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TABLE 91.-Comparative statistics of elementary education in seven foreign cities.

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a With suburbs. estimated.

1820 al, 103, 857

1884-'85

6-14

166

1,530

76, 884

1886

a416, 659

1885-'86

$1, 179, 778

7-14

6, 808

5,718

12, 526

1885

1,315, 412

1884

6-14

65, 159

67, 730

132, 889

1881

3,832, 441

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e367
194

7,701 e2, 919 e76, 183

d623, 932

467, 192

b1, 473, 408 4,867, 795

e63, 169

e139, 352

e135, 880

430

214, 363

4,761

3,979

95, 826

15, 272 8,740

bIf certain pupils educated in private and special institutions are included, the city of Berlin paid for 135,194 pupils in elementary grades, and this made the expenditure
$1,498, 192.
e Includes 31, 860 children over 13, and not exempt.

d Average attendance for half year ending midsummer, 1886, includes 26,255 children over 13 years of age.

eThese statistics present the situation of the public or municipal primary schools December 31, 1884. In addition there were private schools as follows: For boys, 229; 162 lay, 67 belonging to religious orders. For girls, 594; 459 lay, 135 belonging to religious orders. Total, 823; 621 lay, 202 belonging to religious orders. The office is not in possession of further particulars relating to these schools. For the same year, 1884, the number of maternal schools was 191, having, December 31, an attendance of 26,027 children. There are also 185 private primary schools (27 of them subsidized with 1,245 pupils, and 830 in average attendance), which brings the number up to 18, 801. Average attendance, 13,201. g Elementary.

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ITALY.

1886

216

515

126 400 395

1,652

TABLE 92.-Attendance at European universities--PART II.

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France

Berlin
Leipsic.

Munich.
Balle

Breslau.

Tübingen.

Würzburg.

Freiburg

Bonn

Göttingen

Heidelberg

Greifswald

Marburg

Erlangen

Königsberg

Strasburg

Jena..

Kiel

Giessen..

Rostock

Lund..
Upsala

TABLE 92.-Attendance at European universities-PART III.

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a Distributed among the several faculties.

SCIENCE AND ART INSTRUCTION IN GREAT BRITAIN.

The following information is derived from the thirty-third report of the Science and Art Department, whose operations embrace the United Kingdom:

Science instruction.-During the year 1885 the schools and classes of elementary science, in connection with the department, irrespective of the training colleges, were attended by 78, 810 persons, an increase of 474 over the same for 1884. The number examined was 54,241; the number of papers presented (each paper being the examination in a separate branch of science), 97,238; passed, 68,340.

The total amount paid on the result of these examinations was £63,364 138. 1d., an increase of £6,831 10d., as compared with 1884. In addition to this elementary work, 145 classes were examined in connection with 42 training colleges, the payment in results amounting in the same to £5,748 108. Grants for fitting up laboratories were made to 16 schools, amounting, altogether, to £1,112 188. 5d., while the grants in aid of the purchase of apparatus, diagrams, and examples amounted for the year to £1,146 28. 7ď.

The aid granted to local teachers of science classes in the country, to enable them to improve themselves by attending the classes and laboratories in institutions in their neighborhood where advanced instruction in science is obtainable, has been continued and extended. Special arrangements are made at Owens College, Manchester; Firth College, Sheffield; Mason College, Birmingham; the Yorkshire College, Leeds; and the University College, Dundee, to enable the teachers to attend certain courses of instruction, and three-fourths of their fees for day classes and one-half for evening classes are defrayed by the department.

In the Normal School of Science and Royal School of Mines, 230 students were under instruction, and in the Royal College of Science, Dublin, 88 students.

Art instruction. In the year ending August 31, 1885, instruction in drawing has been given to 810,079 children and pupil-teachers, of whom 530,236 were examined at the annual examinations in 4,637 elementary schools. The grants on results in these schools amounted to £25,983, an increase of £2,854 over the grant in 1883-4. The grant made to the training colleges ou account of examinations in drawing was £1,985 108., an increase of £135 above the same in 1884.

