The Scotch have had a public elementary sys tem since 1096, when it was ordained that a school should he established in every parish where one was not in existence. The masters were elected by the landowners and the min isters, and held their places for life or good behavior. The act was amended in 1803 so as to require the salaries of masters to be raised, and in 1801 their examination for the right to teach was transferred from the control of the presby terios to that of the universities. In the mean time considerable support was granted to the schools from the Government. Among other changes, the English School Code of 1801 was ap plied in Scotland, but was withdrawn. in 1872 an elementary education act like the English one was passed. The Scotch law is the better of the two, however. school boards being, created in every parish, and the practical control of all elementary schools being given to them. in 1893, after several movements in that direction, all children between three and fifteen years of age were freed from school fees in the public ele mentary schools. Education is compulsory for children between five and fourteen years of age.
The Government grants to Scotch voluntary and board schools are, in general, similar to those in England. hut only about one-eighth of the elementary schools are voluntary. For the training of elementary teachers, denominational colleges had made their appearance before 1839. These have been aided by Government grants, and at present over four-fifths of the male and two-thirds of the female teachers have graduated therefrom. The English pension act of 1898 was extended to Scotland.
The secondary instruction in Scotland is in the hands of five classes of schools: burgh schools, academies, parochial schools, mixed burgh and parochial schools, and four public boarding schools like those of England. The burgh schools are supported either by endowment or by burgh fund-4. They are under the eontrol of the authorities of the burgh and open to the 0011111111nity. Until 1801 the presbyteries eon trolled them, but at that date this power was transferred to the town councils, and in 1872 to the school boards. These bodies fix the fees.
The academies arose in the middle of the eigh teenth century as a result of a demand for more economical and scientific instruction. In most eases they came ultimately under the joint elmn trol of town councils and proprietors. In 1892 Government grants were made to secondary schools, and their inspection was provided for. For time universities of Great Britain, see UNI VERSITY.
For a further treatment of the English edu cational system, see GREAT BRITAIN, section on u co t ion.
noOLA ND.
The State school system in Rolland includes public primary schools, normal schools and courses, burgher schools, higher burgher schools, or secondary schools proper, agricultural schools, and various professional institutions. together
with gymnasia, and three State universities. A few of the primary schools are maintained solely by the general Government. Most of them are communal, but a considerable portion of the fund for their support conies from the State. Private primary schools are also subsidized by the Government, in ease they maintain proper standards. The primary school system includes, in addition, repetition and evening schools, and both types are maintained by the saute agencies and methods as the primary schools in general. So, too, the normal schools are either Government schools, or communal schools with subsidies. or private schools with similar support. The State normal schools, however, give instruction to the majority of the students taking such courses. The higher burgher schools were, in 1894-95, ill in number. Of these 20 were maintained by the Government, 2S were subsidized communal schools. 12 were communal schools without sub sidies, and one a Roman Catholic institution. Of the 29 city gymnasia. 25 are subsidized by the State. it will be seen, therefore, that the policy of is to subsidize such private and local schools as conform to its require ments in character of instruction and qualifica tions of teachers, and to found State schools only to supplement and complete the work of these agencies.
The history of this school system will serve to explain these peculiarities, and also to make somewhat clearer the complexities of the system itself. In 1784, a 'Society of Public Good' was founded at Groningen by John Nieurenlmysen. Its object was to promote elementary education: and in this it was successful, receiving help from the Government. In 1800 all education law of great importance was passed. It consisted essen tially of provisions for inspecting schools and examining and certificating teachers. Scheid dis tricts were organized, over each of which an in spector was placed. whose consent was requisite before any one could teach or be a member of a school committee. The inspectors received for their services only an alloW:1 1101' their expenses. A prineipal duty was that of examining teachers for certificates. The provincial and communal ad ministrations were urged by the Government to provide the means of instruction in their locali ties, to insure a comfortable subsistenee for teach ers, and to obtain a regular attendance of chil dren in the schools. Free schools for the poor were, as a result. established in the towns and in the villages, schools to which the poor were admitted gratuitously. The authorities made great and successful efforts to gain a large at tendance, and teachers were paid better salaries than elsewhere in Europe. In IS1 1 :11. ('osier found 1:,t1 primary schools in existence, and one in each ten of the population in school.