SOME ASPECTS OF EDUCATION IN AMERICA.

New Zealand Times, Volume XXVII, Issue 5603, 1 June 1905, Page 7

SOME ASPECTS OF EDUCATION IN AMERICA.

(By W. G;ay, M.A., Wanganui.) ? 11. The tendency throughout all the States is towards a system of education which shall bo absolutely free from the Kindergarten, to the University. The erroneous and almost vicious conception of public education, still to be met with in our land, tiiat the public schools arc of tho nature of charitable institutions has long since fled from tho minds of "American people. In almost all the States tho High School is an integral part of tho public system of free education, and in quite a number of them, especially in tho West, tho glorious ideal of an open door right through to tho University has already been realised. The tendency towards freedom in many cases reaches a higher point even than this. It includes within its sweep the supply of text-books and all necessary apparatus and material. The idea has been rapidly gaining ground that it is tho duty of tho State to provide not only tho teacher, tut also all needed equipment. The case for free textbooks is well stated in the annual report for 1903 of the St. Louis Board of Education. In that report is the following paragraph, which is deserving of our serious consideration;—“The reasons for furnishing to the children free text-books arc the same as those on which free education itself rests. There is no argument in favour of tho latter that does not apply to the former. There is no objection to free books that does not apply with equal force to the free education. Books arc absolutely necessary to carry on school work. If it is the duty of tho State to provide free instruction, this includes of necessity, and for the same reason, provision for the indispensable conditions and agencies of instruction. To provide tho child with an education free but to make him pay for tho things which ho needs in order to avail himself of this privilege, would seem as contradictory as to construe the duty- of tho State to maintain. schools to mean that it must provide school buildings but not teachers. The demand for free books is undeniably implied in tbo State’s duty to provide free education.” A very large number of tho chief cities and States has already carried this principle into operation, and it is only a matter of a few years till the plan will have been adopted throughout tho wide hounds of tho great American Continent. The gain alike to scholars and teachers from such a_ system must to at once apparent. What heart-burnings centre in this very question. I believe the greatest difficulty many of our teachers encounter is just with this matter of text-books. They are obliged to demand that their pupils purchase the necessary books; and at the same time they are often conscious that a hardship is being placed upon people who have ■ not the means to meet the demands made upon them. It is not right that the teacher should be placed in this position. The difficulty with text-hooks in New Zealand is accentuated by the fact that in different districts a different series of text-books is used; so that those who in pursuit of business or of occupation are obliged to move from one district to another are under - tho necessity of purchasing an entirely new school equipment for their children. Hence arises the unpleasant cry for uniformity in textbooks. The cry is most reasonable from a parent’s point of view; hut to answer it by providing for uniformity would he, I think, an unwise step. Rather let it bo answered by an appropriation of public money sufficient to hand over to each Board a grant which would enable them to stock all their schools with tho required hooks. The Education Department has already affirmed the principle in respect of school classes established under the Manual and Technical Instruction Act.; Hie liberality shown in this department should bo carried into every department of school work. It is surely as important that children should have an adequate provision in suitable literature, as that they should have tho tools for manual training in,, say, wood-work. One of the chief gains from the free text-book system in the States has been an increase in the number of pupils in the higher grades of tho elementary school and in tho number of those who seek admission to tho High School. It is in the upper classes and in the High School that tho expenses connected with text-books begin to bo heavy, and it was thought, and tho surmise has proved to ho true, that this was one determining factor in the withdrawal of pupils from school after they had passed tho fourth or fifth grade. In New Zealand we are face to face with the same problem. The statistics in the reports of all the districts show far too great a drop after the .fourth standard has been passed. So long as this remains, tho results of our schools cannot bo considered satisfactory, and it is worth our while to consider whether tho withdrawal of, so many pupils at that stage may uot.be in patt duo to tho demands made in the matter of text-books. The ideal of public education in America does not end with its children and youth; nor does it limit its scope to the instruction given in day schools. The night school has a recognised place, and the instruction of the adult deemed only second in importance’ to that of the youth. In every city I found an organised system of night schools—primary and high—having the same relation to each other as the day institutions of tho same name. What that relation is, and how promotion from tho one to tho other is effected I shall describe later. Perhaps tho most interesting development of the night school system is the provision for tho instruction of adults made by the “ Freo Lecture Scheme.” The creed of the American educational authorities bearing on this point would run something as follows: —“ It is the duty of tho State not only to give to its citizens the best training it can afford to give them while they are young and their faculties alive and keen; but also when they have entered on the serious work of life to keep them in touch with the groat questions moving tho world; to bring before them tbo history of contemporary nations: and the questions that are stirring the whole human race. Thus will our citizens be enlightened, and the cause of our great Republic advanced.” This phase of American education had its origin in Now York nearly twenty years ago, and it is now in operation in quite a number of tile large cities in various States. Tho lectures are held in various parts of tho town. In New York daring last winter, I think, forty-three centres were arranged for: sometimes they are hold in the auditorium of a high school, sometimes in the basement of a public school; hut in nearly every case use is

