;i ^ I^^^^^^^H '^rySB^BB CORNELL UNIVERSITY LIBRARY Cornell University Library L351 .83 1867 Second report by Her Maesty's Commissio Dim 3 1924 030 554 079 DATE DUE — ^--^ t 1 WX^ =??1^¥^j| GAYLORD PRINTED INU.e. A. The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924030554079 (iEBucatton ((Commission (Scotland). SEOOJ^D REPORT HER MAJESTY'S COMMISSIOmRS. ELEMENTARY SCHOOLS. €t(ucation Commission (Scotlanti). SECOND REPORT HER MAJESTY'S COMMISSIONERS AFPOIKTED TO INQUIEE INTO THE SCHOOLS IN SCOTLAND WITH AN APPENDIX. ELEMENTARY SCHOOLS. ^nenxdt)) io botlj '§aasts oi ^arliantmt bg fommanb; of P«t Pajtstg. EDINBUEGH: PRINTED FOR HER MAJESTY'S STATIONERY OFFICE BY THOMAS CONSTABLE. 1867. :, <'-'''■<,, 351 f. . > •' ■■■ / c\'- "f//((i(((w4*^^^ UA ViCTOEiA, by the Grace of God, of the United Kingdom of Great Britain and Ireland, Queen, Defender of the Faith : — To our Eight Trusty and Right entirely-beloved Cousin and Councillor, Geokge Douglas, Duke of Argyll, Knight of our Most Ancient and Most Noble Order of the Thistle ; our Right Trusty and Well-beloved Robert Montgomery, Lord Belhaven, Knight of our Most An- cient and Most Noble Order of the Thistle ; our Right Trusty and Well-beloved Henry Francis, Lord Polwarth ; our Trusty and Well-beloved Charles Baillie, Esq., one of the Senators of the College of Justice ; our Trusty and Well-beloved Sir James Fer- GUSSON, Baronet ; our Trusty and Well-beloved James Moncreiff, Esq., our Advocate for Scotland ; our Trusty and Well-beloved James Craufurd, Esq., one of the Senators of the College of Jus- tice ; our Trusty and Well-beloved Archibald Davidson, Esq. ; our Trusty and Well-beloved David Mure, Esq. ; our Trusty and Well-beloved Alexander Murray Dunlop, Esq. ; our Trusty and Well-beloved Adam Black, Esq. ; our Trusty and Well-beloved Alexander Shank Cook, Esq. ; our Trusty and Well-beloved James Mitchell, Esq. ; our Trusty and Well-beloved John Ram- say, Esq. ; our Trusty and Well-beloved David Smith, Esq., Greeting, — Whereas we have deemed it expedient that a Commis- sion should forthwith issue to inquire into the Schools in Scotland, and, in particular, (1st) Parochial Schools ; (2d) Burgh Schools ; (3d) Schools receiving Grants- from Funds voted by Parliament ; (4^^) Middle-Class Schools and others not being Adventure Schools, and not receiving Grants from Funds voted by Parliament ; (5th) Normal and Training Schools ; (6th) Adventure Schools, in so far as you, our said Commissioners, may consider material, and to re- port generally to us in regard to the same ; and, in particular, to report your opinion as to whether the Funds voted by Parliament are applied in Scotland in the way most beneficial for the interests of the people, and to make any suggestions in regard to the appli- cation thereof, or in regard to the state of the said Schools, and the management and emoluments thereof which may appear to you calculated to improve the education of the people in Scotland : Now KNOW YE that we, reposing great trust and confidence in your zeal and ability, have authorized and appointed, and do by these presents authorize and appoint you, the said George Douglas, Duke of Argyll; Robert Montgomery, Lord Belhaven ; Henry Francis, Lord Polwarth ; Charles Baillie, Sir James Fergus- son, James Moncreiff, James Craufurd, Archibald Davidson, David Mure, Alexander Murray Dunlop, Adam Black, Alex- ander Shank Cook, James Mitchell, John Ramsay, and David VI Smith, to be our Commissioners for the purposes aforesaid : And for the purpose of enabling you, our said Commissioners, to make the said inquiries, we do hereby authorize and empower you to call before you, or any three or more of you, all such persons as you may judge most competent, by reason of their knowledge or expe- rience, to afford you correct information on the subjects of this in- quiry, and also to require the production of all Books, Eecords, Documents, Papers, and Accounts which may appear to you, or any three or more of you, calculated to assist your researches in the execution of the trust hereby reposed in you, and to inquire con- cerning the premises by all other lawful ways and means whatso- ever : And we do hereby command and require you to report to us in writing, under your hands and seals, or under the hands and seals of any ten or more of you, as soon as the same can reasonably be done, your several proceedings by virtue of this our Commission : And we further will and command that this our Commission shall continue in full force and virtue, and that you our said Commis- sioners, or any three or more of you, may from time to time proceed in the execution thereof, and of every matter and thing therein con- tained, although the same be not continued from time to time by adjournment : And we do hereby nominate and appoint our Trusty and Well-beloved Patkick Cumin, Esq., to be Secretary to you our said Commissioners, and to attend you, whose services and assist- ance we require you to use from time to time, as occasion may re- quire : In witness whereof, "We have ordered the Seal appointed by the Treaty of Union to be kept and made use of in place of the Great Seal of Scotland, to be appended hereto." Griven at our Court at Saint James', the sixteenth day of August, in the year one thousand eight hundred and sixty- four, and in the twenty-eighth year of our reign. . Per Signaturam manvs S, D. N. Eegitm supra Script. Sealed at Edinburgh, the Written to the Seal, and 8th day of September, registered the 8th day in the year 1864. of September 1 864. (S-i) D. Ckaig, (S-1) Jambs P. Hallet, Suht- Keeper of the Seal, Depute- Director of Chancery. £80 Scots. Entered in the OfSce of the Queen's and Lord Treasurer's Eemem- brancer, 17th October 1864. (S"*) Adam C. LongmorE; Chief Clerk. VicTOEiA, by the Grace of God, of the United Kingdom of Great Britain and Ireland, Queen, Defender of the Faith :— Whereas we did, by Letters-Patent under the Seal appointed by the Treatv of Union, to be kept and made use of in place of the Great Seal of Scotland, bearing date the sixteenth day of August one thousand eight hundred and sixty-four, in the twenty-eighth year of Our Eeign, nominate, constitute, and appoint our Eight Trusty and Eight entirely-beloved Cousin and Councillor, George Dotjglas, Duke of Aegtll, Knight of our Most Aucient and Most Noble Order of the Thistle ; our Eight Trusty and Well-beloved Egbert Montgomery, Lord Belhaven, Knight of our Most Ancient and Most Noble Order of the Thistle ; our Eight Trusty and Well- beloved Henry Francis, Lord Polwarth ; our Trusty and Well- beloved Charles Baillie, Esquire, one of the Senators of the College of Justice ; our Trusty and Well-beloved Sir James Fer- GUSSON, Baronet ; our Trusty and Well-beloved James Monoreiff, Esquire, our Advocate for Scotland ; our Trusty and Well-beloved James Craufurd, Esquire, one of the Senators of the College of Justice ; our Trusty and Well-beloved ARCnrBALD Davidson, Esquire ; our Trusty and Well-beloved David Mure, Esquire (now one of the Senators of the College of Justice) ; our Trusty and Well-beloved Alexander Murray Donlop, Esquire ; our Trusty and Well-beloved Adam Black, Esquire ; our Trusty and Well-beloved Alexander Shank Cook, Esquire ; our Trusty and WeU-beloved James Mitchell, Esquire ; our Trusty and WeU- beloved John Eamsay, Esquire ; and our Trusty and WeU-beloved David Smith, Esquire, to be our Commissioners to inquire into the Schools in Scotland ; and the said Commissioners have proceeded in the execution of the powers and duties by the said Letters-Patent intrusted to them : And Whereas it is expedient to increase the number of the said Commissioners, we have nominated, constituted, and appointed, likeas we do by these presents nominate, constitute, and appoint, the said George Douglas, Duke, of Argyll ; Egbert Montgomery, Lord Belhaven ; Henry Feancis, Lord Pol- warth ; our Eight Trusty and WeU-beloved Ealph, Lord Dun- fermline; the said Charles Baillie, Sir James Fergusson, James Moncreiff, James Craufurd, David Mure, Archibald David- son, Alexander Murray Dunlop, Adam Black, Alexander Shank Cook, James Mitchell, John Eamsay, David Smith, and our Trusty and WeU-beloved John Tait, Esquire, and our Trusty and WeU-beloved John Brown, Doctor of Medicine, to be our Com- missioners to inquire into the Schools in Scotland, and, in parti- cular — 1. Parochial Schools; 2. Burgh Schools; 3. Schools receiving Grants from Funds voted by Parliament ; 4. Middle-Class Schools and others, not being Adventure Schools, and not receiving Grants from Funds voted by Parliament ; 5. Normal and Training Schools; 6. Adventure Schools, in so far as you, our said Commissioners, may consider material, and to report generaUy to us in regard to the same ; and, in particular, to report your opinion as to whether the Funds voted by Parliament are applied in Scotland in the way most beneficial for the interests of the people, and to make any sugges- tions in regard to the application thereof, or in regard to the state of the said Schools, and the .management and emoluments thereof, which may appear to you calculated to improve the education of the people in Scotland : Now know ye that we, reposing great trust and confidence in your zeal and ability, have authorized and ap- pointed, and do by these presents authorize and appoint, you, the VIU said G-EORGE Douglas, Duke of Argyll ; Eobbrt Montgomery, Lord Belhaven; Henry Francis, Lord Polwarth; Kalph, Lord Dunfermline; Cbarles Baillie, Sir James Fbkgusson, James Moncreiff, James Craufurd, David Mure, Aeohibald Davidson, Alexander Murray Dunlop, Adam Black, Alex- ander Shank Cook, James Mitchell, John Bamsay, David Smith, John Tait, and John Brown, to be our Commissioners tor the purposes aforesaid, in as full and ample mapner as it ail the said additional Commissioners had been named in the said recited Letters-Patent : And for the purpose of enabling you. Our said Commissioners, to make the said inquiries, we do hereby authorize and empower you to call before you, or any three or more of you, all such persons as you may judge most competent, by reason of their knowledge or experience, to afford you correct information oa the subjects of this inquiry ; and also to require the production of