The department also gives aid to art classes, which in 1885 numbered 488, having 23,410 students. For advanced art instruction there were 200 schools, with 18 branch classes, having in all 36,960 students. The National Art Training School had 656 students, and the Dublin Metropolitan School of Art, 476.

The grand total of persons taught drawing, painting, or modelling through the agency of the department was 879,719.

During the year the number of visitors to the South Kensington Museum was 899,813, and to the Bethnal Green Branch, 450,439.

The expenditures of the department during the financial year 1885-'86 amounted to £390,716 148. 11d., which were apportioned as follows: Expenses of administration, including central staff, office expenses, about £26,982; direct payments, prizes, &c., to encourage instruction in science, about £77,556; direct payments, prizes, &c., to encourage instruction in art, about £86,827; services common to both science and art instruction, about £52,217; institutions supported or aided by the state through the science and art departments, about £55,350; and South Kensington and Bethnal Green Museums, including expenses of circulation of science and art objects to country institutions, about £91,785.

PARTICULARS OF THE RECENT HISTORY OF SECONDARY EDUCATION IN GREAT BRITAIN.

In great Britain, as in other European countries, secondary education for several years past has been the subject of much discussion and investigation. The movement in that country is the more interesting to us because the conditions under which secondary instruction is there carried on resemble, in several important particulars, those characteristic of the same work in the United States. A brief outline is here given of the most important events in the recent history of this department of educational activity in Great Britain.

In 1858 a royal commission was appointed to inquire into the condition of popular education in England, including a certain number of schools above the elementary grade.

In 1861 a second commission was appointed to inquire into the condition of the nine great public schools, a group of secondary schools of high order.

In 1864 a third commission, viz, British Schools Inquiry Commission, was appointed to inquire into the education given in schools not comprised within the scope of the two former commissions. The following statement in the introduction to the report of the third commission indicates the range of their inquiry:2

"The schools on which it is our duty to report occupy a very wide range, which, in fact, includes, with only nine exceptions, all schools which educate children excluded from the operation of the Parliamentary grant. These schools are very different in their external constitution. We have, however, found it convenient to divide them into three classes only-endowed, private, and proprietary."

For purposes of comparison the commission authorized their assistant commissioner, Mr. Fearon, to inspect and examine the burgh schools in nine cities and towns in Scotland, and the resulting report not only presents detailed information with respect to these, but gives a very clear idea of the means of secondary education in Scotland generally. Other special reports were made by Matthew Arnold, who was authorized to inquire into the system of education for the upper and middle classes in France, Germany, Switzerland, and Italy, and by Rev. James Frazer, M. A., who conducted an investigation in the United States and Canada.

Altogether, the reports of the commissions, more especially of the second and third, give a comprehensive view of the status of secondary education in Great Britain. With all the evidence before them, the third commission found that education, as distinct from direct preparation for employment, might be classified as that which is to stop at about 14, that which is to stop at about 16, and that which is to continue till 18 or 19; and for convenience they call these the third, the second, and the first grade of education, respectively. These distinctions correspond, they say, "roughly, but by no means exactly, to the gradations of society." Mr. Fearon gave substantially the same divisions for Scotland, and they agree with those recognized generally in continental Europe. In the opinion of the commission, the most urgent educational need of the country was that of good schools of the third grade, or those which should carry education up to the age 14 or 15, a class of schools with which Mr. Frazer reported the United States to be, so far as he observed, well supplied. "The organization of these schools," they say, "ought to be such as to leave the masters considerable freedom in the use of methods, but to define the chief aim and purpose clearly and precisely, and that aim should be thoroughly to satisfy the demands of the parents for good elementary teaching, and then, and only then, to add anything more."

For this object the schools might be attached to existing elementary schools or divided into two divisions, a lower and an upper. The upper division would then be adapted to boys from 12 to 14 or 15 years of age, and would accomplish the work for

Eton, Winchester, Westminster, Charter House, St. Paul's, Merchant Taylors', Harrow. Rugby and Shrewsbury. In 1868 these had, according to the report of the Schools Inquiry Commission, a net aggregate income of £65,000. The number of their scholars was 2,956.

