Page images
PDF
EPUB
[merged small][subsumed][subsumed][subsumed][subsumed][merged small][subsumed][subsumed][subsumed][subsumed][merged small][merged small][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][merged small][merged small][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][ocr errors][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][ocr errors][subsumed][ocr errors][subsumed][subsumed][subsumed][ocr errors][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][subsumed][merged small][graphic]
[blocks in formation]

AHN, Johann Franz, a German teacher, noted for his method of teaching foreign languages, was born in 1796, and died in 1865. He gave instruction for many years in the Realschule at Neuss, and published several manuals for teaching the German and other languages; but his chief work was his Practical Method for the rapid and easy Learning of the French Language (Praktischer Lehrgang zur schnellen und leichten Erlernung der französischen Sprache). This work, between 1834 and 1875, passed through 190 editions. He was also the author of several works in general literature. His elementary books on the study of foreign languages have been translated into all the languages of the civilized world, and have every-where found an immense circulation. The fame thus acquired by Ahn's method of studying foreign languages, has led to numerous imitations, not a few of which are utterly unworthy of the just reputation of the original author. The method of Ahn was, to a large extent, founded on the works of Dr. Seidenstücker, and combines both the analytical and the synthetical method. The principle on which it is based is, that the mode of learning a foreign language should, as closely as possible, correspond to the manner in which a child acquires a knowledge of his native tongue.

AINSWORTH, Robert, an English teacher and scholar of considerable eminence, was born in 1660, and died in 1743. He taught private schools for some years, but having soon obtained a competency, he was enabled to relinquish the business of teaching. From 1714 to 1736, he was engaged in compiling the Latin dictionary which has made him famous. This work was extensively used in schools both in England and in the United States, but has for some years been superseded by works of greater accuracy.

ALABAMA, one of the southern states of the American Union, was originally a part of Georgia, except the south-western portion, which belonged to Florida. It was set off from Georgia, in 1798, as a portion of the Territory of Mississippi. From 1817 to 1819, it was known as the Territory of Alabama, in the latter year, being admitted into the Union as a state. Its area is 50,722 sq. m.; and its population, in 1870, was 996,992, of whom 521,384 were whites; 475,510, colored persons; and 98, Indians.

Educational History. The first constitution of the state declared that "schools and the means of education should be forever encouraged," and gave directions for the preservation of all land grants received for this purpose from the general government, and the seminary lands for a "state university for the promotion of the arts, literature, and science." Attempts were made, in 1823, and at various times thereafter, to organize an efficient public-school system; but little was accomplished till 1854, when a general system was established under which, according to the report of the superintendent of education, the state, in 1857, was "in proportion to her white tax-paying and school-attending population, far ahead of nearly all the southern states, and most

ALABAMA

of the New England states; was the superior, in the school room, of even Massachusetts; and was almost the peer of New York and Pennsylvania." In 1856, county superintendents were substituted for the county boards of school commissioners previously existing. Under this system, township trustees had complete control of the school funds, and could aid schools already established according to their discretion. In 1860, according to the census of that year, there were in the state 1,903 public schools, with 61,751 pupils, and 17 colleges, attended by 2,120 students, besides 206 academies and other schools, with 10,778 pupils. The income for the support of common schools was $489,474, of which nearly $200,000 was derived from public funds. The progress made during the previous decade is indicated by the fact that, in 1850, there were reported 127,390 children in the state, of whom only 35,039 were attending school. The constitution of the state, ratified Feb. 4., 1868, expressly provided that all children between the ages of 5 and 21 years should be educated free of charge; and in accordance with its provisions, a new system was adopted the same year, which placed the schools under the supervision and control of a board of education, and gave to county superintendents much of the power before committed to township trustees. In 1871, the school law was again changed, the control of the schools being entrusted to a state superintendent, district superintendents, and township trustees, all elected by the people. The state board of education was abolished, its duties being discharged by the legislature, which, in the words of the law, "shall designate, in advance, such days as they may deem best (during the session of the general assembly) for the consideration of measures relating to the educational interests of the state; on which days the state superintendent shall be entitled to a seat in the house then considering educational measures, and shall have, and may exercise, all of the rights and privileges of a member of such house, but have no vote." In 1872, -3, and -4, various changes were made in the school law; but the new constitution of the state, which took effect December 6., 1875, supersedes all laws previously passed, and confirms that portion of the act proposed in 1871, which relates to the administration of the schools.

