New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1908-01-02

travelling fellowship. awarded by The French gov
eminent. which covers a mapped out itinerary m
Guiding England. the United states, japan tIihA
and also the Scandinavian countries Mile Elcha9s
is especially interested in the womens colleges mere
and while studying their educational conditions ex
presses herself graphically regarding the way
France educates her daughters
According to Nile. EIichabe's relation. education
in France presents two striking charaeterlstlcs-ic
is almost a state monopoly. and IL is highly sys-
terlatfzed The state justifes IT'S hold on national
education invoking the rights OF every chlId %
liberal culture. All parents belong. more or less
to a political party. to a church. and might %
tempted to make of their children champions OF a
coterie whose teaching is necessarily tnSed Win
an interested partially II is therefore TO insure
TO each child perfect freedom of Thought thal th7
state asserts its authority and stands between par
ents and children in questions pertaining to educa
ton And education Is highly systematized Schools
and colleges are free 70 plan their schedules in
general as they see ft but their initiative ends at
that point All methods used, all diplomas award
ed all degrees conferred the OF Office OF all
in institutions of equal rank IN all parts
Of France patterned after the Same model
Passing over the matters of primary education.
Mile Elichabe says of education in the secondary
schools lycees, that it presuDDoses on the part
of the family sending children to such schools a
certain readiness bear the necessary expense OF
several years continuous instruction without i'm
mediate returns The state. however. offers more
than forty-fve hundred competitive scholarships.
covering all material well JuitiOnaI expenses
These scholarships are awarded preferably TO needy
and gifted students of the primary schools VINO
score the highest averages in special competitive
examinations
No-residentiaI Iycses for girls have been provided
by law, and regular curriculum has been as
signed. Admitted at the age of twelve girls pursue
an obligatory course of three years duration. with
an equal division scientific and literary subjects
This prescribed is followed by partially
elective course OF two years Duration including
Latin language and classical HJeratures.
Education this point" continues Nile.
EIicfabe. lis longer Of Immediately Uti-
tartan character; its end IS the culture the mind
The instructor aims less at imparting knOwsdss
which shall yield direct returns in practical he
than awakening taste for study in itself.
that the student play be htted To- take share in
the scientific and literary movement Of the day
and add the intellectual stores of experience
With such aim the curriculum is Of great mo-
nent. 1t matters materially whether not =
woman remains ignorant of the worlds history or
of the principles OF physics And Very wisely has
the Iawmaker planned cUrricula embojying tbs
elements o. a broad culture and stated which
courses shall he prescribed and which optional
~ French girl. at the Lycse, acquires ex-
tended acquaintance with the literature OF her own
and neighborius countries. with the history OF
France and that cf the world. together with the
world geography. ere or two living languages.
mathematics. the natural sciences and the physi-
cal sciences, with psychology and philosophy. To
these essential subjects added branches useful
accessories domestic economy. drawing and nee
dewoTk. for the personal conduct and protection
of the individuaI. hygiene. gymnastics and tbs
elements of common law
AS to the ideal instructor. she must keep abreast
Of the times her special subject. she must be
willing inpart her experience piecenseaL 50 70
say; she must arouse genuine curiosity and re-
spect truth in the minds Of her students This
constitutes the very end OF q broad culture TO
train the intelect-such is the aim And from This
is gained the culture of the mind