XI. PAROCHIAL SCHOOL SYSTEM OF SCOTLAND. The North British Review for November, 1858, in an article on 'Popular Education in Britain and Ireland," has the following remarks on the Scottish System of Parochial Schools. In examining the influences of national systems, we instinctively turn first to the Scottish Parochial Schools. We envy the Scot neither his educational enlightenment nor his patriotism who can sneeringly cast out of view, in planning modern arrangement, a system remarkable alike for the wise policy which laid its foundation, and for the benefits which it has long conferred. The outline, drawn by the master-hand of John Knox, might, with modifications to meet our altered social and commercial condition, be easily made the basis of a model national system. We need scarcely remind the reader that the Reformers, though beset with almost insuperable difficulties, stipulated in the Third Book of Discipline, "that every several kirk shall have a schoolmaster," such a one as is able "to teach grammar and the Latin tongue," and made provision that the young be instructed in religious doctrine and duty. They further required, apart from the universities "in the three towns accustomed," that "in every notable town there be erected a college, in which the arts, at least logic and rhetoric, together with the tongues, be read by sufficient masters, and for whom honest stipends must be appointed." After many a struggle, whose issues give no blazonry to the aristocracy of the time, but that of unblushing rapacity, the privy council directed, in 1616, "that in every parish of this kingdom, where convenient means may be had for establishing a school, a school shall be erected, and a fit person appointed to teach the same, upon the expense of the parochinares, according to the quality and quantity of the parish." This act of council was ratified in 1633. We have thus, in the bold and comprehensive legislation of a period comparatively dark, an example for the present: we have national system, recognizing the value of a universally diffused education, which should unite with thorough intellectual culture, sound moral and religious instruction, meet all the necessities of the community by suitable schools, and the wants of the schoolmaster by an adequate salary, and provide for the efficient maintenance of the whole by compulsory local taxation. : But, unfortunately, the system was stereotyped it made no provision for growth. Based chiefly on agricultural economy, and embracing the small towns of that time, if as perpetually fixed in the number of their population as was the physical outline of every parish, its goodly proportions were destroyed by the populous cities which commerce created. Wanting elasticity and expansiveness, it had neither power to appropriate improvements, nor cast off accumulating corruptions. As the church and the civil courts became jealous of each other's authority, unseemly contentions followed, and in their wake, change and abuse. The chief gainer was the teacher; and the church lost influence, and the educational interests of the country suffered. The teacher's position became so strengthened, that the presbytery can not dislodge him because of incompetency and inefficiency, however manifestly detrimental to the interests of the parish. The most incompetent, though for years with scarcely a pupil, can retain the school, the dwelling-house, and the stipend. In short, on the concurrent testimony of the witnesses examined before the select committee of the house of lords in the session of 1845, it is evident that the authority of the presbytery "to remove masters for neglect of duty, cruelty, or immorality, has become inoperative." But, apart from the anomalies produced by commercial and other external changes, and by internal abuses, alterations have taken place, perhaps still more seriously affecting the nationality and efficiency of the parish school. The Established Church is much weakened. Repeated sessions have left only about onethird of the population within her pale. Presbytery is still national, as embracing the religious communions of Scotland; but, as embracing the Established Church, is merely sectional or fragmentary. The parochial economy is still national, as to its territorial divisions; but, as to its connection with the Established Church, it is thoroughly denominational; and as to its schools being open only to members or adherents of the Established Church, while deliberately shut against the teachers of other presbyterian bodies, it must be held sectarian. As educationalists, and apart from all ecclesiastical controversies, we deeply regret this policy, as most injurious to the interests of public instruction, unjust to the eminently qualified teachers of the other presbyterian communions, and subversive of the original design of its institution as a parochial system under presbyterian superintendence. In so far as the public management and the internal economy of the parochial system are concerned, it is becoming more hopelessly exclusive than ever; the last vestige of nationality is being rapidly effaced, inasmuch as its schools are being placed by the Established Church and the Committee of Council on Education on the same denominational footing as the schools of other religious communions. On analyzing the