'^ -^^0^ ^<. "•' .^" ,-£-Cy\ c -f .0' HRISTIAN EDUGATORS ■^m G0UN6IL. Ocean Grove, N. J., August 9-12, 1883. -c-^Ke^^Jt^S^^^Sje^e-o Sixty Addresses by American Educators Arranged Topically as follows : I. Education and Man's Improvement. II. Illiteracy in the United States. III. National Aid to Common Schools. IV. The Negro in America. V. Illiteracy, Wealth, Pauperism, and Crime. VI. The American Indian Problem. VII. The American Mormon Problem. VIII. Education in the South since the War. IX. Christ in American Education. Tables: Illiterate and Educational Status, United States, 1880. COMPILED AND EDITED BY REV. J. C. HA.RTZELI., D.O. NE^A/^ YORK : PHILLIPS & HUNT. CINCINNATI : WALDEN & STOWE. 18S3. Unrivaled Success of the Greatest Book of the Age! 25,000 SETS OF Tjifi Ppoptp's GyG^opppiA ■ OF- were sold from June 30, 1882, to July i, 1883. The retail prices of this vast number of books will aggregate $500,000. FIFTIETH THOUSAND IN PRESS! The sale of TiiK People's Cyclopedia, in the luuuber of sets sold, was larger during the past twelve months than that of all the other cychH)(:^dias combined. By the lime the work will be two years completed, FIFTY THOITSAIVD SJET8 will have been delivered to subscribers. These 'facts prove that the work supplies a loug-felt want. Among the subscribers 10 The People's Cyclopedia are many of the most eminent men in the country. Statesmen have bought it. Teachers have bought it. Lawyers have bought it. Farmers have bought it. Physicians have bought it. iMechniiics have bought it. Ministers have bought it. Clerks have bought it. Men ti:id women in every walk of life are subscribers to The People's Cyclopedia, and from all directions the publishers are receiving the unqualified indorsement of purchasers. Btarcts of Education in Massachusetts, New Hampshire, Rhode Island, Connecticut, Vermont, Maine, New York, Pennsylvania, New Jersey, Ohio, Indiana, California, Illinois, Michigan, and other States and Territories of the Union, have adopted It for use in the public schools, and in many cases by unanimous votes in preference to other cyclopedias presented by rival publishers. The People's (iyciopedta is the result of many years of preparation, and embodies the work of OVFR FOUR HUNDRS:!) of the Ablest Scholars of this Country and ISurope. IT IS THE Latest, Clieapest, and Most Complete Cyclopedia Pul)!islied. IT CONTAINS 58,000 TOPICS, 500 ILLUSTRATIONS, AND 130 MAPS AND DIAGRAMS. THE MOST POPULAR THE APPEIVDIXES, covering some 2.'i0 pages, so extensive and important that many say tiiev r.M"..,v)er them worth the price of the entire work. , ^ x, ■ , ^ ,, v.» • .,i. THE OTAPS, nnmberlns some 130, were made expressly for tliis wk, and are broiightjsght down "7?,Tte. We give you a Map of every Continent, Empire, Kingdom, Republic, State, and Tern- ^'^VpECIAiL.— We hav'e iust completed a series of entirely new maps, brought down to date, of each State and Territory, engraved in the highest style of art. and upon the back of each map we give the population of each county, white and colored, native and foreign; also, the voting population according to final revision of 1883. SOLD ONLY BY SUBSCRIPTION. For terms to Agents. Specimen Pages, (which will be sent to any address,) or other information in regard to this great work, address PHILLIPS & HUNT, New York and San Francisco. BRYAN, TAYLOR, & CO., 826 Broadway, New York City. lONES BROS. & CO., Cincinnati and St. Louis. MARTIN GARRISON & CO., Boston, Mass., and Toronto, Canada. F. A. DAVIS, Attorney, Philadelphia, Pa. T. M. OLCOTT. Indianapolis. T. C. CHILTON & CO., Detroit. PEOPLE'S PUBLISHING COMPANY, Chicago, 111. CHRISTIAN EDUCATORS IN COUNCIL. Sixty Addresses by American Educators; / TOIONAL HISTORICAL NOTES UPON THE C^t DUCATION ^SSEMBLY, Ocean GroTe, N. J., August 9-12, 1883. ALSO, Illiteracy and Education Tables from Census of 1880. COMPILED AND EDITED BY REV. J. C. HARTZELL, D.D. S 1523 1/ NEW YORK : PHILLIPS & HUNT. CINCINNATI : WALDEN & STOWE. 1SS3. U 1 3 Nil "^'ducafion is the cheap defense of nations.'''' — Edmuito Buekb. '''Moral education is the hulwark of a Stated'' — Fenelon. '"''Not democracy in America^ hut free Christianity in America, the real key to the study of the j>eqple and their institutions.''^ — GoLDwiN Smith. Copyright 1883, by J. C. Hartzell. TABLE OF CONTENTS. PAGE EDITOR'S NOTE 6 I. EDUCATION" AND MAN'S IMPROVEMENT. 1. Education a Measure of Man's Improvement 7 By Hon. John Eaton, LL.D., United States Commissioner of Education. H. ILLITERACY' IN THE TTNITED STATES. 1. ADDRESS 17 By Rev. Herrick Johnson, D.D., of Chicago. 2. Illiteracy in our Great Cities 13 By Hon. B. Peters, Editor Brooklyn Daily Times. 3. Stumbling-blocks, or Stepping-Stones ? SI By Robert R. Doherty, Esq., Assistant Editor The Christian Advocate, New York. 4. The Danger of Delay '. 25 By Hon. Albion W. Tourgee, Editor The Continent, Philadelphia. 5. Remarks 30 By Rev. W. F. Dickerson, D.D., one of the Bishops of the African M. E. Church. 6. The Poor Whites of the South : Who they are, and Why they are 31 By Rev. L. B. Caldwell, Ph.D., Tennessee. m. NATIONAL AID TO COMMON SCHOOLS. 1. The Year's Work 35 Report by Prof. C. C Painter, Corresponding Secretary National Education Committee. 2. National Aid to Popular Education in Europe 38 By Hon. J. P. Wickersham, ex- United States Consul to Denmark. 3. Conditions and Prospects of Temporary National Aid to Common Schools 41 By Hon. H. W. Blair, United States Senator from New Hampshire. 4. The Voices of Four Presidents 4.'5 5. The Nation the only Patron of Education Equal to the present EjMERGEncy 47 By Hon. John Eaton, LL.D., U. S. Commissioner of Education. TV. THE NEGRO IN AMERICA. 1. Remarks 55 By Rev. R. S. Rust, D.D., Secretary Freedmen's Aid Society of the Methodist Episcopal Church. 2. THE Color Line : What it Is and What it Threatens 56 By Rev. B. T. Tanner, D.D., Editor Christian Recorder, Philadelphia. 3. The Negro and his Assimilation in America 58 By Rev. J. W. Hamilton, Pastor People's Church, Boston, Mass. 4. Education an Indispensable Agency in the Redemption of the Negro Race 62 By Prof. S. B. Darnell, B.D., Principal Cookman Institute, Jacksonville, Fla. 5. Assimilation, Not Separation 65 By Rev. Jabez Pitt Campbell, D.D., one of the Bishops of the African Methodist Episcopal Church. 6. The Danger Line in Negro Educatio.v 67 By Rev. William Hayes Ward, D.D., Editor New York Independent. 7. Remarks 71 By Rev. H. L. Morehouse, D.D., Sec. American Baptist Home Missionary Society. 8. The Negro in America : His Special Work 72 By Rev. J. C. Price, A.M., Pres. Zion Wesley Institute, Salisbury, N. C. 9. The Freedmen Progressing 75 By Rev. J. C. Hartzell, D.D., Assistant Corresponding Secretary Freedmen's Aid Society of the Methodist Episcopal Church. 