VOL. 5, NO.11
CORRESPONDENCE
,497
"EUROPEAN AND AMERICAN METHODS IN EDUCATION" A recent article of Mr. George W. Muhleman [THIS JOURNAL, 5, 7114, (June, 1928)l deals with observations by the author in some European universities, from which general conclusions about European methods of education are drawn. If Mr. Muhleman had made a more thorough investigation and had visited more schools, his conclusions would have been quite different. After a stay of nine months in the United States, two months of which were spent at various universities and a longer period in contact with college men, the writer will try to indicate a few of the differencesbased on his observations of American and European (in particular, Dutch) universities. The fundamental difference, which is immediately recognized, is the method of training of the students in the two continents prior to their entrance into college at the age of 18. In France, Germany, and Holland (for the other countries the writer has insufficient data) the pupils of the high schools have to study very hard and each year a large number, through failure to pass the school examinations, cannot be admitted to a higher class. This automatically reduces the number of those who attempt to enter college. The hours at school are supplemented by at least two or three hours of study a t home each day, while study hours during the school period, a practice in many American high schools, do not exist. The number of subjects is not limited to five or six each year and the subjects are not chosen by the pupils; the class schedule contains a t least twelve (in the last years even eighteen) different subjects. Typewriting, stenography, and similar subjects do not count for admission to a university and are only taught in special schools which do not train university aspirants. Accordingly, in most European countries, a student cannot enter
college without a thorough knowledge of mathematics, physics, chemistry, biology, history, geography, and one or more foreign languages (in Holland, these are English, French, and German). An American university has to develop first of all the general knowledge of the students; i. e., it must in the earlier part of the college course complete their high-school training in English, French, or German, chemistry, physics, or mathematics. A European university has no such task, as the students it receives have acquired this general training in high school. With these facts in mind, the conclusions of Mr. Muhleman will appear in another light. I t is true that a European student in entering college has to set his goal more or less definitely whiie his American colleague may make his decision somewhat later. Specialization, however, is required in Europe only after the first examination (for candidate), which takes place during the third year. For example, a student who chooses chemistry for his profession will not have to decide, until he has studied for two or three years, which field (physical, organic, food chemistry, etc.) he will finally engage in. The time of examination is chosen by the student and it is not necessary to wait for a graduation day on which the whole class graduates, as in American colleges. A gifted student can pass his examination a few months earlier than the majority of his comrades, while a slow man may take a longer time. The knowledge required for the candidate's examination does not greatly differ from that necessary for the American B.Sc., B.A., or similar degrees. The majority of the men who receive the degrees just mentioned leave the university to accept jobs. In Europe, however, only a few drop out after graduation; the greater number start a two or three years' course of more specialized work. In Holland, this second period ends with the degree of doctorandus, after which the students are allowed to start work for their dissertation, which consumes two or more years and leads to the doctor's degree. In this way, the total period of study in Holland is seven years or more, except for those who do not take the doctor's degree and who leave the university after the second examination. In Germany, the second examination leads to the doctor's degree. [See Paneth, %IS JOURNAL, 6,705-10 (June, 1928).] In other European countries, conditions are similar, and this will explain how Mr. Muhleman received the impression that study in Europe is more specialized. The fact is that more students remain at the university for research work after their first graduation, while for the majority of American students, the first graduation is the end of their college training. Mr. Muhleman's observation regarding vacations is also worthy of comment. Though in Europe the students can study during their holidays and some of the less wealthy do, the majority enjoy themselves outdoors like their American colleagues. Opportunity to earn money does
VOL.5, NO.11
CO~RESPONDBNCB
1499
not exist because of the prevalent condition of unemployment. I t is difficult for a man of the New World to understand how much trouble most European students have in obtaining employment, especially in the way of unskilled labor as waiters, cooks, camp assistants, shop attendants, etc., by which many American students can earn their living. This is practically impossible in Europe. I do not agree with Mr. Muhlemau's judgment about the diierence in the relations between professor and student in the two continents. In the first years, when the number of students is large, neither an American professor nor a European can find time to occupy himself personally with the individual students. However, the older students in Europe who are working for their dissertations have very close contact with their professors. The remark that some classes of people are excluded from the universities concerns, fortunately, only some rare cases which one can find in nearly every country, even in the United States. To summarize, the principal diiTerences between American and European university systems lie in the divergence of the systems of preparation in high schools. American universities are handicapped by the lower level of training of the students when they enter. This obliges the American college to spend much time on subjects which in Europe are covered in high school. As it is easier to enter an American college, the number of students in the first years is larger than in Europe. However, fewer American students take the graduate courses. Raising the level of general intelligence is the task of an American university, but not of a European one. The writer hopes that this letter will contribute to a better understanding of the educational systems of the New World and the Old. 52 B, J. RINSE J~LIANALAAN OVERWBN. HOLLAND
