Page:Encyclopædia Britannica, Ninth Edition, v. 7.djvu/701

679 EDUCATION 679 is already announced. The Roman Catholics have also begun a large encyclopaedia edited by Rolfus and Pfister. No similar work has been published in France, but a Cyclopaedia of Education in one volume has lately been issued at New York (Steiger, the editors are Kiddle and Scherr), and in this there are articles by English as well as American writers. In French the Esquisse d nn systema complet d Education, by Th. Fritz (Strasburg, 1841),. has a sketch of the history, which as a sketch is worth notice. Jules Paroz has written a useful little Histoire which would have been more valuable if it had been longer. In English, though we have no investigators of the history of education we have a fairly large literature on the subject, but it belongs almost exclusively to the United States. The great work of Henry Barnard, the American Journal of Education, in 25 vols., has valuable papers on almost every part of our subject, many of them trans lated from the German, but there are also original papers on our old English educational writers and extracts from their works. This is by far the most valuable work in our language on the history of education. The small volumes published in America with the title of &quot; History of Education &quot; do not deserve notice. In England may be mentioned the article on education by Mr James Mill, published in the early editions of the Encyclopedia Britannica, and Mr R. H. Quick s most excellent Essays on Educational Reformers, published in 1868. Since then Mr Leitch of Glasgow has issued a volume called Practical Educationists, which deals with English and Scotch reformers, as well as with Comenius and Pestalozzi. Now that professorships of education have been established we may hope for some original research. The first professor appointed was the late Joseph Payne, a name well known to those among us who have studied the theory of educa tion. The professorship was started by the College of Preceptors. At Edinburgh and at St Andrews professors have since been elected by the Bell Trustees. Valuable reports as to the state of education in the various countries that possess a national system were presented to the English Schools Inquiry Commission in 1867 and 1868, by inspectors specially appointed to investigate the subject. The reports on the Common School System of the United States and Canada by the Rev. James Fraser, on the Burgh Schools in Scotland by D. R. Fearon, and on Secondary Education in France, Germany, Switzerland and Italy, by Matthew Arnold, are included in Parliamentary Papers [3857], 1867, and [3966 v.j, 1868. .The following isalistof some useful books on education generally : Hcrbart, Allgcmcinc Pddogogik, Gb ttingen, 1806 ; Schwarz, Erne- hungslchrc, 2 Auf. 1829 ; Diesterweg, IVegwciss fur Deutsche Lchrer, 1873 ; Niemeyer, Grundsdtze der Erzichung und dcs Untcrrichts, Halle, 1836; Beneke, Erzichungs und Untcrrichtslehre, 1832; Graefe, AUgemcine Pddagogik, 1845; Waitz, Allgcm. Pocda- gogik, 1852 ; Herbert Spencer. Education Intellectual, Moral, and Physical. On special pointson the history of education : Grasberger, Erzichung und Untc-rricht in Classischcn Alterlhum ; A. Kapp, Platan s Erzichungslclire, Minclen and Leipsic, 1833 ; Die, Brudcr- schafi des gemcinsamcn Lcbcns, by Delprat, translated into German, Leipsic, 1840 ; Heppe, Das Schulwcscn dcs Mittclaltcrs, Marburg, 1860 ; The Schools of Charles the Great, by Mullinger, 1877 ; Eos- mini, Vittorino da Fcltre, 1801; Weickcr, Das Schulwcscn der Jcsuiten, Halle, 1863. The works of Comenius and other education ists are most easily accessible in the Posdagogische Bibliothck, edited by Karl Richter, Leipsic (now in course of publication) ; ,T. P.amsauer, Kurzc Skizzc meincs Pddagogischcn Lcbcns, Oldenburg, 1838 ; H. Blockmann, Hcinrich Pestalozzi, Leipsic, 1846 ; Krieger, Jacotot s Lehrmcthodc, Zweibriicken, 1830. To these may be added : M. Breal, Quelques mots sur T instruction pullique, 1874; Dr James Donaldson s Lectures on Education, 1874; A. Droze s Charaktcrlildcr, 4th ed., 1872; Dittcs, Gcsch. de Erzie- ttung, 3dje&amp;lt;l., 1873; M. and K. L. Edgcworth s Practical Educator, Isted., 1778; Marcnholz-Bulow s.wmerMWflC7ifl7t F. FrUbel, trans- htcd