4 TABLE OF CONTENTS. PAGE 10. A Plea for Practical Education for the Negro 77 By Rev. C. K. Marshall, D.D., Pastor M. E. Church, South, Vicksburg, Miss. V. ILLITERACY, "W^EALTH, PAUPERISM, AND CRIME. 1. The Relation of Education to Wealth and Morality and to Pauperism and Crime. 79 By Hon. Dexter A. Hawkins, A.M., of the New York Bar. 2. Relation of Education to Moral Character 87 By Rev. C. W. Cushlng, D.D., Pastor First Methodist Episcopal Church, Rochester, N. T. VI. THE AMERICAN INDIAN PROBLEM. 1. Remarks 91 By Gen. T. J. Morgan, Principal State Normal School, Potsdam, N. Y. 2. An Important Letter : Indian Education 91 By Hon. H. M. Teller, Secretary of the Interior, Washington. 3. The Legal Status of the Indian 93 By Henry S. Pancoast, Esq., Philadelphia. 4. Christianity in its Relations to Indian Civilization 99 By Herbert Welsh, Esq., Germantown, Pa. 5. Woman's Work in solving the i.vdian Problem 102 By Mrs. A. S. Quinton, General Secretary National Indian Association, Philadelphia. 6. A New Phase of the Question 105 By Rev. C. H. Kidder, Rector of St. Clement's Protestant Episcopal Church, Wilkesbarre, Pa. 7. What shall be Done with our Savages ? 106 By H. K. Carroll, Esq., Assistant Editor New York Independent. 6. Practical Results of Indian Education 107 By J. M. Haworth, Esq., Supt. of United States Indian Schools, Olathe, Kansas. 9. Indian Civilization a Success 114 By Captain H. R. Pratt, Principal of Indian Training-School, Carlisle, Pa. 10. Our Indian Neighbors : Indian population, 1880 117 11. The Native Tribes of Alaska 118 By Rev. Sheldon Jackson, D.D., Supt. of Presbyterian Missions in Alaska. Vn. THE AMERICAN MORMON PROBLEM. 1. The Utah Problem 129 By Rev. A. J. Kynett, D.D., Philadelphia. 2. Mormonism : Efforts of Christian Churches 130 By Rev. Henry Kendall, D.D., Sec. of Board of Home Missions of the Presbyterian Church. 3. Disloyalty of Mormons, and Education in Utah 136 By Prof. John M. Coyner, Principal Salt Lake Collegiate Institute, Utah. 4. Sources of Mormon Strength 138 By Rev. Robert G. M'Niece, Pastor Presbyterian Church, Salt Lake City. 5. Polygamy Woman's Creed of Mormonism , 141 By Mrs. Angie F. Newman, Lincoln, Neb. 6. The Doctrines of Mormonism 147 By Rev. Theophilus B. Hilton, A.M., B.D., Late Principal of Salt Lake Seminary, and Editor of the Utah Review. VIII. EDUCATION IN THE SOUTH SINCE THE "WAR. 1. The South, the North, and the Nation Keeping School 157 By Rev. A. D. Mayo, Boston, Mass. 2. Address of Welcome to Northern Teachers and Missionaries in the South 167 By Rev. Charles H. Fowler, D.D., LL.D., Sec. of the Miss. Society of the Methodist Episco- pal Church. 3. Responsive address 173 By Prof. Saulsbury, Educational Supt. of the American Missionary Association. 4. History of the Educational Work of the American Missionary association 174 By Rev. M. E. Strieby, D.D., Corresponding Secretary. 5. Educational Work Among the Freedmen by the Methodist Episcopal Church 178 By Rev. John Braden, D.D., Pres. Central Tennessee College, Nashville. 6. The Methodist Episcopal Church in the South since the War 183 By Rev. J. C. Hartzell, D.D., Assist. Cor. Sec. Freedmen's Aid Society of the Methodist Episcopal Church. TABLE OF CONTENTS. 5 PAGE 7. Responsive Address 187 By Gen. S. C. Armstroug, President ol Hampton Institute, Virginia. 8. The Negro in Slavery and in Freedom— Summary of work by Presbyterians 188 By Rev. R. H. Allen, D.D., Cor. Sec. of the Presbyterian Board of Missions for Freedmen. 9. Work of the Northern Baptists Among the Freedmen since the War ]'J5 By Rev. H. L. Morehouse, D.D., Sec. American Baptist Home Mission Society. 10. Some Special Results of Northern educational Work in the South 197 By Rev. R. S. Rust, D.D., Secretary Freedmen's Aid Society of the Methodist Episcopal Church. 11. Work of the Protestant Episcopal Church, the Unitarians, and the Friends among the negroes since the war 109 12. Individual Northern Benevolence to the South for Education since the War 201 SOUTHERN Churches and Education since the War iOl 13. Roman Catholicisjj and the Negro 203 14. Education in the South 202 By Rev. J. G. Vaughan, B.D., Pastor Ames Methodist Episcopal Church, New Orleans, La. 15. Illiteracy and Poverty in the South 204 By Rev. J. L. M. Curry, D.D., General Agent Peabody Educational Fund. IX. CHBisT nsr American EDUCATioisr. 1. The Christian Element in Education 207 By Rev. Lemuel Moss, D.D., President Indiana State University. 2. Remarks 211 By Gen. Cyrus Bussey, New Orleans. 3. Religious Education the Safeguard op the Nation 212 By Rev. John P. Newman, D.D., LL.D., New York. 4. Christian Education as a Factor in our National Life 219 By Gen. T. J. Morgan, Principal State Normal School, Potsdam, N. Y. 5. The Ballot and the Bible 223 By Rev. J. M. Walden, LL.D., Cincinnati, Ohio. 6. Special Services on Sunday, Educational Love-feast, and Beach Meeting 327 X. LAST -WOBDS. 1. Summary of the Work and Significance of the Assembly 231 By Rev. A. J. Kynett, D.D., of Philadelphia. 2. Closing Remarks 232 By Rev. J. C. Hartzell, D.D. XI. HISTOBICAL NOTES. National Education assembly, 1S82 ; Petition to Congress, etc 283 XH. JOUBNAL OF PBOCEEDINaS Of the National Education assembly of 1883 237 XIH. TABLES GIVING ILLITERACY AND STATUS OF EDUCATION IN UNITED STATES, 1880. 1. Illiteracy in the United States, Census of 1880 250 2. Number of Persons, Male and Female, in the United States, Twenty-one Years of age and over, who cannot write 251 3. Number op Voters in the late Slave-holding States, Twenty-one Years of Age and UPWARD, who could NOT READ AND WRITE IN 1870 AND 1880 251 4. Total Population, School population, Enrollment, etc., in Eighty-six Cities, 1880. 253 5. Public and Private School Statistics in the United States 253 6. Population and Assessed Valuation op Personal Property and Real Estate in the States and Territories 1860, 1870, and 1880 254 7. Amount raised by Taxation for Support of Public Schools in the United States. 255 8. Table showing how much each State and Territory would receive on the basis OF Illiteracy should Congress appropriate $15,000,000 255 9. Summary of Annual Income and Expenditures for Education in the States and Territories 250 10. Comparative Educational Statistics in the South, 1880 and 1881 25? 