all Books, Eecords, Documents, Papers, and Accounts, which may appear to you, or any three or more of you, calculated to assist your researches in the execution of the trust hereby reposed in you, and to inquire concerning the premises by all other lawful ways and means whatsoever : And we do hereby command and require you to report to us in writing, under your hands and seals, or under the hands and seals of any ten or more of you, as soon as the same can reasonably be done,-yqur several proceedings by virtue of 'this our Commission : And we farther will and command that this our Com- mission shall continue in full force and virtue, and that you, our said Commissioners, or any three or more of you, may from time to time proceed in the execution thereof, and of every matter and thing therein contained, although the same be not continued from time to time by adjournment : And we do hereby nominate and appoint our Trusty and Well-beloved Patrick Cumin, Esquire, to be Se- cretary to you our said Commissioners, and to attend you, whose services and assistance we require you to use from time to time, as occasion may require : In witness whereof. We have ordered the Seal appointed by the Treaty of Union to be kept and made use of in place of the Great Seal of Scotland, to be appended hereto. Given at our Court at Saint James', the twenty-sixth day of December one thousand eight hundred and sixty-five, in the twenty-ninth year of our reign. Per Signaturam manus S. D. N. Regince supra Script. Sealed at Edinburgh, the Written to the Seal and 11th day of January, in registered the 11th day the year 1866. of January 1866. (S-i) D. Craig, (S^) Jqhn M. Lindsay Subt. Keeper of the Seal, Director of Chancery £yO Scots. "' Kecorded in the Office of the Queen's and Lord Treasurer's Remem- brancer, 24th January 1866. (S'^) Adam C. Longmore, Chief Clerk. CONTENTS. Introduction — Commission — First Meeting of the Commissioners — Oral Evidence — Answers to Written Questions, xvii. Effect of Evidence — Further Evidence — Schedules distributed to Kegistrars — Eeturns to such Schedules, xviii.. Statistics relative to Schools in Scotland — Eeturns embrace 2,050,024 of the whole Population — Religious Denomination of Scholars, xix. The Situation of the School, and the Merits of the Teacher determine the School ; not the Religious Denomination — Additional Inquiry to ascertain the Quality of the Education ; Mode of prosecuting this part of the Inquiry — Appointment of Assistant Com- missioners, XX. American and Canadian Inquiry, xxi. CHAPTEE I. LOWLAND PARISHES OF SCOTLAND. Education of Adult Population, xxii. Demand for Education among Differ- ent Classes — Shepherds, xxiii. Conclusions, xxiv. School Attendance — Causes of Deficient Attendance — Eeligious Differences between Parents and Managers of no importance in the South, xxv. Otherwise in the North — Eemedies — History of Parochial School System — Before the Eeformation — After the Eeformation — 1567, 1692, xxvi. 1616, 1633, 1646, 1696, xxvii. 1803, 1861 — Schoolmasters' Emoluments — Accom- modation, xxviii. Female Teacher — Election and Qualification of School- master — Dismissal or Eesignation — Section 19, xxix. Eetiring Pensions — Management and Superintendence — Originally the Parochial was a National System — Conscience Clause in Presbyterian Schools — Other- wise in Episcopalian Schools, xxx. Quality of the Parish Schools' Teaching — Accommodation^Schoolmaster — Election and Examina- tion — Teachers almost always belong to the Church of Scotland, xxxi. Minister as a Manager — Tenure ad vitam aut culpam, — Defects of the Act of 1861, xxxii. 19th Section — Permission to resign — Difficult to enforce the Law — Presbytery Examination, xxxiii. Assistant Commis- sioners differ from Presbyteries — Heritors' Girls' Schools — Conclusion as to Parish Schools — Non-Parochial Schools — Statistics, xxxiv. Gene- ral Assembly of the Church of Scotland Schools — Christian Knowledge Society — Free Church of Scotland Schools, xxxv. Teaching — School Buildings — Episcopalian and Eoman Catholic Schools — Subscription Schools, xxxvi. Causes of the inefficiency of such Schools — Schools established by Proprietors — Private Adventure Schools, xxxvii. Con- clusion as to Non-Parochial Schools — Permanence of Free Church Schools, xxxviii. Privy- Council System and Eevised Code, xxxix. Eesult of Inspection, xl. Training of Teachers, xli. National System, xliv. X Contents. CHAPTEE II. THE TOWNS OF SCOTLAND. Glasgow Inquiry— Object— Population— Children of School Age, xlv. ^ School Accommodation— Mode of conducting Inquiry, xlvi. Diflerence between the Census Report and that of the Assistant Commissioners- Numbers of Assistant Commissioners preferred— Children on a School-roll do not always belong to the District in which the School is situated, xlvu. Various classes of Schools— Private Adventure Schools— Description- Statistics, xlviii. Character of the Private Adventure Schools m Bridge- ton Teachers — Accommodation, xlix. The Private Adventure Schools in Calton, 1. Hutchesontown — General Conclusion — Sessional Schools, li. Statistics of Sessional Schools, lii. Mission Schools — Statistics — Character of Mission Schools, liii. Religious Difficulty, liv. Conclusion as to Mission Schools — Episcopalian and Roman Catholic Schools — Sub- scription Schools — Charity Schools — Endowed Schools — Conclusion to be drawn :?rom the Report — (1.) Little more than one-third of the Chil- dren of School Age attend School — (2.) All the Schools can accommodate less than one-half the Children of School Age, Iv. (3.) The existing Schools unequally distributed and of unequal merit, Ivii. Efficient School-accommodation wanting — Contrast of the South and North sides of the River, Iviii. (4.) Want of Good Schools in proper situations — Demand for labour of young children and selfishness of parents, lix. Tables, Ix. CHAPTEE III. THE HEBEIDES AND WESTERN HIGHLANDS. Special Inquiry in Highlands — Extent of Gaelic Language — Parochial ,-.. System — Side schools, Ixiii. Extent and peculiarity of Highland Parishes . — Ignorance of the People, Ixiv. Mr. Nicolson — Area of Country exa- mined by him — Map, Ixv. Features of the Country — Effect of the Gaelic Language, Ixvi. Poverty, Ixvii. Increased intercourse — Mode of teaching English, Ixx. Number of Persons who can read — Statistics of Education, Ixxi. Irregularity of Attendance — Gratuitous Instruction — Inadequacy of Parochial System, Ixxii. Parish and Side Schools — School Buildings and Teaching — Retiring Pensions, Ixxiii. Examples — Super- annuation Provision defective— Superannuation rare — Act of 1861 for Forcible Removal of Masters — Denomination of School Teachers in Parochial Schools almost all belong to the Established Church, Ixxiv. Non-Parochial Schools — Society in Scotland for Propapating Christian Knowledge, Ixxv. Gaelic School Society, Ixxvi. Education Committee of the General Assembly of the Established Church — Free Chui-ch Schools Ixxvii. Ladies' Gaelic School Association — Edinburgh Free Church Ladies' Association for Religious Improvement of the Highlands and Islands— The Glasgow Free Church Ladies' Association— Endowed Schools — Infant Schools, Ixxviii. Mixed Schools— Inspected Schools superior, Ixxix. Committee of Council, Ixxx. Voluntary Subscriptions General result, Ixxxi. Adult Population unable to read or write Igno- rance of English — Advantage to be expected from Good Schools Deno- minational Differences comparatively unimportant, Ixxxii, Contents. si CHAPTEE IV. THE PRIVY COUNCIL SYSTEM AND THE REVISED CODE. Principles of the Privy Council System Administration — History until 1846, Ixxxvii. Minutes ;of 1846— From 1846 till 1861— Koyal Com- missioners' Report in 1861 — Defects of the System, Ixxxviii. Eevised Code, Ixxxix. Object of Eevised Code — Revised Code suspended par- tially in Scotland, xc. Privy-Council System merely aids voluntary Local Effort — Necessary defects, xci. Instances — Privy- Council Sys- tem grants Aid where it is least needed, xcii. Conclusion, xciii. What is a National System ? — Characteristics of a Denominational System — Right of Conscience — Characteristics of a National System, xciv. Denominational Inspection — Expensive and unnecessary, xcv. Causes a needless multiplication of Schools — Duty of a Neutral Inspector, xcvi. Non-denominational Inspection secures uniformity in standard of examination — Comparative merit of Schools — Parochial — Episcopalian — Roman Catholic, xovii. Table — Standard III., xcviii. Conclusion — Revised Code — Evidence upon this subject incomplete iintil lately — Object of the Revised Code, xcix. Failures under the Revised Code — Compared with England, ci. Scotland now equal to England — Evidence in favour of the Revised Code — Objections to Revised Code that it lowers the standard of Education, cii. Art. 4, which excludes children who belong to a class above the Poor from earning any portion of the Parliamentary Grant, ought not to be applied to Scotland, cv. Argument in favour of the 4th Article, that the same principles must prevail in Scotland as in England, answered — In Scot- land, Education is a legal duty ; in England, it is left to volunteers, cvi. The 4th Article is just and necessary where the system is volun- tary — ^But in Scotland there is a National System supported by taxa- tion — The Parochial is a National System, and where fairly tried, has succeeded in educating all classes, without any distinction of classes, cvii. But the Parochial System requires to be extended — Two es- sential elements in this system — Ratepayers propose to contribute towards the Education of all classes ; Treasury should do the same — Ratepayers are the best judges what Schools are required, cviii. Their Decision confirmed by Board — No peculiar Privilege claimed, cix. Period of the Inspector's Visit, ex. Complaint is reasonable — Re- medy, cxi. No pecuniary loss to Schools by the Revised Code, cxii. CHAPTEE V. AGES OF THE SCHOLARS AND ATTENDANCE AT SCHOOL. Importance of the Question — Attempts to ascertain period of School At- tendance — No data upon which this can be ascertained — Evidence of Assistant Commissioners, cxiii. Better to rely on the Reports of the Committee of Council — Scholars attend