,

And winds that, from the cloudy hold
Of winter, breathe the bitter cold,
Stiffen to stone the mellow mould,

Yet safe shall lie the wheat;
Till out of heaven's unmeasured blue
Shall wake again the genial year,

To wake with warmth and nurse with dew
The germs we lay to slumber here,

"To the watchful eye and thankful heart mercies lie thickly scattered along the path of suffering.”

"Some murmur when their sky is clear,
And wholly bright to view,

If one small speck of dark appear
In their great heaven of blue.
While some with thankful love are filled
If but one streak of light,
One ray of God's great mercy, gild
The darkness of their night."

From "The Nation."

AMERICAN SCHOOLS SEEN BY ENGLISH EYES.*

cord, or at the instance of their governments, to examine the theory, the process, and the results of our boasted common schools.

Several such reports have been published in Europe. In England, Mr. Tremenheere; in Saxony, Dr. Wimmer; in France, Mons. de Laveleye; and in Sweden, Dr. Siljeström, have printed more or less extended treatises on the peculiarities of our educational system, with critical comments and judicious comparisons, so that there are few of our own citizens who may not with profit peruse these statements. The latest document of this character is the report of Rev. James Fraser to the "Schools Inquiry Commission," lately presented to both Houses of Parliament by royal command, and received from England by a recent steamer.

In matters of judgment so much depends One of the chief defects in the American in knowing something of the author of this exupon the judge that our readers may be interested school system is the lack of authentic means of tended paper. comparison between the work of different cities is a clergyman of the Church of England, the Mr. Fraser, as we are informed, and States, both in respect of the methods em-rector of the quiet parish of Ufton, near Readployed and the results attained. The Connecti-ing. He is, or was until quite lately, still a cut system is not that of Massachussetts, in de- fellow in one of the Oxford colleges. The tails, and St. Louis differs from New York. impression which he made upon all who The local responsibility, the freedom, which is saw him during his visit to this country was nearly absolute, from rigorous inspection by the that of a scholar, candid, unprejudiced, and State authorities, and the entire lack of national thorough, who made it his business to find out, superintendence, with all their advantages, bring as truly as he could, the condition of our this disadvantage. It is exceedingly hard to schools. He was neither blind to virtues nor ascertain the manifold local modifications of the defects. His intelligent and courteous manners general principles of public instruction, and it made it a pleasure to help him; his acquaintis even more difficult to reduce to a fair stand-ance with schools of every grade in England, ard of comparison the cumbersome statistical tables which are published respecting every State and town, and almost every district.

from that of the country parish up to the university, gave a point to all his investigations, Consequently, to understand the American he journeyed made his observations of more and the comparatively deliberate manner in which public school, prolonged personal inquiry and than ordinary value. We have, therefore, been observation are essential. A greater service could hardly be rendered to the country at the have read it with unusual interest. His attenwaiting with some eagerness for his report, and present moment than to secure, by the agency tion was chiefly directed to common schoolsof the Peabody Educational Trustees, the Na- not to colleges or endowed academies or chartional Department of Education, or some other itable establishments or scientific schools, but instrumentality, an impartial, minutely accurate, to schools intended for all classes in the comand yet philosophical survey of the various sys-munity, from the lowest primary to the hightems in vogue from Massachusetts to Califor-school. The five months of his visit were spent nia. The work can be well done only by our in the three southern States of New England own citizens, for none other can appreciate the or in States further west most affected by their unrecorded infu nces of historical usages and educational influence-New York, Ohio, and Iltraditious, and the uncodified regulations re-linois. He also spent some time in Pennsylvaquired by public opinion. But till such a sur-nia, and made a special study of the cities of St. vey is made, the educators of the country may Louis and Detroit. Part of his time was spent derive great help from the observations of in- in Canada. telligent foreigners, who come of their own ac

"Report of her Majesty's Commissioners appointed to inquire into the education given in schools in England (not included in her Majesty's two recent commissions), and to those appointed to inquire into the Schools of Scotland, on the Common School System of the United States and Canada. By Rev. James Fraser, M. A., Assistant Commissioner. London, 1867.