11. National Aid to Popular Education in European Countries 2.'8 XIV. GENERAL INDEX 201 EDITOR'S NOTE. THE contents of this volume require but a word of explanation. It seemed fitting that there should be one platform in Auierica, where once a year, Christian educators and statesmen, irrespective of section, Church, or party, couid assemble to av/aken and direct public sentiment in favor of enlarged National, State, and Church effort, for the education and elevation of our illiteiate and degraded masses. The Ocean Grove Association teudered the use of its auditorium, and offered to welcome as its guests all who should participate as speakers at these annual gatherings. The co- operation of the United States Commissioner of Education was readily secured, as was also that of the Corresponding Secretaries of the great Educational Societies, of the cliief re- ligious denominations of the country. The first National Education Assembly was held in 1882, and its success proved the wisdom of the movement. The Assembly of 1883 was organized upon a larger scale, with a broader range of subjects and more speakers. Three times a day for four days great audiences attended, and an enthusiastic interest was maintained to the end. This volume contains all the addresses delivered at the Assembly of 1883, and soaie of the more im- portant ones delivered in 1882. To add to its practical value, a large amount of statistical information is given from tiie census of 1880, and the National Bureau of Education, show- ing the ihiterate and educational status of the United States, each State and Territory, and of tiie South as a section. The addresses, in the main, are the words of workers, inspired by profound convictious and telling of results achieved in fields where they have spent years of sacrificing toil. The speakers, who hold official relations to the government or to the great denominations, have superintended the expenditure of many miUions among the ignorant and poor of our laud. Their information is trustworthy, and their words ought to have the greatest possible weight. Each speaker has spoken freely his own views, and the addresses are now printed as revised by their authors. The subjects discussed are among the most intensely practical and profoundly important before the American nation. The questions of education and ignorance, and their relations to individual, social, and national well-being, are at the front, and are there to stay. The American Republic must now decide whether intelligent morality or ignorant chicanery will rule at the bahot-box— the place of supreme power in the nation. Invincible there, tlie Republic lives ; defeated there, it dies. To educate and m.ike moral our illiterate masses —native and foreign, Negro and Indian— is not a benevolence work simply, but one involv- ing the very existence of the Nation, and the maintenance of every essential principle ou wiiich rests our Christian civilization. This volume contains a vast amount of information bearing upon many phases of this work, gathered by scholars and laborers from very wide fields of observation. The arrangement of the addresses under topics, freeing the body of the book from all details of proceedings, brings together the discussions on each subject. The full Table of Contents is supplemented by a copious and carefully prepared General Index. Mr. Henry F. Reddall, of New York city, has rendered valuable assistance in the editorial work. J. 0. H. I. EDUCATION AND MAN'S IMPROVEMENT. EDUCATION A MEASURE OF MAN'S IMPROVEMENT. BY HOK. JOHK EATON, LL.D., United States Commissioner of Education. MAN is confronted with two possibilities: he may become worse or better. Those looking on the sunset of life are apt to see the shadows of evil growing; but our day- accepts the idea that man has not only gone forward with time and the course of events, liere worse and there better, but that on the whole he has greater possibilities and is in better conditions. We agree with Whittier when he exclaims, "Take heart! The waster builds again. A charmed life old Goodness hath ; The tares may perish, but the grain Is not for death. Grod works in all things ; all obey His first propulsion from the night; Wake thou and watch I the world is gray With morning hght" The instinct of life in the animal is hardly more universal than the aspiration of man for improvement; individuals, families, soci- eties, churches, nations, races, seek for its measure. Every new scheme for the ameli- oration of man's condition, every ism or ology or reform, lays claim to attention on the ground of its power to improve human affairs. Great writers and orators have each advanced the claims of their favorite theme — industry, commerce, travel, poetry, history, philosophy, science, art, religion, education — each of these has performed its great part and deserves its eulogy. We disparage none ; but we may say that whatever com- merce, or industry, or philosophy, or religion, even, has accomplished, that only remains which has been wrought into man or his conditions by those processes of forming habits of thought or action, of growth, of nursing, or training, or instruction, which we call education. We may not pause to define this term, or lift it out of the crude notions that limit it to the book or the teacher, or that flatter every body with the idea that he knows all about it without attending to it, and is qualified and ready to assume its responsibilities whenever he has failed in every thing else. These are evils that must be cured by the onward march of culture. The power of education is so admitted in the best thinking of civilized nations in our day, that all men point to Sadowa and Sedan, those scenes of conflict and horrid war, and tell us lliat we find tiie cause of victory not alone in the bravery of the generals, not alone in the material of war, but in the edu- cation of the respective combatants. The nations of the earth, laden with the articles illustrative of their accomplishments, meet iu the great world's fairs in peaceful contest, and compare tlieir positions in the trades and industries, and the most considerate and thoughtful inquiry shows that not merely the investments iu commercial fleets, not merely the money invested or the numbers engaged in industries, but the skill taught in the schools, determines the supremacy of their articles in the markets of the world. Morever, inter- communication is so rapid and direct in spite of oceans and mountains, indeed of all nat- ural barriers and of all impediments imposed by nations, that every producer is brought into competition with every other, wherever he may live on the globe, and thus the qual- ity of each article determines its sale, and its quality is dependent upon the skill of the producer, and that skill upon his education. Thus commerce by its immutable laws daily enforces the lessons of these great contests of war and peace. The European nations most nearly affected by these contests consuming a large propor- tion of the products of their energj^, skill, and industry, iu keeping up great standing armies to preserve the peace, and trembling all the while lest the balance of power may somewhere be disturbed and involve them in destructive war, have been most profoundly affected by this emphatic and