Roumania Past and Present by James Samuelson (lightweight ebook reader .TXT) 📖

complete their education with us.... The danger for these young minds, which are exposed without control to so great a fascination, is that even our vices appear to them to be sanctioned' ( consacrés ). It is true he does not discountenance a system which brings grist to the mill of the French academical institutions, but warning them against the pitfalls of Paris life he says: 'Let them continue to visit us.' Well, they have continued to visit them for twenty-five years longer, and if the reader would know the result he must enquire of the Roumanians themselves. No doubt opinions differ. There are persons whose views are entitled to great respect, and who approve of this sending of the youth abroad in preference to letting them obtain an imperfect education at home, speaking with satisfaction of sacrifices which are made by persons with straitened means to secure a polite education for their children. On the other hand the views of professional men and of men of the world largely predominate in the opposite direction. Omitting what were doubtless exaggerations, such as that 80 per cent. of the youths who go to Paris return with a perfect acquaintance with the French language, the
cancan , and nothing more, we are assured that a large proportion fail to derive such an amount of benefit as to justify the outlay; that they acquire French vices and luxurious habits; and that on their return they do not hesitate to express their distaste for home and home occupations.[66] Education abroad, we were told, is incompatible with true patriotism. As already stated, these views may be exaggerated; but when the drain upon the country which necessarily results from the system is borne in mind, and the way in which it militates against the engagement of suitable instructors in Roumania, it is well worth the consideration of all true patriots (and the Roumanians pride themselves upon being so) whether they should not in future encourage their own educational institutions in preference to those of other countries; and this we say, notwithstanding the fact that of late years youths have in some cases been sent to our English universities and public schools rather than to those of the gay city. In England these considerations weigh so seriously with the heads of families that the movement is progressing rapidly for bringing the highest form of education as closely as possible to the doors of the parents, as witness the recent establishment of universities and colleges in Manchester, Leeds, Liverpool, and Wales. And should there be any doubt as to the feasibility of such a reform, it can be solved without going beyond the limits of the Roumanian capital, where there is an educational establishment for girls which is as unique as it is well conducted.

[Footnote 63: Statistica din Romania , Ministeriu de Interne, Bucuresci, 1881 (State Printing Office); and Gotha Almanack , 1882. It may be interesting to compare the outlay in Roumania with that of Great Britain. Last year our State expenditure was 2,683,958 l. against about 110,000 l. in Roumania, for primary instruction only. (See
Statistica , pp. 13 and 22: the amount in lei or francs is 3,650,698.) The population of the United Kingdom is about seven times that of Roumania, and the average attendance of children in 1880 was 3,155,534. This gives about 17 s. per head for State aid, without reference to school rates, which brings the total cost for each child in Great Britain to 2 l. 2 s. In Roumania it is 1 l. 8 s. as above.]

[Footnote 64: Oeuvres complètes , vol. vi.]

[Footnote 65: Pp. 103 et seq. ]

[Footnote 66: We heard similar complaints in Transylvania.]


II.