The tour of Mr. Fraser was made in the summer of 1865, when the war was but just concluded, and it is worthy of note that the vigorous support of our schools during the absorbing conflicts of civil commotions made a Strong impression on his mind. Never, he says, were appropriations or benefactions more liber Tally bestowed; never was there more earnest

determination to carry on the education of the | their classes are not likely to fall asleep in their
people.

Six comprehensive, topics were mentioned in his instructions as requiring special attention; namely-1, School legislation; 2, Pecuniary support; 3, Administration, and the selection of teachers; 4, Internal organization, modes of teaching, books, etc.; 5, Results; 6, Religious training. In short, he was directed to find out all that he could in the time and with the means at his command. He sums up his remarks on the system of the United States in four chapters, devoted first to an exhibition of the theory; then to an exhibition of the practice; third, to a critical estimate of results; and lastly to a very brief horoscope of the future.

The theory of our schools he finds best stated in formal terms in the Massachusetts laws, which he quotes with extended notes and comments. We need not detain our readers with this familiar topic.

Under the head of practical operations, the cost of our schools is the first subject he takes up, and here he runs against the common difficulty of securing definite statements made up on the same schedule. However, he makes an estimate worth quoting, which is based on the reports of eleven of the first cities of the Union. Here are his figures for the "average cost of tuition only:"-Detroit, $6 59; Toledo, $8 34; Chicago, $8 69; Providence, New Haven, $8 85; Philadelphia, $9 17; St. Louis, 9 38; Louisville, $11 17; Cincinnati, $11 42; Boston, $11 48; New York, $12 04; average, $10 39; or, £1 11s. 6d.

The cost of high schools he estimates as on the average $62 50, or nine guineas, a year for boys; and $36 25, or £5 10s., for girls. In the rural districts the cost of tuition is much less, especially in the simple district schools. These prices are evidently in great contrast with what is paid in England for the corresponding advantages-so that it is the sober conclusion of the writer that an American farmer educates his family at the cost to the commuity of not more than one-third of the amount at which the Committee of Council estimate the cost of educating the children of an English mechanic or laborer.

hands and on the whole, as he rightly adds,
they are a fine and capable body of workers in
a noble cause. Their salaries, judged by an
English standard, are low, and consequently
changes are frequent. Their social position,
on the other hand, is much higher than in Eng-
land. The formal and "memoriter" character
of our recitations and examinations is justly
censured. But how can this be otherwise, un-
less our colleges, the highest teachers of the
land, will modify the example they set? So
long as "cramming" will pass for learning; so
long as the ability to receive page after page of
Greek grammar, rules, exceptions, and exam-
ples is deemed the greatest evidence of intel-
lectual culture in college, as it was where we
were educated, so long will our instruction in
high schools and grammar-schools be governed
by text-books, and deal more in conventional
phraseology than in positive knowledge.

The gradation or classification of our schools
commends itself strongly to the approval of Mr.
Fraser, but our own teachers are unanimous on
this subject, and we therefore pass by the com-
ments of our traveller.

There is another subject on which we think Mr. Fraser's observations are less just than we have commonly found them to be. We refer to the social status of the scholars in our public schools. By the theory, he says, scholars of every rank are supposed to come within the sphere of the system. This is ambiguous. All children may avail themselves of the privilege; it is not expected that all will. Every parent is as free to decide this question as he is to determine whether he will use the common park, the common post-office, or the common pump. The public merely provide public schools "good enough for anybody;" no one is forced to accept their privileges. This being the theory what is the result? In our opinion it varies from year to year and from place to place. A good building, a judicious committee, a corps of capital teachers, will revolutionize a town or a district speedily, and the school forsaken one year may be crowded the next. Mr. Fraser, on the other hand, asserts that "in all the cities the wealthier class, The administration of our schools by the va- indeed all who can afford to do so, almost withrious boards, committees, superintendents, and out exception, send their children to private the like, he found "somewhat complex," but schools." We are confident he has generalized appearing to." run smoothly," though not quite too rapidly. Many wealthy people, we admit, hierarchical," or authoritative enough to pro-withhold their children from public schools; duce the best results. Our teachers for the most but, on the other hand, in a city not very far part appear quite inadequately trained for their from New York, an important public controwork, and the certificates of examination are versy has just terminated where the worst really worth but little. Yet there is great charge against the public schools was this: that natural aptitude for the teacher's work, especi-those who could afford to send to private ally in the women who engage in it. They have a gift of turning what they know to the best account, are admirable disciplinarians, and

schools would send to the public schools, thus
taking the places which should be saved for
the poor. We could take Mr. Fraser to scores

