nastic exercises. It is, namely, requisite that every part of the body and the organs in general should receive each its needed share of the day's exercise, which, as a whole and in detail, must be accommodated to the degree of development of the pupils. The number of pupils practicing at one time, which is sometimes rather large, must therefore be divided into several smaller sections, so that those who have attained the same degree of development may practice together. That a sufficiently great effort may be called forth, and at the same time overstraining prevented, the arrangement of the movements in the day's exercise should, moreover, be such as constantly to promote an equilibrium between respiration, the action of the heart, and muscular work. This is obtained by making the movements act upon the provinces of the different vessels alternately, so as to increase or relax the circulation to and from various parts of the body. In connection with this the rate of breathing must by turns be increased and slackened, while the breathing itself is drawn deeper. Besides the various movements with their different effects a means to this end consists also in a gradually increasing exertion in the day's exercise up to rather beyond the middle, after that in decreasing the exertion more rapidly toward the end; and when the whole day's exercise has been gone through both the action of the heart and the breathing ought to be strong and deep but calm. The great expectations which Ling entertained in regard to the Central Gymnastic Institute are being regularly and surely realized. The institute has, during its ninety years' existence, developed to a very considerable extent. All teachers of gymnastics, women as well as men, are trained there for all the educational establishments throughout the country, thus also for the military schools. For this purpose there are a one-year, a two-year, and a three-year course for men and a two-year course for women. The three first-mentioned courses follow one another immediately and are preparatory each for the next; the third year's course is devoted exclusively to instruction in subjects for training in medical gymnastics. The number of pupils at the institute has so increased that at present it amounts to about 115, of whom 55 are women. In all the State secondary schools of at least five classes in the Kingdom there are well-lighted and airy gymnastic halls, in which the exercises are conducted by teachers trained at the Central Gymnastic Institute. According to the statutes in force, every pupil whom the physician has declared sufficiently strong must practice gymnastics at least half an hour daily, besides which the pupils in the sixth and lower seventh classes must have two hours' instruction per week in fencing. In all the training colleges for common school teachers a staff of equally welltrained leaders is employed to conduct gymnastic exercises for the future teachers, who, during their four-year course, are also trained to teach gymnastics in the common schools, where gymnastic exercises are a compulsory subject. Also at the people's high schools the introduction of gymnastics has begun in earnest in spite of the entirely private character of those establishments. Ten of these have now their own gymnastic halls. Besides, there exist in the larger towns privately organized gymnastics at so-called gymnastic clubs, as well for women as for men; also for individuals who do not belong to any organized association, but practice gymnastics only for the benefit of their health. In the army and navy the same system is applied in schools of all grades, for recruits, corporals, noncommissioned and commissioned officers. Lastly, it may be added that everywhere in Sweden the Ling system is followed. CHAPTER XII. EDUCATION IN GREAT BRITAIN AND IRELAND, 1903. Great Britain and Ireland, constitutional monarchy; area, England and Wales, 58 186 square miles; population, 32,526,075 in 1901. Scotland, 29,820 square miles; population (estimated, 1899), 4,281,850. Ireland, 32,583 square miles; population (estimated, 1896), 4,535,516. Information on education in Great Britain in previous Reports. Title of article. Detailed view of the educational system in England Religious and moral training in public elementary schools, England and Brief view of the educational system, with current statistics Elementary education in London and Paris Brief view of systems of England and Scotland, with current statistics and comparison with 1876 (England); 1880 (Scotland) Provisions for secondary and for technical instruction in Great Britain Educational system of Ireland. Elementary education in Great Britain and Ireland, 1892 Elementary education in Great Britain Technical instruction in Great Britain. Religious instruction under the London school board Great Britain and Ireland, educational statistics and movements, 1893. Educational systems of England and Scotland, with statistics and movements, 1893-94 1890-91 The English educational bill of 1896 Education in Great Britain and Ireland, 1895-96, with detailed statements of the development of the English system Education in Great Britain and Ireland: Statistics, legislation, 1870-1897 1896-97 3-14 15-27 Education in Great Britain and Ireland: Recent measures pertaining to the Brief conspectuses of the systems of elementary education in England, movements Education in Great Britain and Ireland: Statistics, current and retrospective; TOPICAL OUTLINE. Current educational statistics, Great Britain and Ireland.