New-York tribune., 1885-01-08
NOTES ON EDUCATION.


There are 2.3l5 educational institutions Of all kinds
A, t.e colony Of New South Wales. There are 4.543
feacbers, and lS9,9S3 students and scholars In the
colony.
The NIGHT schools Of Baltimore have been opened for
{be season There are four schools fSr white pupils.
and feur schools for ccloied pupils.
The Massachusetts, institute Of Technology is In
Aourisliag condition. In the principal department.
that of industrial science. the number Of students Is
than three times large as 1t was six years ago.
President Eliot Of Harvard University, In an
address before the Massachusetts Teachers Association
the other day. said that it would be much better Tor
two or three towns to maintain one high school
adequately equipped rather Il for each one to main
tain a weak and poorly equipped high school, The
only thing that stands in the way OF such union Is
local jealousy and the sooner that Is set aside TIC
better.
The following summary of the educational statistics
of Ohio is taken from the annual report of the State
Commi ,sioner of Public Schools Number of youth OF
school aye in the State September l. 1884, 1O74oo7
number September /, 1888. 1,O6s,2OO; number OF
school districts in the State, 1902; number sub
districts in townships, 1OO67 number schoolhonses
in township districts, 11O79; number schooihonses
erected Within the Year. 1901 12s; estimated value
of scboolhouses, including grounds. S22 5e6,O46;
number of teachers necessary to supply 1Gnooas
ployed, 24665 number OF public libraries reported.
PIG; number of volumes in libraries, Se3,o54;
average number of weeks schools were IN session 81
number of pupils enrolled in schools 762 average
number Of pupils in daily attendance 499:2l7
number of school officers, 4S,2S7 The condition OF
the schools is generally satisfactory.
State Superintendent Graham, of Wisconsin, recon-
nends that the Governor of the State set apart day
10 be known as Arbor Day." which the children of
the public schools shall together and plant
with appropriate ceremonies
In a letter to The Pittsburg Commercial Gazette
Mrs. Mary A. Livermore calls attention to what she
regards as defect in the education of women. "Tbey
are taught little" she says, concerning their own
country its marvellous history, its unprecedented
prosperity, wherein its Government differs from those
of European nations or what the political issues of
the time Indeed this ignorance considered credit
able in some quarters and In country boast
of it, II is otherwise IN England. The intellectual
women of the middle class in England the class with
which Americans are chiefly brought In eontact-take
public questions of the day, and are accurately
Informed concerning them. In the English drawing
ROOM if politics form the topic OF conversation among
the gentlemen you may expect the ladies to Join in it
inteliigently and with spirit they are ready WIN
defence, or condemnation, of Gladstones course III
dealing with Ireland or Egypt and, II they think It
defective or oppressive, they will tell you where and
why. Since Church and State are one IN England,
you will find them versed IN the affairs OF the English
Church, even when they Nonconormists They
are familiar with colonial affairs and have an opinion
of their concerning the wisdom or unwisdom the
justice or injustice, OF LnS'lsn management ~ io4"'
They will explain to you how 1t happens that pro-
lection obtains in Australia, while free trade is the law
In Great Britain, and what ale the unfortunate land
laws which drive the pick of the young farmers from
England to New-Zealand. And all the while you are
held entranced by the charm their intelligent speech
and think of applying to them the dread au-
jective, unwomanly.
Governor Robinson made interesting address
before the Massachusetts Teachers Association tie
other day. Speaking of the power of the teacher he
said: Was it the old schoolhouse the HILL with its
stoveppe running up through the roof and around
which we toasted our shias it the teacher
or woman. who guided usl There is not man or
woman who does not carry herself or himself back to
some one teacher that stands their ideal of what
teacher should be- 1t is high calling. We draw our
teachers from our schools themselves The teachers
make the schools and the schools produce the teachers
That demonstrates the wisdom of the school system OF
Massachusetts not limited by the narrow wants Of the
beginner in life not confined to the three KS but
blended to increase the wants and TO increase the
aspirations of the young. am not believer In the
notions of some that the State is to have done with
child when 1t has taught him to read write and spell
In a narrow and selfish way II you consider only just
what that child may claim. you i1ay have answered hs
Demand but the schools for the good OF the com
nonwealth. You educate the child, and you protect
and strengthen the State. You teachers have the
Children In YOUR charge for few hours out OF the
trenty-four and the children average are III
school life perhaps not more than SIX years. lhnk
how much must be done in that time to carry the spirit
of inquiry into the minds of the young and to stimulate
them to think for themselves We know the object rs
not to carry the child the obstacles on the way
and do the work for him. but to teach him TO stand up
for himself as an intelligent and free person.
80, trh