The ratio of literacy to illiteracy is a constant, but nowadays the illiterates can read. -- Alberto Moravia
The fight against illiteracy and ignorance cannot be confined to a thorough establishment of school education for children and youths. Adults, too, will be anxious to save themselves from the debasing position of a man who cannot read and write. The school for adults must occupy a conspicuous place in the general plan of popular instruction.
_The General Line of Educational Activity:_ Every genuinely democratic power must, in the domain of education, in a country where illiteracy and ignorance reign supreme, make its first aim the struggle against this darkness. It must acquire in the shortest time _universal literacy,_ by organising a network of schools answering to the demands of modern pedagogics; it must introduce universal, obligatory and free tuition for all, and establish at the same time a series of such teachers’ institutes and seminaries as will in the shortest time furnish a powerful army of people’s teachers so necessary for the universal instruction of the population of our boundless Russia.
"It is difficult to explain the variations in the rates of illegitimacy in the several counties. It may be stated generally that the proportion of illegitimate children cannot alone serve as a standard of morality. Broadly speaking, however, the single and widowed women in London, in the counties south of the Thames, and in the south-western counties have comparatively few illegitimate children; on the other hand, the number of illegitimate children is comparatively high in Shropshire, in Herefordshire, in Staffordshire, in Nottinghamshire, in Cumberland, in North Wales, and also in nearly all the counties on the eastern seaboard, viz. Suffolk, Norfolk, Lincolnshire, the East and North Ridings of Yorkshire, and Durham. In the Registrar-General's Report for the year 1851 it was assumed that there was an indirect connexion between female illiteracy and illegitimacy. This may have been the case in the middle of the last century, but there is no conclusive evidence that such is the case at the present day. The proportions of illegitimacy and the proportions of married women who signed the marriage register by mark are relatively high in Staffordshire, in North Wales, in Durham and in the North Riding of Yorkshire; on the other hand, in Norfolk, in Suffolk and in Lincolnshire there is a comparatively high proportion of illegitimacy and a low proportion of illiteracy." Entry: TABLE
Efforts have been almost unceasingly made since 1872 by statistical experts in periodical conference to bring about a general understanding, first, as to the subjects which may be considered most likely to be ascertained with approximate accuracy at a census, and secondly--a point of scarcely less importance--as to the form in which the results of the inquiry should be compiled in order to render comparison possible between the facts recorded in the different areas. In regard to the scope of the inquiry, it is recognized that much is practicable in a country where the agency of trained officials is employed throughout the operation which cannot be expected to be adequately recorded where the responsibility for the correctness of the replies is thrown upon the householder. The standard set up by eminent statisticians, therefore, may be taken to represent an ideal, not likely to be attained anywhere under present conditions, but towards which each successive census may be expected to advance. The subjects to which most importance is attached from the international standpoint are age, sex, civil condition, birthplace, illiteracy and certain infirmities. Occupation, too, should be included, but the record of so detailed a subject is usually considered to be better obtained by a special inquiry, rather than by the rough and ready methods of a synchronous enumeration. This course has been adopted in Germany, Belgium and France, and an approach to it is made in the decennial census of Canada and the United States. Religious denomination, another of the general subjects suggested, is of considerably more importance in some countries than in others, and the same may be said of nationality, which is often usefully supplemented by the return of mother-tongue. Nor should it be forgotten that the internal classification and the combinations of the above subjects are also matters to be treated upon some uniform plan, if the full value of the statistics is to be extracted from the raw material. On the whole, the progress towards a general understanding on many, if not most, of the questions here mentioned which has been made in the present generation, is a gratifying tribute to those who have long laboured in the cause of efficient enumeration. Entry: CENSUS