School between six and twelve — Difference of age of the Scholars in different Schools, cxiv. Education begins later in Scotland than in England ; but earlier than formerly — Children leave earlier — Conclusions — (1.) Parents send their children to School at the earliest age — (2.) The more Schools are improved, the xii Contents. sooner are children removed, cxv. 1. Can School Attendance be pro- longed beyond twelve? — Religious views of the Managers do not affect ■ the Attendance of Scholars— The most powerful motive inducing parents to withdraw their children from School is the desire of increasing their income, cxvi. Evidence of Assistant Commissioners, cxvii. Roman Catholics, cxviii. Registrar- Greneral— Conclusion — Can the^ present state of things be remedied ? — Irregularity of Attendance, cxix. Can children before twelve acquire the elements of a sound Education ? — Standard of the Revised Code and Assistant Commissioners— Infant Schools comparatively few in Scotland, cxx. Mr. SeUar's opinion in favour of Infant Schools, cxxi. Dr. Muir of St. Stephen's in favour of Infant Schools, cxxiii. Mr. Currie's evidence to the same effect — Infant Schools comparatively cheap— Mr. Nicolson — Evening Schools, cxxiv. Importance — Mr. Black's Evidence, cxxv. Evening Schools in Glasgow, cxxvi. Knowledge on admittance^Subjects taught ele- mentary — Beneficial effects — Difficulties of such Schools, cxxvii. Cost — How can Night Schools be encouraged ? cxxviii. Special arrange- ments of the Committee of Council — Rule that Night Schools must be connected with Day Schools should be relaxed — Will parents take advantage of increased means of Education ? cxxix. The present state of matters — Desire of parents for the Education of their children, cxxx. There is not sufficient accommodation in efficient Schools for all the children at School, cxxxi. Peculiarity of Glasgow — Conclusion, cxxxii. No reason to think that parents cannot appreciate a good School— Compulsory Education — Objections, cxxxiii. Conclusion — Factory and Print- "Works Acts, cxxxiv. Objects of the Acts — Half- time — No half-timers in Glasgow, cxxxv. School Certificate — Law defective, for neither School nor Master need be efficient, cxxxvi. Mr. Horner's Evidence — Mines Inspection Act, cxxxvii. Efficient Schools must be erected, to which children may have access — Moral influences in favour of Education, cxxxviii. Regularity of Attendance produced by a good Teacher, cxxxix. CHAPTEE VI. SCHOOL-BUILDINGS, TEACHING, AND TEACHEKS. Condition of School-buildings — Teaching — Causes of Defects, cxli. Mr Cowie's Opinion as to the importance of a Certificate— Inspected Schools superior,_cxlii. Some Clergy of the Church of Scotland op- posed to Inspection — Effects of want of Inspection — Other kinds of Inspection, cxliii. Inspection by Presbytery, cxliv. Visit of Presbytery not of much practical value— Certificated and Uncertificated Teachers — Importance of Normal-School Training, cxlv. Mr. Harvey's Opi nion— Training of Schoolmistresses, cxlvi. Normal- School Trainina should be combined with University Training, cxlvii. Plan sketched-^ Cost of Education diminished by the Employment of Schoolmistresses- Salaries, cxlviii. Schoolmistresses ought to be multiplied, cxlix. School- mistresses better than Itinerant Teachers for Remote Parts cl n" difficulty in obtaining a supply of Schoolmistresses— Assistants and Pupil-Teachers — Assistants preferred, cli. Number of Pupil- Teach should not be too much reduced — Private Adventure Schools fo t\\^ Poor, cliii. Certificates of Competency — Mode of obtaining such ^C -^ Contents. xiii tifioates — Objection to Restrictions — Number of Certificated Teachers required, cliv. How to be supplied — Students at Normal School may pay for themselves, civ. CHAPTEE VII. COST OF EDUCATION, AND MODE OF DEFEATING IT. Cost of Education in Elementary Schools — School-bmldings — Cost in Private Adventure Schools, clvi. Inspected Schools — Cost, whence derived — Heritors — Endowments and Bequests — Parliamentary G-rant, clvii. Pees — Amount of — Importance of Fees — Gratuitous Education is a mistake — Mr. Nicolson's Opinion, clviii. Messrs. Harvey and G-reig — Mr. Sellar, clix. Where Population is too poor to pay Fees, recourse must be had to Charity — Mr. SeUar's Opinion — Fees secure Eegularity of Attendance — Conclusion — Theory of Gratuitous Educa- tion proceeds upon a mistake, clx. Eise of Fees — Two Conditions re- quired before Fees can be raised, clxi. Difference in the Fees charged in Denominational Schools — Sometimes the Fees are too high — Duties of a Board with respect to Fees— Endowed and Charity Schools — Effect of charging no Fees is to curtail the benefit of the Foundation, clxii. Estimate of the Means at present available for Education in Scot- land ; the additional Sum required, and the Mode of obtaining it — Pub- lic Provision need not be made for the whole Population, clxiii. Persons who live in less than four rooms — Number of Children on the EoU — Calculation, clxiv. The first three permanent — Voluntary Subscriptions — To meet £161,345 there are funds amounting to £61,114, omitting Voluntary Subscriptions — Valuation of Scotland — Amount of Eate, clxv. Calculation tested by the Number of Teachers required, olxvi. Cal- culation by dividing the Country into Highlands, Towns, and Rural Dis- tricts — Destitution of the Islanders, clxvii. Same Eate will not be equally effective in different Districts — Highlands must be treated specially — Increased Grant from the Committee of Council — Society for Propagating Christian Knowledge, clxviii. Orkney and Shetland — Ad- vantages of the Plan — Special Arrangements need not be permanent, clxix. Other Islands, and Mainland — Glasgow, clxxi. School-build- ings — Conclusions as to Amount of Rate required, olxxii. CHAPTEE VIII. RECOMMENDATIONS. Education in Scotland — Statistics show that School-Accommodation is in- adequate, clxxiii. Inefficiency in the Teaching and Buildings — How are Defects to be supplied — Extension of the Parochial System — Other Schools — G-eneral Plan — New Schools — Changes in the Parochial Schools, clxxiv. Act of 1861 — Parochial Schoolmasters still nearly all belong to the Established Church — Changes proposed not adopted — Tenure of Schoolmaster's Office, clxxv. Eecommendation — Bxamina- xiv Contents. tion and qualification of Schoolmaster— Repair of Parochial School buildings— Recommendation— Schools in Insular Parishes — wg« Number of Non-parochial Schools— What is to be done with them They are all required, clxxvi. These Schools are to be adopted into the National System— Central Authority to be exercised l'/ ^ ^^^'^'^ °^^f ,"' cation-Constitution— Duties of the Board, clxxvu. Schools under the Proposed System of three kinds : Parochial, Adopted, New bohDOls— Duties of the Board are local- Committee of Council—Management— Adopted Schools; reasons why the Management of theni untouched, clxxix. The Privilege of Adoption should be restricted—New Schools —Mode of establishing and managing them in rural districts, clxxx New Schools in Burghs— Mode of converting a Parochial or Adopted School into a New National School— Teachers, clxxxi. Two classes : those holding Office, and those appointed after the establishment of the Board — All Teachers must hold Certificates of Competency — Power of Board to suspend or withdraw Certificate, clxxxii. General Effect of Plan— Cost and Mode of defraying it— Draft Bill— Factory Acts — Report confined to Elementary Schools, clxxxiii. APPENDIX. TABLE OF CONTENTS. Tables compiled from the ' Statistics relative to Schools in Scotland, collected by the Registrars.' PAGE G-eneral Result, ......... 1 List of Parishes and Districts from which no Returns have been received, .......... 1 Abstract of Table I., showing the Number of Scholars in each County in Scotland, with the Proportion to the Population, as at the Census of 1861, ....... 2 Do. do. for Insular Districts, ... 3 Table I., showing the same facts for each Parish (or Registration District) in Scotland, 4 Abstract of Table II., showing the Number of Scholars on the Roll of all Schools in Scotland (classified under ten different divi- sions), with the Proportion of such Scholars in each class of Schools to the total Number of Scholars, and the Religious Denominations to which they belong, ..... 24 Table II., showing the same facts for each County, . . 25 Table III., showing the Number of Scholars to each Teacher in the Schools receiving, and not receiving. Government Aid, and in Private Adventure Schools, ...... 39 Table III. (1.), showing the Number of Scholars receiving Govern- ment Aid, with the Number of Scholars on the Roll, and in Actual Attendance in such Schools, and the Proportion of Scholars on the Roll to the total Number of Scholars in each County of Scotland,. • . 39 Appendix — Contents. xv Table III. (2.), showing the Number of Schools not receiving Government Aid (excluding Private Adventure Schools), the Number of Teachers and Assistants, the Number of Scholars on the Roll and in Actual Attendance in such Schools ; and the Proportion of the latter to each of such Teachers or Assistants, in each County of Scotland, ...... 40 Table III. (3.), showing the Number of Private Adventure Schools, the Number of Teachers and Assistants, the Number of Scholars on the Roll and in Actual Attendance in such Schools, and the average Number of the latter to each of such Teachers or Assistants in each County of Scotland, .... 41 . Summary of Table III. (1.), (2.), and (3.), 42 Table showing for each County of Scotland the Percentage of Children of School-age (above 4 and under 15 years), as at the Census of 1861, who are Scholars on the Roll, as given in the Registrars' Statistics, the Percentage of such Children who are Scholars on the Roll of Schools receiving Government Aid, and the Percentage of Children attending no School, . 43 Table, showing the same facts for Children above 2 and under 15 years, .......... 44 Table showing, as to each County of Scotland, the Ratio of existing Schools (as given in Registrars' Statistics) to the Population (within the parts of the County embraced by such Statistics) ; and the Proportion of Government aided Scholars (as given in ■ Registrars' Statistics) to the total Number of Scholars as given in such Statistics, ........ 