1

of schools in New York, New Haven, Hartford, Springfield, Boston, Roxbury, Cambridge, and other towns where we are acquainted, and show him that, beyond a doubt, that the public schools, in practice as well as in theory, are for all. The distinctive feature of our system, in city or in country, is that the wants of the whole community are provided for, not those of any class. Because there is the post-office, no one is prevented from employing the telegraph or the private messenger; and just so with the school. Actually taking the country through, the distinction of financial caste are not yet manifest in our schools or colleges. Long distant be the day! When the public school is the best school, men of culture will send to it. When it is not, they will seek instruction elsewhere.

But we canot pursue these observations, for we still desire to call the attention of our readers to Mr. Fraser's estimate of the system as a whole, and his recommendations to the authorities at home.

leges and of all our social educational influences. It is not the few who are carried to high perfection; it is the entire population who are lifted up from ignorance and want.

He fears that we care too little for development as compared with information, thinking too little of the faculties and too much of facts. He makes some just criticisms on our cultivation. of taste, doubting the national competency "to appreciate the beauty of simplicity;" and be misses with regret "the religious tone" to which he is accustomed in the conduct of the schoolroom at home.

In respect to the instruction of boys and girls in the same classes, a point on which our own administrators of schools are not agreed, Mr. Fraser makes some interesting observations. Doubting the wisdom of giving to girls the same instructions as to boys, he yet admits that where he heard the two sexes taught or catechised together he "should have given to the girls the palm for quickness of perception and precision of reply." In all their studies they

seemed fully competent to hold their own." To Americans he says: "The Roman matron of the old republic is, perhaps, the type of female excellence; self-reliance, fearlessness, decision, energy, promptitude are, perhaps, the highest female qualities." For himself he prefers a different theory of womanly culture; but he admits that the American method at least. achieves the end at which it aims.

Having reminded the English reader that from the days of Washington till now "virtue and intelligence" have been relied on as the safeguards of this republic, in which perfect social equality and absolute religious freedom are guaranteed by law, he delinates, in a few nice touches, some of the actual "phenomena" of American life; our "restlessness and activity, without, perhaps, the culture and refinement of the old Athenian, but with all his ver- The religious character of our public insatility; the absorbing interest of political life, struction naturally attracts the attention of all the constantly rising aims of each individual, foreigners accustomed to the union of church the ebb and flow of commercial enterprise, and and state. Mr. Fraser objects to calling the the immense development of the spirit of specu- American schools "irreligious" or even "nonlation; the intense energy of the national tem- religious" or purely secular. He sees and apperament, its rapidity of movement, its pre-preciates what is done in them for the inculcacipitancy, its impatience of standing still." The American school, he says, is a microcosm of American life. It shows the same freedom and equality, the same rapidity of movement and desire of progress, the same ambition, sensitiveness, and subordination of the individual to the mass, the same utilitarian fever, the same absence of repose, elements of strength and weakness, of success and failure, so mingled that it is impossible, by one epithet, to characterize the resultant whole.

In his opinion, also, our school system is in harmony with the other institutions of the country, and it suits the people so far as they understand their own wants. He points out "the cheapness" of our schools even in liberal cities, and the lively "spirit of work" which is generated among both teachers and scholars. He sums up the results of the system (quite) correctly, in our opinion) as tending to the general diffusion of intelligence rather than to "high culture" or "profound erudition." The same is true, he might have added, of our col

tion of Christian morality; and while he prefers the "denominational" theory for English schools, he would consider himself "tendering a most fatal piece of advice" if he recommended its adoption here. All his views on this subject exhibit a beautiful spirit of fairness and liberality, such as we should like to see more general among our own religious people.