conclusive showing that education is the greatest power at their control and the final measure of the 8 CHRISTIAN EDUCATORS IN COUNCIL. improvement of their people. The German States, led by Prussia, first made this discov- ery. To the selfishness of royalty it showed how their power could be multiplied by the cultivation of each of their subjects ; more children could be stronger and live longer, could think more and better, and direct the aifairs of peace and war more effectively. Training, though it waked up the powers of the youth, and rendered him liable to self action, was seen to be of so great possibilities that it could be conducive to habits of submission and devotion, and that the natural and acquired potentialities of the people would, in spite of this risk, be only more effective for the hand that ruled them. A king who could make every male subject of sufficient bodily health a soldier, and, by training a few for officers, could turn his whole country into a camp for a war of seven years, or a generation, as he chose, could, by a decree, send every child to school, and by training a few teach- ers, could mold his whole people to his will. Thus these rulers reached the enforcement of universal compulsory education and the establishment of normal schools for the training of teachers, and, as new necessities arose, they saw in education the power to meet them. Must ihey have more effective weapons of war, or implements of industry, or better roads and bridges ? the school must train the skilled men to make them. Was better or more clothing or food, or stricter economy, or greater care of health, needed? the schools must train the men to prepare the way and assure these results. But to the German reformers tliis power of educa- tion revealed a far higher purpose. The light which dawned upon them, gathering rays from all the past, had touclicd Italians and others, but produced the most effect in Germany. Her reformers saw that culture had been directed for the benefit of a few for man's selfish purposes in Church and State ; they and their followers in due time seemed to apprehend, in the universal application of the power of education, a figure of the imi- versal proclamation of salvation by the blood of the Saviour. Printing came to their aid with its almost miraculous multipli- cation of the power of thought. Education was to be universal for a higher end than the service of man. All men must have it, not to serve their generation alone, but to honor their God. If the king or his magis- trate, who was on all hands counted a serv- ant of heaven, could build roads or levy war, he could and should build school-houses, pay teachers, and educate the children that they might not grow up for their own de- struction and that of society, the State, and the Church. Out of the joint action of these diverse views came the elementary, second- ary, and superior education of Germany — her volk-schools, her gymnasia, and real schools, and her universities. Their results were greatest in those states that acted with William of Prussia, so that, when his armies, with 2^ per cent, of illiterates, met those of Austria with 17 per cent, of illiter- ates, other things being equal, there could be no doubt who would be the victor at Sadowa. Austria, of her twenty millions of people, had, in every ten thousand, one thousand in elementary schools, five in normal schools, twenty-eight in secondary schools, and five in universities, while Germany, of forty millions of people, had, in every ten thou- sand, fifteen hundred and ninety-four, or one half more, in elementary schools, one hun- dred and ten, or about three times the pro- portion of Austria, in her secondary schools, and about the same each in normal schools and universities. Austria, heeding this les- son, yielded to a liberal movement which culminated in the exhibition of 1873 at Vienna, gave greater attention to education, (even sending her soldiers to protect teach- ers in opening schools in certain mountain regions,) but never reached the point when there could be freedom of rehgious belief or declaration in her territory, and has finally yielded to a serious reaction. Many schools were established in France in the eighth century, and the great burst of light which so moved the Germans had also a most salutary effect upon the French ; but in the darkness of the St. Bartholomew mas- sacre that portion of her people who had felt its influence most was blotted out, or, at the Revocation of the Edict of Nantes, driven from their fair land, or crushed. With them departed much of skilled industry, many citizens of high character and enlightened religious zeal, and much of wise and liberal statesmanship, greatly needed then and ever since. How much France lost may be seen in part by wliat was gained in this and other lands from the Huguenots. What a tale of woes and wars at home and abroad remained for France I Every thing in the minds of the leaders of the period was tried for her im- provement but the sound and universal education of her people. Only that culture was attempted or allowed which was con- sistent with selfish or perverted schemes of Church or State. After the appalling scenes of the Revolution of 1793 they bethought them- selves more seriously of education for a mo- ment. Napoleon, in his days of supreme au- thority, as if knowing the power of education, tied its several parts up in one bundle and handled them for his own purposes through the head of the University of France. In the days of Cousin and Guizot, the former went to Germany to report on the progtess and condition of education, and united with the latter in efforts for the universal instruc- tion of the people. Look at the dark map of the illiteracy of France. In their day a dawning light appears in Paris and among EDUCATION' AND MAN'S IMPROVEMENT. tlie Yosges, gaining, against great odds, under the empire of Napoleon the Third, until the day for the end of his acting as ruler of the French, in the victory of the more cultured Germans at Sedan over his soldiers, of whom 36 per cent, were illiter- ate. The republic, coming into existence as a forlorn hope among scenes of the greatest confusion and suffering, at once rested its hopes for continuance on the education of the people. Step by step, taxes for educa- tion were increased, while the great burdens of the war were borne with alacrit3^ In- spection was more efficient; school-houses, teachers, and text-books were improved. Through the eminent Buisson commission at Vienna and Philadelpliia, and others, the progress of the world in education was brought under view for hints of possible im- provement. Tlie maternal schools so-called, dating back to the efforts of Oberlin, which received such aid from the consecrated labors