45 Tables compiled from other Sources. Return relative to Government aided Schools for year ending 31st December 1865, famished by the Committee of Council, show- ing the Number of such Schools ; the Number of Teachers, Assistant Teachers, and Pupil Teachers; the Number of Scholars on the RoU present on day of Inspection, and in average attendance ; and the average Number of the latter to each Teacher or Assistant Teacher, and to each Teacher, Assistant, or Pupil Teacher, 46 Explanatory Note as to Table showing the Amounts contributed in support of different Classes of Schools, .... 47 Population of Scotland — Census 1861 — in the Islands and Mainland, and Burghal and Landward Districts, 47 Abstract of Table showing the Amounts contributed in support of different Classes of Schools by — (1.) Landward Heritors; C2.) The Lords pf the Treasury, under 1 and 2 Vict. cap. 87 ; (3.) The Committee of Council, and (4.) by certain Churches, Societies, and Bequests ; and the Number and Designation of the Schools so assisted in each County of Scotland, . . 48 Table showing the same facts for each County of Scotland, . 49 Table" showing the Proportion of the Yearly Value or Rental (according to the Valuation Roll) to the Population, as at the Census of 1861, in the • Parliamentary and Royal Burghs of Scotland, .."........ 63 Table showing the Proportion of the Yearly Value or Rental (accord- 65 xvi Appendix — Contents. Ing to the Valuation Boll), and of the Acreage, to the Popula- tion, as at the Census of 1861, in the several Counties ot Scotland, . . . . . . • " tjij ' «.- ' List of Parishes or Districts in which the means of Education appear to be deficient, as indicated in the ' Statistics relative to Schools in Scotland,' r a V i ' '7R List of Parishes in which there appears to be a Surplus of Schools, 7 b Cases in which the Committee of Council aids two or more Schools in the same 'Parish, connected with different Churches, and one of which has an average attendance not exceeding 51, . 77 I. Schedule to the Registrars and to the Ministers of various Denominations, ...... n. Circular accompanying the Schedule, . III. Circular accompanying the Schedule, . IV. Instructions to the Assistant Commissioners, V. Instructions to the American Assistant Commissioner, Draft-Bill to extend and improve the Parochial Schools in Scot- land, and to make further Provision for the Education of the People of Scotland, 88 Plan for the Conversion of the Parochial and Denominational Schools into National Schools, proposed by Adam Black, . 106 81 82 82 82 86 REPORT OK ELEMEI^TARY SCHOOLS IK SCOTLAKD. TO THE QUEEN'S MOST EXCELLENT MAJESTY. May it please tour Majesty, — We, the Commissioners appointed to inquire into the Schools in Scotland, humbly lay before your Majesty the following Eeport : — On the 16th of August 1864, and subsequently on the 26th of „ December 1865, we received your Majesty's commands to inquire sion. into the Schools of Scotland, and, in particular — 1. Parochial Schools ; 2. Burgh Schools ; 3. Schools receiving grants from funds voted by Parliament ; 4. Middle-class schools and others, not being Adventure schools, and not receiving grants from funds voted by Parliament ; 5. Normal and Training schools ; 6. Adventure schools, in so far as we might consider material, and to report generally in regard to the same ; and, in particular, to report our opinion as to whether the funds voted by Parliament are applied in Scot- land in the way most beneficial for the interests of the people, and to make any suggestions in regard to the application tbereof, or in regard- to the state of the said schools, and the management and emoluments thereof, which might appear to us calculated to improve the education of the people in Scotland. The Commissioners met for the first time on the 4th day of ^j^.^^ ^ . November 1864. It appeared to them that their first duty was to ing of the collect, from the opinions of persons of weight and experience, the Commis- general features of the state of education in Scotland, the evils ^'™®™- which were supposed to exist, and the remedies which might ap- pear to be practicable or desirable. With this view we examined a variety of witnesses orally, and also obtained answers from a con- q^^^ ^ siderable number of persons to written questions which were cir- dence. culated. The Eeport of the Oral Evidence has been already laid Answers to before your Majesty in our last Eeport of the 18th of March 1865, ^""^n and the answers which were returned to the written questions will "^"^^ ^°^' be found in a volume which accompanies this Efeport. Thirty-eight witnesses were examined orally; and ninety-eight answers were returned to written questions, including those subsequently received bv the Assistant Commissioners, b I evi- xviii Eeport of the Education Commission. Effect of The evidence which we thus obfained was interesting and imP°^- evidence. tant, from the position of the parties by whom it was given, as wen as from their experience in the -matter of education, it was to a considerable extent conflicting, especially upon the question to wnat extent it would be possible to introduce a National system into Scotland. Taking into account the written answers subsequently received by the Assistant Commissioners, the result was that ot the 136 gentlemen who gave evidence, 99 were of opinion that a gene- ral system was lioth possible and expedient; while /2 took the contrary view, and 15 gave no opinion upon the question. _ Further While, however, we attach considerable weight to the indi- evidence. yj^y^l opinions thus expressed, it was impossible to make them alone the foundation of any definite result. It very soon became apparent that the greatest diversity of impression prevailed as to the state of existing facts in relation to education in Scotland — that the information on this subject was of the most limited and uncertain description — and that the opinions we had obtained were founded upon impressions which might turn out to be considerably in excess .of or within the real facts. Several sessions ^go a return was moved for and obtained in Parliament which professed to show the state of the existing schools, their position, and their relative number as regarded the population ; but we had reason to think that these returns were not trustworthy. Before proceeding further with the duty committed to us, we thought it right to take steps for an extended, and, as far as it could be made so, complete survey of the educational state of Scotland, conceiving that with- out such a preliminary inquiry, our duty could not be satisfac- Sohedules torily discharged. We accordingly directed that schedules (a copy dietribated of which wiU be found in the Appendix) should be prepared, and registrars, transmitted, with the consent and co-operation of the Eegistrar- General, to the Kegistrars of Births, Deaths, and Marriages for every parish and registration district in Scotland. In procuring these statistics the Eegistrar was directed to call, with his schedule filled up, upon the minister of the denomination most nearly "connected with each school, and to request him to sign it, if he agreed with the statements it contained. The ministers of the Church of Scot- land, and of the Free, the United Presbyterian, Episcopalian, and Eoman Catholic Churches were also furfiished with schedules, to be returned by them in the event of their not agreeing with the state- ments in the Eegistrar's schedule ; and whenever there was a differ- ence of opinion between the Eegistrar and any of the ministers, such difference has been stated in the tables compiled from these schedules. Eeturns to The return from each parish was in this way checked by the such Bche- minister of the Established Church, and those of the Dissenting denominations, and in very few instances, indeed, has there been any occasion to revise or reconsider the returns in consequence of objection from any quarter. It must be observed, however that these returns are confined to the rural parishes and the smaller towns, for the registrars in such towns as Glasgow, Aberdeen and Edinburgh declined to undertake the task of getting the schedules filled up. Beport of the Education Commission. xix The result of the machinery thus employed has been in the 'Statistics highest degree satisfactory. It is contained in a separate volume, relative entitled ' Statistics relative to Schools in Scotland/ which is trans- {° g^o^ ° mitted herewith. An abstract and summaries of these statistics land.' will be found in the Appendix to this Report. The full statistics which we have thus obtained, and the tables compiled from them, show the general results. The compilation of these statistics was committed to two gentlemen of the Register Office very competent for the task, and it is one which they performed with great ability, and within a very moderate period of time. According to the census of 1861, the population of Scotland was Returns 3,062,294. The returns which we_ obtained from the Registrars, S'^^q^qL in the manner just described, embrace a population of 2,050,024, ^j tj^e'^Jolg whicli may be taken to comprehend the whole of the rural popula- population tion ; while the remaining 1,012,270 comprehend the whole of the 3,062,294. burghal population. Provision, however, was afterwards made for a complete investigation of the schools in Grlasgow, with a popula- tion of 395,603 ; so that the only part of the population from which no returns were received is 616,767. The result is that, either through the registrars or the Glasgow Assistant-Commissioners, information has been obtained as to the educational condition of four-fifths of the people of Scotland. The returns thus obtained by the registrars will be found full of the most important and interesting information. The general result of the state of education in Scotland is that a proportion of 1 in 6 '5 of the whole population is upon the roll of scholars,^ and 1 in 7"9 in attendance, a ratio which, if taken by itself, is not unsatis- factory. Taking the insular districts separately, the ratio^ of scholars on the roll to population is 1 in 7'5, and