The object of Mr. Fraser's inquiries was practical. Popular education in England is sure to make progress with the growth of reform and the diffusion of suffrage, and it is with reference to possible changes in the national system that the Schools Inquiry Commission" was instituted. It is interesting, therefore, to see what points so cautious and judic ious an observer recommends to the imitation of his countrymen.

"The thing," he says, "which I should like to borrow is the noble public spirit, almost universally prevalent, which considers that to contribute to the general education of the people is the first duty, as of the commonwealth at

accomplished, can be expected to understand.
Mr. Fraser has done more than most observers.
His patience, his fairness, his sagacity, and his
ever present love of the truth are reflected
throughout the American portion of the vol-
ume. We have not read the Canadian chap-
ters.

As the conclusion of all his researches, it is
gratifying to find him ready to admit "it is no
flattery or exaggeration to say that the Ameri-
cans, if not the most highly educated, are cer-
tainly the most generally educated and intelli-
gent people on the earth." This is the true
fruit of republican common schools.

TWO EPITAPHS.

In one of England's great cathedrals rests one, whose gravestone, according to his own direction, bears but the single word “Miserimus"-most miserable.

In the catacombs of Rome, one tablet bas, in rude letters, the simple inscription, "In pace"

The second recommendation which he offers is that central boards of education should be instituted in counties or districts with more or less visitorial power, and with the obligation to publish an annual report. The great mass of Englishmen have now no authentic guarantee upon which to rely in selecting a school for their sons. The publicity of our public schools seems to Mr. Fraser one of their most commen--in peace. dable features. Little as these brief records at first seem to The author of this report does not appear to tell us, a moment's thought shows them full of have considered it his business to devise sugges-disclosures. The first was a man of wealth and tions so much as to report observations. In position, or his sepulchre had never been in the deed, he is continually embarrassed by the dif- great cathedral. He had it in his power, not ferent circumstances, capacities, and prospects only in common with others to find for himself of the two countries. "I do not pretend to the blessedness of God's faithful children, but know where we are difting," is a remark which more than some to bless the world in those exhe makes more than once. He sees impending tended ways which the rich and powerful can in Eugland the establishment of a secular sys- especially command. He had the offer of life tem of instruction, akin, at least, to the Ameri- in vain. He was honest enough to acknowlcan, and while he does not conceal his pre-edge his misery. He could not cheat himself, ferences for the denominational schools now in vogue, he does not hesitate as a clergyman to declare that he should neither despair of Christianity nor morality if the change, so much dreaded by many of his class, should actually come. He acknowledges as the result of his travels in America, that what England needs is "intelligent education-a real quickening of the minds of the people," and he admits that his own difficulties as a clergyman lie in the slow and heavy intellectual movement of his hearers, their scanty vocabulary, their inability to appreciate an argument, their want of general and broad culture.

he would not cheat others; indeed he warned
them. There in that old cathedral, among the
tombstones of other men, where the rich and
noble, gifted like himself with noble opportuni-
ties, would surely come to read his record-
there it should be, in imperishable stone, with
no name or worldly titles to tell of outward pros-
perity, or divert attention from this one terrible
truth. It should stand alone in its awful sim-
plicity, " Most Miserable," life a failure, the fu-
ture a terror.

The other lived in the fearful days of persecution, when the hunted Christians fled to the catacombs, the burial caves where the martyrs We have noticed some statements with which were driven to live. The outward life of the we do not agree, and throughout the entire re-unknown sleeper must have been full of gloom. port there is an obvious lack of acquaintance A child of poverty, either by birth or from that with the progressive development of our school system which would have enabled the writer to describe rather better some of its characteristics. The American public schools, as a system, have grown during two hundred years into their present form; they were not contrived or invented. They are adjusted, imperfectly we admit, but still adjusted, to all our other institutions. To be understood, our social life must be understood, and this no traveller, however

love to the Master which chose it with his peo-
ple rather than enjoy the pleasures of sin, he
was despised and persecuted. Yet the record
of that life was full of blessedness. All things
have been counted dross for the love of Christ;
life was a success-the future, glory.

In the records of heaven, if not on every tomb-
stone, must not the verdict stand for each life,
either "Most miserable," or "In peace?"
Which shall be mine?