of Madame Pape-Carpenl.ier — schools that are intended to save children from death and degradation, and give tliem habits of betterment before the school age — have been encouraged until they care for six hundred thousand inAmts. Attendance at school, during the school age, has been made compulsory, and linall}'- elementary schools, gratuitous or free. All education is emancipated from all control but that of the civil authority which directs it. A great scheme for secondary education for girls lias been introduced. If a new feature of edu- cation were to be inaugurated, with most logical precision the French have established normal schools to prepare teachers for the special work proposed. Attendance on the elementary and secondary schools has great- ly increased; instruciion in civic and moral duties is required by law. Soon youth, thus better tauglit, will bear their part as citizens. Freedom of conscience is declared, and the press and pulpit are less restricted in tlieir utterances. Monsieur Jules Ferry, in an address to the Society of Savants, March 31, 1883, showed that the republic in France liad re- duced illiteracy one per cent, per annum, while it had expended more than any pre- vious government for superior as well as elementary instruction. The superior schools that were found decaying had been revived ; sixty million francs had been spent in ten years in the work of construction alone, three fifths of the amount that would be necessary to place tliem on a level with schools of the same grade in neighboring countries. He also observed that, in a country like France,where birth no longer con- ferred privileges, and where wealth was dis- sipated almojit as soon as acquired, it was pre- eminently necessary for tlie state to assume the noble responsibilities that rank and wealth had imperfectly sustained, and that this duty was more imperative as the con- stitution became more democratic, so that the state should be not merely the adminis- trator, the police officer, tlie economist, but the teacher of high studies and the guardian of the ideal, amid the industrial competi- tions and social clianges of modern life. He also urged that attention to superior instruc- tion would go hand in hand with attention to primary and middle schools, and that a democrac_v having only primary schools, no matter how excellent, perfect, or imposing they were, would be a poor society and a poor democracy. Monsieur Duraux, in an address at the laying of the corner-stone for the " Lakanal " Lyceum at Sceaux, October 5, 1882, said that formerly the founding of a new city was the event most commemorated by festivities, inscriptions, and monuments, but that now the most engrossing and absorbing event, both in great cities and little villages, was the founding of a new school. It was be- coming acknowledged by all every-where that intelligence is the real ruler of the world; in a republic it was not enough to conquer liberty and fully retain it, but it was necessary to learn how to control its mani- festations and developments in harmony with all rights and interests ; to the schools we should look for this final achievement; tiirough the school each one is linked with others in the powerful association ol modern thought ; by the school only can we hope to control and finally end tlie agitation insep- arable from tlie achievement of freedom. England, early noted for her several great public sciioois for secondary instruction, and for her universities at Oxford and Cam- bridge, though holding the closest social, political, and civil relations with G-ermaiiy and France, was one of the last to learn the lesson of universal and adequate education, or to venture to give the control of instruc- tion to the civil administration. The story of her delay lias a sad moial for the instruction of English pride. Brougham first gained national reputation by his endeavors to arouse public attention to the ignorant and degraded condition of the masses. Only a commission of inquiry was the result in 1816, followed by small grants, increased from year to year, to schools under the di- rection of Ciniich societies. Not a few Englishmen believe that the Elementary School Act of 1870 barely saved England from violent revolution. This act, not yet every-where in the highest degree operative, has been followed with results more signifi- cant and satisfactory tlian was anticipated by its friends. School attendance in six years went up 75 per cent, in London, the center of the most appalling ignorance and degradation, and crime and pauperism im- mediately showed signs of diminution. 10 CHRISTIAir EDTIGATORS IN COUNCIL. Scotland, that had been put in the very- front rank of education by the parish schools inaugurated by John Knox, found a new- forward step necessary, -while the school system of Ireland, if vigorously enforced, will remove many of the evils now traceable to ignorance. Mr. Mundella, who for three years has been the administrative officer of the Council of Education, in a recent speech says that there were only two hundred thousand enrolled in the public schools of tiie Kingdom before the act of 1870, and that now there are four million seven hundred thousand; and, referring to the question of religious teaching, which was made a great bugbear and occasion of assault by the ecclesiastical party that opposed its passage, he calls attention to the fact that he has recently been made president of the Sanday- School Union and can speak intelligently from observauou on both sides, and he de- clares that but one case of complaint has been made in the London Board schools ■which he had specially observed, and, in that case, the father and mother were not agreed; and he quotes approvingly Mr. Fountain Hartley, the great English autliori- ty in Sunday-school matters, who declares that, throughout the country, the increase of day-school education has had a most bene- ficial influence upon Sunday-schools. No scholars come to school better fitted to re- ceive scriptural instruction, and the teachers, knowing the efficiency of the day-school teachers, are stimulated to increased efforts toward self-improvement and careful prep- aration. Some of the colonies, like those of Aus- tralia and Victoria, -were in advance of tlie mother country, having their public-school systems, universities, and libraries, enabling their population, though far removed from the centers of civilization, to keep step with the most rapid advances of the age. Americans well know the lack of educa- tion in the province of Quebec and the back- -warduess of its people, while Ontario, under the lead of the eminent Dr. Ryerson, sought, tlie world over, the best things in education for its youth, and its scheme of instruction ■will not suffer by comparison