Your United States by Arnold Bennett (snow like ashes .txt) 📖

educational methods, and with a strong distaste for teaching, I yet wanted to know and understand all about education in America in one moment--the education that produced that superb stride and carriage in the street! I failed, of course, in my desire--not from lack of facilities offered, but partly from lack of knowledge to estimate critically what I saw, and from lack of time. My experiences, however, though they left my mind full of enigmas, were wondrous. I asked to inspect one of the best schools in New York. Had I been a dispassionate sociological student, I should probably have asked to inspect one of the worst schools in New York--perhaps one of the gaunt institutions to be found, together with a cinema-palace and a bank, in almost every block on the East Side. But I asked for one of the best, and I was shown the Horace Mann School.

* * * * *


The Horace Mann School proved to be a palace where a thousand children and their teachers lived with extreme vivacity in an atmosphere of ozone from which all draughts and chilliness had been eliminated. As a malcontent native of the Isle of Chilly Draughts, this attribute of the atmosphere of the Horace Mann School impressed me. Dimensionally I found that the palace had a beginning but no end. I walked through leagues of corridors and peeped into unnumbered class-rooms, in each of which children were apparently fiercely dragging knowledge out of nevertheless highly communicative teachers; and the children got bigger and bigger, and then diminished for a while, and then grew again, and kept on growing, until I at last entered a palatial kitchen where some two dozen angels, robed in white but for the moment uncrowned, were eagerly crowding round a paradisiacal saucepan whose magic contents formed the subject of a lecture by one of them. Now these angels were not cherubs; they were full grown; they never would be any taller than they were; and I asked up to what age angels were kept at school in America. Whereupon I learned that I had insensibly passed from the school proper into a training-school for teachers; but at what point the school proper ended I never did learn. It seems to me that if I had penetrated through seven more doors I should have reached Columbia University itself, without having crossed a definite dividing-line; and, anyhow, the circumstance was symbolic.

Reluctantly I left the incredible acres of technical apparatus munificently provided in America for the training of teachers, and, having risen to the roof and seen infants thereon grabbing at instruction in the New York breeze, I came again to the more normal regions of the school. Here, as everywhere else in the United States (save perhaps the cloak-room department of the Metropolitan Opera-House), what chiefly struck me was the brilliant organization of the organism. There was nothing that had not been thought of. A handsomely dressed mother came into the organism and got as far as the antechamber of the principal's room. The organization had foreseen her, had divined that that mother's child was the most important among a thousand children--indeed, the sole child of any real importance--had arranged that her progress should be arrested at just that stage, and had stationed a calm and diplomatic woman to convince her that her child was indeed the main preoccupation of the Horace Mann School. A pretty sight--the interview! It charmed me as the sight of an ingenious engine in motion will charm an engineer.

The individual class-rooms, in some of which I lingered at leisure, were tonic, bracing, inspiring, and made me ashamed because I was not young. I saw geography being taught with the aid of a stereoscopic magic-lantern. After a view of the high street of a village in North Russia had been exposed and explained by a pupil, the teacher said: "If anybody has any questions to ask, let him stand up." And the whole class leaped furiously to its feet, blotting out the entire picture with black shadows of craniums and starched pinafores. The whole class might have been famishing. In another room I saw the teaching of English composition. Although when I went to school English composition was never taught, I have gradually acquired a certain interest in the subject, and I feel justified in asserting that the lesson was admirably given. It was, in fact, the best example of actual pedagogy that I met with in the United States. "Now can any one tell me--" began the mistress. A dozen arms of boys and girls shot up with excessive violence, and, having shot up, they wiggled and waggled with ferocious impatience in the air; it was a miracle that they remained attached to their respective trunks; it was assuredly an act of daring on the part of the intrepid mistress to choose between them.

"How children have changed since my time!" I said to the principal afterward. "We never used to fling up our hands like that. We just put them up.... But perhaps it's because they're Americans--"

"It's probably because of the ventilation," said the principal, calmly corrective. "We never have the windows open winter or summer, but the ventilation is perfect."

I perceived that it indeed must be because of the ventilation.

More and more startled, as I went along, by the princely lavishness of every arrangement, I ventured to surmise that it must all cost a great deal.

"The fees are two hundred and eighty-five dollars in the Upper School."

"Yes, I expected they would be high," I said.