the scholars in attendance 1 in 9*7. But wben we come to the detail of the different counties, which will be found in the Appendix, it will be seen that the rq,tio in individual parishes is much more unsatisfactory, varying from 1 in 4 to 1 in 15, 20, 25, and even 30. In short, it does not appear that the percentage overhead gives anything like a satis- factory indication of the real state of education in particular loca- lities. . . • . In regard to the Religious, or rather the Denominational question, Eeligious the returns present a remarkable and very satisfactory result. They ^^n"™"*" show that the distinction of denominations in Scotland has a very scholars. limited effect indeed in determining the attendance of children upon particular schools. Thus, in the National Parish schools, out of 76,493 scholars, 47,161 belong to the Established Church, 14,486 to the Free Church, 7462 to the United Presbyterian, 521 to the Episcopalian, 1243 to Roman Catholic Churches, 1644 to other DenominationSj'-and 3976 are returned as not known. In the Gene- ral Assembly of the Church of Scotland schools, out of 33,000 ' 1 ' Looking, therefore, at mere, numbers as indicating the state of popular edu- ' cation in England and Wales, the proportion of children receiving instruction to ' the whole population is, in our opinion, nearly as high as can be reasonably ex- < pected. In Prussia, where it is o'dmpulsory, 1 in 6 -27 ; in England and "Wales it ' is, as we have seen, 1 in 7'7 ; in Holland it is 1 in 8-11 ; in France it is 1 in ' 9-0.' — Be-port of the Commissioners on Pop'Jar Education in England, 1861. XX Beport of the Education Commission. scholars, in round numbers, there are 18,000 Established Church 8000 Free Church, 2700 United Presbyterian, and 1000 ijoman Catholic chUdren, and 200 Episcopalians; in the Free onurcn schools, out of 48,000 scholars, 10,000 are Established Ohurch, 28,000 Free Church, 3000 United Presbyterian, and 9<4 Homan Catholic children, and 313 Episcopalians ; while in the "nde- nominational and other schools,^ containing 91,000 children, 39,000 belong to the Established Church, 19,000 to the Free Church, 12,000 to the United Presbyterian, and 2898 are Eoman Catholics. _ Out of the 6202 in the Episcopalian schools, only 1929 are Episcopalians ; and the whole number of Episcopalian scholars in the rural dis- tricts is only 4552. Out of 5736 scholars in Eoman. Catholics, 5229 are Eoman Catholics ; but there are 7343 in Protestant schools. It seems, therefore, to be certain that whatever may be the case in individual localities, the situation of the school and the The eitna- merits of the teacher weigh much more in determining the school tion of the -^^hjch children attend in Scotland than religious differences, the merits The returus also exhibit in a very satisfactory manner the exist- ofthe ing emoluments of the schools and schoolmasters, the amount teacher de- (jeriyg(i from the Privv Council grants, and from all other sources. TP Tim TIP tilP ^^ ' school : not sucli as endowments and voluntary subscriptions, as well as valuable the reli- statistics in regard to certificated masters and pupil-teachers. m°n V*'^'^"" '^^^ returns thus obtained afforded us the means of approxi- mating to some important general results. As far as these returns indicated, it would appear that whatever jnight be the case in individual districts, the want of schools was not so great as had been generally supposed. There will be found in the Appendix a list of places appearing from these returns to require additional school accommodation, but, for the most part, they are in the northern districts of the country ; and the conclu- sion to be drawn from these statistics is, that whatever may be the quahty of the education, Scotland is well, if not adequately, sup- plied with teachers and places of instruction. We were, however, at the same time satisfied that it was neces- sary to prosecute the investigation still more into detail, as well Additional for the purpose of checking the statistics which we had obtained, inquiry to as in Order to ascertain the quality of the education which was theVvOity received, and the actual educational state of the population. It of the appeared to us that there were three great divisions of the popu- eduoation. lation, which required to be dealt with as entirely distinct • First prose'outing P^Lowland parishes; Second, The Highland parishes; Third, this part of The large lowns. In the Lowland parishes the National Parochial the inquiry, system is in full operation ; in the Highland parishes its effects are necessarily restricted and counteracted by the nature of the country and the vast extent of the parishes; in the Cities and large Towns Appoint- tlie National Parochial system has no operation at all. Accordingly mentof having obtained the sanction of Government to appoint Assistant CommiV Commissioners, in order to ascertain with greater detail and accu- sioners. 1 This includes 10,054 scholars in 202 Society for the Propagation of ChristiaB Knowledge schools. v^ii^ujurau Report of the Education Oommission. xxi racy the state of these thiee classes of the population of Scotland, we appointed five gentlemen to this duty, who have discharged it with great efficiency, and, as we think, with great utility to the public. We committed to Lieutenant-Colonel Maxwell and Mr. Sellar the duty of reporting on the Lowland parishes ; to Mr. G-reig and Mr. Harvey the task of analysing the educational state of Glasgow, as affording a reasonable test of the state of the city population ; and Mr. Nicolson was instructed to report on the state of education in the Hebrides and Western Highlands. A copy of the instructions with which these.gentlemen were furnished will be found in the Appendix. Their Keports are printed separately, and transmitted herewith, and are deserving of the most careful consideration. In addition to the inquiries conducted by these five gentlemen in Scotland, we considered it advisable that an investigation should be made into the system of education which prevails in the United States of America and in Canada. Having been informed that the Schools Inquiry Commissioners, American then sitting in London, had determined to despatch the Kev. James and Cana- Fraser as Assistant Commissioner for the purpose of investia;atina; '^'^" ^°' the state of the middle schools in these countries, we obtained, with the concurrence of the English Commissioners, the sanction of the Government to the proposal that the same gentleman should extend hig inquiry and address his Keport upon the whole state of educa- tion in America and Canada to the two Commissions jointly. This Eeport has also been printed separately, and is transmitted here- with. xxii Report of the Education Commission. CHAPTEE I. Lowland Parishes of Scotland. Colonel Maxwell and Mr. Sellar, under the instructions to which we have referred, commenced their investigation on the 20th of March 186.5, and their final report was received by us on the 1st of March 1866,— the General Keport being furnished by the latter of these gentlemen, the statistical by the former. The course which they ultimately adopted, from the experience which they obtained at the outset of their inquiry, was to visit seventeen counties, and in these counties 133 parishes, containing a population of 209,741. These seventeen counties were the following: — Aberdeen, Ayr, Berwick, Caithness, Dumfries, Edinburgh, Elgin, Fife, Kirkcud- bright, Lanark, Nairn, Peebles, Perth, Ross, Roxburgh, Stirling, and Sutherland. Erom this list it will be seen that the counties comprised all varieties of population in the Lowland districts. The Report is divided into chapters, to each of which is subjoined a very useful summary of the results at which they arrived on the subjects treated of in each. In the first chapter, the Assistant Commissioners, after describing the method of investigation adopted by them, go on to consider BdBoation shortly two points — (1.) The general condition of education among "'^^'^la'aon the adult population. (2.) The demand for education evinced by the popu a 10 . ^j£pgj,gjj(. ciasges of the popuation. On the first point they say :^ — ' In the -south of Scotland, more particularly in the counties of Dumfriea, - Peebles, Roxburgh, Edinburgh, Ayr, and in the Stewartry of Kirkcudbright, ' nearly all the native population can read with ease, and the majority can write, ' but the Irish settlers are in great ignorance, and as a rule can neither read nor , ' write. Where the Scotch population of these counties are ignorant, it is the ' result of their own negligence, as the means of education are, on the whole, ' considered sufficient. In the Midland Counties, Stirling, Perth, Fife, Aberdeen, ' Moray, and Nairn, the opinions expressed lead to the belie? that, with the ' exception of the older people, and many from among the fishing population, ' the great majority of the industrious poor can read, and some proportion can ' write ; but there is a considerable number who are not sufficiently educated to ' be able either to read or write with pleasure, so that they rarely occupy them- ' selves by reading or writing except under necessity. In the north, in the ' counties of Boss and Sutherland in particular, and to some extent in Caithness, ' there is stOl great ignorance among the Highland crofters and fishermen. In ' Eoss-shire we were told that the people had been very imperfectly educated, ' and that in every parish there are many who can neither read nor write and ' eien of the domestic servants, in some parishes, " one half could not read nor ' " write, and the other half read a little only.'" iP. 5. Report of the JEducation Commission. xxiii They state that these opinions are corroborated by the Registrars' returns in the Register of Births, Deaths, and Marriages, which show that while in the southern counties there are but a small proportion of informants who were unable to sign their names, and those gene- rally of Irish extraction, in the north, and especially in Ross-shire, the percentage was very high. On the second point they consider that, while there is a demand Demand for for education on the. part of the parents, a very marked distinction ^'3u<=at>on