The total number of endowed schools (England and Wales) that came within the scope of their inquiry was 820, having a net aggregate income, including exhibitions, of £277,000 a year. The number of scholars, excluding those in 198 schools that had become elementary, was nearly 40,000. The report also included 86 proprietary schools for boys and 36 for girls.

which the public grammar or intermediate schools of the United States (as they are variously termed) make provision.

*

"Schools of the second grade, or those which should carry education up to 16 years of age, would prepare youths for business, for several professions, for manufactures, for the army, for many departments of the civil service." The commissioners express the opinion that "in such schools Greek should not be included, except as an extra and under special regulations. Latin would be a necessity in all but a very few of these schools since most of the occupations presuppose it in some degree, and many of the examinations prescribe it. To Latin one modern language ought to be added and thoroughly well taught; and in some of the schools two modern languages, according to the general character of the place and the usual destination of the scholars. English literature and the elements of political economy should not be neglected. The mathematics in these schools ought to be at once strictly scientific, and yet of a practical cast-not aiming at subtle refinements but at practical applications. It would be by no means expedient that mere rough and empirical methods should be substituted for strict mathematical reasoning; but the minds of the learners should be perpetually brought back to concrete examples instead of being perpetually exercised in abstractions. It would be possible to put algebra, geometry, and trigonometry within the reach of many of the boys, and to go even further with a few. Lastly, these are especially the schools in which it would often be worth while to lay great stress on practical mechanics and other branches of natural science. In all these schools it should be an absolute rule that the elementary subjects should be kept up; for the loss of these nothing can really compensate. English, for instance, should be carefully cultivated to the very last, and no boy should pass through a school of this kind without having acquired a good knowledge of a few of the best English authors. Arithmetic should never be dropped. The aim should be to reconcile the cultivation of the faculties with the requirements needed for business and for professions. Most of the schools of the first grade would make it their chief aim to prepare for the universities. The schools would therefore be generally classical schools. But besides the classics," say the commissioners, "it is now generally admitted that English literature and the elements of political economy, modern languages, mathematics, and natural science ought to find a place in such schools as these, and that even if they be considered subordinate subjects they should be made a serious part of the business of the school. The masters who teach them should be put on a perfect footing of equality with the other masters; the time allotted to them should prove that they are valued; the marks assigned to them in promotions, the prizes given for proficiency in them, the care taken in examining the boys' progress should be such as to stimulate the learners and prevent all suspicion that while classics are a reality all other studies are a mere concession to popular clamor."

The recommendations of the commissioners had reference to educational endowments, since these, being in some sense public property, are subject to public control, and hence most readily made the field of changes and experiments. Many of the recommendations are of local or national importance, but the following, as will be seen, are of general pedagogical interest. The commissioners recommend that the endowed schools be remodelled on the lines already described and the different grades distributed according to the demands of the country; that all the internal discipline of the school, the choice of books and of methods, the organization and the appointment and dismissal of assistants be intrusted to the headmaster; that a service of state inspection and examination be established.

Inspection they would have conducted by special and permanent officers, appointed by the central government. These inspectors should, annually, have the assistance of a court of examiners appointed by the universities or some similar independent authority. Apart from the recommendations for a particular class of schools, the commissioners express their conviction of the importance of suitable examinations by independent authorities for all classes of secondary schools. They dwell also upon the need of enlarged provision for the teaching of natural science and for such recognition of the subject as shall put it on an equality with the classics.

The recommendations of the commission as regards the reorganization and examination of endowed schools were embodied in a bill introduced into Parliament in 1869, but after inquiry before a select committee so much of the bill as related to examinations was abandoned. The amended bill became law and provided for the appointment of a commission of three persons, charged with the duty of preparing schemes for submission to the educational department. During the sixteen years that have elapsed since the passage of the act of 1869 the commissioners have dealt with no less than 750 schemes, of which only eight have been rejected by Parliament, and the work is still going on. One of the latest foundations that has been dealt with is Christ's Hospital, more familiarly known as the Blue-Coat School. By the scheme "the governing body is to be reconstituted; the terms of admission are to be modified, and the total

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