No doubt, in times of spiritual and intellectual lethargy, the practice fell short of the theory; but on the whole it may be concluded that in medieval times the provision for higher instruction was adequate to the demand, and that, relatively to the culture of the time, the mass of the people were by no means sunk in brutish ignorance. Indeed, especially when the paucity of books before the invention of printing is borne in mind, the number of people who could read the vernacular, as evidenced by the demand for books in the vulgar tongue as soon as printing made them available, is clear proof that the latter part of the middle ages was by no means a time of general illiteracy. Entry: I
_Education._--The basis of the present common school system was laid in 1865, after which a marked development was accompanied by some important changes in the system and its administration, and the percentage of total illiteracy (i.e. inability to write among those ten years old and over) decreased from 19.3 in 1800 to 11.1 in 1900, while illiteracy among the native whites decreased during the same period from 7.8 to 4.1 and among negroes from 59.6 to 35.2. At the head of the system is a state board and a state superintendent, and under these in each county is a county board which appoints a superintendent for the county and a board of trustees for each school district none of which is to be more than four miles square. The state board is composed of the governor as its president, the state superintendent as its secretary, six other members appointed by the governor for a term of six years, and, as _ex-officio_ members without the right to vote, the principals of the state and other normal schools. Prior to 1900 the principal of the state normal was _ex-officio_ state superintendent, but since then the superintendent has been appointed by the governor for a term of four years. Each county board is also appointed by the governor for a term of six years. In both the state and the county boards at least one-third of the members appointed by the governor are not to be of the dominant political party and only one-third of the members are to be appointed every two years. The state board enacts by-laws for the administration of the system; its decision of controversies arising under the school law is final; it may suspend or remove a county superintendent for inefficiency or incompetency; it issues life state certificates, but applicants must have had seven years of experience in teaching, five in Maryland, and must hold a first-class certificate or a college or normal school diploma; and it pensions teachers who have taught successfully for twenty-five years in any of the public or normal schools of the state, who have reached the age of sixty, and who have become physically or mentally incapable of teaching longer, the pension amounting to $200 a year. The legislature of 1908 passed a law under which the minimum pay for a teacher holding a first-class certificate should be $350 a year after three years' teaching, $400 after five years' teaching and $450 after eight years' teaching. By a law of 1904 all teachers who taught an average of 15 pupils were to receive at least $300. School books are purchased out of the proceeds of the school tax, but parents may purchase if they prefer. In 1908 the average school year was nine and seven-tenths months--ten in the cities and nine and four-tenths in the counties; the aim is ten months throughout, and a law of 1904 provides that if a school is taught less than nine months a portion of the funds set apart for it shall be withheld. A compulsory education law of 1902--to operate, however, only in the city of Baltimore and in Allegany county--requires the attendance for the whole school year of children between the ages of eight and twelve and also of those between the ages of twelve and sixteen who are not employed at home or elsewhere. A separate school for negro children is to be maintained in every election district in which the population warrants it. The system is maintained by a state tax of 16 cents on each $100 of taxable property. Entry: MARYLAND
Half-breeds of mixed Hottentot, Dutch and Kaffir blood now form the bulk of the native population west of the Great Fish river. Of Kaffir tribes the most important living north of the Orange river are the Bechuanas, whilst in the eastern province and Kaffraria live the Fingoes, Tembus and Pondos. The Amaxosa are the principal Kaffir tribe in Cape Colony proper. The Griquas (or Bastaards) are descendants of Dutch-Hottentot half-castes. They give their name to two tracts of country. During the slavery period many thousands of negroes were imported, chiefly from the Guinea coast. The negroes have been largely assimilated by the Kaffir tribes. (For particulars of the native races see their separate articles.) Of the white races in the Colony the French element has been completely absorbed in the Dutch. They and the German settlers are mainly pastoral people. The Dutch, who have retained in a debased form their own language, also engage largely in agriculture and viticulture. Of fine physique and hardy constitution, they are of strongly independent character; patriarchal in their family life; shrewd, _slim_ and courageous; in religion