"Not at all. They are the lowest in New York. Smart private schools will charge five or six hundred dollars a year."

Exhausted, humbled, I at last quitted the warmed Horace Mann ozone for the harsh and searching atmosphere of the street. And I gazed up at the pile, and saw all its interiors again in my mind. I had not grasped the half nor the quarter of what had been so willingly and modestly shown to me. I had formed no theory as to the value of some of the best juvenile education in the Eastern States. But I had learned one thing. I knew the secret of the fine, proud bearing of young America. A child is not a fool; a child is almost always uncannily shrewd. And when it sees a splendid palace provided for it, when it sees money being showered upon hygienic devices for its comfort, even upon trifles for its distraction, when it sees brains all bent on discovering the best, nicest ways of dealing with its instincts, when it sees itself the center of a magnificent pageant, ritual, devotion, almost worship, it naturally lifts its chin, puts its shoulders back, steps out with a spring, and glances down confidently upon the whole world. Who wouldn't?

* * * * *


It was an exciting day for me when I paid a call next door to Horace Mann and visited Columbia University. For this was my first visit of inspection to any university of any kind, either in the New World or in the Old. As for an English university education, destiny had deprived me of its advantages and of its perils. I could not haughtily compare Columbia with Oxford or Cambridge, because I had never set foot even in their towns. I had no standards whatever of comparison.

I arose and went out to lunch on that morning, and left the lunch before anybody else and rushed in an automobile to Columbia; but football had already begun for the day in the campus costing two million dollars, and classes were over. I saw five or more universities while I was in America, but I was not clever enough to catch one of them in the act of instruction. What I did see was the formidable and magnificent machine, the apparatus of learning, supine in repose.

And if the spectacle was no more than a promise, it was a very dazzling promise. No European with any imagination could regard Columbia as other than a miracle. Nearly the whole of the gigantic affair appeared to have been brought into being, physically, in less than twenty years. Building after building, device after device, was dated subsequent to 1893. And to my mind that was just the point of the gigantic affair. Universities in Europe are so old. And there are universities in America which are venerable. A graduate of the most venerable of them told me that Columbia was not "really" a university. Well, it did seem unreal, though not in his sense; it seemed magic. The graduate in question told me that a university could not be created by a stroke of the wand. And yet there staring me in the face was the evidence that a university not merely could be created by a stroke of the wand, but had been. (I am aware of Columbia's theoretic age and of her insistence on it.) The wand is a modern invention; to deny its effective creative faculty is absurd.

Of course I know what the graduate meant. I myself, though I had not seen Oxford nor Cambridge, was in truth comparing Columbia with my dream of Oxford and Cambridge, to her disadvantage. I was capable of saying to myself: "All this is terribly new. All this lacks tradition." Criticism fatuous and mischievous, if human! It would be as sapient to imprison the entire youth of a country until it had ceased to commit the offense of being young. Tradition was assuredly not apparent in the atmosphere of Columbia. Moreover, some of her architecture was ugly. On the other hand, some of it was beautiful to the point of nobility. The library, for instance: a building in which no university and no age could feel anything but pride. And far more important than stone or marble was the passionate affection for Columbia which I observed in certain of her sons who had nevertheless known other universities. A passionate affection also perhaps brought into being since 1893, but not to be surpassed in honest fervency and loyalty by influences more venerable!

Columbia was full of piquancies for me. It delighted me that the Dean of Science was also consulting engineer to the university. That was characteristic and fine. And how splendidly unlike Oxford! I liked the complete life-sized railroad locomotive in the engineering-shops, and the Greek custom in the baths; and the students' notion of coziness in the private dens full of shelves, photographs, and disguised beds; and the visibility of the president; and his pronounced views as to the respective merits of New York newspapers; and the eagerness of a young professor of literature in the Faculty Club to defend against my attacks English Professor A.C. Bradley. I do believe that I even liked the singular sight of a Chinaman tabulating from the world's press, in the modern-history laboratory, a history of the world day by day. I can hardly conceive a wilder, more fearfully difficult way of trying to acquire the historical sense than this voyaging through hot, fresh newspapers, nor one more probably destined to failure (I should have liked to see some of the two-monthly resumes which students in this course are obliged to write); but I liked the enterprise and the originality and the daring of the idea; I liked its disdain of tradition. And, after all, is it weirder than the common traditional method?