Proposed Reforms in the German Schools

Abstract

tory reports was that of the French philosopher, Victor Cousin. Its publication in English caused a number of Americans to make a study of German schools and led to the introduction of German methods in the United States. A deep impression was made by the methods and ideas of Herbart, for example. However, with the establishment of the Empire and the stratifying of German society, criticism began to be leveled at German education. Although the methods were still considered thorough, the organization was severely criticized. It was felt to be rigid and undemocratic. The flexibility of the American system was entirely lacking. Americans had an excellent opportunity to do something about this at the end of World War II. Unfortunately, the individual Liinder (states) were held responsible for their school systems. They were told to reestablish the schools as they had been before the Nazi era. This meant a reversion to the system of 1932. When the American Education Program got under way, it was too late. The German schools had already been reorganized. Because of the division into zones and states there were ten school systems, with considerable disparities in organization, curriculum, and standards. The only two fundamental requirements which the Allied authorities made were that (1) The schools should be cleared of all Nazi doctrines and militaristic ideas; and (2) The ideals of democracy were to be taught. A rather extensive screening of the teachers was undertaken to achieve these aims. The educational structure which evolved and which prevails today is as follows: All Germ children begin their schooling in the Grundschule (basic school), which consists of the first four years of the Volksschule (elementary school). Full-time school attendance is compulsory up to the age of fourteen; part-time attendance is required up to eighteen. At the end of the Grundschule, which teaches the child the basic skills, the first sifting out takes place. The brightest pupils go to the secondary school, the Gymnasium. The second best enter an intermediate school (Mittelschule). The least gifted continue on the upper level (Oberstufe) of the elementary school. In addition to the regular elementary schools, there are various types of special schools (Sonderschulen) for the physically and mentally handicapped. For the slower pupil there is the Hilfsschule (pupil aid school). The secondary schools are of three types: the Altsprachliches (ancient language) Gymnasium, the Neusprachliches (modern language) Gymnasium (formerly called the Realschule), and the Mathematisch-Wissenschaftliches (Mathematics-Science) Gymnasium. The course in the Gymnasium lasts nine years. Since the basic subjects are required, all students follow the same program. There is no choice until the eleventh school year. Failure in two subjects means repetition of the entire year. In the last class the student takes the leaving examination, the Abitur, a series of rather searching written and oral tests in the basic subjects. If he passes, he gets a certificate which entitles him to study at any university or higher technical institute. Less than 50 per cent of those who enter the Gymnasium get to the Abitur. The majority of the children leave the elementary school at the age of fourteen, after eight years of schooling. Since the apprenticeship system still prevails in Ger-