made of the school buildings for the purpose. I attended trto of these lectures —ono by Prolessor Raymond, of Chicago, on “ Vienna, Feudalism ana Democracy ”; and the other by Dr Stanley Hall, on “ Tho Development of the Child.” On both occasions there wore large audiences —probably about two thousand—men and women being about equally represented. Ihe lectures wore fully illustrated by sicrcoptLon views—the lanterns being provided us part of tho equipment. When tho lecturer finishes, most interested of tho audience remain to ask questions and receive answers to them. This moans that nearly the whole audience remains, and tho lecturer has generally to put himself at their disposal for a full half-hour. In addition to alt this, books bearing on tho subjects are distributed to those who dcsiro to have them. I give the titles of a few of the other lectures delivered, just to show their scope and comprehensiveness:—(l) “London: Imperialism and Progressivisra ”; (2) “ Parks and Civic Centres ” ; (3) “ Problems of City Transit ” ; (4) “ Art and the Day’s Work”; (5) “Five Hundred Years of English Sang ”; (6) “ How to Read for Literary Culture,” etc. All sorts of subjects aro dealt with, and exports of the first rank aro secured for the work. There is hut one opinion on tho influence and power for good exerted by this agency. In 1904 in the city of New York ,4665 lectures wore delivered, and the total attendance was 1,134,005. Who can estimate the beneficent influence of such an institution? AVho shall say that the expense, even if three times greater than it is, is not justified by the results.

Let mo now try to give a more detailed account of tho elementary and liigli schools and the way in which tiiey aro related to ono another. First as to the grading of the children. Admission to the grades is longer deferred than with us, Tho usual ago is six years; in some States and cities it is as high as seven. It is generally recognised that six years is quite soon enough to begin the ordinary course of instruction. The kindergarten covers the period between four and six years, and when the child becomes six ho is promoted to tho first grade. In many cities tho kindergarten is part of tho elementary school course, and there is little doubt that if tho present tendency continues, it will ere long be recognised in; every city as a necessary and most important part of the public school system. I-cannot stay to quote authorities. One has but to read tho reports of tho various superintendents in order to ascertain tho convictions of leading educationalists upon this point. In Philadelphia, it was my privilege to ho invited to meet the kindergarten teachers of the. city schools, some two hundred in all, specially trained for their work. They meet once a month to discuss methods, and to formulate, in conjunction with the director, tho programme for the succeeding month. It was an interesting and instructive meeting. Tho intense enthusiasm these teachers - manifested in their work! Their anxiety to get hold of right and proper methods! Many of them had come in ten miles to be present, and the _ day was of winter’s worst make, with temperature somewhere in tho region of zero. I left the meeting wondering what spirit had got hold ■of - these people that they should show this marvellous devotion to their work. I am convinced of the importance of tho kindergarten as part of our school system, and it is well worth our consideration whether, in all our largo city schools, there should not he provided specially equipped kindergarten rooms for the pupils between five and six years of age. The classification in an American school is according to the time the pupil has been at school. The classes are called grades, and to say that a child is in grade 4 means that he has been at school approximately four i years, that is, if his promotion has been normal. In each grade there are two divisions, and promotions* are made every six months, so that there are really twelve periods in the normal school course of six years. This is a great advantage over the yearly promotion scheme with which we aro so familiar. In some of the States four regular periods of promotion are recognised. Mr MeLymond, superintendent of Oaklands, has had the scheme in operation for a good many years, and he is most enthusiastic in praise of its success. Of course, as with us, promotions of extra clever children may be made at any time during the year. The promotions from class to class aro made by tho principal of tho school, on the recommendation of the teacher, the estimate in respect of any pupil being determined partly by examination, but chiefly by regularity of attendance, diligence, and attention. When a child reaches the eighth grade, he has come to the most eventful time in the elementary school part of his career. He is now looking forward to the high school, and on his work in this, his last grade, depends whether he finds a place there or not. Needless to say, he strains every nerve to accomplish this. The work of the highest class, tho graduating class, as it is universally called, covers a period of six months. This is the highest division of grad© 8. No formal examination takes place ; at least, as a rule this is so. The record of the child from day to day, taken in conjunction with weekly tests. given by the teacher or by tho principal, is all that is required. Regularity and industry are the chief determining factors. Graduation Day is held twice a year. It is a great day—celebrated much in the same way as our break-np. All the local school dignitaries are present, and a short programme, consisting of suitable speeches; songs, and recitations, is gone through. Successful candidates are presented with a roll containing the primary school diploma, a document corresponding to our certificate of proficiency. Tho fortunate boy or girl, presents this on tho next school-day at the high school, and is duly enrolled. What tho high school means in America I shall try to show in the succeeding article.