Twice-a-week plain dealer. (Cresco, Howard County, Iowa) 1895-1913, 1906-06-19
The frst-it is the physical and the
,evcbica1 deveHo,rne,,t of the ;,,d;v;d rol

psychical development of the individual |
| solely with reference to these activities |
! within themselves and secondly-it is
the process of adjusting the human
being to the social environment to the
ideals and customary practices of his
fellows.
Among primitive people education
was largely practical and centered in
the family group. 1t was essentially a
training given the child, ordinarily by
his parents in the customary processes
of supplying the needs of food, clothing
| and shelter. AS a priesthood developed
priests and had instruction in the pres
ervation and explanation of tradition
and ceremonies as distinct from the
broader ceremonial education of all the
people. Out of this training of the
PRIESTHOOD and the attempt to construct
cosmographies, grew in time philos-
ophy, science and literature, and the
higher types of education. Such types
are best illustrated by the Hindus, the
Egyptian and the Jews.
| The people of India are Aryans, hav-
ing moved southwark from Central
4 Asia some two thousand years before
Christ. Their language is Sansk1it and
the prevailing religion is Brah manism,
which teaches that God is an uncon-
scious being, an all-prevading spiritual
presence. His religion makes the ma
tive Indian contemplative, but binders
progress. and in the sixth century it
was opposed to Buddhism, which de-
MED God and the existence of human
soul, and which became system of
morals only. While Buddhism has
many good qualities, it was unable to
maintain itself in India and is now con-
| sidered as practically matter of
ancient history. The Caste system in
India was the curse of the country and
, is fully described in every history of
! education and in every general history.
f 1t has controlled education and made 1t
! impossible for one to rise above the
station in which he was born. The low
: est class of men and women received no
f training, and others we're taught only
SO much as was estimated by the Brah-
! Minis, who were the only teachers, to be
: sufficient to fit themselves for life in
their caste.
; The primary schools are presided over
s by Brahmins and are open to children
i over six years. They are usually held
! in the open air or in some available shed
" ~, of
q consists of the ceremonial usage of the
) moral code, reading, writing and arith.
4 matte.
In the higher schools, grammar, math.
: ematics, poetry, philosophy, astrono.
!, my, law and sometimes medicine are
d taught.
h The Jews have exerted the creates,
:, influence of any people upon the world
! and have given the basis for all true
e theology, system of perfect morality
: and perfect form. They were com
v mercial people and the highest develop
ment was under the reign of David and
that of his successor, Solomon.
J, The aim of all education was to make
It faithful and obedient servants of God
y by instructing the children in the com
mandments Of Jehovah. There were nc
public schools but, aside from from the
L AA4olAoSlAOA Al lIO 1dllllly3 lAOlS WA
IS weekly obstruction in the synagogu,
~ where the books were read and explain
Z, ed by the priests.
~ The schools of the prohtes which orig
is mated with Samuel. appeared to hav'
wi been private institutions, for the study
of poetry, music, medicine, and especi
i ally law; they may be said to correspond
10 to our universities.
at The primary education of the Chinese
ly was confined largely to reading and writ
in ing, the learning of both being very diff
- fcult on account of the sign character
re of the language, and the large numbe
ey of characters used.
no The school was held in any unuse'
&C room or shed or even out of doors; eacl
pupil furnishing his own desk and sea
Sc and paying fixed amount for his ir
do struction, as no provi sions was made b
is the public for school expenses.
oh The instruction was given by som
:, one who had been successful in passin
en- the provincial examination and who wa
ID so versed in the language of the book
Nv of Confuscius, that he usually kne,
- nothing of language and practices G
the day.
RS The higher schools OF the Chimes
he were merely fitting schools for the high
en- er examinations which were under tn
no state control, and were based entirel
upon the writings of Confuscius and hi
OF early commentators.
Sc On account of the ancestral characte
es of their education and the continue
=. turning of their minds toward the wor
of their fathers, the Chinese have neve
RS accomplished very much, and to-day d
err not rank as high as other nationalities
To Previous to the nineteenth century
colonizing governments took little or n
/. direct interest in education, and sucl
IN efforts as were made were wholly thos
IS. of the colonists themselves or of indi
It, viduals, and religious bodies at home
- Such efforts naturally result in direct i'm
" itations of instructions existing in tn
ne parent country; the best examples bein
ep in the American colonies.
Here were the elementary or dam
school, the secondary or gramma
~ school, and the colleges, which wer
IS. English institutions transferred to Am
e. erican soil, and and it was not until wei
ev into the eighteenth century that thes
:. institutions were SO modified that the,
Vi became schools known as the distric
r. school, the academy and the American
a college.
ne Naturally, at the present time tn
- character of education in the colonie.
VI of any nation or any particular colon,
re of given nation is determined by tn
of general character of the colonial gov
eminent.
E,,4 -, 49,, o,d - - oo;J ,,,o.,, H.,