Page images
PDF
EPUB

866 WORKING MEN'S COLLEGE

important hints may be derived from the following works: TRENCH, A Select Glossary of English Words etc. (N. Y., 1859); also, On the Study of Words (N. Y., 1859); HALDEMAN, Affixes in their Origin and Application (Phila., 1865); DE VERE, Studies in English (N. Y., 1867). (For other works on this subject, see ENGLISH, THE STUDY OF.)

WORKING MEN'S COLLEGE (London). founded in 1854, resembles, in intention and organization, the Birkbeck Institution, founded in 1823. The Rev. F. D. Maurice was its principal up to the time of his death, in 1872. After a short interval, Thomas Hughes, author of Tom Brown's School Days, became, and still is, the principal. It provides instruction, at the smallest possible cost (the teaching being almost wholly unpaid), in the subjects with which it most concerns English citizens to be acquainted, and thus tries to place a liberal education within the reach of working men. The college is situated in Great Ormond Street, London. Six class rooms have recently been built, at a cost of more than £2,400. There is a museum and library; and a coffee and conversation room is also provided. Classes are formed in art, history, language and literature, mathematics, and physical science. These compose the chief work of the college; but classes in singing and other subordinate subjects are also formed.

The college year commences about the beginning of October, and consists of four terms of eight or nine week each, and a vacation term of eight to ten weeks.-The ordinary classes meet for one or two hours a week. General lectures are delivered on the ordinary subjects of the college on Saturday evenings, to which the public are admitted. There are also practice classes for supplementary tuition, conducted for the most part by certificated students.-Other advantages connected with the college, are a Natural History Society and Field Club, which holds weekly meetings, and arranges geological and botanical excursions; an adult school, under the special superintendence of the secretary, for teaching the subjects required for entrance to the college; and a night school, held twice a week, for boys under 17.-The fees are as low as possible, and the conditions of entry are, that students must be above 17 years of age, must know the first four rules of arithmetic, and must be able to read and write.-Examinations are held in the last week of December. Certificates of honor, and scholarships or associateships are granted to successful candidates who have attended the requisite number of terms. The council of the college is composed of founders, teachers, and elected members, among whom are many who originally joined it as students. The average number of students is 360. At an early date, the college was affiliated to the London University, and some of the students have taken their degrees. As the scheme of the Working Men's College did not admit women, another institution of a similar kind was founded in 1864; and another Working Men's College was organized in 1868.

[ocr errors]

WYOMING

WRITING. See PENMANSHIP.
WURTEMBERG. See GERMANY.

WYOMING, one of the territories of the United States. formed, in 1868, from portions of Utah, Idaho, and Dakota. Its area is 97,883 sq. m.; and its population, in 1870, was 3,118; but in 1875, it was estimated at 24,000.

Educational History.-In 1869, an act was passed by the territorial legislature, which provided for the organization of schools, and this was amended in 1870. At that time, the number of schools of all kinds was 9, giving employment to 15 teachers, and instruction to 364 pupils. In 1873, all previous school laws were repealed, and a new law was substituted, under which the schools are at present organized. The first superintendent of public instruction was J. H. Hayford, who became such in 1869, by virtue of his position as territorial auditor. He was succeeded, under the last law, by John Slaughter, the present incumbent, who, as territorial librarian. is, ex officio, superintendent of public instruction.

School System.-The care of the public schools of the territory is intrusted to the superintendent of public instruction, whose term of office is two years, and who, in addition to the usual duties pertaining to his office, apportions the school fund, and makes a report direct to the assembly, on the first day of each regular session. A county superintendent is elected biennially in each county, and three district directors are annually elected in each district. The duties of these are almost identical with those of similar officers in other parts of the country. The public schools are open to all children between the ages of 7 and 21. When there are 15 or more colored children in any district, a separate school may be organized, for their instruction, by the district directors and the county superintendent. The schools are supported by a two-mill tax levied annually in each county, school-districts assessing themselves for additional amounts when necessary. In the employment of teachers, no discrimination can be legally made on account of sex. All children in good health are compelled by law to attend school at least three months each year. The schools are elementary in character; but graded schools may be established in any district, upon the decision, to that effect, of the district directors and the county superintendent. The territorial superintendent and the several county superintendents are required to hold annually a teachers' institute, not less than four nor more than ten days in length, at which a uniform series of text-books, for three years, throughout the territory, is designated. The length of the school year is 10 months. Educational Condition. The following are the principal items of school statistics for 1875: Number of school-houses.

