IT

Editorial

T has been felt for some time that the colleges are unwise in their entrance requirements from the standpoint of quantity. This can be cited as a fault in almost all subjects with the probable exception of mathematics. It is especially true of the English requirements, and it is time that school authorities protested. Why should not the opinion of those who fully realize the capabilities of the average high school pupil have due weight in determining the amount of work demanded? Surely the average college instructor or professor does not have sufficient knowledge of the conditions prevailing in the many preparatory schools,-teaching force, equipment; nor can he have the intimate knowledge of the pupil of high school age which would determine beyond all question that a preparation cannot be secured equivalent to that which only students with mature minds can master. This is what is demanded, and it only requires a glance at the outlines of English inserted in any college catalogue to convince the average educator that the quantity is largely in excess of what the pupil is able to do, and to do successfully. Surely the time is at hand when quality should be the determining factor. Take English, for instance. In what school is it possible for the average boy or girl to appreciatively understand and to show that he is acquainted with all of the following: Merchant of Venice, Julius Cæsar, Sir Roger de Coverley Papers, Vicar of Wakefield, Ancient Mariner, Ivanhoe, Carlyle's Essay on Burns, The Princess, The Vision of Sir Launfal, Silas Marner; or to thoroughly understand form and structure of subject matter of the following: Macbeth, Milton's L'Allegro, Il Penseroso, Comus and Lycidas, Burke's Conciliation with America, and Macaulay's Essays on Milton and Addison? What pupil can be expected to master these works as required, and get that love for literature which the study of the above ought to give? In order to meet the requirements. a hurried reading is necessary, a slashing of contents is practiced, a distorted knowledge is obtained, and the student is as likely to give quotations from Milton as from Shakespeare and not know the difference, or to give the characteristics of Milton for that of Carlyle. The appreciation or love for good English is thwarted, and in its place comes a confused idea of the real import and value of the authors studied. Scarcely one of the many pupils ever pursues further the

reading of any of the authors mentioned, but the real outcome is a listaste for good English. More often it results in driving the student to read only the light and frivolous literature which floods the book stores, and in many cases reading is stopped altogether. A much better method would be to confine the schools to a few-a very few— selections, and let these be read carefully and entire before any comments are made. Then give an opportunity for absorption, allow the pupil to take in the setting, the purport of the selection, the life of the author, etc. Study the play in parts, comparing one part or passage with another,-in short, give an opportunity for what he reads and studies to become a part of him. What we want is a class of pupils who will appreciate good English, and know how to use it. Let us have the opportunity to drill the pupils in the knowledge and use of English. It is the power to use the English language, to understand construction of sentences, to appreciate errors, to love literature, to see the beauty of form and outline, and that to further pursue its study will open to pupils avenues and worlds of which they have not yet dreamed. This cannot be done unless quantity gives way to qual ity. We cannot do this too soon in order to save our pupils from overdoses which from their very nature cannot be assimilated.

TH

HE recent movement in North Carolina to provide and encourage the establishment of libraries in the rural schools is deservedly attracting the attention of school people outside of the state. General Assembly about two years ago provided, briefly :

The

"That whenever the friends or patrons of any rural public school shall contribute ten dollars or more for starting a library in connection with the school, ten dollars of the district school fund shall also be set apart for the same purpose, while another ten dollars will be given from the state appropriation."

This provision is in every way commendable. Next to the family it puts the books where they are most needed, not at some point in the neighborhood for general use, that often proves to be no use, but in the school. It is not enough that the state teach children to read; they must, in order to come to an interested, alert citizenship, be given a reading habit,—a habit of going to books and current literature for information and inspiration and pleasure. Under this law almost one thousand school libraries have already been established in the state, and the state fund is being used as rapidly as it is available. In a few counties every white school has a library. The old north state is to be congratulated.

A

NY close observation of the inner work of the schools emphasizes the importance of teachers having in mind, clearly, the distinction between education as such and mere training. Both have their uses; neither should be neglected. The former implies intelligent foresight; the power to conceive and picture distant ends to be attained, and the use of suitable means to accomplish these ends; the forming and holding of ideals in science and art and conduct; the power of purposeful, consecutive thinking. Along with these functions man shares with. the lower animals others also, that lend themselves to the taking on of fixed ways of acting; repeating unthinkingly the original act; crystallizing in set ways the tendency of the mind to act as it has acted. In appealing to the mind's initiative, on the other hand, there is a recognition of its power, its tendency, to think the experience in a new way; as sustaining manifold relations other than those in the original act, and so, using it in a new form, perhaps with new meanings.

The former is training; the latter is education. That gives resourcefulness, and leads to multiform experience and growth; this to uniformity of action and a fixed order. The one equips the individual for following a familiar, conventional and prescribed order, the other for intelligently meeting even unfamiliar conditions.

