The sun. [volume] (New York [N.Y.]) 1833-1916, 1914-12-27
Prof. Harrington Tells New York
Schoonasters Of Advantages French
Schools Have Over American Ones

NI4od IN another for gaining important
ends said Prof Harrington of Yale and
OF Columbia OH Friday evening last
iIr was addressing the one hundred and
r.nety-ninth meeting OF the Schoolrnas-
tors Association of New York and Vicin-
ty This was held in conjunction with
the usual early dinner at 6 40 At the
craftsman clubrooms, Fast Thirty
ninth street. The subject Was What
MAY lie Learned by American schools
From French schools"
The topic was So interesting that IN
spite Of the holiday season with Its many
school engagements some nifty headmas-
-,rs and principal teachers attended. The
uapcr was an calculation of the educa-
,ona system of France. The discussion
which followed was quite as lively ~
tina, subsequent to Prof. Shumway's adj
dress last month on German schools.
An abstract from Prof. Farringtons
address follows:
The Schoolmasters Association is to
be congratulated upon Its wideawake-
ness The series of topics discussed this
fail suggests an absence OF provincialism.
. breadth OF view. cathollcity OF purpose
in striking contrast to the too frequent
national indifference. DO not get the idea,
however. that foreign nations have any
educational specifics. any cure alls. for in
tcllectual anemia. which may readily he
bottled up. brought across the sea and
administered to the American patient.
Whatever we find must be worked over
10 NJ into our national ideals. The de-
f,at Of France in 1870 caused things TO
happen educationally. She held tina; the
s.noolmaster was responsible for prus-
sia's victory. and accordingly set about
TO reform her own system She estab-
ushed a comprehensiv system OF teacher
training facilities, organized girls sec
ondary schools all over the country at
tal 40 nj In ta.a
providing for universal compulsory educa-
ton abolition Of fees for instruction In all
~ imaiy schools. laiciZation of instruction
by eliminating religion as "A subject OF
instruction and freeing the schools from
ecclesiastical control. These took place
within the brief period is7s-iSSe and
provided a series OF educational achieve
m,nts unparalleled. They enabled France
10 rise from position OF m-dlocrity in the
educational scale tO "A place in the very
front rank among the nations &! the world
France reformed her universities. 1895 !;
and her whole programme Of secondary
education In 1907
Under the revolutionary governments
In France which succeeded the ancient
regime the revolt against the old order
~ things had been mos, complete. The
existing educational agencies had all been
swept away IN the great political and SO
cial dcluge uni versity, colleges and all
all save one, - College de- France.
The a-ii-i"us a.. a, wh,Sh :or- ssns.a-
tons had been the moving spirit OF all
educational cndeaNor had given way be-
fore the idea Of the primacy OF the STATE.
Henceforth education was to be looked
- from a national point ~ view Not
from the individual point OF view, az In
England. not from q community point II
view. as in some of the states OF the
rufon, or from State polrt of view as
al. NJ taA "a .As nd
.n Germany. hut from the point OF View
~ the nation as a whole. All This i'm
Who's q natior1i centralized = ntrol
Thls Is the heritage tina; Napoleon with
his passion for organization has left upon
the educational system OF France.
Everything IL controlled from Paris. The
programmes are drawn W. tn, secondary
teachers are appointed and transferred
- promoted n" salaries are determined
The schools are organized upon larger
than community basis. wherein many are
r'gioul' IN character. Not only is this
ar economy but Il wid,rs the sphere ~
Influence of the school. such u control
T9uld lee luthinkable in this country. hut
/ Las succ. eded to an adinirall" degree
n Idising the standard Of cducati II all
o'e" France. Everywhere there II a
standardization Of educational achieve
neut e. x, the leaving certificate of the
? ,utE scloo.. the baccal,ureat" and
Tho doctors degree, Sc. Each Of these
iuis Toy drNniutc attainment, whether
granted m lin" or Marseilles, in Bor-
deIIS or Paris.
NJ erthcloss all this has bcea accom-
T',H,I without, that Jllght!ng uniformity
Which pue * accustomed t associate with
Capitalization. SO far as the inner work
!nss If the s,hools are concerned. this
Uniformity in is larger aspects is not
ifoEity ~ method or detail. but a
unl' .mlty of competency and of knowl-
edge. Think what this would mean in
oul country Vet how far We are from
attaining IT, There arc. however. evil
denc"s that We are tending toward greater
cot ,lizdtipr. Note. II YOU please, TIE
appointments OF State commissioners OF
education IA Massachusetts and New Jcr-
- Within the last few years. to lay
Wing IF less significant m Nrments.
Ih.- Capitalization may b" somewhat less
o. cratic In N" narrow sens" Of IN"
tII .Ntu our former NalSsc7 f,re''
moi OF ~ procedure. but II Is more dem
O. ''|' II ono considers the Interests OF
a. me Inhabitants OF the wealth,
ana 10 is certainly much III r. efficient.
''.of. Harrington here explained tho
p''l'd. division of French schools ac-
~ to social classes
Tie primary schools are not to be in
az way confused with our primary
tn"o''. which reurcsent the first -four
yea, ~ chld's schooling. IN France
primary schools are those IN which no :"t
aH-r'd They are FOR the masses and
rough seven years OF work. say
n'H ID c1ild's 9Th year to his lAth year
10" H"e free schools The secondary
POOLS IN France have classes ~ low ~
u" n'guu.ug classes In the pranarN
". and carry tho pupil. To- the u y
-'.' r'. SAY, Is, They arc fee schools
''' mary schools provide the mint
~ Intellectual attainment which
Mr. t.~ individual for participation II
.'' 70 of society, which will equip hin
Intelligent "hewer of wood art
NJ '' oc water The secondary school.
'.' p,ral education. complete in IL
i.'' '.h unocks the door leading 4
'''-."'N life and to membership II
" Ting classes. Tho school that Il
' 100 nd~. whether primary or sec
determined by his ultimate
''r tn society, which question II
Co.. titled hy the financial ability o
"r.'
''h"l"s, The state ny IL ~ stem o.
.'... '" ps offers every opportunity FOL
''.. able son Of poor parents
10 the very heights uf the edu
.N.'"m. II demands how yer
." sIhll first have proved hi
I" state does not believe II
.'.% 10 educational futures. AS ",
..' '" DO VII n We offer educat!ont
.,,'''- r al, worthy and unwort h,
''1 Nh" hope that somehow th'