previous lectures, what we have to observe and follow is not a logical syllogism, nor a geometrical proposition neatly and accurately worked out. It is a natural process of self-realization.

It is the history of the soul of a people learning how to think for itself. As in government, in social order, in organized industry, so in education, America has followed, not the line of least resistance, nor the line of abstract doctrine, but the line of vital impulse.

And whence did this particular impulse spring? From a sense of the real value of knowledge to man as man. From a conviction that there is no natural right more precious than the right of the mind to grow. From a deep instinct of prudence reminding a nation in which the people are the sovereign that it must attend to "the education of the prince."

These are the feelings and convictions, very plain and primitive in their nature, which were shared by the real makers of America, and which have ever since controlled her real leaders. They are in striking contrast with the views expressed by some of the strangers who were sent out in early times to govern the colonies; as, for example, that Royal Governor Berkeley who, writing home to England from Virginia in the seventeenth century, thanked G.o.d that "no public schools nor printing-presses existed in the colony," and added his "hope that they would not be introduced for a hundred years, since learning brings irreligion and disobedience into the world, and the printing-press disseminates them and fights against the best intentions of the government."

But this Governor Berkeley was of a different type from that Bishop Berkeley who came to the western world to establish a missionary training-school, and, failing in that, gave his real estate at Newport and his library of a thousand books to the infant Yale College at New Haven; of a different type from those Dutch colonists of New Amsterdam who founded the first American public school in 1621; of a different type from those Puritan colonists of Ma.s.sachusetts Bay who established the Boston Latin School in 1635 and Harvard College in 1636; of a different type from Franklin, who founded the Philadelphia Circulating Library in 1731, the American Philosophical Society in 1744, and the Academy of Pennsylvania in 1749; of a different type from Washington, who urged the foundation of a national university and left property for its endowment by his last will and testament; of a different type from Jefferson, who desired to have it recorded upon his tombstone that he had rendered three services to his country--the framing of the Declaration of Independence, the establishment of religious liberty in Virginia, and the founding of the University of that State.

Among the men who were most responsible, from the beginning, for the rise and growth and continuance of the spirit of self-reliance and fair play, of active energy and common order in America, there was hardly one who did not frequently express his conviction that the spread of public intelligence was necessary to these ends. Among those who have been most influential in the guidance of the republic, nothing is more remarkable than their agreement in the opinion that education, popular and special, is friendly to republican inst.i.tutions.

This agreement is not a mere formal adherence to an academic principle learned in the same school. For there has been the greatest possible difference in the schooling of these men. Adams, Jefferson, Madison, Monroe, Hamilton, Webster, Hayes, Garfield, Harrison, Roosevelt, had a college training; Washington, Franklin, Marshall, Jackson, Van Buren, Clay, Lincoln, Cleveland, McKinley, did not.

The sincere respect for education which is typical of the American spirit is not a result of education. It is a matter of intuitive belief, of mental character, of moral temperament. First of all, the sure conviction that every American child ought to have the chance to go to school, to learn to read, to write, to think; second, the general notion that it is both fair and wise to make an open way for every one who is talented and ambitious to climb as far as he can and will in the higher education; third, the vague feeling that it will be to the credit and benefit of democracy not only to raise the average level of intelligence, but also to produce men and inst.i.tutions of commanding excellence in learning and science and philosophy,--these are the three elements which you will find present in varying degrees in the views of typical Americans in regard to education.

I say that you will find these elements in varying degrees, because there has been, and there still is, some divergence of opinion as to the comparative emphasis to be laid on these three points--the schoolhouse door open to everybody, the college career open to all the talents, and the university providing unlimited opportunities for the disinterested pursuit of knowledge.

Which is the most important? How far may the State go in promoting the higher education? Is it right to use the public funds, contributed by all the taxpayers, for the special advantage of those who have superior intellectual powers? Where is the line to be drawn between the education which fits a boy for citizenship, and that which merely gratifies his own tastes or promotes his own ambition?

