Nearly thirty years ago an attempt was made to adapt the American system of schools to Brazil, South America, where social conditions and political aspirations are somewhat analogous to our own, and we set about to find out what the American system really was. We sought it in the official courses, which usually cover the whole domain of knowledge; in the voluminous reports of Superintendents, reeking with erudition and statistics; in the schools and colleges of the different States, which we visited and studied, and in the great educational conventions. We found such a lack of uniformity of thought, of organization, and even of purpose and principles, as to leave us in doubt as to whether we had as yet a distinctively American system. In some places there was genuine education, in others they were simply drilling for examination, and not a whit better than the Chinese. We made an extended tour of European institutions for a comparative study, and found many special processes and devices that could be engrafted, and singularly enough, that some of the German methods had their best development in the United States, but no complete system that could be profitably taken over en bloc. The great problem of how best to influence the heterogeneous masses which flock to the shores of both Americas and make them into good citizens is not touched by the European systems. The problem is not exactly how to teach this or that special branch, but how to co-ordinate the work and relate all branches to the rapidly changing conditions of American society. The problem is the same in both Americas.
We found it difficult to follow the vertiginous activity of American educators along all lines or to wade through the voluminous literature which accompanies it, brought from the ends of the earth; but, believing that there was a truly American system in process of development, we tried to catch the trend of thought and anticipate the results. Entirely free, unhampered by politics or precedent; with no fads or need of seeking favor of governments or patrons, but at liberty to select what was best from all sources, it will be readily conceded that we had a decided advantage over the educational reformer of our own country.
The following, in brief outline, has been in operation for the fourteen years in the American schools at S. Paulo, Brazil, as a result of our study, and has been eminently satisfactory.
1. A primary school of five years, with a minimum of 100 school days of five hours each per annum, for the ungraded country schools, and 210 (a full school year) for the graded city schools. This course embraces Reading, Writing and the four operations of Arithmetic. Arithmetic is made the test of advancement, but great attention is also paid to Expression and Language, and, very early, small vocabularies of the two modern languages, that are to be studied systematically later, are introduced by the "natural method" (French and English by French and English teachers), with pleasure and profit to the pupils; thus in the very beginning of school life the habit of comparing modes of expression is cultivated, which later will be applied to processes. Through Geography the study of nature is begun and our relations to the world in which we live are studied; through Manual training, and the drawing preliminary to it, things and their relations are studied and the child is taught to do and see as well as to think. This is that part of education which society, for its own safety, must demand for every girl and boy in the land. It is all that can be given to the masses, the very poor, the wage-earner's children, who must go to work early in life. Very bright pupils, with intellectual surroundings, may complete this course easily in four years, as many have done far better than others in five.
2. A Secondary course of six years divided into two periods of three years each. This is an expansion of the primary, extending mathematics to meet all requirements of practical life; cultivating carefully the mother tongue, giving some notions of the two modern languages; thorough training in Brazilian Geography and History, with outlines of General History and Geography; Manual training and mechanical drawing, etc. This first section embraces that part of an education essential to GOOD citizenship, within reach of all, but not compulsory—a short Grammar school course. The second section is a preparation for College, without, however, special reference to a college course. In it the two modern languages are finished; Algebra and Geometry are studied, Latin begun, etc., going about a year further than the average High-school course of the United States. This completes the common school system and prepares the pupil for the highest duties of citizenship.
The bright pupil who has finished the primary course in four years may complete this in five. This has been frequently done, and is the rule for those preparing for College.
The student who does this is ready for College at fifteen.
We believe the tendency of American education is to return somewhat to the Humanities, enrich the secondary school with studies heretofore included in the advanced courses, and thus shorten the College course. This is the language period of life, and fourteen years' experience has shown us that the two modern languages can be easily carried parallel to the mother tongue, with benefit to the pupil. It furnishes excellent mental discipline and has the advantage of awakening the habit of comparison earlier. There is a slight sacrifice of the mathematical or scientific side, which is pushed into the next division where it logically belongs.
The first division in this system aims to reach the great mass of society and force it up to the level of safe and intelligent citizenship. The second reaches after the great middle class and purposes to fit its members for the highest duties of citizenship, as well as equip them for trade, manufactures and all legitimate activities, at public expense. It gives a sufficient amount of formulated knowledge and mental training to enable them to continue their studies independently through the opportunities afforded by the Press, public libraries and lectures.
The next step embraces three years of a culture course for that comparatively small class who desire to take a profession, or wish a liberal education in literature, art and sciences, as a stepping-stone to still more advanced studies. Entrance to this class ought to be guarded by severe tests in order to exclude the weak-brained who want a degree simply as an ornament and because they can pay for it. The brainy, poor young man can always find means. This is the College, reduced to three years. It lies between the public school system and the specialized University courses,—not absolutely necessary but highly advisable. It is where the student is thrown into the larger current of independent action and takes on the responsibilities as well as the privileges of manhood, either to prepare for entrance into the higher spheres of active life or to enter upon other studies.
This gives a minimum of school life, at public expense, of four years and a maximum of eleven years.
Education will, therefore, be finished at these ages: The large class of children of the very poor, at ten or eleven years. Another class will go out at the end of the first period of the secondary (the old Grammar course) and enter society fairly well equipped for the ordinary pursuits of life at twelve or thirteen. The second class completes school life, at the end of the public school course, at the age of fourteen or fifteen, well educated; a still smaller class completes the liberal College course at seventeen or eighteen, while the winnowing of all classes produces the comparatively small group of scholars and professionals who are able to enter life fully equipped, with such knowledge as can be obtained from , at twenty-one to twenty-two. The student who skips the College and short-circuits from the High School to the University may graduate from his professional course with honor at nineteen or twenty, but will always lack that something that enables the man with the wider culture and discipline to win in the race of life.
The points in which the foregoing differs from the plan commonly adopted in United States are: the introduction of two modern languages at the language period of life, for their own value, to improve the study of the mother tongue and to develop earlier the comparative process as mental discipline; the shortening of the College course to three years and reducing school life by at least two and possibly three years, leaving some of the enthusiasm of youth for the first years of independent self-supporting life, also shortening the period of parental support.
No attempt is made here to indicate the exact organization of the various courses; the purpose and logical distribution is what is sought to show. We have been able to see the finished product of the system and feel sure it is an improvement upon the old plan. This is the system of schools known as "Mackenzie College" and the "Eschola Americana" at S. Paulo, Brazil, and is intended to serve, in a modest way, as a model of American education for Brazil.—Dr. H. M. Lane, in The Brazilian Bulletin.
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