MANAWATU EVENING STANDARD POHANGINA GAZETTE. Circulation, 3,000 Copies Daily. TUESDAY, SEPT. 27, 1904. EDUCATION IN AMERICA.

Manawatu Standard, Volume XL, Issue 7919, 27 September 1904, Page 4

MANAWATU EVENING STANDARD POHANGINA GAZETTE. Circulation, 3,000 Copies Daily. TUESDAY, SEPT. 27, 1904. EDUCATION IN AMERICA.

The report of the Mosely Commission, the members of which visited the United States last year for the purpose of 'investigating American educational methods, has been published in book form, and furnishes decidedly interesting reading. In their joint report [the Commissioners state that they- are deeply impressed with the evidence they have gathered in the United States of the absolute belief in the value of education, and they desire to impress on the? British public the absolute need of immediate preparations to meet the coinpetitiori of trained American men.- They are impressed with the spirit which animates both teachers and pupils ; the absence of classprejudicesarid "religious difficulty," the close connection between: theory, and practice, the importance attached to maaual training, the liberality by the public and by private donors on. behalf of education, and lastly the?organisation of education. Most Of the Commissioners, in their individual reports, refer to the great liberality of rich Americans towards education. "Whilst our rich men spend large sums -of money upon sport of various kinds," says Mr Mosely- " it appears to be the hobby of moneyed Americans to. devote enormous amounts of money to the endowment and equipment of various educational institutions." Professor Rhys' contrasts the libraries, and art galleries and other-public buildings of Pittsburg .with the lack of such institutions in Merthyr Tydv'il and Dowlais in Wales. Measured : by the financial support they give to it, the interest tali en in education by American citizens, he says, vastly transcends anything known in England at the present day. The successful American, instead of leaving, all his money to his children, is confident that they will get on in the

'world with education, and for the perpetuation of his name prefers to-rely on institutions which he founds or aids for the benefit,,of his people." Mr W. C. Fletcher draws attention to the smaller but not less significant gifts constantly made by alumni themselves, and quotes the following, which appeared on a form of application'for a scholarship at an Eastern College: *' It is hoped that the t applicant will consider himself under a moral obligation to return to the College, i for the benefit of - other needy students, i all sums received from' scholarship' during his College course, as soon after graduating as circumstances may allow."

The Americans are-noted for their strenuousness. ? Countless stories are told, says Rev. H. B. Gray—a member of the Commission—-of the sacrifices which young men at College, equally with boys at secondary schools; make, in order to.pursue their studies at any cost. Indolence is viewed from quite a different standpoint than in England. "It never enters into the calculations of a people permeated through and through with the earnestness of life," says Mr Gray, "that there could exist a class of young men who are sent to seats of learning, not primarily to gain education, but .to receive a certain social stamp, to make fashionable friendships, and treat -the institution which they enter, as a late French writer drily observed, 'as a club ora town; or anything, but a school.' An American cannot understand that attitude of "mind (if mind it can be called) consecrated by centuries of aristocratic ' white-handedness,' which regards it as ' bad form' to work, and not seldom seeks in after life to persecute those who set themselves to master the details of the profession in which they have undertaken to serve their country. The American has a scathing name for this class of young men. They are 'tramps.' " On the subject: ofinitiative, Mr W. P. Groser quotes the remark of the manager of a manufactory: —" My great difficulty is to keep an office boy." The young American is far ahead of the Englishman in pesonal enterprise, says Mr Groser, " a young Englishman cast loose into the world is likely to be still seeking a suitable berth when the .American -is emerging from his second bankruptcy for half. a million." .

" The teachers seemed fired with enthusiasm, and there is a thirst for knowledge shown by pupils of all ages, which is largely lacking in our own country," says Mr'Mosely.. In contrast to English education, which, to a large extent, - has been classical, Mr Mosely found that in America it was the "practical" subjects which are principally taught, and technical classes and schools are to be found everywhere. There are excellent oppor-'tu'nities'-foi* taking up classical subjects, but-with the " every day " boy, the bulk of the time is devoted to practical subjects likely to be of most use to him in after-life. American boys remain at /school much longer than English boys, and Mr Mosely is disposed to think that the. latter leave school much too soon. His conclusion is that the average American boy leaves school "infinitely better fitted for his vocation and struggle in life than the English boy, and in consequence there are in the United State's a smaller proportion of failures," and fewer who slide downhill and eventually join the pauper, criminal or "submerged tenth "class. The aim of education in America, in short, is to make every boy fit for some definite calling in life. Mr Mosely was struck with the intense belief of the Americans in the education of the masses—"it is felt indeed, through? out the United States, that education is their, safety, and salvation "—and President Roosevelt's saying is quoted, " education may not make a nation, but a nation would certainly be ruined without it." • ■ ' -,