These are questions which have been seriously, and, at times, bitterly debated in America. But, meantime, education has gone steadily and rapidly forward. The little public school of New Amsterdam has developed into an enormous common-school system covering the United States and all their Territories. The little Harvard College at Cambridge has become the mother of a vast brood of inst.i.tutions, public and private, which give all kinds of instruction, philosophical, scientific, literary, and technical, and which call themselves colleges or universities according to their own fancy and will.

A foreigner visiting the country for the first time might well think it had a touch of academic mania. A lecturer invited to describe the schools and colleges of the United States in a single discourse might well feel as embarra.s.sed as that famous diplomat to whom his companion at dinner said, between the soup and the fish, "I am so glad to meet you, for now you can tell me all about the Far Eastern Question and make me understand it." Let me warn you against expecting anything of that kind in this lecture. I am at least well enough educated to know that it is impossible to tell all about American education in an hour. The most that I can hope to do is to touch on three points:--

First, the absence of centralized control and the process of practical unification in educational work in the United States.

Second, the growth and general character of the common schools as an expression of the Spirit of America.

Third, the relation of the colleges, universities, and technical inst.i.tutes to the life of the republic.

I. First, it should be distinctly understood and remembered that there is absolutely _no national system of education in America_.

The government at Washington has neither power nor responsibility in regard to it. There is no Ministry of Public Instruction; there are no Federal Inspectors; there is no regulation from the centre. The whole thing is local and voluntary to a degree which must seem to a Frenchman incomprehensible if not reprehensible. In consequence it is both simple and complicated,--simple in its practical working, and extremely complicated in its general aspect.

The reasons for this lack of a national system and a centralized control are not far to seek. In the first place, at the time when the Union was formed, many different European influences were already at work fostering different educational ideals in various parts of the country.

No doubt the English influence was predominant, especially in New England. Harvard College at Cambridge in Ma.s.sachusetts may be regarded as the legitimate child of Emmanuel College at Cambridge in England. But the development of free common schools, especially in the Middle States, was more largely affected by the example of Holland, France, and Switzerland than by England. The Presbyterians of New Jersey, when they founded Princeton College in 1746, naturally turned to Scotland for a model.

In Virginia, through Thomas Jefferson, a strong French influence was felt. A Frenchman, Quesnay, who had fought in the American army of the Revolution, proposed to establish a National Academy of Arts and Sciences in Richmond, with branches at Baltimore, Philadelphia, and New York, to give advanced instruction in all branches of human learning.

He had the approval of many of the best people in France and Virginia, and succeeded in raising 60,000 francs towards the endowment. The corner-stone of a building was laid, and one professor was chosen. But the scheme failed, because, in 1786, both America and France were busy and poor. Jefferson's plan for the University of Virginia, which was framed on French lines, was put into successful operation in 1825.

It would have been impossible at any time in the early history of the United States--indeed, I think it would be impossible now--to get a general agreement among the friends of education in regard to the form and method of a national system.

Another obstacle to a national system was the fact that the colleges founded before the Revolution--William and Mary, Harvard, Yale, Princeton, Columbia--were practically supported and controlled by different churches--Congregational, Presbyterian, or Episcopalian.

Churches are not easy to combine.

Still another obstacle, and a more important one, was the sentiment of local independence, the spirit of home rule which played such a prominent part in the _mise en scene_ of the American drama. Each of the distinct States composing the Union was tenacious of its own individuality, and jealous of the local rights by which alone that individuality could be preserved. The most significant and potent of these rights was that of educating the children and youth of the community.

The States which entered the Union later brought with them the same feeling of local pride and responsibility. Ohio with its New England traditions, Kentucky with its Southern traditions, Michigan with its large infusion of French blood and thought, Wisconsin with its vigorous German and Scandinavian element,--each of these communities felt competent and in honour bound to attend to its own educational affairs.

So far as the establishment and control of schools, colleges, and universities is concerned, every State of the Union is legally as independent of all the other States as if they were separate European countries like France and Germany and Switzerland. Therefore, we may say that the American system of education is not to have a system.