Protestants of a somewhat austere type. Education is somewhat neglected by them, and the percentage of illiteracy among adults is high. They are firm believers in the inferiority of the black races and regard servitude as their natural lot. The British settlers have developed few characteristics differing from the home type. The British element of the community is largely resident in the towns, and is generally engaged in trade or in professional pursuits; but in the eastern provinces the bulk of the farmers are English or German; the German farmers being found in the district between King William's Town and East London, and on the Cape Peninsula. Numbers of them retain their own language. The term "Africander" is sometimes applied to all white residents in Cape Colony and throughout British South Africa, but is often restricted to the Dutch-speaking colonists. "Boer," i.e. farmer, as a synonym for "Dutch," is not in general use in Cape Colony. Entry: TABLE
_Government and Education._--Arizona became a territory of the first (or practically autonomous) class in 1863. Her organic law thereafter until 1910 consisted of various sections of the Revised Statutes of the United States. From the beginning she had a territorial legislature. Congress retained ultimately direct control of all government, administration being in the hands of resident officials appointed by the president and Senate. Special mention must be made of the secret police, the Arizona Rangers, organized in 1901 to police the cattle ranges; they are "fearless men, trained in riding, roping, trailing and shooting," a force whose _personnel_ is not known to the general public. The legislature repealed the law licensing public gambling in 1907; enacted a law requiring the payment of $300 per annum as licence fee by retail liquor dealers; and provided for juvenile courts and probationary control of children. In 1907 the total tax valuation of property was $77,705,251; the net debt of the territory $1,022,972, and that of counties and towns $3,123,275. The receipts of the territorial treasury for the year ending on the 30th of June 1907 were $687,386, and the disbursements for the same period were $601,568. A homestead provision (1901) exempts from liability for debts (except mortgages or liens placed before the homestead claim) any homestead belonging to the head of a family, existing in one compact body and valued at not more than $2500; such a homestead a married man may not sell, lease or put a lien on without his wife's consent. Personal property to the value of $500 is exempt from the same liability. The public school system was established in 1871. A compulsory attendance law applies to children between 6 and 14 years of age, but it is not generally obeyed by the Mexican element of population. In 1907 there was an enrolment of 24,962 out of 33,167 children of school age; there were six high schools--three new in 1906; and the average number of school days was 128.4. In the fiscal year ending June 1907, the total receipts for schools were $697,762, and the expenditures were $701,102. Illiteracy is high, amounting in 1900 to 23.1% of native males, above 21 years of age, and 30.5% of foreign males, principally because of the large number of Indians, Chinese, Japanese and Mexicans in the state. There are two normal schools at Tempe (1886) and Flagstaff (1899), a university at Tucson with an agricultural experiment station that has done much for the industries of Arizona; there is a considerable number of Indian schools, the largest of which are maintained by the national government, and the funds of the university come largely from the same source. The first juvenile reform school, called the Territorial Industrial school, was opened in 1903 at Benson. The territorial prison, formerly at Yuma, was abandoned for a modern building at Florence, Pinal county; and a hospital for the insane is 3 m. from Phoenix. Entry: ARIZONA
_Education_.--Under the old conservative régime very little was done for the public school outside the larger towns. As a large proportion of the labouring classes lived in the small towns and rural communities, they received comparatively little attention. The increasing influence of more liberal ideas greatly improved the situation with reference to popular education, and the government now makes vigorous efforts to bring its public school system within the reach of all. The constitution provides that free instruction must be provided for the people. School attendance is not compulsory, however, and the gain upon illiteracy (75%) appears to be very slow. The government also gives primary instruction to recruits when serving with the colours, which, with the increasing employment of the people in the towns, helps to stimulate a desire for education among the lower classes. Education in Chile is very largely under the control of the national government, the minister of justice and public instruction being charged with the direction of all public schools from the university down to