CHAPTER XXX.-THE TEACHING OF GEOGRAPHY IN CERTAIN FOREIGN COUNTRIES. Report to the council of the Royal Geographical Society, by J. Scott Keltie, the society's Ratio of enrollment to total population and to school population (Table 9). Aggregate and average attendance and length of school term (Table 10) Ratio of public high-school enrollment to total enrollment (Table 11). Cities having public kindergartens (Table 21)... Statistics in detail of enrollment and attendance (Table 23). CHAPTER XLIL-STATISTICS OF COMMERCIAL AND BUSINESS SCHOOLS. The physical condition of the race, by Prof. Eugene Harris, Fisk University Statistics of schools for the education of the colored race.. CHAPTER XLVII.-STATISTICS OF EDUCATION IN FOREIGN COUNTRIES. PART II. CHAPTER XXIII. FEDERAL AND STATE AID TO ESTABLISH HIGHER EDUCATION.1 The interpolated “university grant" connected with the "ordinance of 1787"-The grant for colleges for the benefit of agriculture and the mechanic arts of 1862-Estimate of the gross sum received for the sale of these lands-The management of the lands for which Mr. Cornell bargained with the State of New York-Expressions of opinion which justify provision for the dissemination both of culture and utilitarian knowledge by Government-The effort of the States to foster higher education-The method of Massachusetts, of New York, of Virginia, and of Michigan selected as illustrations--The present time marked by the desire of the people to directly tax themselves specifically for higher education-Summary, by States, of Federal and State aid for the purpose of establishing universities and colleges. In the United States the establishment of higher institutions of learning has been promoted by one or more of five agencies, which are, respectively, the Federal Government, the several State governments, the churches, private individuals, and the promoters of business enterprises. These agencies have so cooperated as to make it impossible to state exactly the financial part each has played in establishing, much less in maintaining, higher education in the country. Nevertheless it is possible to give with some degree of accuracy the amount of public aid for promoting a project which was first distinctly connected with free government in the Massachusetts constitution of 1780 and subsequently repeated, enlarged in matter and condensed in form, in connection with the so-called “ordinance of 1787," or constitution for the new States that were to be formed in the interior of the continent. This original provision of the constitution of Massachusetts reads as follows: Wisdom and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of the legislatures and magistrates, in all future periods of this Commonwealth, to cherish the interests of literature and the sciences, and all seminaries of them; especially the university at Cambridge, public schools, and grammar schools [in the English sense, or secondary] in the towns; to encourage private societies and public institutions, by rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings; sincerity, good humor, and all social affections and generous sentiments among the people.2 By Mr. Wellford Addis, specialist in the Bureau. 2 In his Life of Alexander Hamilton, Mr. William Graham Sumner, professor of political and social science in Yale University, remarks: "The facts which we have now presented suffice to show that the great faults in the public affairs of the United States at this time (the régime of the Continental Congress) were indolence, negligence, lack of administrative energy and capacity, dislike of any methodical, businesslike system, and carelessness as to money responsibility and credit. A man with experience of the world finds that there are few things to be got for nothing. His mind inevitably reverts to the cost or the equivalent. He reduces his expectation to the measure of the equivalents he can give. In these observations we have ED 97-72 1137 |