of methods and appliances with any portion of the world. Its normal school is belter furnished with aids than any other on our continent. Some of the more backward colonies have received new impulse in education since the action of the mother country, and now we have the report of the school systems of Cape Colony and the calendar of iis univer- sity. Even Malta :s supplied with a school system, to restore, if possible, the lost vitality of its native population. Unfortunately, at the date of the emancipation of the slaves in the English colonies, the condition of education at home was most deplorable and the conceptions of its power to uplifc man were most imperfect, and, after the slaves were set free, little was done save by limited Church influence to educate and prepare them for their new condition in life. As a consequence, their progress since, either in thrift, manhood, or religion, has been most unsatisfactory. In confirmation of this state- ment it is enough to name the fact that very competent and trustworthy authority, in dis- closing the deplorable condition of the negroes in Jamaica, informs us that 60 per cent, are born out of wedlock. India, that vast English dependency, is chiefly known to Americans as a missionary field, but the home country for a long time has acknowledged the obligations of public education. But up to the time of the Sepoy rebellion the administration of instruction, while declaring the freedom of conscience, only respected the sentiments of the natives. It carried this so far tliat neither text-books nor teachers were allowed except those in accord with the doctrines of the Brahmin, the Mohammedan, or the Parsee. There was no freedom for the Christiai] teacher or Christian text-book. But after tlie stormy and appalling horrors and cruelty of the Se- poy rebellion were past, and an account was taken of those who had participated in it, it was found that a very large number of them were trained in these government schools, and that less than lialf-a-dozen could be definitely traced who had ever liad any con- nection -^ath the Christian schools of the missionaries. This lesson, together with the additional attention to education at home, led to an advance step. A teacher or text- book could be Christian, though no efforts of propagandism were allowed. But greater progress is noted: I invite your attention to some figures for 1881 ; first, to those indicating the extent to which peo- ple avail themselves of the provision for su- perior instruction. The total number pre- sented for tlie university examinations in the universities of Bombay, Calcutta, and Madras was 6,810, of whom 2,984 passed, including one girl. The total number that completed courses and offered tliemselves for gradua- tion in art sciiools and professional schools was 2,799, of whom 1,196 passed. From the official reports on public instruction in nine provinces and two native states, having a population in all of 201,064,016, we learn that on March 31, 1881, the number of stu- dents in colleges of the arts was 5,620 ; in colleges for professional trades, 1,497; in schools for technical or special training, 19,- 847 ; in secondary schools for boys, 260,854; for girls, 14,486. In Bengal or Bombay, where secondary instruction is most widely diffused, it is estimated that the ratio of boys in the high-schools to the whole population is for the former one to five thousand, for the latter one to fourteen hundred. In middle schools the estimates are respectively one to EDUCATION AND MANS IMPROVEMENT. 11 sixteen hundred aud sixty-six, and one to one thousand. The primary schools in the nine provinces and two states mentioned, including lliose aided and those unaided by the government, but under inspection, had a total enrolhnenc of 1,880,345, namelj^, 1,*784,988 boj^s and 10.'5,357 girls. The total government ex- penditure for primary schools was 2,238,797 rupees, or $873,130 93. The current reports call attention to the growing interest in edu- cation in the rural districts and among the Mohammedan population, the tendency to multiply schools for girls, and the steady in- crease in the number of indigenous schools brought under government inspection. With all that has been accomplished, however, it is estimated that upward of twenty-five millions of cBildren needing primary educa- tion are uucared for, and such is the urgent need of extending elementary education among the masses of India that an educa- tional commission has been appointed to take testimony in the matter and to devise practical measures for meeting the demand. The total number of scholars reported in all the schools of the nine provinces and two '.native states before mentioned is 2.190,197, of whom 206,832, or a little over nine per cent., were studying Engli-^h. John Bright, in his recent inaugural on the occasion of his installation last March as Lord Rector of the University of Glasgow, predicted the inevitable consequences of thu education which is fostered under English rule in India as follows: " English literature, as a matter of course wliere the English language is spoken, and English science — I mean science such as it appears in English books — will there find students, and with regard to religion, if we do little or nothing to spread among the na- tives of India the religion which we hold to be true, of this we may be well assured, that the English language and English liter- ature and English science must necessarily break down the ancient superstitions and re- ligions of the Indian people. If this be so, we may come to the certain conclusion that there will grow up in the minds of the na- tives of India the most educated and the most cultivated feelings in favor of change and of freedom. In fact, all the good that we are endeavoring to do — and it is more than we have endeavored to do in past j'ears — all the good that we endeavor to do by education, by improved legislation, every thing that tends to lift the native a little higher, every tiling of that kind necessarily must tend to give his mind feelings which, some time or other, will be hostile to the per- manent subjection of his country to another country. As one of the consequences of the hitroduction of universal learning into India, native scholars are prepared lo discuss social problems from the Indian stand-point, aud to support their views by the logic, the ethical conceptions, and the understanding of affairs which pass current in Europe." Coming back to smaller European govern- ments for studies illustrative of our theme, we observe that Belgium since iis foundation has acted upon a scheme of education with many excellent features. Of her five and a half millions of population one thousand two hundred and seventy in every ten thousand are in