Part 99 (1/2)
CHAPTER XXVII
[1] In Spain, for exae of illiteracy in 1860 was 7552; in 1870 7001 per cent; in 1887, 6801 per cent; in 1890, 6378 per cent; and in 1910, 5935 per cent The percentage for 1920 will probably not be less than for 1910, due to the closing ofthe World War In 1916 ten provinces had an illiteracy of over 70 per cent, and but five had less than 40 per cent In Madrid and Barcelona, cities as large as Baltimore and Cleveland, the illiteracy approaches a third of the population in Madrid, and a half in Barcelona
[2] While an exile froentine, Dr Sarmiento was commissioned by Chili to visit, study, and report on the state school systems of the United States and Europe While in the United States he became intimately acquainted with Horace Mann Later he was Minister fro recalled, in 1868, to assume the presidency of the Republic He was deeply impressed with the type of educational opportunity provided in the schools of the United States and, through an appointed Minister of Education, ientine nation
[3] In 1910 only about 3 per cent of the total population was in any type of school
[4] The Mikado still retained, through his e powers, while the parliaislative one The forovernment has been much like that of the German Empire before the World War
[5] The japanese Government has so far been a military autocracy, and the japanese have been the Prussians of the Orient The two-class school systely met the needs of a benevolent autocracy fairly well With the rise of a liberal party in japan, and the beginning of soes in their schools which will tend to produce a anization
[6] ”The idea of education for all classes, the aim of all educators and statesmen of western countries, scarcely entered the minds of the leaders of China under the traditional system of education With the introduction of the new educational system, however, the problem of universal education suddenly caoal of the new educational policy” (Ping Wen Kuo, _The Chinese System of Public Education_, p 149)
[7] Education in China has been common, for a class, for over four thousand years The schools were private, but a detailed national system of examinations was provided by the State, and all who expected any state preferment were required to pass these state examinations The system was based on the old Confucian classics Under it schools existed in all the chief towns, and the exa influence on the nation In 1842 China opened five treaty ports to the shi+ps and comradual transition from the ancient examination system to modern conditions took place
[8] ”A nation that has preserved its identity by peaceful means for three milleniums; that has made the soil produce subsistence for aperiod, while Western peoples have worn out their soil in less than that many centuries; that has produced many of the unpowder, and the coenuity and commercial ability as are shown in its everyday life, undoubtedly possesses the ability to accomplish results by the use of methods worked out by the Western world When e is added by the Chinese to the skill which they already have in agriculture, in coovernment, and in military affairs, results will be achieved, on the basis of their physical stanorance, the indifference, and the prejudice of the Western world regarding things Chinese” (Monroe, Paul, Editorial introduction to Ping Wen Kuo's _The Chinese Syste small on the map, Siam is a nation of six millions of people and an area over three and a half tih h physical and astronoh radio- activity, science has slowly groped its way to the atoland, and Leverrier in France The planet Uranus had for long been known to be erratic in itsfroravitation, that it must be due to the pull of an unknown planet Both calculated the orbit of this unknown body, Ada his calculations to the Royal Observatory at Greenwich, and Leverrier to the observatory at Berlin At both observatories the new planet--later named Neptune--was picked up by the telescope at the position indicated
[12] This theory of ”catastrophes” held that at a nue of Noah was the latest, great revolutions or disasters had taken place on the earth's surface, in which all living things were destroyed Later the world was restocked, and again destroyed
This explained the successive strata, and the fossils they contained For this theory Lyell substituted a slow and orderly evolution, covering ages, and coy
[13] For exaraphy, stratigraphy, and paleontology
[14] ”Darwin's Origin of Species had coical world like a plow into an ant-hill Everywhere those thus rudely awakened frory and confused Reviews, ser at the new thinker from all sides” (White, A D, _The Warfare of Science and Theology_, vol 1, p
70)
[15] Natural history as a study goes back to the days of Aristotle, in Greece, but it had always been a study of fixed forms Darwin destroyed this conception, and vitalized the new subject of biology Froain y, bacteriology, anthropology, cytology, entoricultural sciences
[16] The bacillus of tuberculosis was isolated in 1882, Asiatic cholera in 1883, lockjaw and diphtheria in 1884, and bubonic plague in 1894
[17] Schools of engineering, riculture, and applied science are types
[18] The book on Gerne_) by Madame de Stael (1766- 1817), a brilliant French novelist, was published and immediately confiscated in France in 1811, and republished in England in 1813 It is one of the most remarkable books on one country written by a native of another which had appeared up to that tilish and Americans discovered a neorld
[19] For exa population of modern industrial nations devotes itself to transportation; another one fifteenth to as, telephone, water, sewage, streets, parks--unknown in earlier times; and another one fifteenth to the manufacture and distribution and care of automobiles Add still further the nu-picture shows, phonographs, azines and the newspapers, soft-drink places, es of civilization,” and we get some idea of the increased labor efficiency which the applications of science have brought about
[20] Labor unions were legalized in England in 1825 In the United States they arose about 1825-30, and for a tiislation to better the condition of the workingman and to secure education for his children In continental Europe, the reactionary govern the downfall of Napoleon forbade asseovernanizations in France were not permitted until 1848, and in Germany and Austria not until after the middle of the century In japan, as late as 1919, laborers were denied the right to organize
[21] Up to 1789 serfdom was the rule on the continent of Europe; by 1850 there was practically no serfdom in central and western Europe, and in 1866 serfdom was abolished in Russia For the worker and farress in the evolution fro
[22] Under conditions existing up to the close of the eighteenth century, in part persisting up to the middle of the nineteenth on the continent, and still found in unprogressive lands, a close lihts of labor was maintained Children followed the trade of their fathers, and the right of an apprentice later to open a shop and better his condition was prohibited until after he had become an accepted master (p 210) in his craft Guild members, too, were not permitted to branch out into any other line of activity, or to introduce any new methods of work All these old limitations the Industrial Revolution swept away
[23] Women in Europe have secured the ballot rapidly since the end of the nineteenth century With e is the next step Woht to vote and hold office in Finland in 1906; in Norway in 1907; in Denland in 1918; in Germany in 1919; and in the United States in 1920
[24] See an excellent brief article ”On German Education,” by E C Moore, in _School and Society_, vol I, pp 886-89
[25] A State approxi a population of about two reat development of this country is in reality a history of the work of President Manuel Estrada Cabrera, as president fro interest has been public education, believing that in universal education rests the future greatness of the State He accordingly labored to establish schools, and to bring theovernthat with the proper training of the younger generation the future position of the nation rests A sincere admirer of the United States, American models have been copied When the United States entered the World War, Guate the War President Cabrera ”would allow nothing to interfere with the advancement of free and compulsory education in the State” (See Domville- Fife, C W, _Guateine how the strea and the overnhai and Tientsin, veritable fairylands for the Chinese, they cannot but contrast the throngs of rickshas, dog-carts, broughah the spotless asphalt streets with the narrow, crooked, filthy, noisome streets of their native city, to be traversed only on foot or in a sedan chair Even the young y walled town of the far interior, without news, events, or society, recalled with longing the lights, the gorgeous tea houses, and the alluring 'sing-song' girls of Foochow Road, and cursed the stupid policy of a govern China' for the benefit of the co America_, p 22)