SCOTLAND.
Preliminary.— The history of education in Scotland accounts for the virtues and most of the defects in the Scottish system. In the old days the elementary school led direct to the universities, and the universities were hampered by doing the work of secondary schools. On the other hand there were few boys of ability and character who could not get the best edu cation in the country, and the sacrifices they made had a large share in the success so many of them ultimately achieved. To-day the path is easier, the opportunities greater, and the in struction has progressed with the times.
John Knox laid down a scheme for the establishment of a grammar school in every town, but most of the funds in tended for the endowment passed into other hands. In 1696, however, a system of schools was established by statute, .the landowners being bound to provide a schoolhouse, and a salary for the teacher, in every parish. The salary was small, and the exceptions numerous, but a rate-aided system was actually organized, and owing to the cheapness of the university system, and the frugality of the country, much excellent work was done. The conditions of the teacher and the method of his appointment were gradu ally improved by statute, though no State aid was forthcoming till 1833. The first Parliamen tary grants for elementary education applied equally to Scotland, which was under the Eng lish Board of Education until 1872. In that year the first education act for Scotland was passed. In spite of the multiplicity of her reli gious denominations, Scotland was ready to ac cept a universal system of school boards, who were left entirely free to teach what religious formula they pleased in their schools. Compul sory attendance between five and thirteen was enforced throughout the country under a maxi mum penalty amounting to as much as five dol lars, a sum not reached in England until 1900. A special committee for education for Scotland was now created, which in 1885 was given a separate secretary.
In a general sketch it is impossible to point out the numerous small differences between the Scottish and English systems. Scotland was earliest to escape from the revised code and payments by results, uniform curricula and me chanical inspection; first to provide specialareat ment for blind and deaf children; first to secure free education, and to improve her physical training. A Scot may be pardoned if he sums up the main results by saying that the outlook is generally more from the education standpoint, the teacher more fervid and better educated, and the children more eager for knowledge. The religious difficulty has been entirely avoided, and that in the chief home of religious controversy. A mention should be made of the
celebrated Dick bequest which in the northern counties has done much to improve the quality of the teaching by subsidies to better qualified teachers. This also has materially assisted chil dren from elementary schools ultimately to fit themselves for a university education. A bill to introduce certain reforms into the organization of the system and increase the powers of the i school boards, has twice been introduced into Parliament, but has not yet been passed, though Scotch members now appear fairly agreed on its merits.
Secondary and Higher In spite of Knox's comparative failure there were burgh schools and academies established in nearly all the burghs by 1866, and the existing endowments, though capable of better use, had never been greatly abused or misappropriated. A leaving certificate has been organized with much success by the Education Department, which holds the necessary examinations, as well as inspecting higher class schools. In 1914 there were 19,780 pupils on the rolls.
The science and art teaching formerly con ducted under the auspices of South Kensington was in 1897 transferred to the charge of the Scotch Education Department. Technical in struction in the United Kingdom may be said to have had its rise at Glasgow in Anderson's Institute, but the cheapness of the universities and greater facilities for general education has always prevented much specialization on purely technical subjects.
In no respect has Scotland fared better than in the number and accessibil ity of her universities. Saint Andrews (1417) with three colleges, Glasgow (1450), Aberdeen (1494) with two colleges, and Edinburgh (1582) afforded every opportunity that the poorest student could wish. It was necessary to attend lectures, but there was no residence in college, and the long summer vacations were used by poor students to earn their fees for the winter. The chief reforms which have been carried have been to raise the minimum require ments for graduation, to make fees uniform, to admit women, to provide adequate buildings, and to endow new subjects of instruction. The greatest liberality has been shown in providing funds for the last two of these purposes, and the universities are now well housed and well staffed. Mr. Andrew Carnegie in 1901 gave $10,000,000, the income of which is to be spent equally between the endowment of certain branches of study and research, and paying the fees of poor students. The latter half of the bequest seems unlikely to benefit the character of a class which would formerly have found such assistance unnecessary, but the value of the portion applied to the endowment it would be difficult to exaggerate.