The History Of Education by Ellwood P. Cubberley (epub e reader .txt) 📖
- Author: Ellwood P. Cubberley
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SPREAD OF THE STATE CONTROL IDEA AMONG NORTHERN NATIONS. The development of schools under the control of the government, and the extension of state supervision to the existing religious schools, took place in the different cantons of Switzerland, and in Holland, Denmark, Norway, and Sweden, somewhat contemporaneously with the development described for the five type nations. The work of Pestalozzi and Fellenberg, and of their disciples and followers, had given an early impetus to the establishment of schools and teacher-training in the Swiss cantons, most being done in the German-speaking portions.
In Holland, where the Reformation zeal for schools largely died out in the eighteenth century, the organization of the “Society of Public Good,” in 1784, by a Mennonite clergyman, did much to awaken a new interest in schools for the people and to inaugurate a new movement for educational organization. In 1795 a revolution took place in Holland, a republic was established, and the extension of educational advantages followed. From 1806 to 1815 Holland was under the rule of Napoleon. A school law of 1806
forms the basis of public education in Holland. This asserted the supremacy of the State in education, and provided for state inspection of schools. In 1812 the French scientist, M. Cuvier, reported to Napoleon that there were 4451 schools in little Holland, and that one tenth of the total population was in school. In 1816 a normal school was established at Haarlem. Both the constitutions of 1815 and 1848 provided for state control of education, which has been steadily extended since the beginning of the revival in 1784. Today Holland provides a good system of public instruction for its people.
[Illustration: Fig. 210. THE SCHOOL SYSTEM OF DENMARK]
In Denmark and Sweden the development of state schools has been worked out, much as in England, in co�peration with the Church, and the Church still assists the State in the administration and supervision of the school systems which were eventually evolved. In each of these countries, too, the continental two-class school system has been somewhat modified by an upward movement of the transfer point between the two and the development of people’s high schools, so as to produce a more democratic type of school and afford better educational opportunities to all classes of the population. The annexed diagram, showing the organization of education in Denmark, is typical of this modification and extension.
Finland should also be classed with these northern nations in matters of educational development. Lutheran ideas as to religion and the need for education took deep hold there at an early date (p. 297). A knowledge of reading and the Catechism was made necessary for confirmation as early as 1686, and democratic ideas also found an early home among this people. In consequence the Finns have for long been a literate people. The law making elementary education a function of the State, however, dates only from 1866, and secondary education was taken over from the ecclesiastical authorities only in 1872.
Similarly, Scotland, another northern nation, began schools as a phase of its Reformation fervor. During the eighteenth century the parish schools, created by the Acts of 1646 (R. 179; p. 335) and 1696, proved insufficient, and voluntary schools were added to supplement them.
Together these insured for Scotland a much higher degree of literacy than was the case in England. The final state organization of education in Scotland dates from the Scottish Education Act of 1872.
[Illustration: FIG. 211. THE PROGRESS OF LITERACY IN EUROPE BY THE CLOSE
OF THE NINETEENTH CENTURY]
The map reproduced here, showing the progress of general education by the close of the nineteenth century, as measured by the spread of the ability to read and write, reveals at a glance the high degree of literacy of the northern Teutonic and mixed Teutonic nations. It was among these nations that the Protestant Reformation ideas made the deepest impression; it was in these northern States that the Protestant elementary vernacular school, to teach reading and religion, attained its earliest start; it was there that the school was taken over from the Church and erected into an effective national instrument at an early date; and it was these nations which had been most successful, by the close of the nineteenth century, in extending the elements of education to all and thus producing literate populations.
THE STATE-CONTROL IDEA IN THE SOUTH AND EAST OF EUROPE. As we pass to the south and east of Europe we pass not only to lands which remained loyal to the Roman Church, or are adherents of the Greek Church, and hence did not experience the Reformation fervor with its accompanying zeal for education, but also to lands untouched by the French-Revolution movement and where democratic ideas have only recently begun to make any progress.
Greece alone forms an exception to this statement, a constitutional government having been established there in 1843. Removed from the main stream of European civilization, these nations have been influenced less by modern forces; the hold of the Church on the education of the young has there been longest retained; and the taking-over of education by the State has there been longest deferred. In consequence, the schools provided have for long been inadequate both in number and scope, and the progress of literacy and democratic ideas among the people has been slow.