by Mrs Horace Mann, Boston, U.S.; 1&amp;gt;. de Cuimp s Histoire de Pestalozzi, 1874; Isaac Taylor Home Education; F. H. Kohle s Grundziige der evangelischen Voiksschulerzichung, Breslau, 1873; L. Kellner s Erziehungsgeschichte; H. Lantoine, Histoire de FEnseigne- ment secondaire en France, 1874; J. S. Mill, Inaugural Address at St Andrews; Pilkns s Contributions to Education; J. Paroz, Histoire universelle de la pedagogic Kollin, Traite des Etudes ; Kriisi, Life, of Pestalozzi ; Dr Arnold, Miscellaneous Works; Dr Stow, Training Wiese, German Letters on English Education, 1877; Bohn, Kurzge- fasste Geschichte der Pddagogik. (0. B. ) Law Eelating to Education. To the foregoing historical statement may be added some account of the different systems of education administered by statute in the United Kingdom : England. Until quite recently there was no public provision for education in England, and even now it is only the elementary education of the people that can be said to be ^regulated by the law. Parliament has indeed taken cognizance of the institutions founded for the higher education. The universities and the endowed schools have been enabled by various statutes to adapt themselves more completely to the wants uf the times ; but they still retain their character of local, and one might almost say private, corporations. Their administration is subject to the control of no state authority, and in districts where such institu tions do not exist there is no public provision for supple menting the deficiency. Elementary education, until the j Act of 1870, was in the same way dependent on voluntary enterprise or casual endowment. The first approach to a public system of education was by means of grants in aid of private schools, administered by a committee of the Privy Council. Tin s system is not superseded by the Education Act of 1870, but means are taken to ensure the existence in every school district of a &quot; sufficient amount of accommodation in public elementary schools/ The school district is the borough or parish, except in the case of London and Oxford. When the amount of school accommodation in a district is insufficient, and the deficiency is not supplied as required by the Act, a school board shall be formed and shall supply such deficiency. Every elementary school is a public school in the sense of the Act if it is conducted according to the regulations in section 7, which in substance are : 1. It shall not be required, as a condition of any child being admitted into, or continuing in the school, that he shall attend or abstain from attending any Sunday school, or any place of religious worship, or that he shall attend any religious observance or any instruction in religious subjects, in the school or elsewhere, from which observance or instruction he may be withdrawn by his parents, or that he shall, if withdrawn by his parents, attend the school on any day set apart for religious observance by the religious body to which his parent belongs. 2. Time for religious observance or instruction in the school must be at the beginning or end of school meeting, and must bo shewn in a time table conspicuously posted in the school. 3. School must be open to inspection, except that the inspector is not to inquire into religious knowledge. 4. School must be conducted in accordance with the conditions required to obtain a parliamentary grant. When the Education Department are satisfied after inquiry that the supply of public elementary schools as thus defined is in any district insufficient, they may cause a school board to be formed, as they may also (1) when application is made to themto that effect by the persons who would be the electors if there were a school board (in a borough by council), and (2) when they are satisfied that the managers of an elementary school are unwilling or unable to maintain it, and by its discontinuance the supply for the di strict will become insufficient. The body of the Act describes the constitution, powers, duties, and revenues of school boards, as in the following brief summary : 1. Constitution. The school board is a corporation with perpetual succession and common seal, and powei to hold land without licence in mortmain. It is elected by the burgesses in a borough, and by