New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1878-07-13
DIR. DALES IMPRESSIONS or AMERICA.

In the current number of The Nineteenth
Century the Rev. Dr. r. W. Dale, OF Birmingham Eng
land concludes his paper on popular education In tns
country. He says:
The worst buildings that saw those in New.Y York
Some OF the elass-rOOms were so crowded tnat !
wondered how it possible for the work to be done
Speaking OF the opening exercises at the New-iorK
Normal College, DIR. Dale says:
The Young ladies we're asked for "declamations y as
there was no response, they were asked for quote
Instantly one lady rose after another in every
part OF the hail. and without leaving ler place. recited
Tbey %ere c6eay from English and American
authors, but, If remember Alright, few .,ot
selections were creditable the judgment and taste OF
the students. The eagerness OF the young lades 70
quote seemed almost keen the eagerness OF non
orable members to speak during an exciting debate ia
the House Of Commons: There was not moments rIe
pause from first to last Then as mater % cou 80 -.
came the OpinOus formula which lad now Deguii ~ 70
sound quite humorons the person Sad 'n9
this time become accustomed to the manners OF INC
country, and was not taken unawares. 49,, .uoo
The average American teacher has aiutellectua Hee,
DOM refinement, and elasticity which are rarely Iounu
in the expgp and Which are 9oS a very sSeS o
years at training college. although there are
sIementary schools who are quite equal, every
respect to the best masters and mistresses in
the primary and grammar schools In America 4
AS far as could judge-and speak with considerable
dstrust Of my own competency TO form very tfust-
worthy opinion on the questOn-the actual knoWledse
OF elementary kind possessed by the children IN amer
schools knowledge that can be definitely tested oy
. not much I greater .abo San tna o. mee
grind the American teachers not much more sue
cessul than pupeachers who are In the thlrd or
fourth year OF their apprenticeship but tber hShe
which became rather tired while was In NewEngand
has very obvious effect on the CHILDREN. Children or
thirteen In an American grammar school may not know
very much more than children OF the same age III our
own public elementary schools, but they seemed TO me
10 be superior general intelligence, and in what the
Americans call "brightness." In some
OF the more wretched districts OF New-York and
Boston, saw schools in which all the children were eX
treney poor but generally the children OF worknRmen
were sitting the forms with children belonging
10 families that I'm England would suppose themselves
under an obligation TO send their children to private
schools The presence I'm the common schools or
large number OF children accustomed TO the rehns-
mens OF pleasant and even luxurious home must have
an influence their less fortunate sclloolfeOws which
Il is not easy estimate and must greatly aid the work
OF the teacher
Very much OF the teaching which ] heard was, in a
sense too good. Everything made so plain and so
easy that there hard left to the scholars
This struck me again and again in the schools
not teach quite so well the results would.
expressing rough judgment the relative position Of
elementary education I'm America and England. Mhen
addressing the fifteen hundred young ladies in the Nor
NAL School Of New-YOrk. said: In your elementary
schoOsyOu advance OF but - far as the results
OF yOufteaching which be definitely tested by eX
animation concerned not so far IN advance as eX-
pected Ten years ago We were long way, Dehlnu
but we are improving rapidly, and II you intend TO
keep before you viii have TO work" THIS was my
impression after visiting schools In Chicago and Phla-
delphia 10 was confirmed by all that saw IN New
York New-IIaVen. and Boston. But until We can get
rid OF the pupteacher system-Or greatly modify II
the American elementary schools will be always far
superior 10 In their general effect on the intel
lectual life OF the children.