E.—l2.

THE UNITED STATES OF AMERICA.

Schools. Class of School. Ago of Frequenting. | j Primary schools ... ... j 6 — 9 — 10 1 Grammar schools ... ... 10 — 14< — 15 High schools ... ... : 10 — 15 — 17 — 18 " Infant schools do not enter into the theory of American school organisation," 3 but in some places there are voluntary infant schools conducted upon the Kindergarten method. 8 These schools arc gratuitous, and are rapidly increasing; and the Boards encourage and, in some instances at least, assist. 4 The method has been also introduced to a certain extent into the public primary school system for children not over seven ; and apparently with satisfactory results. 5 On the 30 June, 1881, there were 35i Kindergarten, having 831 teaehers and 17,002 pupils. 6 As a rule in primary schools both sexes are taught together, 7 but the playgrounds are separate. There are, however, some noteworthy exceptions to the rule, including Boston, a model school place, 8 where mixed schools appear to be the exception; whilst at Philadelphia there are none. 9 " The cardinal studies of the common school are 10 reading and writing, 11 grammar, arithmetic, 13 geography; the first two look towards mastery over spiritual combination, the latter two over material combination. The common school aims to give the pupil the great arts of. receiving and communicating intelligence. Drawing and vocal music 13 arc taught quite gene-1 rally, and the rudiments of natural science are taught orally in most city schools. Declamation of oratorical selections is a favourite exercise, and is supposed to fit the youth for public and political life." 1* The length of the school term varies greatly, ranging from 210 days in Arizona to 78: days in Tennessee, 15 so that in some States schools are not open except for a little more than' two months in the year. " The school sessions are usually longer in the colder climates." 10 The ordinary school hours are from 9 a.m. to noon, and 1 to 4 p.m.—with a recess of a' quarter of an hour in each period 17—for five days in a week.

Infant schools.

Primary education.

Studies of common school.

Aim of common school.

Length of school term.

, School hours.

1 But see Dr. Philbriek, p. 153 and seq. 2 Q.8., p. 445, and see Dr. Philbrick, p. 49; see also Dr. E., p, 5. But for Infant Asylums, see C. rep., 1885. 8 Sec also C. rep., 1885, p. 120 and seq., for full details ; and Dr. Philbrick, p. 47. " Froebel's system of infant training appears to be peculiarly fitted to overcome the influence of inherited vicious propensities and physical infirmities." —C. rept., 1885, p. 120. * For details and statistics see— (a) C. rep., 1885, p. 123 and seq., and 1884, p. 105 and seq.; (b) S. and E.1., 9 Sept., 1884 ; and (c) London Daily Telegraph, 19 Mar., 1885. 8 Seo (a) C. rep., 1885, p. 120, and seq., and 1884, p. 107; (b) M. rep., p. 13 ; (c) 1.E.C., vol. 13, pp. 352-354. " Inquiry is constantly arising as to the prospect of the Kindergarten becoming a feature of our public school system," &c—C. rep., 1885, p. 123. Observe the following notification issued by the Education Department in Wisconsin: "It being very in- * jurious to children under school ago (i.e., below six years) to admit them into schools and to give them the same education as children of school age, the Government of each fu or ken shall cause such children to be trained according to the Kindergarten system."—C. rep., 1885, p. 124. s C. rep., 1885, p. 119, where see further details. ' Opinion on this subject is divided in the State; see, for instance, Oregon, G. rep., 1885, p. 220. 6 Compare— (a) Statement, p. 17 ; (b) M. rep., p. 13 ; (c) S. and E.1., 9 Sept., 1884; and C. rep., 1884, p. 83, and 1885, pp. 87, 88, 94, 95, and 129-131. 0 See S. and E.1., 7 Oct., 1884. 11 In small towns where separate schools for both sexes cannot bo maintained, under careful supervision no objection can be taken to the education of boys and girls together."—See Mrs. Byers's paper, p. 419. 10 See Statement, p. 15. 11 Note estimate of reading and writing, Statement, p. 15. 13 Note preference given to arithmetic and then geography, Statement, p. 15.

13 See also 1.E.C., vol. 13, pp. 455, 450. In Minnesota special teachers arc employed in music, drawing, and penmanship, throughout, and in the German language for the fifth grade. Phisiology has been dropped from the course of study below the high school." —C. rep., 18S5, p. 153. Also see Nebraska, p. 172. As many as GOO American girls are studying music in Milan.—" Young Ladies' Journal," Sept., 1880, p. 154. 14 See Statement, pp. 15, 10. Note also— la) C. rep., 1884, pp, 79-83 ; (6) D.8., p. 5 ; (c) Q.R., p. 457 ; (d) " Circular of Information," No. 6, 1884, " Bural Schools," p. 21 and seq. ; and espec. (e) Dr. Philbrick, p. 51; (/) Infra, Summary Table 82*. " Power of speech has naturally played a great part in the world ; and a much greater part than it ought to play, or would play if experience wo = allowed a fair chance, and wisdom had its due."—Bev. E. Thring, M.A., ".Journal of Ed.," June, 188.6, London. But for full details with valuable comments on additional subjects and programmes, see Dr. Pbilbrick, pp. 51, 59 and seq., and 147; sewing, 89-99; gymnastics, 99; and see Circular No. G as above. Compare with N.Z. subjects of study, table p. 17* in "Great Britain." For gymnastics see also 1.E.C., vol. 13, pp. 349-372, and 385-388. For course of study for rural schools, see Circular No. 6 as above, and C. rep., 1884, p. 29. " C. rep., 1885, p. 29, see also— (a) Dr. 8., p. 8; (b) Q.R., p. 442, and note half-time system in country districts, mentioned in M. rep., p. 13. 10 Statement, p. 19. 17 For remarks on " Eecess and No Recess," see report to Nat. Council of Education, Wis., July, 1884; C. rep., 1885, pp. 96 and 311, and result in New York of omitting recess, p. 192. But note abolition of recess in New Jersey, and the reasons, p. 187. Note also Dr. Philbrick, p. 150. On the benefit of " Intervals in School Work," see testimony in "Journal of Educ," London, May, 1880, p. 208, and Mr. M. Arnold's (May, 1886) rep., p, 11.

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