"pupils enrolled.. "teachers.

13

1,222

23 $16.400

Total expenditures..
Value of school property (not including land). $32,500
No provision for superior or special instruction
of any kind has yet been made.

XENIA COLLEGE

XENIA COLLEGE, at Xenia, Ohio, chartered in 1850, and organized 1851, is under Methodist Episcopal control. It was originally organized for females only, but was soon thrown open to young men also. It comprises a collegiate course (classical and scientific), and a preparatory, a primary, and a normal department. Facilities

YALE COLLEGE

867

are also afforded for instruction in music. The regular tuition fees vary from $26 to $36 a year. In 1875-6, there were 9 professors and other instructors and 230 students (83 collegiate, 19 preparatory, 30 primary, and 98 normal). William Smith, A. M., is (1877) the president of the college.

YALE, Elihu, an American merchant, the patron, though not the founder, of Yale College, was born in New Haven, April 5., 1648; and died in London, Eng., July 22., 1721. In 1678, he went to the East Indies, and, from 1687 to 1692, was governor of Fort St. George, Madras. He was afterward made governor of the East India Company, and a fellow of the Royal Society. His gifts to the institution which afterwards bore his name, were estimated at £500. At first, only the new building, which had been erected in New Haven, was named after him; but, by the charter of 1745, this title was extended to the whole institution. A synopsis of his life may be found in the Yale Literary Magazine, April, 1858.

charge for tuition and incidentals is $140 a year. The sum of $11,000 and upward, derived partly from permanent charitable funds, is annually applied by the Corporation for the relief of students who need pecuniary aid, especially of those preparing for the Christian ministry. About 100 thus have their tuition either wholly or in part remitted. There are two fellowships, the holders of which are required to pursue nonprofessional post-graduate studies in New Haven. The catalogue of 1876-7 shows some changes in the course of studies published in that of 1875-6 (from which the statement in the article COLLEGE was taken), especially in the greater range of elective studies. There are professorships of moral philosophy and metaphysics; natural phiYALE COLLEGE, in New Haven, Ct., is losophy and astronomy; geology and mineralogy; one of the oldest and most important educa- Latin language and literature; mathematics; tional institutions in the United States. In Greek language and literature; rhetoric and 1701, the general assembly granted a charter for English literature; history; molecular physics a "collegiate school," and the trustees selected and chemistry; modern languages; German Saybrook as its site. The first commencement language and literature; political and social sciwas held in 1702. The instruction seems to ence. The Sheffield Scientific School received have been given partly at Saybrook, and partly its name in 1860, when it was re-organized upon at Killingworth and Milford, where the first a more extensive scale through the munificence two rectors resided. In 1716, the trustees voted of Joseph E. Sheffield, of New Haven. In 1863, to establish the college permanently at New it received the congressional land grant, and beHaven, and, in 1718, a building was completed came the College of Agriculture and the Methere, which, in honor of Elihu Yale, a bene- chanic Arts of Connecticut. The under-graduate factor, was named Yale College, a designation at courses of instruction, occupying three years, are first confined to the building, but authoritatively arranged to suit the requirements of various applied to the institution as a whole, by the new classes of students. The first year's work is the charter of 1745. The principal buildings same for all; during the last two years, the incupy a square of about eight acres, west of struction is chiefly arranged in special courses. the public green. They are 16 in number. The The special courses most distinctly marked out two buildings of the Divinity School, the two are the following: (1) in chemistry; (2) in civil buildings of the Scientific School, and the Med-engineering; (3) in dynamic (or mechanical) enical School are off the main square. The Law School is in the county court-house. The invested funds, in 1875, amounted to $1,550,000; the income was $235,465, including $107,000 from students. The institution possesses valuable museums, cabinets, and apparatus. The departments of instruction in Yale College are comprehended under four divisions, as follows: the faculty of theology (organized in 1822); of law (1824); of medicine (1812); and of philosophy and the arts. Under the last-named faculty are included, the courses for graduate instruction, the under-graduate academical department, the under-graduate section of the Sheffield Scientific School (1847), and the School of the Fine Arts (1866) each having a distinct organization. In the academical department, the course is for four years, and leads to the degree of A. B. The

