To arrive at any satisfactory conclusion with regard to attendance, the data supplied by these figures are hardly sufficient. Dr. Harris believes that the real meaning of the present conditions is best shown by the following table: TABLE D.-Showing the average number of years of schooling (of 200 days each) that each individual of the population received at the different dates specified in the table, taking into account all public schools, primary and secondary. This Table does not mean that the average duration of the school life of an American child attending a public school is 444 years; but that if the actual number of attendances made during the year 1899-1900 were to remain constant during a period of thirteen years (ie., the number of years between five and eighteen), and were distributed over the whole of the population of school age (the latter itself remaining unchanged during this period), the sum of attendances would be sufficient to provide for each member of that population 444 years' schooling of 200 days each. Thus if the figures given in Table C. for the average number of days' schooling given for each child between the ages of five and eighteen in the United States, viz., 68.3, be multiplied by 13 and divided by 200, the result will be the figure entered in Table D for the year 1900.] These results, however, are too remote from actual facts, too neglectful of the perpetual ebb and flow of life in a great progressive state, to contribute much towards a better comprehension of the existing state of affairs. Several material points are left unsolved by these figures. It is not explicitly stated whether any children under five and over eighteen are included among those enrolled as attending school. It is not stated how many hours' daily instruction constitute a day's attendance; furthermore, no discrimination is made between primary and secondary schools, and it is impossible to determine from these figures how far compulsory attendance is effective up to the age of sixteen in those States which have fixed the upper limit at that age. It is nowhere stated how many children cease attending school at the age of fourteen or earlier, and this is a matter of great importance in dealing with the statistics of attendance in elementary schools. It will be noticed that the average for the whole country is not inconsiderably reduced by the irregularity or paucity of attendance in the Southern States. March, 1902. A E. TWENTYMAN. SOME POINTS OF EDUCATIONAL INTEREST IN THE SCHOOLS OF THE UNITED STATES. SUMMARY OF CONTENTS. 1. The teaching of patriotism 2. Giving every child opportunity for self-expression. 3. Homelike and artistic decoration of the school-rooms. 4. Large percentage of women teachers. Good or bad effects of this. Economic reasons for it. 5. Co-education. 6. School discipline and self-government in schools. Methods by which poor 7. Eagerness for secondary and University education. students support themselves during High School or College days. 8. Intensity of American zeal for education. Vigorous activity of educational life in America. The nation believes in education. 1. To ensure an intelligent study of any department of a great people's national life, it would seem advisable, if not essential, to trace out and identify the motive forces which are at work cementing its units into masses, and then, by following these to their sources, to gain as intimate as possible an insight into the deep-seated principles which, consciously or unconsciously, are moulding the opinions and actions of the nation as a whole. In the history of past centuries, religious enthusiasm and freedom at any price for the oppressed have furnished the propelling powers to which the world at large is indebted for much of its progress. The mainspring of action in many nations to-day is rather a firm belief in the priceless value of education, a faith eventually to be justified when the true conception of that sorely abused word dawns on its fervent though often misled worshippers. The educational institutions of the United States are largely the outcome of this faith, they are looked to by society to do certain specific work in maintaining the life and advancing the welfare of the people, and are being effectively and ingeniously turned to account to absorb and transform into ardent citizens of the country of their adoption the many repre sentatives of European nationalities, who find their way to this great gathering ground for the oppressed or discontented under older civilisations. Probably the first impression received upon entering a grade school in the United States is the number of nationalities represented among the children; Swedes, Poles, Irish, Germans Bohemians, Italians and " Hebrews"; the question instinctively arises, where is the true-born American? Which children are the actual descendants of the "Mayflower Pilgrims"? In an assembly of adults, usually but one or two types are noticeable; how have these marked racial distinctions in the children been, to so large an extent, merged into the typical American man or woman? The process of assimilation is intentionally promoted by the machinery of the public school system. The "Starspangled Banner" waves over each schoolhouse; in most school entries the same flag is displayed. It is figured in red, white, and blue on blackboards, it is waved in miniature by the Kindergarten babies. It plays