State Superintendents. The office of state superintendent was first filled by General W. F. Perry, his title being Superintendent of Educacation. He was elected by the legislature in 1854. His successor, in 1854, was G. B. Du Val, who died in office, his successor being J. B. Taylor, who was appointed to fill the vacancy in 1865. John Ryan was elected to the office in 1866, and served till 1867, when the office was merged in that of state comptroller, its duties being performed by M. A. Chisholm, from November, 1867, to July, 1868. In that year, the title of the office was changed to that of Superintendent of Public Instruction, N. B. Cloud being the first incumbent. His successors were J. Hodg

[blocks in formation]

son (1870-72); Joseph H. Speed (1872-4); | sembly shall provide by taxation or otherwise." John M. McKleroy (1874—6); and Leroy F. Box, with the title of Superintendent of Education, restored by the constitution of 1875.

66

fund.

one-fifth of the state revenue of
the previous year...
Poll-tax collected in 1872--3..

[ocr errors]

1875......

Total....

53,526.94 209,887.44 80,486.66 73,555.30

. $564,439.66

since 1868, $59,550. The amount received in
This state has received from the Peabody fund,
1875 was $4,300. (See PEABODY FUND.)
The expenditures were as follows:
Poll-tax disbursed by superintend-

It is, also, made the duty of the assembly to increase, from time to time, the public-school fund, as the condition of the treasury and the School System. By the law of 1877, the resources of the state will admit." In addition officers of the school system are (1) a superin- to this, each county may raise, by annual taxatendent of education for the state, (2) a county tion, an amount not exceeding 10 cents on each superintendent in each county, and (3) three $100 of taxable property. Ninety-six per cent trustees of public schools in each township or of the money raised or appropriated must be other school-district. The state superintendent used for the payment of teachers unless otheris elected by the people, and holds office for two wise directed by a vote of two-thirds of each years. He is required to give a bond in the sum branch of the legislature. Schools for whites and of $15,000, for the faithful performance of his blacks must be separate. Sectarian or denominaduties, which are as follows: (1) To exercise a tional schools are not entitled to any share of the general supervision over all the educational in- | public-school money. The school age is from 7 terests of the state; (2) To visit annually every to 21 years. county in the state for the purpose of inspecting Educational Condition. The number of the schools and their management, assisting also school-districts in the state, in 1875, was 1,696, in the organization and management of teachers' the area of each being six miles square except in institutes; (3) To apportion and distribute an- the case of fractional townships. In each of these nually the school money as prescribed by law, districts. there must be, at least, one school for and to see to its proper disbursement; (4) To each race,— -white and colored. The school revekeep proper records, and to prepare and dis-nue, at that time, was as follows: tribute to the other school officers necessary Interest on 16th section fund........$146,983.32 blanks; (5) To keep in his office an accurate acthe surplus revenue count of the capital of all sixteenth-section or other trust fund to which each township may be entitled; and (6) To make an annual report to the governor. The county superintendents are appointed by the state superintendent for two years. Their duties are to pay the teachers, to receive and take charge of the school moneys of the county, and distribute the same, and to make an annual report of their proceedings and the condition of the schools of the county, to the state superintendent. They are required to give bonds for the faithful performance of their duties. Three township trustees are elected biennially who have the immediate control of the schools, subject to supervision by the county superiutendent. In several of the cities, special school laws are in force, by which the immediate management of the schools is entrusted to city boards of commissioners, subject either to the supervision of the county superintendent, or of city superintendents. Four grades of schools are comprehended in the operation of the law-primary, intermediate, grammar, and high schools. In the No. of children enrolled: first, spelling, reading, and the elements of arithmetic and of geography are taught; in the second, these studies are continued, with the addition of grammar and writing; in the third, etymology, composition, history, and elocution. are added; and in the fourth, the higher branches common to schools of this grade are pursued. No. of teachers: The school fund is composed of "the income from the 16th section trust fund, the surplus revenue fund, until it is called for by the United States government;" the proceeds of “all lands or other property given by individuals or ap- Average monthly salary, white teachers.. propriated by the state for educational purposes, and all estates of deceased persons who die without leaving a will or heir;" " an annual poll tax, not to exceed one dollar and fifty cents on each poll;" with such other moneys, “to be not less than $100,000 per annum, as the general as

ents.

.$73,555.30

Apportioned to counties and
cities..
.476,332.29
Apportioned to normal schools... 10,000.00
Incidental expenses..
2,550.00

Total...

. $562,437.59

The other principal items of school statistics are the following:

No. of children of school age: white, 233,733

Total..

Total..
Average attendance:

[ocr errors]

Total...

Total...

64

colored, 172,537

..406,270

white, 91,202
colored, 54,595

.145,797

white, 67,024
colored, 43,229

.110,253

white, male, 1,669 female, 1,006 colored, male, 1,002 female, 284

[blocks in formation]

66 colored Normal Instruction. · Three state normal schools are in existence, the expenditure for which, during the year 1875, was $10,000. The first, at Florence, organized in 1873, is designed for the education of white teachers of both sexes.