OC

gineering; (4) in agriculture; (5) in natural hishistory; (6) in the subjects preparatory to medical studies; (7) in studies preparatory to mining and metallurgy; (8) in select studies preparatory to other higher studies. These courses lead to the degree of Ph. B. The charge for tuition is $150 a year. There are professorships of mineralogy; civil engineering; astronomy and physics; dynamic engineering; theoretical and agricultural chemistry; agriculture; mathematics; botany; English; palæontology; political economy and history; analytical chemistry and metallurgy; zoology; chemistry; and comparative anatomy. The School of the Fine Arts has for its end the cultivation and promotion, through practice and criticism, of the arts of design; namely, painting, sculpture, and architecture, both in their artistic and esthetic aims. The design is, (1) to pro

[blocks in formation]

vide thorough technical instruction in the arts of painting, sculpture, and architecture; and (2) to furnish an acquaintance with all branches of learning relating to the history, theory, and practice of art. The course of technical instruction covers three years. No provision has been made for instruction in the departments of sculpture and architecture; but it is hoped that, before long, this will be provided. There is a professor of painting, a professor of drawing, and an instructor in geometry and perspective. The chairs of sculpture, architecture, and anatomy are unfilled. The school is open to both sexes. The charge for tuition is $36 for three months. In the departments of philosophy and the arts, there are various post-graduate courses, which may be pursued by candidates for the degrees of A. M., Ph. D., and civil and dynamical engineer, or by graduates not candidates for a further degree. In the theological department, there is no charge for tuition or for room rent. There are several scholarships for the aid of needy students. In the law department, the under-graduate course is two years. There is a post-graduate, course of one year for the degree of Master of Law, and of two years, for the degree of Doctor of Civil Law. The libraries of the institution contain 117,000 volumes; namely, college library (exclusive of pamphlets), 80,000; Linonian and Brothers (society) library, 20,000;

ZOÖLOGY (Gr. Cov, an animal, and óyos, a discourse) treats of the structure, classification, habits, etc., of animals. It is an important branch of descriptive natural science, or natural history, and usually forms a part of the course of study in various grades of schools. In elementary instruction, it constitutes, with its sister science, botany, one of the most effective and available subjects for training the observing faculties; and, hence, is often comprised in the course of instruction prescribed for common schools. This subject has peculiar attractions for children; since, as is well known, they invariably manifest a deep interest in animal life. The principles by which the teacher should be guided in giving instruction in this, as in other branches of natural science, have been to some extent explained in previous articles. (See ASTRONOMY, and BOTANY.) In teaching zoology, care must be particularly taken to exhibit as much as possible the natural objects themselves; and, in elementary teaching, this comes first. That is to say, the pupils are not to be required to commit to memory dry definitions and formulated statements; but their minds should be brought in contact with the living realities. (For a full synopsis of topics and methods for

libraries of the professional schools, 17,000. The Peabody Museum of Natural History was founded, in 1866, by George Peabody, by a gift of $150,000. One wing of the building has been completed. In 1876–7, there were 87 instructors in all the departments, besides special lecturers. The students were as follows: theological, 95: law, 60; medical, 36; department of philosophy and the arts, 860 (graduate students, 67; special students, 2; academic under-graduates, 569; scientific, 206; fine arts, 16); total, deducting repetitions, 1,021. The number of degrees conferred, prior to 1875, was 10,605, including 870 honorary degrees; the number of academic alumni was 8,464. The government of the college is administered by the president and 18 fellows, of whom the governor and lieutenant-governor of Connecticut are, ex officio, two. Six are elected by the alumni; and the remaining ten, who are Congregational clergymen, are chosen by the fellows themselves. The rectors and presidents have been as follows: Abraham Pierson, 1701 -7; Samuel Andrew (pro tem.), 1707—19; Timothy Cutler, 1719-22; Samuel Andrew (pro tem.), 1722-5; Elisha Williams, 172539; Thomas Clap, 1739-66; Naphtali Daggett, 1766-77; Ezra Stiles, 1777-95; Timothy Dwight, 1795-1817; Jeremiah Day, 1817-46; Theodore Dwight Woolsey, 1846-71; and Noah Porter, since 1871.

elementary instruction in this subject, see How to Teach, N. Y., 1874.) In the higher grades of instruction, the three different departments of the science morphology, physiology, and distribution, should systematically be treated. In every grade of instruction, however, the teacher or professor cannot too closely follow the principle laid down by Huxley: "The great business of the scientific teacher is to imprint the fundamental, irrefragable facts of his science, not only by words upon the mind, but by sensible impressions upon the eye, and ear, and touch of the student, in so complete a manner, that every term used, or law enunciated, may afterwards call up vivid images of the particular structural, or other, facts which furnished the demonstration of the law, or the illustration of the term." Moreover, every teacher should bear in mind that a good share of his own knowledge should be at first-hand-acquired by his own observation, not simply gleaned from books-or he will not suc ceed in awakening an interest in the minds of his pupils. The proper method of teaching this subject has been clearly shown by one of its greatest masters. (See HUXLEY, On the Study of Zoology, in The Culture demanded by Modern Life, N. Y., 1867.) (See SCIENCE, THE TEACHING OF.)