the smallest and most remote primary school. The system includes the University of Chile and National Institute at Santiago, lyceums or high schools in all the provincial capitals and larger towns, normal schools at central points for the training of public school teachers, professional and industrial schools, military schools and primary schools. Instruction in all these is free, and under certain conditions text-books are supplied. In the normal schools, where the pupils are trained to enter the public service as primary teachers, not only is the tuition free, but also books, board, lodging and everything needed in their school work. The national university at Santiago comprises faculties of theology, law and political science, medicine and pharmacy, natural sciences and mathematics, and philosophy. The range of studies is wide, and the attendance large. The National Institute at Santiago is the principal high school of the secondary grade in Chile. There were 30 of these high schools for males and 12 for females in 1903, with an aggregate of 11,504 matriculated students. The normal schools for males are located at Santiago, Chillán and Valdivia; and for females at La Serena, Santiago and Concepción. The mining schools at Copiapó, La Serena and Santiago had an aggregate attendance of 180 students in 1903, and the commercial schools at Iquique and Santiago an attendance of 214. The more important agricultural schools are located at Santiago, Chillán, Concepción and Ancud, the Quinta Normal de Agricultura in the national capital having a large attendance. The School of Mechanic Arts and Trades (_Escuela de Artes y Oficios_) of Santiago has a high reputation for the practical character of its instruction, in which it is admirably seconded by a normal handicraft school (Slöyd system) and a night school of industrial drawing in the same city, and professional schools for girls in Santiago and Valparaiso, where the pupils are taught millinery, dress-making, knitting, embroidery and fancy needlework. The government also maintains schools for the blind and for the deaf and dumb. The public primary schools numbered 1961 in 1903, with 3608 teachers, 166,928 pupils enrolled, and an average attendance of 108,582. The cost of maintaining these schools was 4,146,574 pesos, or an average of £2:17:3 per pupil in attendance. In addition to the public schools there are a Roman Catholic university at Santiago, which includes law and civil engineering among its regular courses of study; numerous private schools and seminaries of the secondary grade, with a total of 11,184 students of both sexes in 1903; and 506 private primary schools, with an attendance of 29,684. The private schools usually conform to the official requirements in regard to studies and examinations, which facilitates subsequent admission to the university and the obtainment of degrees; probably they do better work than the public schools, especially in the German settlements of the southern provinces. A Consejo de Instrucción Pública (council of public instruction) of 14 members exercises a general supervision over the higher and secondary schools. There are schools of music and fine arts in Santiago. The national library at Santiago, with 116,300 volumes in 1906, and the national observatory, are both efficiently administered. At the beginning of the 20th century there were 41 public libraries in the republic, including public school collections, with an aggregate of 240,000 volumes. Entry: 1901
_Education._--Although Bogotá was reputed to be an educational centre in colonial times, so slight an influence did this exert upon the country that Colombia ended the 19th century with no effective public school system, very few schools and colleges, and fully 90% of illiteracy in her population. This is due in great measure to the long reign of political disorder, but there are other causes as well. As in Chile, the indifference of the ruling class to the welfare of the common people is a primary cause of their ignorance and poverty, to which must be added the apathy, if not opposition, of the Church. Under such conditions primary schools in the villages and rural districts were practically unknown, and the parish priest was the only educated person in the community. Nominally there was a school system under the supervision of the national and departmental governments, but its activities were limited to the larger towns, where there were public and private schools of all grades. There were universities in Bogotá and Medellin, the former having faculties of letters and philosophy, jurisprudence and political science, medicine and natural sciences, and mathematics and engineering, with an attendance of 1200 to 1500 students. The war of 1899-1903 so completely disorganized this institution that only one faculty, medicine and natural sciences, was open in 1907. There were also a number of private schools in the larger towns, usually maintained by religious organizations. The reform programme of President Reyes included