[blocks in formation]

It has a library and apparatus valued at $8,000, besides the buildings, which are estimated at $30,000; and, in 1875, reported 4 teachers and 126 pupils. The State Normal School and University, at Marion, and the Normal School, at Huntsville, are neither of them so extensive as that at Florence. They are intended for the education of colored teachers. The former, in 1875, had 3 teachers and 70 pupils; the latter, 2 teachers and 84 pupils. This institution is designed to become a university for the colored population of the state. Besides these state normal institutions, there are four schools of the same grade under the control of the American Missionary Association, and one conducted by the Methodists, having an aggregate, in the state, of 659 pupils under normal instruction.

Teachers' institutes were held, during the year 1875, in six counties, and their organization is contemplated in four more. The interest aroused, both on the part of the teachers and of the people at the places of meeting, leads to the belief that their permanent establishment is only a question of time.

Secondary Instruction.-There are 218 public high schools in operation in the state, 3 of which are for colored, the remainder, for white pupils. The course of study prescribed for these institutions has been already stated. A number of high schools and academies are scattered through the state, which occupy a position intermediate between the primary schools and colleges. Accurate statistics in regard to them are, however, difficult to procure. În Talladega College, the work has thus far been entirely preparatory, the collegiate classes not having been formed. In 1875, it had 12 instructors, and a total of 247 students in all the departments. It is conducted by the American Missionary Association for the benefit of the colored people.

Superior Instruction.-There are several institutions of this grade in the state, the most important of which are enumerated in the following list:

[blocks in formation]

found- denomina

ed

1843 Bap.

1836 R. C.

tion

amounting to more than $100,000. Students are required to pursue a three years' elementary course, after which they are permitted to choose one of four courses that of scientific agriculture, of civil and mining engineering, of literature, or of science. Under agricultural chemistry, are taught the composition of soils, the relation of air and moisture to vegetable growth, the chemistry of farm processes, the methods of improving soils, etc. These are accompanied by lessons in practical agriculture throughout the course. Military training is given, but only to the extent of improving the health and bearing of the students. Free scholarships, two in number, are provided for each county in the state. The course of study covers four years. The number of instructors in all the departments, in 1875, was 7; the number of students, 50, in the regular course, and 5 in the special. Law is taught in departments organized for the purpose in the State University and the Southern University; theology, in the Southern University, in Talladega College, and, to some extent, in Howard College; medicine. in the Southern University, and in the Medical College of Alabama, at Mobile. This last institution provides a two years' course of study, and, in 1875, had 9 instructors and 50 students.

Special Instruction.-The Alabama Institution for the Deaf, Dumb, and Blind was founded in 1860 at Talladega, and is maintained at an annual expense of about $18,000. The deaf-mute department is provided with a small museum of natural history and a library of 300 volumes. The studies pursued are mathematics and the ordinary English branches. Instruction is also given in agriculture and gardening. In 1875, there were 4 instructors and 52 pupils. In the department for the blind there were, in the same year, 2 instructors and 10 pupils.

ALABAMA, University of, at Tuscaloosa, was chartered in 1820, but not organized till 1831. At the commencement of the civil war, it was in a prosperous condition, but was burned by a federal force during the war. It was rebuilt in 1868, and is now in a flourishing condition. When Religious The value of its grounds, buildings, apparatus, etc., is estimated at $150,000; and it has an endowment of $300,000. Its library contains 5,000 1856 M. Epis.S. volumes. In 1874, the number of instructors was 9, and of collegiate students 76. The aca1820 Non-sect.demic department embraces eight courses of study, open to the selection of the students: (1) Latin language and literature; (2) Greek language and literature; (3) English language and literature; (4) Modern languages; (5) Chemistry, geology, and natural history; (6) Natural philosophy; (7) Mathematics and astronomy; (8) Mental and moral philosophy. The department of professional education embraces a school of law, and a school of civil engineering. All the students, except those specially infirm, are subjected to military drill. A special military school affords instruction in military science and art, in military law, and in elementary tactics. The president of the institution is Carlos G. Schmidt, LL. D., elected in 1874.

To the above list, must be added 9 institutions which afford opportunities for the higher education of women. In addition to the studies usually pursued in such institutions, special attention is given to the ornamental branches. The number of instructors in these institutions, in 1875, was 80; the number of students, 883. Professional and Scientific Instruction.The Agricultural and Mechanical College of Alabama was established at Auburn by an act of the legislature, its endowment being the proceeds of the land grant made by Congress for the benefit of agriculture and the mechanic arts. The amount thus derived was $218,000, to which was added all the property of East Alabama College,

ALBION COLLEGE

ALBION COLLEGE, at Albion. Mich., was chartered as a college in 1861, by members of the Methodist Episcopal Church. The number of students is about 200, males and females. It has a preparatory, classical, and scientific course of instruction. Its endowment fund is $200,000. Its library contains about 2000 volumes. Rev. G. B. Jocelyn, D. D., is the president of the institution (1875). The tuition is free.