must be drawn between the dififerwit classes of the population, different They say (p. 7) : — classes. ' There is a real, intelligent, practical desire among certain classes, that results ' in the actual education of their children, and there is a vague' inactive wish ' among others, that their children should be " scholars," which never gets beyond ' a wish, and which results in their growing up little better than themselves. ' Parents of the latter class wiU not subject themselves to any sacrifice, pecuniary ' or other, and will not make any exertion to see that their children attend school ' with regularity. They will not take any interest in their progress, but they go ' out to their own work in the morning, and come home again in the evening, ' leaving their children very much to take care of themselves. They may, on the ' solicitation of the minister, enter them at some school at the beginning of the ' winter season, probably the one nearest to their homes, whether it is efficient ' or not, or the one belonging to their own denomination, without respect to the ' quality of the instruction ; and having done that, they think that they have ' done enough. They do not insist upon their children's attendance ; they may ' stay away or they may go to school just as they please ; and if the teacher also ' is indifferent they generally choose to stay away. Parents of this class, more- ' over, do not hesitate to keep them from school for the most trifling cause. To- ' day they must go with a message to the doctor, to-morrow to the public-house, ' the third day there is a fair in the neighbourhood, or it is market-day in the ' village, and the children must go to see it, or the parents go, and the children ' take advantage of their absence to stay away from school ; and as they have ' been away for three days, it is not worth while to pay fees for that week at all ; ' and so the children do not return to school till the following week. And thus ' the winter passes, and in summer the children can do something for themselves, ' and the year goes round, and they have learned next to nothing at the end of 'it. This helpless and inefiectual wish for education was, of course, more com- ' mon wherever the parents were uneducated, and where they did not care to ' spend their wages on what they deemed a luxury, and without which they got ' on well enough in the world. If knowledge came to their children by nature ' they would be glad, but if the process of acquiring it entails trouble or expense ' on them the children must do without.' Of all classes in the rural districts, there are none who spend Shepherds more laborious lives, and who display at the same time more anxiety for the education of their children, than the shepherds of , Scotland. ' In nine cases out of ten the shepherd's house is far from any road ; it may be ' separated even from a pathway by a river, or a mountain, or a morass, hardly ' passable in summer by children, and impassable in winter. Yet it is a very ' uncommon thing to meet a shepherd who is unable to read and write, and their ' children are always taught, by some means or other, at least the elements of ' education. Last summer Mr. Sellar met two^little children, a boy and a girl, ' ages nine and eleven, in the middle of a -nfild moor in the Highlands. They ' were five or six miles from their father's house, who had an outlying herding ' some seven miles from any road, and eight or nine from any habitation. He ' asked them where they were going. They said it ytas Saturday, and they were ' going home from school, five miles off, and had to be back again early on the ' Monday morning. He went a little way with them, and met their father and ' mother coming to meet them. The shepherd told him that they went every ' Monday to board with another shepherd for the week, and that he and the xxiv Report of the Education Commission. ' other herd kept a lad between them to educate their children This \^^°^^ ' him £3, 10s. per annum, and he had to pay the -^^eekly hoard lor ms • besides. « He did not know what that would be, but the °t^er sheptera was ' " a reasonable man, and would not charge more than he c^l'^^^'^P; ,, J , ■ ' « see, sir, we must give them what we can when they are young, ^ J^ney .m"»; ' " do'for'themselvef very early, The lad does not take them far ml just ' « reading, writing, and a little' counting. If they get that well, and maybe a ' " little bit sewing for the lassie, that's all the schooling I "^^^f^^ ' ^f *?ey ' " must get that, ot they wfll never be anything but herds aU^l^eir lives im^ ' is no isolated instance.' We heard of several other oases where education was ' procured at great personal sacrifices by shepherds for their children In Jisk- ' dalemuir, in a little school at the head of the vaUey, the teacher told us that, ' though most of the children had to come long distances across the hills, they ' were very regular. « They are very iH to keep from school, he said owing to < " any weather." In the north, a well-authenticated story was told of two httle ' children a boy and girl, who were drowned on their way to school a good many ' years ago. They had to cross a mountain-stream not far from their own home, ' but were swept away by the torrent, and their bodies were found together in a ' deep pool some distance from the ford. In the parish of — ; , containing an ' almost exclusively pastoral population, the people were dissatisfied with the ' parochial teacher, and have kept up a school of their own for about ten years ' under the greatest difficulties. They have hired a house, and established a ' teacher of their own, who gets a small salary, and boards with two of the farmers, ' so many months with each. We met one of the farmers, who said that it was ' quite necessary to establish this school, as the shepherds and other servants ' considered that their children got no education in the parish school, and they ' would have left his service if nothing had been done. It was hard on him and ' the other farmer to subscribe .to this school, and to board the teacher, as they ' had to pay for the parochial teacher besides, in accordance with their leases, ' and he, though a middle-aged man, was useless, and had been so for ten years, ' and was simply a burden upon the parish, but they had to put up with it, as ' the people were so anxious for education. ' One more instance may be mentioned. In a remote district in the Highlands, ' ' with a widely scattered pastoral population of about two hundred, we found a ' comfortable Kttle country school, with a roll and attendance of fourteen, in full ' operation. The money necessary for the building and teacher's salary had been ' collected by the innkeeper, a popular and benevolent man, by levying a sort ' of blackmail on the visitors, sportsmen, and others who came to his mn, and ' upon the gamekeepers and leading shepherds, and even the gillies. He appealed ' to the visitors on grounds of disinterested benevolence ; to the sportsmen and ' gamekeepers on the ground that they must subscribe to the shepherds' school ' if they wished the shepherds to take care of their deer and game. By these ' means he has gained his object, and has filled up a great want in the district, ' as there is a young population growing up which will supply a fair attendance ' for some years, and which, but for this means, would have been without any ' school. There is no house for the teacher yet, but the innkeeper, does not ' despair of collecting enough money to buUd one in a year or two. In the ' meantime, the teacher boards with the shepherds in turn, in proportion to the ' number of children at school, at the rate of one week for each child.' Conclu- The general conclusions at which the Assistant Commissioners arrived on these two preliminary points were — ' That there is a ' great difference in the state of education in the several classes of ' working people in the rural districts ; that education is lowest ' among the fishing, mining, crofter, and some portions of the ' agricultural populations, ajid highest among the better class of ' agricultural labourers, among the shepherds, and the small village I tradesmen ; that the demand for the education of their children ^ corresponds to the state of education of the parents ; and that ' there is a demand only for the elementary branches among the ' majority of these classes, and for the higher branches amoni the ' tradesmen alone.' ° Bionu. Report of the Education Commission. XXV The second chapter is devoted to the subject of school attendance, School the information on which is important and interesting; the result att®"^^""^- being that the accommodation is greater than the demand, but very far within what the demand ought to be. The Assistant Commissioners say : — ' From the following table it appears there is ' an average accommodation provided in each school for 74, that ' there are 69 children on the roll, and 56 in attendance ; and it ' also appears that there is no school accommodation for 24,533, or ' 41 per cent., children actually living in the districts.' Counties. Parishes and Districts. No. of children between 3 and 15, per Census of 1861. No. of Schools. Accommodation, at 8 square feet for each child. Number on KoU. Number in actual Attendance. 