But if we stop here, we rest upon one of those half-truths which are so dear to the pessimist and the satirist. The bare statement that there is no national system of education in America by no means exhausts the subject. Taken by itself, it gives a false impression. Abstract theory and formal regulation are not the only means of unification. Nature and human nature have their own secrets for creating unity in diversity.

This is the process which has been at work in American education.

First of all, there has been a general agreement among the States in regard to the vital necessity of education in a republic. The const.i.tution of Ma.s.sachusetts, adopted in 1780, reads thus: "Wisdom and knowledge, as well as virtue, diffused generally among the people, being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of legislatures and magistrates, in all future periods of this Commonwealth, to cherish the interests of literature and the sciences, and all seminaries of them, especially the university at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public inst.i.tutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality, in their dealings, sincerity, good humour, and all social affections and generous sentiments among the people." After such a sentence, one needs to take breath. It is a full programme of American idealism, written in the English of the eighteenth century, when people had plenty of time. The new const.i.tution of North Carolina adopted in 1868 puts the same idea in terse modern style: "The people have the right to the privilege of education, and it is the duty of the State to guard and maintain that right." You will find the same principle expressed in the const.i.tutions of all the American commonwealths.

In the next place, the friendly compet.i.tion and rivalry among the States produced a tendency to unity in education. No State wished to be left behind. The Southern States, which for a long time had neglected the matter of free common schools, were forced by the growth of illiteracy, after the Civil War, to provide for the schooling of all their children at public expense. The Western States, coming into the Union one by one, had a feeling of pride in offering to their citizens facilities for education which should be at least equal to those offered in "the effete East." It is worthy of note that the most flourishing State Universities now are west of the Alleghanies. The only States which have more than 90 per cent of the children from five to eighteen years of age enrolled in the common schools are Colorado, Nevada, Idaho, and Washington,--all in the far West.

Furthermore, the free intercourse and exchange of population between the States have made for unity in the higher education. Methods which have proved successful in one community have been imitated and adopted in others. Experiments tried at Harvard, Yale, Princeton, or Columbia have been repeated in the West and South. Teachers trained in the older colleges have helped to organize and develop the new ones.

Nor has this process of a.s.similation been confined to American ideas and models. European methods have been carefully studied and adapted to the needs and conditions of the United States. I happen to know of a new Inst.i.tute of Technology which has been recently founded in Texas by a gift of eight millions of dollars. The president-elect is a scientific man who has already studied in France and Germany and achieved distinction in his department. But before he touches the building and organization of his new Inst.i.tute, he is sent to Europe for a year to see the oldest and the newest and the best that has been done there. In fact, the Republic of Learning to-day is the true Cosmopolis. It knows no barriers of nationality. It seeks truth and wisdom everywhere, and wherever it finds them, it claims them for its own.

The spirit of voluntary cooperation for the promotion of the common order, of which I spoke in a previous lecture, has made itself felt in education by the formation of Teachers' a.s.sociations in the various States, and groups of States, and by the foundation of the National Educational a.s.sociation, a voluntary body incorporated in the District of Columbia, "to elevate the character and advance the interests of the profession of teaching, and to promote the cause of education in the United States."

Finally, while there is no national centre of authority for education in the United States, there is a strong central force of encouragement and enlightenment. The Federal Government shows its interest in education in several ways: First, in the enormous grants of public lands which it has made from the beginning for the endowment of common schools and higher inst.i.tutions in the various States.

Second, in the control and support of the United States Military Academy at West Point, the Naval Academy at Annapolis, the Indian Schools, the National Museum, and the Congressional Library, and in the provision which it makes for agricultural and mechanical schools in different parts of the country. The annual budget for these purposes runs from twelve to twenty millions of dollars a year.

Third, in the establishment of a National Bureau of Education which collects statistics and information and distributes reports on all subjects connected with the educational interests of America. The Commissioner at the head of this bureau is a man of high standing and scholarship. He is chosen without reference to politics, and holds his office independent of party. He has no authority to make appointments or regulations. But he has a large influence, through the light which he throws upon the actual condition of education, in promoting the gradual and inevitable process of unification.