elementary schools, five in normal schools, thirty-four in secondary schools, and seven in universities. Yet not far from 50 per cent, of those entering the military serv- ice are illiterate. The people and the gov- ernment, dissatisfied with the results of the past, believing that ecclesiastical control of education has been injurious to its efBciency, are in the midst of a severe confiict, atteiupt- hig to give civil control to the administration. Denmark, of her two millions of people, has one thousand one hundred and ninety-five in every ten thousand in elementary schools, one in normal schools, fifteen in secondary schools, and six in universities: and about one fifth of her population has no knowledge of reading and writing. The Netherlands, of her four millions, has one thousand three hundred and thirt}'' in every ten thousand in elementary schools, one in normal schools, seventeen in secondary schools, and four in universities. Norway and Sweden, from which the United States receive a population of great promise, in their northern comparative isola- tion might be conjectured by those not well informed to be benind in education, but how- ever slow their progress at times, now they are well to tlie front, about ninety-seven in a hundred of children of schoolage being un- der instruction ; their universities and higher special schools are well attended and of a liigh order. They have a device called am- btdatory schools, for sparsely settled regions, which might be imitated in parts of our own country. They aim to have all taught, and that by good teachers, and when the people live remote from eacii other four school houses are erected, say in a territory six miles square, so near ttie respective corners that all will be within attending distance at least one of the four terms in the year, and the teacher, who is continuously employed and who is thus paid to be well qualified, teaches one term in each house, and so the school travels about for the accommodation of the young, who are compelled to be pres- ent one term, wiiile any who can may attend all the year. The present king, when he came to the throne, wishing to show his de- sire to benefit his people, selected certain ap- paratus in physics and chemistry, and fur- nished tliem to a class of schools; and for those schools in barren sections, where the culture and manufacture of the willow is a main source of support, he prepared and fur- 12 CHBISTIAN EDUCATORS IN COUNCIL. nished the schools a cabinet of apparatus used in cultivating the willow and making it into wicker work, in order that while llie cliildren learned their letters iiiej might gain sometliiiig of the skill by which they are to support themselves. It may be mentioned as a circumstance of interest to Americans that the present advancement of education is due very much to the visit to this country of Mr. P. A. Siljestrom, an eminent Swedish gentleman sent thirty years ago at the ex- pense of his government to study our political questions, but he became interested in our education more than all else, and on his re- turn published a stirring account of the in- fluence and popularity of our schools, con- fessing that he was more affected by our crusade against dilapidated school-houses, against inefficient school-masters and faulty methods of instruction, than by many of the enterprises that are most highly lauded in history, and that to such a nation no diffi- culties, no dangers, are insuperable. But a recent Swedish writer, gathering up the figures which underlie the dark picture of our illiterates, and our lack of schools for their instruction, believes we have already met a difficulty too great for us to overcome. Norway has fourteen hundred and forty- three in every ten tliousand in elementary scliools, and Sweden thirteen hundred and thirty-four; Switzerland, fifteen hundred and forty-two, but, like Germany, Switzeiland shows a high average of education in her middle classes by her one hundred and twelve in every ten tliousand in secondary schools. Spain has of her seventeen million people only eight hundred and sixty in her element- ary schools; Portugal, her neighbor on the peninsula,onlyfour hundred and seventy-three in ten thousand; but the restrictions of ec- clesiasticism cast a deep shadow over all the work of education, yet not a few progressive minds in each country, catching the spirit of the age, are beginning to move with great earnestness for the improvement of educa- tion in all its grades and departments. The story of education in Italy taken up in its completeness has the interest of a thrilling romance. Visitors from every na- tion are familiar with the beggarly condition of her masses for centuries; her universities educated mainly those intended for the priesthood and the service of the state, and occasionally produced an eminent specialist. It is impossible for us to go back to the dis- tracted condition of the diverse states and point out in detail recent progress, which, beginning in Sardinia, has taken efi'ect tliroughout united Italy, so that, of lier twen- ty-eight millions, there are now seven hundred and twenty-eight in ten thousand in element- ary schools, on the average one and a lialf in normal schools, five in secondary schools, and three in universities. To none more than to Cavour, fitly called the Regenerator of Italy, and one of tiie greatest of modern statesmen, is d\ie the great changes in instruction which have told so favoral^ly upon ilie Italians. Dur- ing ten years, in which tiie statistics are toler- abi}^ accurate and trustworthy, it appears that illiterac}' diminished about one per cent, an- nually. Cavour's treatment of the question pointed to his superiority over Napoleon, who sliowed an equally keen perception of the power of education, but was disposed to de- stroj- that wliich he could not control — a conspicuous illustration of which remains in Italy. Wlien his conquering armies readied Bologna, the seat of the oldest European university then in existence, where thou- sands of the most eminent of European scholars, statesmen, orators, scientists, poets, and philosophers had been educated, and found that he could not warp and wield its power at will, he laid his destroying hand upon it and annihilated it. Cavour, though he found the universities the centers of su- perstitions and ecclesiasticisms that would thwart the regeneration of Italy, left them to pursue their course, but bent his efforts for education toward the increase of the ef- ficiency of elementary instruction and the establishment of industrial scliools which should render the skill of the common la- borer more productive, and of the higher technical schools from which there should come up men thoroughly prepared by the most scientific training to