The 'Asyle Hélène' at Bucarest, although it is nominally a foundling institution, really presents many educational advantages which are only to be found in the ladies' colleges of England and the United States. A large proportion of the scholars are foundlings or orphans; but many pay for their instruction, and some of the girls are the daughters of parents of acknowledged position in society. The school was originally what it still professes to be, an asylum for foundlings, which was conducted in a private house belonging to Dr. Davila, who is still the active spirit in the institution. At that time only forty children were educated in it. In 1862 the Princess Elene Cuza, a lady of great virtue and benevolence, placed herself at the head of the institution, and in 1869 the present building was erected. If the Agricultural College with its grounds is to be admired, much more so is the Asyle Hélène. It is a palatial building which stands upon an eminence, is surrounded by beautiful plantations, and approached by fine avenues, whilst its educational arrangements are as excellent as the institution is beneficent. The Queen is its patroness, and she takes great interest in its success. It accommodates 230 girls from nine to nineteen years of age, most if not all of whom live in the institution, and twenty little children who are educated on the 'Froebel system.' The pupils attend four primary classes, and then proceed either to the five higher girls' classes, or to a technical school ( atelier ), also in the same building, whilst a good many are trained as teachers. The ordinary course of instruction lasts five years, to which one year is added for the last-named class of scholars. The subjects taught in the four primary classes are Roumanian language and history, writing, arithmetic, drawing, music, the elements of physical science, sewing, and embroidery, whilst the instruction advances further and further until in the fifth girls' class (the ninth in the school) the girls are taught Roumanian, French and German literature, universal history and geography, drawing from nature and models, designs for embroidery, geometry and perspective, natural history, mineralogy, chemistry, vocal music, needlework, bookkeeping, &c., and in the highest class of all (that for teachers) there are added geology, physiology, cosmography, and Italian, in addition to French and German. The collections and appliances to facilitate instruction in these subjects are excellent, consisting of chemical and physical laboratories, a small museum of natural history, geology, &c., a library, workrooms, an artists' studio, a theatre where the children give performances and recitations, and a simple gymnastic apparatus. No doubt many of the pupils limit the range of subjects in which they try to excel, but what we can vouch for after twice visiting the school with Dr. Davila, and seeing the pupils at the Asyle as well as in their summer quarters, a convent in the Carpathians, is that they are well taught, and that some of them would be a credit to the most advanced students in any school we have visited. The readiness with which they answer all questions, whether of a practical or theoretical nature, in a language which is not their own, is as surprising as it is creditable. Many of course belong to a humble rank in life, and their limited intelligence renders them fit only to become domestic servants, the avocation for which therefore they are trained; others go out as teachers in State and other schools, whilst several already referred to become ornaments to the society in which they afterwards move. All are well fed and clothed, and appeared to be happy and grateful for their benefits. Many of the girls are married from the institution, the mode of proceeding being one which is not quite consonant with our English notions on the subject. A teacher or some other young man applies to the committee for an introduction to a suitable girl, and if they are satisfied with his respectability and his means of maintaining a wife, they ascertain which of the girls desires to be married, and after the young couple have met twice or three times, if they like each other a marriage is negotiated (just as in the case of the royal families of Europe)! The marriage takes place in the Asyle, the bride receiving her trousseau and a very respectable little dowry, and the event is always the occasion of great rejoicing, in which Dr. Davila does not fail to take a prominent part. These marriages, he told us, have in nearly every case turned out happy ones, far more frequently in proportion to their number than similar events outside of the institution.

The teachers in the Asyle Hélène are fairly well paid, the higher class receiving about 50 l. per annum, board and lodging; but this is by no means the case with school-teachers generally in Roumania. We closed our ears to a great many things that savoured of scandal during our visit to the country, but this was one thing which it was impossible to ignore. So wretched indeed is the pay of the State teachers that they push on the children of those parents who give them employment as private tutors in order to eke out a livelihood, to the neglect of the other scholars.

The Asyle Hélène is supported partly by endowments and partly by State aid, and is managed by a committee. In connection therewith is also a boys' school at Penteleimon, founded by the Ghika family, and remodelled by King Charles in 1868, to which a hospital of invalids is attached.

The girls' training school of the State at Bucarest is an admirable institution, presided over by an accomplished and energetic lady, who expressed great regret that the want of sufficient funds prevented them from competing with the Asyle Hélène, which is acknowledged to be of a higher order.

There is also a German 'Realschule' in Bucarest, founded by a benevolent German, at which the teaching is all that can be desired; but as to the State normal school for young men intended as country teachers--well, we refrain from expressing any opinion of our own. A learned friend hinted something about the application of dynamite to the whole concern; and if it could be done without injury to human life, perhaps that would be the best course to adopt.

The one fact in connection with the state of education in Roumania, however, which forces itself upon our notice, is the question of teaching the youth of the country at home.

Primary instruction is sure to progress; it rests to a large extent with the Government, and in the course of time teachers will be forthcoming to carry out the excellent system in its integrity; but as to applied science and higher education generally, that depends upon parents themselves; and, modifying a well-known saying, it resolves itself into the question of 'Roumanians for Roumania, or Roumanians for France?'


III.

And this reminds us of a matter to which we must make a brief reference, though it will be more fully treated hereafter, namely, the ethnographical character of the people of Roumania; for whilst it is unfortunate that in practical everyday life and in politics they do not at present rely sufficiently upon their own internal resources, there is no doubt that theoretically they are very sensitive and proud of their nationality. To a stranger visiting the country for a brief period this is the most perplexing question of all; but the perusal of its history, and a careful consideration of the opinions of well-known writers, bring into prominence certain facts which cannot fail to be interesting. From the number of tribes and nationalities by which the country has at various times been overrun, it is impossible for an unprejudiced thinker to come to any other conclusion than that, like ourselves, the Roumanians are a mixed race, although the Latin undoubtedly predominates; and to the evidence of history may be added that of the language and customs of the country. The language not only