17 133 60,124 484 35,591 33,451 26,971 As to the proportion of school attendance to the number of chil- dren in the district, the results thus obtained correspond very nearly with those arrived at by the Registrars. From their tables it ap- pears that there are 65'5 per cent, of the children above 4 and under 15 on the roll of some school, that is to say, nominally under in.struction ; while 34'5 per cent, of such children are not upon the roll of any school whatever. And according to the Eeport of Messrs. Maxwell and Sellar (p. 15) nearly 69 per cent, of the children above 4 and under 15 are on the roll of some school ; while 31 per cent, of such children are not upon the roll of any school. The Assistant Commissioners go on to illustrate these remarkable facts, and to inquire into the causes of the deficient attendance at school. These causes are threefold — (1.) Defective school organi- zation ; (2.) The apathy and carelessness of the less educated parents ; (3.) Poverty. They estimate that the children in the rural districts enter school about 5 or 6 years old, as a rule, rarely younger, and not often older, and they leave at all ages between 6 and 16. They estimate the maximum period of the attendance, calculated from ages, on the footing that each scholar may have attended from 5 years of age, to be only about 4J years. With regard to religious differences between parents and managers of schools, they say that, as far as they can discover, these have no effect in keeping the children from school. ' The religious, ' as distinct from the ecclesiastical difficulty, seems to have no real ' existence — Presbyterians of all denominations, Established Church, ' Free Church, United Presbyterians, Independents, and all other ' sects, send their children to the same school as the Episcopalians ' and Eoman Catholics.' With regard to the choice of a school, they say that in the south and midland districts, the parents are influenced more exclusively by the success of the teacher, without regard to denominational distinctions. The ministers, except very Causes of deficient attendance. BeligioQs differences between parents and managers of no im- portance in the South, XXVI Report of the Education Gommission. Otherwise in the North. Bemedies, History of Parochial School System. Before the Beforma- tion. After the Keforma- tion. 1567. 1592. igregational rarely, do not attempt to urge the claims of the congreganouai school ia preference to any other, and if they did, the parents would disregard them, and decide for themselves, ■p'^* .1? ^^° north, in Boss, Sutherland, and Caithness, the case is dmerent. There the schools are considered and used with a view to denomina- tional distinctions, but a change seems to be coming over even the most remote parishes in this respect. i\. i\. The Assistant Commissioners discuss at considerable length the question of the remedy for the evil which exists to so large an extent of the non-attendance of children at school ; and to this we shall 'direct attention afterwards. The third chapter is devoted to the consideration of the state of the Parochial Schools, which are fully described and analysed. Scotland is the only part of the United Kingdom which possesses anything in the nature of a National system of education. The distinguishing characteristic of this system is the Parish school ; the history and ' pecularities of which it is essential to understand and appreciate. Originally, the schools in Scotland were closely connected with the religious establishment^ of the country. Long before the Reforma- tion all the principal towns had grammar-schools, in which the Latin language was taught ; besides which, they had ' lecture- schools,' in which children were instructed to read the vernacular tongue.'- As early as the reign of James IV., a Statute, 1494, c. 54, ordained, under a penalty of twenty pounds, ' that all barrones and ' freehalders' of substance should put their sons and heirs to the schools from six or nine, and keep them there until they should be competently founded, and have perfect Latin. At this time the Catholic Church had authority over all teachers, who could not exercise their calling without the license of the Chancellor. After the Reformation, the establishment and maintenance of schools became an object of constant and anxious attention on the part of the clergy.^ The First ' Book of Policy' (1560-1) recom- mended that there should be a schoolmaster, ' able to read the gram- ' mar and the Latin tongue,' in every parish where there was a town of any reputa^tion, and, in the landward parishes, that the reader or minister should take care of the instruction of the youth. In this book, and in the repeated applications to Parliament for restitution of the patrimony of the Church which had been seized by the nobles, the support of ' schools' is uniformly one of the objects to which such funds are to be applied. The nobles, however, notwithstanding the favourable inclinations of the Regent Murray, were powerful enough to resist the claim for restitution. But m the year 1567 the Reformed religion was established by law ; and by an Act of the same year c 11 Parliar ment conceded to the Church their claim that the ' superintendents •or visitours should haje the cognizance of the teachers of youth. Then came the Act of 1592— ' the great Charter of the Church '— re-enacting the Statute of 1581, which had ratified the Act of 1567 wherein it is declared that none should be T)ermitt.P,1 t^ +„„„i, i,..i M'Crie'a L\fe of Melville, p. should be permitted to teach but 361. 2 Dunlop, 455. Report of the Education Commission. xxvii such as should be tried by the superintendents or visitors of the Church. At this time, however, it will be observed that there was no- legal obligation to support parish schools. Nevertheless, as Dr. M'Crie says in his Life of Melville : — ' As every minister was bound regiJarly to examine his people, it became his ' interest to have a schoolmaster for the instruction of the youth. At the ' {innual visitation of parishes by presbyteries and provincial synods, the state ' of the schools formed one subject of uniform inquiry ; the qualifications of ' the teachers were tried ; and where there was no school, means were used for ' having one established. ' A " common order " as to the rate of contribution to be raised for the salary ' of the teacher, and as to the fees to be paid by the scholars, was laid down and ' put in practice long before the Act of Council in 1616, which was ratified by ' Parliament in 1633. It is a mistake to suppose that the parochial schools of ' Scotland owed their origin to these enactments. ' The Parliamentary Statute has indeed been eventually of great benefit. But it would have been a dead letter but for the exertion of the Church Courts ; ' and, owing to the vague nature of its provisions, it continued long to be evaded ' by those who were insensible to the benefits of education, or who grudged tjie ' smallest expense for the sake- of promoting it.' In 1616 the Privy Council directed, that ' in every parish of this leie. ' kingdom, where convenient means may be had for entertaining a ' school, a school shall be established, and a fit person appointed to ' teach the same, upon the expense of the paroohinaris, according to ' the quality and quantity of the parish.' This Act of Council was ratified in Parliament by the Statute of 1633, c. 6, which is the 1633. first legislative enactment authorizing the establishment of parish schools. This Act provides that the" Bishop shall have power, with the consent of the heritors, and most part of the parishioners, to impose a stent for the support of the school. It was during the great civil war, however^ that the foundation of the present parochial system was laid, for the Act of 1646, c. 46, 1646. though repealed at the 'Restoration, was re-enacted in the Statute which was passed in 1696, and is entitled, An 'Act for settling of ' schools.' ■ By this Act of 1696, it is ordained that 'there shall be a school 1696. ' settled and established, and a schoolmaster appointed, in every ' parish not ^already provided, by the advice of the heritors and ' minister of the parish.' Under this Act the heritors are bound to provide a commodious schoolhouse, and a salary not above 200 (£11, 2s. 2fd.) nor under 100 merks (£5, lis. l|d.) Each heritor is to be assessed in proportion to his valued rent, and is allowed relief from his tenants to the extent of one-half. If the heritors refuse or neglect to act, the duty of doing so devolves upon the Commissioners of Supply. Under this Statute, enforced by the persevering and zealous exer- tions of the Church, Parish schools have been erected in every parish in Scotland. ' . - The salary, however, provided for the schoolmaster became in time inadequate, and difficulties occurred as to what heritors were entitled to vote for the election of schoolmasters, and as to the power of reviewing the judgment pronounced by Presbyteries in regard to their admission and deposition. XXVIU Report of the Education Commission. 1803. 1861. Sohool- masters' emolu- ments. Accommo- dation. To remove these difficulties, the Statute 43 Geo. ^I-' °- ^^-.^f passed in 1803, and this has been succeeded by the 24 and 25 Vict., 0.107, in 1861. These Acts must be read together. (1.) As to the schoolmasters' emoluments. By the Act ot IbUd, the salary of the schoolmaster was in no case to exceed 400 merks Scots (£22, 4s. 5d.), or to be under 300 merks (£16, 13s. 4d.) The salaries to be fixed between these two sums were to subsist for twenty-five years ; and it was provided that thereafter the highest amount of salary should be equal to two chalders, and the lowest to one chalder and a half, the value of which is appointed to be fixed every 25 years, in the manner pointed out by the Statute. These clauses are now repealed by the Act of 1861, which pro- vides that after Martinmas of that year the schoolmasters' salary shall not be less than £35 nor more than £70 per annum ; and, that, where there are two or more schools in a parish, the minimum salary payable to the schoolmasters shall be £50 and the maximum £80 per annum. The precise amount of the salary is fixed by the heritors and minister. In addition to their legal salary, the schoolmasters always receive the school fees. These are fixed by the heritors and ministerl (2.) As to accommodation. According to the Act of 1803, in parishes where there is not already a commodious schoolhouse provided, or where there is no dwelling-house with a garden for the schoolmaster, the heritors must provide such accommodation.