-Elementary education, England. Brief conspectus of the system as organized under the law of 1902.-Progress in the application of the new law.-Detailed statistics of elementary schools.-Code or regulations for elementary schools authorized by the board of education and to go into effect in 1905.-Chronological epitome of the history of the elementary school system. System of public education, Scotland.-Brief conspectus of the system.-Comparative statistics of elementary education. Education in Ireland.-Brief conspectus of the system of national education, with statistics current and retrospective.-Proposed reform of the system.-Preliminary investigations (1) by special inspectors appointed to inquire into the status of schools aided by the intermediate education board; (2) by inspector appointed to inquire into the condition of elementary schools.-Report of the latter.-Status of higher education in Ireland. Investigations relating to physical training and physical deterioration in Great Britain. Summary of current educational statistics-Great Britain and Ireland. a London University includes 6 colleges of arts and science, 6 theological colleges, 1 college of agriculture, 1 technical college, 12 medical schools, and the London School of Economies. b Also 443 evening students; the statistics of the medical schools included are incomplete. c Day and evening. ELEMENTARY EDUCATION IN ENGLAND BRIEF CONSPECTUS OF THE SYSTEM AS ORGANIZED UNDER THE LAW OF 1902. The system of public elementary education in England is in the process of transition from the basis established by the law of 1870 to that of 1902, which went into operation March 26, 1903. The new conditions established by the law of 1902 relate almost exclusively to the local administration of schools. The provisions of the law of 1870 and subsequent amending laws are continued in force, excepting so far as they are explicitly annulled by the law. Local authorities.-The local authorities in charge of elementary schools are county and county borough councils, replacing the former elected school boards, and having general charge of (1) board schools, henceforth to be known as council or provided schools, and (2) voluntary (i. e., chiefly church) schools, to be known as nonprovided. The county and municipal councils become the local agents for the disbursement of the Government grant for elementary education. The councils are further empowered to raise the additional moneys required for the maintenance of elementary schools by local taxes, which are henceforth te be applied to both the provided and the nonprovided schools. The educational functions of the councils, excepting that of raising school money by taxation, may be delegated to education committees constituted under schemes formed by the respective councils and approved by the board of education. a Every scheme for the formation of an education committee must provide for the appointment by the council of a majority of the members of the committee and for the inclusion of women in the committee. Where the local education authority is a county council all public elementary schools must have a body of managers, to be constituted by the local authority. In the case of nonprovided (i. e., church) schools, these managers must include foundation managers, not exceeding four (excepting in special cases), and managers appointed by the local authority, in the proportion of two to every four foundation managers. The managers of a nonprovided school must carry out any directions of the local education authority as to the secular instruction to be given in the school, including any directions with respect to the number and educational qualifications of the teachers to be employed for such instruction, and for the dismissal of any teacher on educational grounds; but if the managers fail in these respects, then the local education authority shall have the power themselves to carry out the direction in question as if they were the managers; but no direction given under this provision shall be such as to interfere with reasonable facilities for religious instruction during school hours. The managers of the school must also provide the schoolhouse, free of any charge to the local authority, and keep the schoolhouse in good repair, and make such alterations and improvements in the buildings as may reasonably be required by the local education authority. It is expressly provided that the local education authority shall have power to inspect nonprovided schools, and that its consent shall be required to the appointment and dismissal of teachers, head teachers excepted; but the councils may not withhold consent to the appointment nor interfere with the dismissal of a Central authority substituted by law of 1899 for the committee of council on education. In the reorganization of the department of education Mr. R. L. Morant becomes secretary to the board of education, replacing Sir G. W. Kekewich, who resigned the position November, 1902. On the 12th of May, 1903, Mr. Michael E. Sadler resigned the position of director of special inquiries and reports, which he had held from its establishment in 1895. In June following Dr. H. F. Heath, academic registrar of the University of London, was appointed to the vacant directorship. ED 1904 M- -51 |