In European states, they have been solving the same problems as in America. The importance of education once admitted, the next problem is to secure the funds and develop the system.[5] Because of administrative centralization, this has been far easier in Europe than in America. The Minister of Education in France or Germany orders, and his directions are carried out; the United States Commissioner advises, and while his recommendations influence public opinion, yet the latter method is by far the slower. As a consequence, the European schools are more systematized and better organized than our own. Their course of study differs widely in details from our own, and generally shows more influence on the part of the pedagogical expert. Technical and professional education has been developed to an exceedingly high degree. England has had a peculiar problem to face, in determining the relation between the church schools and the secular schools, and has only solved it by maintaining both. Most European countries have adopted the principle of compulsory education for children within a certain age limit, and the same principle has been accepted in thirty-two States in America. In general, it may be said that in the changes in course of study, in equipment, in the teachership, etc., Europe and America have been working along parallel lines. As a rule, these changes have come more quickly in America, where traditions were as yet unformed; nevertheless, the progress in Europe has been constant and very great.
[5] The comparative interest in education is well illustrated by the following extract from an address by Dr. Charles R. Skinner, recently delivered before the N. E. A.
“The United States, to-day the youngest of all, is the only great nation of the world which expends more for education than for war. France spends annually $4 per capita on her army and 70 cents per capita on education; England, $3.72 for her army and 62 cents for education; Prussia, $2.04 for her army and 50 cents for education; Italy, $1.52 for her army and 36 cents for education; Austria, $1.36 for her army and 62 cents for education; Russia, $2.04 for her army and 3 cents for education; the United States, 39 cents for her army and $1.35 for education. England 6 to 1 for war! Russia, 17 to 1 for war! the United States 4 to 1 for education! The United States spends more per capita annually for education than England, France, and Russia combined.”
Canada has a well-established and well-regulated system, in which the principle of free and public education is recognized. The eight provinces contain twenty-four colleges, and the schools have over one million pupils. Education is more or less compulsory in all of the provinces, but the law is not very strictly enforced. In Ontario, Quebec, and the Northwest Territories there are separate schools for Roman Catholics; in the other provinces the schools are non-sectarian. There is a high professional spirit among the teachers, so that the schools may be expected to keep fully abreast of the times.
The nineteenth century has been a century of continuous advance in education. Its spirit has been healthy, its achievements are notable, its work has been great. It would be futile, however, to assert that all is yet accomplished. The problems in elementary education are so many and so important that there have been times when solution seemed impossible. Nevertheless, the system is now established and is assured of public support, and with an education within the reach of every child, the security of free institutions is forever guaranteed.
“THE ART PRESERVATIVE”
By THOMAS J. LINDSEY,
Editorial Staff Philadelphia “Evening Bulletin.”
I. THE PRINTING PRESS.
When Benjamin Franklin edited the “Gazette,” in Philadelphia, a century and a half ago, he set up the type, worked off the paper on a wooden hand-press of primitive construction, made wooden types for use in his office, and engraved the cuts with which to illustrate the articles. In those days printing was an art which figured among the mysteries of science, and was practiced by men of high social standing and advanced education. The sixty years which passed between Franklin’s purchase of the “Gazette” and his death saw the discovery of many scientific wonders, but the art of printing moved so slowly as to leave it at the close of the eighteenth century practically in the condition in which Franklin found it when he began his career as proprietor of his Philadelphia printing establishment.