lists given in the government minutes, we find that last year one hundred and seventy-three parish schools were aided by the privy council grants, and this year one hundred and ninety-seven. We do not grudge to see the teacher's salary increased; but we do regret to see thus disintegrated and broken up the last fragment of that massive educational fabric, long the glory of our land; we do regret to see the Established Church herself, reducing within the limit of a narrow denominationalism that which was originally national, and which might still be so expanded, and so adapted to the altered conditions of the country, as to preserve for Scotland, what she once had, a national system worthy of her early educational character. Apart from all questions of educational progress and utilitarianism, and all crotchets of ecclesiastical and civil court controversies, the early sympathies and traditions of the Scotchman eling through life to his parish school. Judgment and sentiment pronounce in its favor. Amid the apathy, disorder, and all depths of its darkest days, the parish schools provided generally a substantial education in English and classics, for rich and poor, and wrought out important social and moral results. On its benches social distinctions vanished;-class met class in the fervor of equal and honorable competition;-and friendships between rich and poor were formed, which, ripening in future years, genialized the community and made compacter its structure. How often has it happened that the peasant's son, starting in life with his wealthier companions, on the equal terms simply of an adequate education, has rapidly distanced them, and, after rising into opulence and power, has given to those who struggled behind, and now far beneath him, rich tokens of that kindliness which the common intercourse of the parish school originated and fostered, and which the iron heel of the world had never trodden out. The political, social, and ecclesiastical constitutions of the country have changed. Scotland is no longer self-governing, and all her laws are being rapidly assimilated to those of England. Commerce has drawn together masses of town-population, and obliterated parochial distinctions. Succeeding acces sions as we have already indicated-have dissociated from the Established Church a vast proportion of her mental worth and moral power. An intense denominationalism prevails. As parties multiply, conflicting interests increase in bitterness and exaggerated importance; and the difficulties of educational legislation are consequently becoming greater. The general aspects of the state of parties are any thing but creditable to Scotland as a nation, so long honored for educational enlightenment, liberality, and power. Scottish educationists, bereft of their distinctiveness, are drifting helplessly among currents breaking over their country from English and Irish experiments. On every one of the great educational questions of the day, Scotland is almost silent. Although possessing in our burgh and grammar schools the frame-work of an admirable system of thoroughly organized and liberally equipped intermediate or higher schools, Scottish educationists are silently permitting not only England, but even Ireland-beset as she is with manifold difficulties-to grapple with these higher questions; and when some theory has been elaborated to suit the special conditions of these coun tries, with their universities differing from ours, the admirable grammar and burgh schools of this country must then be either altogether ignored or forced into combinations which ill-befit them. III. Influence of classical studies on the vernacular language of Italy.. IV. Development of classical studies....... 1. John of Ravenna and Emanuel Chrysoloras.. 2. Guarino and Vittorino di Feltre.. First printed books..... Cardinal Wolsey's Letter to the Masters of Ipswich Grammar School, in 1523.... 487 VIII. THE TRUE ORDER OF STUDIES. Fourth Article. By Rev. Thomas Hill........... 491 History...... Social life, customs........ Trade. Household and shop.... History of inventions. Industrial exhibitions. Miss Edgeworth's "Harry and Lucy" Art, Music, Drawing. Language, Phonotype.. Use of language.. Foreign language.. Law, school, and family. True method of education.. IX. PESTALOZZI'S CENTENNIAL BIRTH-DAY........... Recognition of Pestalozzi's services in Germany and Switzerland.. X. PUBLICATIONS BY AND RELATING TO PESTALOZZI........... I. Works by Pestalozzi...... IL Works relating to Pestalozzi and his system. XI. SELECTIONS FROM PUBLICATIONS BY PESTALOZZI.. L. LEONARD AND GERTRUDE....... Preface to first edition, 1781.. The School in Bonnal.. II. CHRISTOPHER AND ALICE....... Home and School Training.. III. How GERTRUDE TEACHES HER CHILDREN.... Introduction....... Pestalozzi's account of his own educational experience.. Methods of elementary instruction.. Number, form, and speech.. Sound...... Form..... Geometry Drawing. Writing. Number Arithmetic....... IV. ANNIVERSARY ADDRESSES 1. Discourse on Christmas Eve, 1810.. 2. Discourse on New Year, 1808.. 3. Seventy-second Birth-day.... V. PATERNAL INSTRUCTIONS-a Bequest to his Pupils. 491 491 492 492 493 493 496 496 497 498 500 503 503 513 513 516 519 519 519 524 649 651 665 665 669 669 671 675 675 677 688 689 693 694 698 699 703 703 712 715 720 729 |