defend and admin- ister to united Italy. Nine of these scliools are still reported. In the one at Turin ap- pears a striking incident of far-sightedness. It is well known how much land was useless for cultivation, either b^' its being too dry or by its being marsh}^ and filled with water. Into the grounds of this institution waters were brought from a neighboring stream, and illustrations furnished the young students, on the one hand of the piinciples of irriga- tion, and on the other of drainage, by appli- cation of which vast barren regions were made productive, and thus the food-produc- ing power of the country greatly increased. Freedom of conscience is greater than ever. There are promises of a liberty more salutary and beneficial than was ever known in the days of the ancient republic, in which a new life shall come to enjoy and improve the remains of the architecture, sculpture, and memories of that Rome which once ruled the world from her seven hills. Hungary, joined to Austria under Kaiser Joseph, has made substantially the same progress in education, but a large and in- creasing class is seeking for her schools eveiy improvement. The principalities lying along her borders have been foot-balls of contest between Rus- sia and Turkey. Having many physical ele- ments of progress they have hardly yet suf- ficient education among tlieir peoples to BDUGATION' AND MAN'S IMPROVEMENT. 13 undertake a direct and far-reaching line of advancement. Greoce, where Herodotus lived, vrhence lie went forth so widely to gain knowledge of mankind and prepare the records which should fairly give him the title of " the father of history," wliere Homer sang for his own and all coming generations, where L>'curgus and Solon laid the enduring foun- dations of cities, where art and oratory reached some of their higliest triumpiis, where the growth of philosophy produced a Socrates who taught Plato and Aristotle, both to remain the instructors of mankind, the latter the personal teacher of Alexander the Great, who went forth from this land thus taught to conquer the world, and by his wise dissemination of the results of Gre- cian civilizatiou to liberate also and advance mankind in preparation for the dawn of the Christian era. So much of this historic laud as is now known as the kingdom of Greece has a university, a polytechnic school, and is struggling, under great embarrassmeuts, to extend among the people elementary educa- tion. Finland, tliough a dependency, has its uni- versity, normal school, and a fair number of elementary sciiools of excellent character. The Finns sent a commission to this coun- try to study our schools, and are now discuss- ing some of the most advanced problems, among which is the adoption of co-education of the sexes, in reference to whicli they have called on tliis country for its experience. Approaching Russia, and remembering how Peter the Great, seeking to improve liis peo- ple, went abroad to educate himself in the learning, arts, and trades of more advanced civilizations, one would naturally expect to see some adequate and effective illustration and appreciation of the power of education, but, alas I in the district of Kostroma over ninety per cent, of the children have no edu- cation. Other districts do slightly better, but the city of Moscow sends only twelve per cent, of her children to school, and St. Petersburg, forty-one per cent. Out of the population of seveniy-eiglit and a half mill- ions in Russia only one lumdred and tifty- one in ten thousand attend elementnry sciiools, four normal schools, seven second- ary schools, and eigiit universities. Wiiat wonder that Niliilism and its horrors liave here their iiome! That portion of the pop- ulation declared free from serfdom by Alex- ander has experienced little change, and has made the slightest possible progress on ac- count of the absence of education ; yet we should remember that some of the institu- tions established for specini instruction and the universities and professional schools are among the rarest and best of the age, and women in some instances are admitted to uU their advantages; but the tyranny of admin- istratiou permits no freedom of elementary education, the press is muzzled, neither news- papers nor books can be circulated with freedom, a meeting of teachers cannot be called without special permission, but tlie Bible is permitted to have some measure of circulation, and the Stundists, as they are called, are now organizing and bind tliem- selves, like some unions of Ciirislian people else where, to devote an hour a day to the study of tlie Bible. "Whole villages have thus been touched as by a magic power; drunkards have been saved, and criminals have forsaken their evil ways, and those who have been inspired by this new course to pursue a nobler li[e have now set themselves to win others. You have already indulged me in the use of so many figures as the briefest way to treat these data that I hesitate to go further, and yet I am sure j-on will not permit me to leave this view of Europe without presenting in summary some figures comparing the war expenditures in these countries with tiiose for education. Tlie statement is pre- pared by Leon Donnat, a learned Belgian, and is believed to be substantially correct, and shows the amount each citizen pays for war purposes and for education, from two times to seventy-six times as much: COUNTBT. For war. Francs. For education Francs. Italy Switzerland 9.05 5.80 0.80 5.00 Denmark 10.40 5.50 Saxouy Holland 14.15 21.30 4.00 3.80 England 22.25 3.75 Bavaria 14.15 3.00 Prussia 13.15 2.90 Belgium Wurtemburg Austria 8.10 14.15 8.00 2.75 2.10 1.96 France 25.85 1.85 Russia 12.23 0.16 Turkey, controlling in a semi-civilized ad- ministration what remains of the territory subject to tlie Moslem faith, which once gave such an impulse to activity of thought, and carried so far to the front the standards of aritlunetic, algebra, chemistry, and architect- ure, now promotes the least possible of any form of uplifting learning, and is so weak- ened by the ignorance and degradation of the masses as to be known as the " sick man " among the nations. The education of Cliina confirms with em- phasis the sentiment of our theme. A large share of her people taught in the books of Confucius, having no proper sense of religion, little knowledge of mathematics and physics, superstitiously afraid of medicine, though all expect their promotion through their attain- ments in learning, save in the line of royalty and military activity, and though long in possession of some of tlae most valuable inventions of mankind, yet this people, num- 14 CHRISTIAir EDUCATORS IN COUNCIL. bering more than any other nation populating a single country, present an absence of im- provement tliat appears lil