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 accessions 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 countries, 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. Extracts from Orations and other Publications.. Public Schools fifty years ago....... Portrait as a Lyceum Lecturer in 1820, by R. W. Emerson... Election to Congress in 1825... Governor of Massachusetts in 1835-8...... Reports of Board of Education for 1837-38-39.. Presidency of Harvard College....... Influence on the religious tone of the college.. Boston City Library..... 321 321 332 332 332 Editor of Buttman's Greek Grammar and Jacob's Greek Reader... 333 334 335 335 338 340 342 343 344 Rise and supremacy of the arts of Painting and Sculpture.. 458 ....458 VI. SAMUEL JOHNSON, D. D., 461 VII. CLASSICAL INSTRUCTION.... 1. Speaking and writing Latin in Germany... Amount of time devoted to Latin and Greek in gymnasia.. 471 471 471 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.. 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....... II. Works relating to Pestalozzi and his system.. XI. SELECTIONS FROM PUBLICATIONS BY PESTALOZZI.. I. 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.. 491 491 491 492 492 493 493 496 496 497 498 500 503 503 513 513 516 519 519 519 524 649 651 665 665 669 669 671 675 675 677 688 689 693 694 698 699 703 703 712 715 720 729 |