EDUCATION. 657 EDUCATION. suit: Bain, Education ax a Science (New York, 1879) : Harris, I'siichologic Fcnmdations of Educa- tion (ib., I81I8) ; Butler, The Meaning of Educa- tion (ib.. ISilS) : Jaiiips, Talks to Teachers (ib., 1899) ; Dewey, The School and Society (Chicago, 1899), and Ethical Principles Underlying Educa- tion (Ann Arbor, 1894). See Ac. E.MY; Agri- CLLTrB.L EdI'C.KTIOX ; ClIAlTAlTQlW : Co-Ei)U- c.vriox: Collkce (and the names of the various colleces) ; Colleges, Aiiebicax : Colleciate Edvcatiox for Women : Common Schools ; De- cree: Et:mng School.s: Frobel; Grammar Schools: (;ymnasl axu Realgymnasia : Hioii School.*: Indistrial Schools: Infant Schools: Kindergarten: Manial Training; MiLiT.RY EnrcATioN (and articles on tlie various schools): MONASTICISM: JIONITORIAL SYSTEM: Xational Education. Systems of: Normal School?:: Parish Schools: Pedagogy; Pesta- rozzf; Polytechnique: Professional Educa- tion : Reformatories : Schools : Schools of Library Economy : Technic.vl Education : Uni- versity (and articles on the various universi- ties) ; I'niversity Extension. EDUCATION, Colonial. A term used to indicate educational systems and practices in colonial dependencies. There is no special type either of ideas or of systems that can be in- dicated by this term, which consequently is used in a most general sense. However, of recent years it has become a very important phase of educational activity, since the various colonizing nations have established systems of schools as a valuable means in governing colonies and in bringing dependent peoples into closer sympathy ■with the liome nation, or at least have accepted educational endeavor as a means of raising the standard of civilization among subject races. Previous to the nineteenth century colonizing gov- ernments took little or no direct interest in edu- cation, and such efforts as were made were whol- ly those of the colonists themselves or of indi- viduals and religious bodies at home. Such eflfort-s naturally resulted in direct imitation of institutions existing in the parent countrj-, and ■find their best illustration in the American col- onies of England previous to the Revolution of 1776. Here the elementary or dame school, the secondary or grammar school (q.v.), and the college were English institutions transferred to American soil, and it was not until well into the eighteenth century that these English in- stitutions ■were so modified that they became schools, known as the district school, the acad- ■ emy, and the American college. Of these thef ^ college was most distinctly American from the first, and hence underwent the least change. Xaturally, at the present time, the character of education, in the colonies of any nation, or in any particular colony of a given nation, is de- termined by the general character of the Colonial Government. Tlie colonies of Great Britain, as being the furthest developed and most systema- tized, best present the various types. In self- governing colonies, those possessing responsible governments, the educational system is wholly mder the control of the Colonial Government, and is only to a slight etcnt an imitation of the English institutions. Hence the educational sys- tems of the Australian and Canadian provinces <lo not differ in the character of their origin or of their control from those of the States of the American Union. There is, it is true, a higher degree of central control in all of these than in the systems of American commonwealths, but this is in no wise connected with the Home Government in London. In the second class of colonics, those that possess some representative institutions, but in which the public offices are controlled by the Home Ctovcrnment, such as Natal and the Orange River colonies, the most important educational institutions are for the most part transplanted English institutions, modified in non-essentials to suit local conditions, sup|)orted from colonial revenues, and controlled by the home-appointed colonial officials. Protit- ing by earlier experiments, especially in liulia, more regard is now had for existing educational institutions, practices, and prejudices. Native in.stitutions are fostered, and there usually exist the two types of schools, the English schools and the vernacular ones, the former being for the most part secondary and higher schools, to which greater attention is given. India furnishes a good illustration of this. There were in 1900 5 examining universities, 178 colleges, 6172 see- ondar}' and special schools, and onl}' 100,965 primarj' schools that were supported in whole or in part by the Government. In the Crown colonies, those wholly under the control of the Home Government, a somewhat similar condition exists. English schools are established, native schools are assisted, and numerous private, es- pecially missionary schools, are found. As in the previous class of colonies, greater attention is paid by the authorities to the English school than to the native, and consequently to secondary and higher education than to elementary. This condition, which is now being rever.sed, has re- sulted from the fact that the elementary schools have been begun largely by missionary or native effort, and the Government has followed the home policy of assisting them to some extent; while secondarv' and higher efforts have awaited the direct initiative and support of the Government. In 1901 the Board of Education of the British Government presented a sjx^cial report of almost 2000 printed pages, giving a detailed account of education in the more imporbtnt colonies. The French Government supports schools in most of its colonial dependencies, though none of the colonies are self-supporting, few have any extensive European population, and most of them are sparsely settled or are peopled by distinctly inferior races. Algeria is excluded from this statement, since no distinction is made in educa- tion between it and the other departments of France in Europe. So far as possible, the French system of schools is extended to the colonies, but on account of the conditions mentioned aliove there is little demand for secondary or higher education, save of a technical or professional character, and consequently most attention is paid to elementary schools. In French India, Indo-China, Annam, CocHn-China, Tonking, Madagascar, Ctmgo, Mayotfo, Reunion, Senegal. Guinea, and the islands of both the East and the West Indies, schools are maintained of both pri- mary and secondary type. These secondary schools arc usually normal or agricultural schools, infrequently the French Lycfes. The colonies of the German Empire have all been acquired since 1884, are sparsely .settled,