ALCOTT, Amos Bronson, an American educator, was born in 1799. He first gained distinction by teaching an infant school. for which employment he evinced a singular aptitude | and tact. He removed to Boston in 1828, where he manifested the same skill in teaching young children, at the Masonic Temple. His methods, however, were in advance of public opinion, and were disapproved. On the invitation of James P. Greaves, of London, the co-laborer of Pestalozzi in Switzerland, in educational reform, Mr. Alcott, in 1842, went to England; but the death | of Mr. Greaves, which occurred before his arrival, interfered with his prospects. On his return to this country, he attempted with some of his English friends to establish a new community at Harvard, Mass.; but the enterprise was soon abandoned. Mr. Alcott has since written several works, one of which, Concord Days, was published in 1872.-See E. P. PEABODY, Record of School (Boston, 1834), and Conversation on the Gospels (Boston, 1836).

ALCOTT, William Alexander, M. D., cousin of the preceding, noted for his zeal and success as a common-school teacher, and his lifelong efforts in behalf of popular education, was born in Wolcott, Ct., in 1798, and died at Auburndale, Mass., in 1859. He had only an elementary education; and, for several years, he taught in the district schools of his native State, distinguished for his remarkable earnestness, and the many reforms which he labored to introduce into the imperfect school management and instruction of his time. He afterwards studied medicine; but his chief labors were devoted to the cause of education, co-operating with Gallaudet, Woodbridge, and others in the endeavor to bring about much-needed reforms in the public schools of the State. Subsequently, he associated himself with William C. Woodbridge, and assisted him in the compilation of his school geographies, and also in editing the American Annals of Education. He also edited several juvenile periodicals. His newspaper contributions were very numerous, and quite effective on acCount of their racy and spirited style. An article which he published on the Construction of School-Houses gained him a premium from the American Institute of Instruction. His labors as a lecturer on hygiene, practical teaching, and kindred subjects were severe and unintermitting. He is said to have visited more than 20,000 schools, in many of which he delivered lectures. His writings are very numerous; and some of them were widely popular. The most noted are: Confessions of a Schoolmaster, The House I Live in, The Young Man's Guide, The Young

[ocr errors]
[blocks in formation]

Woman's Guide, The Young Housekeeper, etc., etc. Dr. Alcott was a genuine philanthropist, though extreme and somewhat eccentric in many of his views. As one of the pioneers in the cause of common-school education and reform in practical teaching, his labors were of incalculable value.

ALCUIN (Lat. Flaccus Albinus Alcuinus), a distinguished English scholar, ecclesiastic, and reviver of learning, was born in Yorkshire about 753, and died in 804. He was educated at York under the direction of Archbishop Egbert, and was subsequently director of the seminary in that city. Returning from Rome, whither he had gone by direction of the English king, he met the emperor Charlemagne at Parma, and was induced by that monarch to take up his residence at the French court, and become the royal preceptor. Accordingly, at Aix-la-Chapelle, he gave instruction, for some time, to Charlemagne and his family, in rhetoric, logic, divinity, and mathematics. It has been said with much truth, that "France is indebted to Alcuin for all the polite learning of which it could boast in that and the following ages." The universities of Paris, Tours, Soissons, and many others were either founded by him, or greatly benefited by his zeal in their behalf, and the favor which he procured for them from Charlemagne. In 796, he was appointed abbot of St. Martin's at Tours, where he opened a school which acquired great celebrity. Here he continued teaching till his death. Alcuin was probably the most learned man and the most illustrious teacher of his age; and his labors were very important in giving an impetus to the revival of learning, after the intellectual night of the Dark Ages. He left many epistles, poems, and treatises upon theological and historical subjects, all written in Latin, and noted for the elegance and purity of their style. The Life of Alcuin (Leben Alcuin's) by Prof. LORENZ, of Halle (1829) has been translated into English (1837) by SLEE.-See Allgemeine Deutsche Biographie, art. Alcuin.

ALEXANDRIAN SCHOOL, a name variously applied, but chiefly designating (1) a school of philosophers at Alexandria in Egypt, which is chiefly noted for the development of Neoplatonism, and its efforts to harmonize oriental theology with Greek dialectics; (2) a school of Christian theologians in the same city, which aimed at harmonizing Pagan philosophy with Christian theology. The city of Alexandria became, soon after the death of Alexander the Great, by whom it had been founded, a chief seat of science and literature. The time during which the teachers and schools of Alexandria enjoyed a world-wide reputation, is called the Alexandrian Age, and is divided into two periods, the former embracing the time of the Ptolemies, and extending from 323 to 30 B. C., and the second embracing the time of the Romans, extending from 30 B. C. to 640 A. D. Grammar, poetry, mathematics, and the natural sciences were all taught in the Alexandrian School; and among the most illustrious teachers

« ՆախորդըՇարունակել »