a prominent part in every national fête and every school festivity, symbolising the unity of the people it protects. This dumb show, however, is not held sufficient to foster the spirit of patriotism among the children of the republic, or to arouse and develop it among their adopted brothers and sisters; vocal expression is given weekly, if not daily, to the sentiment of pride in, and loyal devotion to their country and its flag, and the result of the impressions thus made on the plastic natures of the young people subjected to the process is seen not only in their sensitive minds but exercising an actual moulding influence upon their physical appearance, obliterating old types and recasting them into a perceptible uniformity of figure, speech, and action. The opening exercises witnessed one spring morning in the Girls' Grammar Department of a New York City public school are typical of the means taken to develop, not alone this desirable patriotism, but the spirit of courtesy to others and a high ideal of the true significance of school life and work. The principal, and some of her assistants, took their places on the platform at one end of the large assembly room. At the first chord struck on the piano the pupils marched in, each class headed by a flagbearer. When all had filed into their places, a huge silken banner was carried up the centre of the room by three girls, all their companions saluting as it passed. It was ceremoniously handed to the head girl, who supported it, while addressing to it, in set form, words of respect and admiration, subsequently repeated by the whole number standing:-" Flag of our great Republic, inspirer in battle, guardian of our homes, whose stars and stripes stand for bravery, purity, truth, and union, we salute thee. We, the children of many lands, who find rest under thy folds, do pledge our lives, our hearts and sacred honour to protect thee, our country, and the liberty of the American people, for ever, one country, one language, one flag"; a verse of "The Starspangled Banner" being sung as it was placed in its usual position by the dais. The principal then bowed a courteous "Goodmorning" to her small army of girls, the bow and the greeting being charmingly and unanimously returned. The reverent reading of a psalm and singing of a hymn followed this little ceremony, after which the head girl repeated the school motto, "The fire burns brightest on one's own hearth," carrying with it a useful lesson to the embryo home-makers. Promptly the leader of each grade followed with the selected class motto for the session, all good moral aphorisms. Then, with admirable discipline, the partitions were slid into their places, the large hall was divided into eight class rooms, and the day's studies were begun. The practice of singing patriotic songs at these morning exercises seems very general in the States, keeping constantly before the children the idea of unity, strength, freedom, and prosperity. The grand words of the Fatherland Psalm, O God of Hosts, with Thy strong hand, O, King of Glory, be our guide. or the inspiring lilt of the "Red, White, and Blue," or the simple rhythm of "The Flag Song," appeal forcibly to the child foreigner" drunk with freedom," as one school supervisor expressed it and bind him fast to his new home, while the free-born child swells with pride in his grand inheritance. Decoration Day, the 30th of May, is also made the occasion of prominently emphasising these sentiments. Instituted to commemorate the deaths of those who gave their lives in the service of their country during the Civil War, it is now becoming an annual ovation to Patriotism, without distinction between North and South; and this was the keynote of its last celebration at the Chicago Institute. The students marched into the Assembly Hall to spirited strains, each scholar in every departmentkindergarten, grammar, high or normal-carrying the "Stars and Stripes." After singing the "Battle Song of Freedom," the Principal, Colonel Parker, read some dramatic verses on the brave men who fell in the Civil War, and then, interspersed with folk songs from North and South, and rendered attractive by stereopticon pictures, two or three representatives of each class, from the six-year-old child to the graduating student, recited a few lines in praise of their country and its flag, or gave a short, anecdotal history of the great men, statesmen or generals, who had played their noble part in the making of its history. Stirring and impressive to a visitor, such ceremonies penetrate into the very life of the children reared under their influence, and it is hardly surprising that the national pride, so studiously fostered, overflows in occasional floods of exuberant self-satisfaction. But the devotion to country is not mere effervescent sentiment; its deep stream sweeps all men alike into its strong current, absorbing equally the native and the "stranger within the gates," creating a force, physical and moral, irresistible in its amplitude were it concentrated on a concern intimately affecting the national well-being. 2. The impression gained while visiting the United States Educational Exhibit at the Paris Exposition of 1900, and again at Manchester in 1901, has been confirmed during some weeks spent in the country itself, viz., that the prevalent desire in American schools is to give to each child the opportunity of self-expression |