Much of the work of the school is of the character of training; acquiring a knowledge of the symbols of experience, acquaintance with the conventional forms of social and business intercourse, language, the bodily movements, etc. There is no occasion to belittle the value of these acquirements; there would be little education without this function, also, of the mind. But this is not education. It is a tool, a means, but not a force for progress. Its primary function is to mechanize, to enslave; not to liberate. Freedom comes through education; all advance in civilization and achievement. That gives skill in manufacture and administration; facility and grace in conduct. and intercourse; perfection of form and finish: this stimulates reflection, ingenuity, the free play of ideals and the creative faculties. Training looks to specific ends; education to versatility. Education seeks to make men; training, workmen. The steps in training are generally simple and easily acquired; those of education often intricate and elusive. By training men become experts in doing; by education they are fitted to improve their doing. Each is the complement of the other. A high state of either stimulates to a development of the other. The highest education in the race is of little value unless there be skill to apply it to the arts and purposes of life; the most perfect skill is lame if it have not intelligent direction.

Education is the rational process of growth that makes the masterful possession of all needful knowledge and skill certain.

Foreign Notes

WOMEN IN SCHOOL ADMINISTRATION.

In France complaint is made that although the financial law of July 19, 1889, declares that women should be admitted to the service of inspection on the same conditions as men,—that is, on condition of obtaining the required diploma, and of having fulfilled successfully the duties of some subordinate position,-nevertheless only two or three women have received appointments. A movement has been started for the creation of definite positions for inspectresses in every department (division equivalent to a county) of the country.

The excitement in England over the endeavor to strengthen church schools at public expense has obscured all other retrogressive features of the recent education laws, i. e., the law of 1902, and the law for London just passed. The effect of the laws in diminishing the responsibility and the influence of women in respect to the conduct of school affairs is, however, attracting more and more attention. Women were eligible for election to the old school boards, and in all the large cities they have given most efficient service in this relation, and have won unstinted praise. As women are not allowed on the county councils, they will no longer have an authoritative voice in school administration excepting in a few of the most populous urban districts. The law provides that women shall be appointed on the education committees formed by the councils, which committees have no "power of the purse" and no appeal to the voters. It is noticeable, also, that a great number of the schemes which have been drawn up for the formation of these committees provide for the inclusion of but one woman. This arbitrary exclusion of persons eminently fitted to bear a part in the work of school administration on the mere ground of sex is a wrong to the people, and particularly to be regretted for its effect upon teachers and pupils. The Woman's Local Government Society has taken up this matter in dead earnest, and is waging a campaign of education which is sure to tell when the law is amended, as it is now quite evident will be the case in the near future.

PROGRESS OF ELEMENTARY OR POPULAR EDUCATION IN ITALY.

The great activity in educational matters which has been manifest in Italy during the past decade is yielding practical results even in the

sphere of elementary education. This interest, as it affects only the common people, has always been more backward than middle class. and higher education. The number of infant schools has noticeably increased in recent years, and a marked improvement has taken place in their management. They are becoming more and more centers of natural life and free development, with a gradual diminution of tasks which early inure children to the grind of laborious poverty. In order to secure the largest attendance in these schools a "patronage association" has been formed which supplies books, pencils, articles of clothing, and food to the poorest children. The enrolment in the infant schools has reached about three hundred and fifty thousand, which is a little less than half the enrolment in the infant schools of France. The ratio of this enrolment to population is one per cent for Italy as against 1.7 per cent for France.

The most significant sign of activity in respect to popular education is the improvement in the housing and equipment of primary schools which is gradually taking place, and in the enrolment of children in these schools. In the three years 1895-96 to 1898-99 the registers showed an increase from 2,379,349 pupils to 2,444,288, or a gain of 68,839 pupils in three years. The ratio of enrolment to population is still low; viz., 7.5 per cent, but the increase seems to be continuous. The ratio of illiteracy, which stood at 73 per cent in 1871, had declined to 43 per cent in 1899. The number of normal schools increased from 115 in 1871, with an enrolment of 6,130 students, to 150 in 1899, with an enrolment of 21,488 students. This increase has been entirely in schools for women, as the number of normal schools for men has been steadily diminishing. The relative proportion of men and women students in 1871 was 27 per cent of men to 73 per cent of women, against 7 per cent of men and 93 per cent of women in 1899. It is now generally conceded that women are much better adapted than men to impart the very elementary instruction of the primary school, and to supplement their teachings by the sort of personal influence which awakens and fortifies the moral perceptions of children.

In the period from 1873 to 1899 the expenditure for public primary schools, including infant schools, rose from 29,039,381 lire ($5,604,600) to 74,398,629 lire ($14,358,935). Of this latter total the general government contributed 10 per cent, the communes 89 per cent, and the provinces the small balance.