a complete reorganization of public instruction, to which it is proposed to add normal schools for the training of teachers, and agricultural and technical schools for the better development of the country's material resources. The supreme direction of this branch of the public service is entrusted to the minister of public instruction, and state aid is to be extended to the secondary, as well as to the normal, technical and professional schools. The secondary schools receiving public aid, however, have been placed in charge of religious corporations of the Roman Catholic Church. The expenditure on account of public instruction, which includes schools of all grades and descriptions, is unavoidably small, the appropriation for the biennium 1905-1906 being only £167,583. The school and college attendance for 1906, according to the president's review of that year, aggregated 218,941, of whom 50,691 were in Antioquia, where the whites are more numerous than in any other department; 4916 in Atlantico, which includes the city of Barranquilla, and in which the negro element preponderates; and only 12,793 in the federal district and city of Bogotá where the _mestizo_ element is numerous. Although primary instruction is gratuitous it is not compulsory, and these figures clearly demonstrate that school privileges have not been extended much beyond the larger towns. The total attendance, however, compares well with that of 1897, which was 143,096, although it shows that only 5% of the population, approximately, is receiving instruction. Entry: COLOMBIA
_Education._--Education is in a backward condition, and it is estimated that 80% of the population can neither read nor write. The lowest rate of illiteracy is to be found in the southern half of the republic. Public instruction, is, by constitutional provision, under secular control, but religious denominations are permitted to have their own schools. Primary instruction is free but not compulsory, and the schools are supported and supervised by the states. An incomplete return in 1891 gave 8793 schools and 376,399 pupils. Secondary and higher education are under both federal and state control, the former being represented by lyceums in the state capitals, and by such institutions as the Gymnasio Nacional (formerly Collegio Dom Pedro II.) in Rio de Janeiro. Many of the states also maintain normal schools of an inferior type, that of São Paulo being the best and most modern of the number. Higher, or superior, instruction is confined almost exclusively to professional schools--the medical schools of Rio de Janeiro and Bahia, the law schools of São Paulo and Pernambuco, the polytechnic of Rio de Janeiro, and the school of mines of Ouro Preto. There are many private schools in all the large cities, from the primary schools maintained by the church and various corporations and religious associations to schools of secondary and collegiate grades, such as the Protestant mission schools of Petropolis, Piracicaba, Juiz de Fóra, São Paulo and Paraná, the Lyceu de Artes e Ofiicios (night school) of Rio de Janeiro, and the Mackenzie College of São Paulo. Perhaps the best educational work in Brazil is done in these private schools. In addition to these there are a number of seminaries for the education of priests, where special attention is given to the classics and belles-lettres. Entry: 1905
_Population._--The population of Georgia in 1880 was 1,542,180; in 1890 1,837,353, an increase of 19.1%; in 1900 2,216,331, a further increase of 20.6%[4]; in 1910, 2,609,121. Of the 1900 population, 53.3% were whites and 46.7% were negroes,[5] the centre of the black population being a little south of the "fall line." Here the negroes increased, from 1890 to 1900, faster than the whites in eighteen counties, but in northern Georgia, where the whites are in the majority, the negro population declined in twelve counties. Also the percentage of negro illiteracy is higher in northern Georgia than in other parts of the state, the percentage of negro male illiterates of voting age being 38.3% in Atlanta in 1900, and in Savannah only 30.7%. The population of Georgia has a very slight foreign-born element (.6% in 1900) and a small percentage (1.7% in 1900) of people of foreign parentage. The urban population (i.e. the population in places of 2500 inhabitants and over) was 15.6% of the total in 1900, and the number of incorporated cities, towns and villages was 372. Of these only forty had a population exceeding 2000, and thirteen exceeding 5000. The largest city in 1900 was Atlanta, the capital since 1868 (Louisville, Jefferson county, was the capital in 1795-1804, and Milledgeville in 1804-1868), with 89,872 inhabitants. Savannah ranked second with 54,244, and Augusta third with 39,441. In 1900 the other cities in the state with a population of more than 5000 were: Macon (23,272), Columbus (17,614), Athens (10,245), Brunswick (9081), Americus (7674), Rome (7291), Griffin (6857), Waycross (5919), Valdosta (5613), and Thomasville (5322). Entry: GEORGIA