Let me try to sum up what I have been saying on this difficult subject of the lack of system and the growth of unity in American education.

There is no organization from the centre. But there is a distinct organization from the periphery,--if I may use a scientific metaphor of such an unscientific character. The formative principle is the development of the individual.

What, then, does the average American boy find in this country to give him a series of successive opportunities to secure this personal development of mental and moral powers?

First, a public primary school and grammar school which will give him the rudiments of learning from his sixth to his fourteenth year. Then a public high school which will give him about what a French _lycee_ gives from his fourteenth to his eighteenth year. He is now ready to enter the higher education. Up to this point, if he lives in a town of any considerable size, he has not been obliged to go away from home. Many of the smaller places of three or four thousand inhabitants have good high schools. If he lives in the country, he may have had to go to the nearest city or large town for his high school or academy.

Beyond this point, he finds either a college, as it is called in America, or the collegiate department in one of the universities, which will give him a four years' course of general study. Before he can begin this, he must pa.s.s what is called an entrance examination, which is practically uniform in all the better inst.i.tutions, and almost, but perhaps not quite, equivalent to the examination in France for the degree of _bachelier_. Thus a certain standard of preparation is set for all the secondary schools. It is at the end of his general course in literature, science, and philosophy that the American student gets his bachelor's degree, which corresponds pretty nearly to the French degree of _licencie_ in letters and sciences.

Now the student, a young man of about twenty-one or twenty-two years, is supposed to be prepared, either to go into the world as a fairly well-educated citizen, or to continue his studies for a professional career. He finds the graduate schools of the universities ready to give him courses which lead to the degree of M.A. or Ph.D., and prepare him for the higher kind of teaching. The schools of law and medicine and engineering offer courses of from two to four years with a degree of LL.B. or M.D. or C.E. or M.E. at the end of them. The theological seminaries are ready to instruct him for the service of the church in a course of three or four years.

By this time he is twenty-four or twenty-five years old. Unless he has special ambitions which lead him to study abroad, or to take up original research at Johns Hopkins, Harvard, Columbia, Cornell, or some other specially equipped university, he is now ready for practical work. The American theory is that he should go to work and get the rest of his education in practice.

Of course there have been short cuts and irregular paths open to him all along the way,--a short cut from the high school to the technical school,--a short cut into law or medicine by the way of private preparation for the examination, which in some States is absurdly low.

But these short cuts are being closed up very rapidly. It is growing more and more difficult to get into a first-cla.s.s professional school without a collegiate or university degree. Already, if the American student wants system and regularity, he can get a closely articulated course, fitted to his individual needs, from the primary school up to the door of his profession.

But the real value of that course depends upon two things that are beyond the power of any system to insure--the personal energy that he brings to his work, and the personal power of the professors under whom he studies. I suppose the same thing is true in France as in America.

Neither here nor there can you find equality of results. All you have a right to expect is equality of opportunity.

II. The great symbol and instrument of this idea of equal opportunity in the United States is the common school. In every State of the Union provision is made for the education of the children at public expense.

The extent and quality of this education, the methods of control, the standards of equipment, even the matter of compulsory or voluntary attendance, vary in different States and communities. But, as a rule, you may say that it puts within the reach of every boy and girl free instruction from the _a_-_b_-_c_ up to the final grade of a _lycee_.

The money expended by the States on these common schools in 1905-1906 was $307,765,000,--more than one-third of the annual expenditure of the national government for all purposes, more than twice as much as the State governments spent for all other purposes. This sum, you understand, was raised by direct, local taxation. Neither the import duties nor the internal revenue contributed anything to it. It came directly from the citizen's pocket, at the rate of $3.66 a year _per capita_, or nearly $13 a year for every grown-up man.

How many children were benefited by it? Who can tell? 16,600,000 boys and girls were enrolled in the public schools (that is to say, more than 70 per cent of the whole number of children between five and eighteen years of age, and about 20 per cent of the total population). The teachers employed were 109,000 men, 356,000 women. The average daily expenditure for each pupil was 17 cents; the average annual expenditure, about $25.