The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1904-02-24
WEDNESDAY. FEBRUARY q, 1904
Education in America.

Education in America.
some time ago Mr.. Alfred Moscly, o.
E;ngland, visited this country attic heaa
" OF a commission. whose purpose wa" was 70 70
investigate conditions in the United
states. Mr.. Moscly has written for the
independent an article In which, he makes make
some instructive observations concerning
his visit.
I First OF all he says that he was I'M
pressed with many things In regard to
education in the United States, but with
rone mora than the general attitude
adopted toward it by the people as q
whole. Everywhere he found the same
N firm belief in the value and Importance
OF education rs the dominant factor IN
the moral and material progress OF me
country, d He also came to the conclu-
sion that American boys and girls set
@ higher value than English boys ana girls
upon education. lie was surprised to SEQ sec
American children 60 willingly to school
and study and submit to discipline with
out the use Of the rod. He believes that
i this Is a sign Of the practical selt-re-i
H lance Of the American temperament, ana
that the good sense Of the pupils leads
them to reulize that their success IN lie
depends on the use they make OF their
opportunities.
81 1t is indeed tribute to American char
scter that in this land. where we IN
3 sist8 AZ a cardinal principle OF government
,;non the greatest liberty to the 1ndi-
4 yidual, our boys and girls should 50
4 adily and willingly yield to tho dis
cinline OF the school, But, after all, the
reason IS not hard to find, for Amerl-
Isl can boys and girls learn from the start
tie difference between liberty and IL
cerse; they are taught that liberty I'M
IN plies obedience.
Mr. Mosely has one adverse criticism,
5{sSl,oweycr. to make Of our public school
system. He does not like the prepond-
erance Of women teachers His ob1ec-
Ton is not based on any doubt as 70
The sufficiency Of their attainments, but
& he cannot think 1t is a good thing for big
BOYS of fifteen or sixteen to receive most
or their training from instructors OF
the other SEX For young children, the
case is different he goes on. II am
cutie in favor of women teachers being
employed for both girls and boys up to
the age of say twelve years, because |
Helieve that women understand tho work
1pE of the minds Of young children and
rave faculty Of sympathizing with their
difficulties and troubles, which Is pos
sessed by very few men. But for chill
dren of more mature years. feel that
men can provide better mental and mora!
discipline
IL Mr.. Mosely took the trouble to IN
puIre he doubtless ascertaincd that Ameri-
Can instructors generally entertain the
same view. It Is undoubtedly better for
1arge boys to be taught by men. In
deed we think it botter for boy to have
4 n male teacher as soon as he begins TO
feel that he is too large to go to girls
school. But teachers arc SO poorly paid
y IN our public schools that few men are
& willing to take up teaching as an oc'
rupation. Those who engage In 1t, en-
cent those who occupy the higher POSI-
tions, undertake it as q mukc-shift or as
a stepping stone to something more
remunerative The women are doing the
Y teaching and viii continue TO do so un'
I'll there IS very decided change IN the
system. Therefore. 1t behoovos every
state to have ono or more frst-class
schools for tho training of women teaoh'
ern. That is why The Times Dispatch has
urged SO persistently that the Normal
School at Farmville be made first-class IN
every respect.
8 In conclusion, Mr.. Mosely says thai
Inc fundamental purpose. for which nv
commission visited the United States, was
a5sic Investigate how far the Industrial sue
cess of this country Is TO be ATTRIBUTED
E 10 her educational system. lie. concludes
il that education has been tho most I'M
uortant factor In her success, ana "
nroof of this, he cites the statement made
By President Butler. of Columbia Uni
ycrsity, that where in the United States
the public school term is longest there
The average productive capacity Is great
est. 1t has also been demonstrated ina
tbose states, which expend most pc
# capita for public education, show
greater production per capita OF materla
things. 1t is no longer debatab!e quss
ton that education is power and ina
The better educated a people are, IN
sreater Viii be their productive capaci
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