THE END.

ANALYTICAL INDEX.

Abacus-1

Abbot, Benjamin-1

Abbott, Jacob-1

ABC1

A-B-C Book-1

[blocks in formation]

Culture

Affectation-6

Agassiz, L. J. R.-6

Age, in Education-6

Agricola, Rodolphus-biographical
sketch, educational works and
views-8

Agricultural Colleges

[ocr errors]

congres-
sional land grants for, 8; progress
of, state appropriations for, 9;
laboratories, workshops, farms,
etc., expediency of grants for, 10;
course of study in, European
schools, 11; statistical table, 12, 13
Ahn, J. F.-14

Ainsworth, Robert-14
Alabama-area and population, edu-

cational history, state superin-
tendents, 14; school system, elu-
cational condition, school statis-
tics, normal instruction, 15;
teachers' institutes; secondary,
superior, professional, scientific,
and special instruction, 16
Alabama, University of-16
Albion College-17

Alcott, A. B.-17

Alcott, W. A.-17

Alcuin-17

Alexandrian School-17
Alfred the Great

biographical
sketch, influence on education, 18
Alfred University-18

Algebra-definition of, literal nota-

tion, 18; positive and negative,
19; exponents, methods of dem-
onstration, 20; range of topics
embraced, 21; class-room work, 22
Algeria-education in, 24
Allegheny College-24
Alma Mater-24
Alphabet-Greek and Latin alpha-

bets, etc., origin of the English
alphabet, imperfections in it,
table of vowel elements, 25. See
also 131, 390

[blocks in formation]

Analytic Method of Teaching-28.
See also 336

Andrew, J. V.-reforms introduced
by, 28

Anglo-Saxon-origin of, modifica-

tions of by other languages, pe-
culiarities of, its value in com-
mon schools, 29; in the high
school or academy, in normal
schools, in colleges and univer-
sities, 30; text-books for the study
of, 31

Anselm, of Canterbury-31
Antioch College-32
Antipathy-32

Aphorisms, Educational -value of

education, 32; scope of education,
teacher and pupil, 33; training
and habit, development of the
faculties,language,self-education,
34; moral education, discipline
and government, 35
Apparatus, School-35
Apportionment-see School Fund

Arabian Schools-36

Archæology-37

Architecture-see Fine Arts
Architecture, School-see School-
House

Argentine Republic-area, popula-

tion, religion, etc., 37; history,
political and educational, schools
and universities, 38
Aristotle-his early life,38;appointed
teacher of Alexander, the peri-
patetic school, method of teach-
ing, theory of education, ante-
natal influences, habit as an edu-
cator, when instruction begins,
classes of subjects to be taught,
mechanical work, fine arts, vi-
olent exercises opposed
to
growth, 39; antagonism of bod-
ily and mental activity, music,
political economy, works of Aris-
totle, 40. See also 32, 33, 34, 471
Arithmetic-faulty method of teach-

ing, 40; what should constitute
the course in, 41; principles and
maxims to be kept in view, 43;
reasons for the rule in short di-
vision, pure and applied arith-
metic, 44; stages of mental de-
velopment to be kept in view in
teaching arithmetic, 45
Arizona- organization, area, and
population, educational history,
45; school system, educational
condition, 46
Arkansas-organization, and admis-

sion as a state, educational his-
tory, 46; state teachers' associa
tion, 47; state superintendents,
school statistics, present law;
elementary, normal, superior,
and special instruction; educa-
tional journal, etc., 48

[blocks in formation]

Arnold, Thomas-49
Arnold, Thomas K.-50
Art-Education - necessity of, con-
dition of among the ancients, po-
litical value of, 50; history of in
the U. S., methods of art-instruc-
tion, 51; art-schools in the U. S.,
table of art institutions in the
U. S.; instruction in drawing,
52; mode of establishing art-
schools, importance of art-edu-
cation, 53