Despite the beginnings made by Maria Theresa (p. 475) in the late eighteenth century, Austria dropped backward to a low place in matters of education during the period of reaction following the Napoleonic wars, and the real beginnings of state elementary-schools there date from the law of 1867. The beginnings in Hungary date from 1868. The beginnings of other state elementary school systems are: Greece, 1823; Portugal, 1844; Spain, 1857; Roumania, 1859; Bulgaria, 1881; and Serbia, 1882. In many of these States, despite early beginnings, but little real progress has even yet been made in developing systems of national education that will provide gratuitous elementary-school training for all and inculcate the national spirit. In many of these States the illiteracy of the people is still high, [1] the people are poor, the nations are economically backward, the military and clerical classes still dominate, and intelligent and interested governments have not as yet been evolved.
In Russia, though Catherine II and her successors made earnest efforts to begin a system of state education, the period following Napoleon was one of extreme repressive reaction. The military class and the clergy of the Greek Church joined hands in a government interested in keeping the people submissive and devout. In consequence, at the time of the emancipation of the serfs, in 1861, it was estimated that not one per cent of the total population of Russia was then under instruction, and the ratio of illiteracy by the close of the nineteenth century was the highest in Europe outside of Spain, Portugal, and the Balkan States.
THE STATE-CONTROL IDEA IN THE ENGLISH SELF-GOVERNING DOMINIONS. The English and French settlers in Ontario, Quebec, and the Maritime Provinces of Canada brought the English and French parochial-school ideas from their homelands with them, but these home conceptions were materially modified, at an early date, by settlers from the northern States of the American Union. These introduced the New England idea of state control and public responsibility for education. In part copying precedents recently established in the new American States, as an outcome of the struggles there to establish free, tax-supported, and state-controlled schools, both Ontario and Quebec early began the establishment of state systems of education for their people. A superintendent of education was appointed in Ontario in 1844, and the Common School Act of 1846 laid the foundation of the state school system of the Province. In the law of 1871 a system of uniform, free, compulsory, and state-inspected schools was definitely provided for. Quebec, in 1845, made the ecclesiastical parish the unit for school administration; in 1852 appointed government inspectors for the church schools; and in 1859 provided for a Council of Public Instruction to control all schools in the Province. The Dominion Act of 1867 left education, as in the United States, to the several Provinces to control, and state systems of education, though with large liberty in religious instruction, or the incorporation of the religious schools into the state school systems, have since been erected in all the Canadian Provinces.
Following American precedents, too, a thoroughly democratic educational ladder has almost everywhere been created, substantially like that shown in the Figure on page 708.
In Australia and New Zealand education has similarly been left to the different States to handle, but a state centralized control has been provided there which is more akin to French practice than to English ideas. In each State, primary education has been made free, compulsory, secular, and state-supported. The laws making such provision in the different States date from 1872, in Victoria; 1875, in Queensland; 1878, in South Australia, West Australia, and New Zealand; and 1880, in New South Wales. Secondary education has not as yet been made free, and many excellent privately endowed or fee-supported secondary schools, after the English plan, are found in the different States.
In the new Union of South Africa all university education has been taken over by the Union, while the existing school systems of the different States are rapidly being taken over and expanded by the state governments, and transformed into constructive instruments of the States.
THE STATE-CONTROL IDEA IN THE SOUTH AMERICAN STATES. As we have seen in Chapter XX, the spirit of nationality awakened by the French Revolution spread to South America, and between 1815 and 1821 all of Spain’s South American colonies revolted, declared their independence from the mother country, and set up constitutional republics. Brazil, in 1822, in a similar manner severed its connections from Portugal. The United States, through the Monroe Doctrine (1823), helped these new States to maintain their independence. For approximately half a century these States, isolated as they were and engaged in a long and difficult struggle to evolve stable forms of government, left such education as was provided to private individuals and societies and to the missionaries and teaching orders of the Roman Church. After the middle of the nineteenth century, the new forces stirring in the modern world began to be felt in South America as well, and, after about 1870, a well-defined movement to establish state school systems began to be in evidence.
The Argentine constitution of 1853 had directed the establishment of primary schools by the State, but nothing of importance was done until after the election of Dr. Sarmiento as President, in 1868. Under his influence an American-type normal school was established, teachers were imported from the United States, and liberal appropriations for education were begun. In 1873 a general system of national aid for primary education was established, and
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