Artisans, Education of-see Tech-
nical Education
Arts, Liberal-53
Ascham, Roger-54
Association of Ideas-54
Astronomy-claims of in education,
54; practical uses of, proper
method of teaching, elementary
course in, 55; diagrams and ap-
paratus, religious aspects, 56
Atheneum-56

Athens Athenian education dis-

tinguished from Spartan, gram-
matist and critic, writing, use of
ink and stylus, 56; music, gym-
nastics, baths, education of girls
and orphans, 57

Atlanta University-57
Atlas-57

Attendance, School — annual aver-
age, how found, 57; table of, in
the U. S., school age in different
states, percentage of population
enrolled, school attendance in
European countries, 58; in cities,

59

Attention-great value of, interest
the chief agent, not to be ex-
ercised too long, memory de-
pendent upon, 59: attention de-
pendent upon physical condi-
tion, proper time for its exercise,

60

Augustana College-60
Augustine, Saint- his early life,
teaches eloquence and rhetoric,
is converted to Christianity, the
Confessions, objects to the use of
the pagan classics in schools, lays
the foundation of Episcopal sem-
inaries, 60; and of Christian cat-
echetics, 61. See also 61, 185, 204
Austin College-61
Australasian Colonies — area and
population, educational systems,
New South Wales, Victoria, 61;
South Australia, West Australia,
Queensland, Tasmania, New Zea-
land, 62
Austria area and population, 62;
school history, present school
system, school statistics, 64; edu-
cational periodicals, 65
Authority-its twofold application,
its dual nature, limits of, mode
of enforcing, description of, 65;
its use in intellectual instruc-
tion, excessive use of hurtful to
mental growth, 66. See also 374,

375

II

Bacchants-67. See also 1
Bachelor-67

Bacon, Francis-early education,
appointed lord high chancellor,
Novum Organum, convicted of cor-
ruption, philosophical views, 67;
experiment, Instauratio Magna,
Essays, influence on education, 68.
See also 179, 307, 494
Baden-see Germany
Bahrdt, C. F.-68

Baldwin University-69
Baltimore-history of education in,

school statistics, school system,
examination and qualification of
teachers, 69; industrial educa-
tion, training of teachers, 70
Baltimore City College-70
Baltimore Female College-70
Baptists-sects of, early history, 70;
principal colleges in England
and Wales, history of in America,
colleges and theological semi-
naries in America, 71; epochs in
educational work, distinguished
Baptist educators, 72
Barbauld, A. L.-72
Barnard, F. A. P.-72
Barnard, Henry-his early life, edu-
cational works-73

Basedow, J.B.-his early life,73;edu-
cational views and publications,
Elementarwerk, the philanthro-
pin, its failure, his death, his in-
fluence-74

Bates College-74
Bavaria-see Germany
Baylor University-75
Beach Grove College-75
Bebian, R. A. A.-75
Bede-75

Belgium-area and population, 75;
educational history, primary and
secondary instruction, 76; sala-
ries of teachers, educational sta-
tistics, 77
Bell, Andrew his early life, John
Frisken, 77; monitorial system,
controversy with Lancaster, the
National Society, the British and
Foreign School Society, his be-
quests, Madras College, 78
Belles-Lettres - early instruction

in, 78; order in which the es-
thetic is developed in the mind,
method of instruction to be pur-
sued, proper text-books, original
composition one of the most ef-
fective means for fostering a taste
for the beautiful, the esthetic in
foreign literature, text-books to
be used, 79; illustration of the
esthetic criticism of a scene from
Julius Cæsar, etymology of single
words sometimes a department
of belles-lettres, 80

Beloit College-80
Benedictines, Schools of the-their

origin, peculiar features of in-
struction in, 80, list of the nost
famous, 81

Beneke, F. E.-81
Benevolence-81
Bengel, J. A.-81

Bentley, Richard-82

Berea College-82

Bernhardi, A. F.-82

Bethany College-82

Bethel College-82

Bible-difference in the views of Cath-

olics and Protestants concerning
the, use of the Bible in schools,
the Bible question, 83
Bible History-84
Birch-84

Blackboard -substitutes for, its
uses, 84

Blackburn University-85
Blind, Education of the--statistics

of the blind, first public asylum
for, first attempts at teaching, 85;
institutions for, in the U. S. ¡

[blocks in formation]

Board of Education-see School
Board

Boarding-school-its status in dif-
ferent countries, relation to pub-
lic schools, 88
Bolivia area and population, 88,
condition of education in, 89
Bonet, J. P.-89

Bonnycastle, John-89
Book-keeping-single and double
entry, 89; philosophy of, increase
of number of schools for, 90
Book-manual-91

Borgi, Giovanni-91
Boston-population, school history,
school system, 92; salaries, pri-
vate schools and other institu-
tions, 93

Boston College-94
Boston University-94
Botany the educational value of,
method of studying, 95; simplic-
ity in manner of teaching, sys-
tematic botany, herbarium, mi-
croscope, identification of plants
not the chief object, utility of, 96
Bowdoin College-97
Boys, Education of-objects to be

kept in view, 97; systems of the
ancients, Cyropædia, Spartan sys-
tem, custos or pædagogus, ludi
magister, Institutiones Oratoria, 98;
training and instruction in mod-
ern times, necessity of discrim-
inating between the sexes, re-
quirements of modern civiliza-
tion, 99

Braidwood, Thomas-99
Braille, Louis-99
Brain100

Brazil-area and population, 100;

educational condition, school
statistics,Collegio de Pedro II., 101
Bridgman, Laura-102
British Columbia-area and popula-
tion, educational history and
condition, 102; school statistics
and finances, 103
Brooklyn-first free public schools

established there and in New
York, school history, 103; school
statistics and system, examina-
tion and qualification of teach-
ers, private seminaries and
schools, 104

Brown, Goold-105
Brown University-105
Buchtel College-105
Buffalo-population,educational his-

tory, city superintendents, school
system, educational condition,
school statistics, parochial and
private schools, 106
Bugenhagen, Johann-107
Bureau of Education, National

its organization, objects, officers,
and functions, 107
Burgher School-108
Burlington University-109
Busby, Richard-109
Business Colleges-their origin and

progress, improvements in, 109;
differences in, 110
Buttmann, Ph. K.-110

Cadet see Military Schools and
Naval Schools
Cadets' College-110
California-organization, education-

al history, 110; state superin-
tendents, school system, 111;
educational condition; normal
and secondary instruction, de-
nominational schools, superior

California

instruction, list of colleges and
universities, special instruction,
teachers' associations, 112; edu-
cational literature, 113
California College-113
California, University of-113
Calisthenics - definition of, 113:
value of, proper time for, precau-
tions to be taken, 114
Calisthenium—114
Calligraphy-see Penmanship
Cambridge, University of-history,
organization, 114; professorships,
terms, members of colleges, de-
grees, examinations, triposes,
local examinations, names of col-
leges, under-graduates, university
buildings, 115; societies, 116
Campe, J. H.- his educational the-
ories and works, 116
Canada, Dominion of-116
Cane Hill College-116
Capital University-116
Carleton College-116
Carthage College-117
Catechetical Method - its limits,

true uses, superseded by the
topical method, 117. See also 229
Catechetical School - see Alexan-
drian School

Catechism - definition and origin,
117; history, 118
Catechumen-118
Cathedral and Collegiate Schools
-their history, 118; scope of,
decline of, 119
Cecilian College-119
Census, School-see School Census
Centenary College-119
Central America-area and popula
tion,
condition of
Guatemala, Honduras, 119; San
Salvador, Nicaragua, and Costa
Rica, 20

educational

Central College-120

Central Tennessee College-120
Central University-120
Centre College-120

Certificate-see License, and In-
centives, School
Chapsal, C. P.-121
Character, Discernment of -neg-
lect of, harm resulting thereby,
sacrifice of the individual to the
mass, temperament, how to dis-
cern it, 121; phrenology, 122
Charlemagne

- his educational
aims, 122; education of the clergy,
course of study, system of public
instruction, 123. See also 139, 164
Charleston, College of-123
Chart-123

Cheever, Ezekiel-his life, 123; his
work and characteristics, 124
Cheke, Sir John-124
Chemistry-its practical value, habit
of memorizing, 125; three meth-
ods, lectures, text-book study, ar-
rangement of material, sensa-
tional experiments, 126; proper
method illustrated, 127
Chicago-population, school statis-
tics and system, 128; examina-
tion, licensing, and appointment
of teachers, salaries of teachers,
private schools, 129

Chicago, University of-129
Childhood-see Age
Chili-area and population, educa-
tional condition, primary instruc-
tion, school statistics, 130; second-
ary, superior, and special instrue-
tion, 131
China Proper-area and population,
early history, religion, alphabet,
131; classics, estimate of educa
tion, primary schools, 132: lect-
ures, degrees, examinations, `in-
fluence of Europeans on Chinese
instruction, University of Peking,

133

« ՆախորդըՇարունակել »