^ If they neglect or refuse to do so, or if the schoolmaster be dissatis- fied with the accommodation provided, a remedy is pointed out by section 9 of the Statute ; but in no case are the heritors bound to enlarge the school-buildings. The schoolhouse to be thus provided ought to be suitable to the size and circumstances of the parish ; but the heritors are not obliged to provide a house of greater accommodation than two rooms including a kitchen." The garden must contain at least one-fourth of a Scots acre, and be enclosed with ' such fence as is generally ' used for such purposes in the district of the country where it is ' situated.' If no garden ground can be obtained without great loss or incon- venience, the heritors, with the sanction of the Quarter-Session, may make an addition to the schoolmaster's salary. ' The expense of ' providing the schoolhouse, dwelling-house, and garden, and sup- ' porting the same,' is, by section 8 of the Act of 1803, to be defrayed by the heritors. According to Mr. Dunlop, ' it seems somewhat 'doubtful whether the Quarter-Sessions have jurisdiction to compel ' them to do BO ;' but he adds that if this should be the correct con- struction of the Statute ' the Court of Session would probably hold ' themselves entitled to compel them to do so.' But, according to the Act of 1803, in the case of extensive parishes, where two or more teachers are appointed under section 11 of the Act, the heritors are relieved from the obligation of pro- viding any buildings or garden. In such cases the additional schools are known as Side schools. According to the 17th section of the Act of 1861, where in any ' Sect. 8. 2 Sect. 8. Beport of the Education Commission. xxix part it shall be necessary to provide a house for the schoolmaster, it is to consist of three apartments besides the kitchen. „ By section 5 of the Act of 1861, power is given to the heritors to establish a female teacher, and in such case, a yearly salary of £30 Female may be added to the school assessment. teacher. • (3.) As to the election and qualifications of the schoolmaster. Ac- Election cording to the Acts of 1696 and 1803, he is elected by the heritors ^n^ qi^alifi- and minister as one body. But, by section 22 of the Act of 1803, no gohooV^ heritor is entitled to vote at any meeting with reference to schools, master. ' who is not a proprietor of lands within the parish to the extent of ' at least £100 Scots of valued rent appearing in the land-tax books * of the county.' By the same section, heritors may vote by proxy or by letter under their hand. In case the heritors fail to elect, the duty devolves upon the Com- missioners of Supply of the county within which the school is situate. According to the provisions of the Act of 1803, the schoolmasters elect were examined and approved by the Presbyteries, and were required to sign the Confession of Faith and the Formula of the Church of Scotland. The Act of 1861 abolishes these provisions as to examination. The parochial schoolmaster elect is now examined by examiners appointed by the University Court of each University ; and for this purpose the schools are distributed into four districts, each of which is attached to one University. Each schoolmaster on passing is entitled to a certificate, which is conclusive evidence of his com- petency as such. Instead of signing the Confession and Formula, the schoolmaster elect is obliged to sign the declaration contained in the 12th section of the Act 1861. But the only remedy for contravening this declaration is by the Secretary of State, at the instance of the Presbytery or heritors, appointing a Commission to inquire into the charges. • The result of this inquiry may be to censure, suspend, or depose the schoolmaster. (4.) As to his dismissal or -resignation. The parish school- Dismissal master holds office ad vitam aut culpam. The Act of 1803 made °'^ resigna- certain provisions, by section 21, for neglect of duty, immoral con- duct, or cruel or improper treatment of the scholars on the part of the schoolmaster. These provisions are now repealed. And, by the Act of 1861 (sect. 14), if the schoolmaster is charged with immoral conduct, or cruel or improper treatment of the scholars under his charge, the Sheriff has jurisdiction to inquire into such charges, and to pronounce judgment of censure, suspension or deprivation : and his judgment is final. But if the schoolmaster is disqualified for his duties by reason of Section 19. infirmity or old age, or if, from negligence or inattention, he has failed to discharge them, provision is made by the 19th section. In such cases the heritors are to apply for the report of one of H. M. Inspectors of schools, and" if the report shall be concurred in by the Presbytery, and the charge shall be found proved, the heritors and minister may permit or require the schoolmaster to resign, or, in case of refusal, may dismiss him. Besides these provisions, there are various others providing for XXX Report of the Education Gommission. Hetiriug pension. Manage- ment and superinten' dence. Originally the Paro- chial was a National system. Conscience clause in Presby- terian schools. Otherwise in Episco- palian schools. retiring pensioDs : particularly for the case in which the resignation shall not be occasioned by any fault of the schoolnaaster (sect. 19). In this case a retiring pension of not less than two-thirds ot the salary is provided. . (5.) As to management and superintendence. Presbyteries are empowered to regulate the hours of teaching, and the length ot the annual vacation ; and their regulations on these points the school- master is required to observe under pain of censure, suspension, or deprivation. According to the 19 th section of the Act of 1803, the superinten- dence of schools is continued in the ministers of the Established Church ; and there is no clause of any subsequent Act. expressly ■ repealing this section. Such is the general nature of the system as at present in use. _ It was intended to embrace the whole of Scotland, and to be sufficient for the education of the people. It never was, in the proper sense, a denominational system ; but only assumed that appearance since the divisions which took place in the Church of Scotland. By the Act of 1861, however, the tests for schoolmasters were abolished, and the only elements which now remain to give the Parochial system an exclusive appearance are the participation of the minister of the parish with the heritors in the management of the school, and the annual examination of the school by the Presbytery of the bounds. To what extent the superintendence of the Presby-' teries still exists is a question upon which: opinions differ. It has been seen already that the parochial school partakes of the character which is common to all Presbyterian schools, of being en- tirely undenominational as respects the attendance of scholars. In this respect there never has been in Scotland any material difficulty arising from, what is called the religious or conscience element. So long ago as 1829 the Education Committee of the G-eneral Assembly reported that ' the' teachers had been directed not to press ' on the Roman Catholic children any instruction to which their ' parents or their priest might object, as interfering with the prin- ' ciples of their own religion.' In 1832 the same Committee again recur to the subject, and state that 'by this toleration these Protestant ' schools have been everywhere acceptable and attractive to the Catho- ' lie population.' Moreover, in the case of all Presbyterian schools established under the Committee of Council, the feu-charters contain a conscience clause. By these means security is given to parents that their children may absent themselves at the time of religious instruction. Such at present is the tolerant system pursued in all the Presbyterian schools. In some of the Episcopalian schools, however, it is otherwise. According to Mr. Sellar, the rule in most of these schools is that the children should not be compelled to learn the church catechism ; but in two of them it was held to be incum- . bent, and in one attendance at chapel was also deemed necessary. In this school, which derives aid from the Parliamentary grants ' and in which there were 92 on the roll, there were only 19 Episco- palians. In the other school, out of 98 on the roll, only 83 were Episcopalians. The contrast between the conduct of the managers of the various denomiational schools becomes more striking when Report of the Education Commission. xxxi it is observed that while 2623 Episcopalian and 7000 Eoman Catholic children enjoy the benefit of the conscience clause in Pres- byterian schools, there are 4000 Presbyterians in Episcopalian schools who enjoy no such protection. Such being the existing state of matters in some of the denominational schools in this country which derive aid from the Treasury, it seems impossible to reconcile the omission of a conscience clause with the claims of justice. We therefore think that no school ought to be entitled to any public aid unless the parents of the children who attend the school may claim the protection of a conscience clause.-' As to the quality of the Parochial schools visited by the Assistant Quality of Commissioners, they give a table showing their comparative merits, the Parish The teaching in the chief Parochials schools is ' very good' in sohoola' 6 per cent, pf the schools ; ' good' in 45 per cent. ; ' fair' in 29 per ^^ '"^' cent. ; ' indifferent' in 13 per cent. ; and ' bad' in 7 per cent. In the Side-schools, it is ' good' in 31 per cent. ; 'fair' in 39 per cent. ; ' iudifierent' in 17 per cent. ; and ' bad' in 13 per cent. There are 41 per cent, of the Parochial teachers certificated, and 73 per cent, of the Side-schools uncertificated. At the same time they explain that while these results could only be taken as an approxi- mation, they found them generally to coincide with the estimates which had been separately made by Her Majesty's Inspectors. _ As regards the accommodation, the general result of their inqui- Accommo- ries seems to be that a large proportion, 69 per cent., of the Paro- coco-• CO : , ;. T-H tH ; : -* T-. (M .: lO T-H ^^ •:)U8J9j}ipn]; CM-^r-l(-g :iO(MCOr-(rHi-lCO (?g CD i-I -^ ■ip^ COOiCO»OC CO (N T-H T-H ■pooS Xl3^ CD : : : ■ : G^ : i l 00 1 , g ■Bjojinojij CD : : 'O ; CD : : ci : Cs 8 ■< •ejaqoEax CD .-:t400rHW-^(Mtr-\OlMCra CD Oi -n< ^^ ■pa^uo CO 'coc^itMiCrHfMe^co : : Tl< ^ ^ ^ -gH'i?0 '"' ■ ■ ^ »o m •pa^BDj t-C5 •[•-OOtMMOO t- i> CO CO H -pteOJOfj l> ^ -. iH CO CN -< ■pejEo CO I> • -^ ' T-H I> CO : o ^ ifl cr O ^ -TfijiaO lO - r-i cr , . 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IT tH c CO Ah o »b 6s w ^ cr I »X entesimal p ion of Mistv who are tH i-H CO O lO 00 : »h o co CO l> cb cc ip ^ : 05 cq t> Tl tN iH cr CO -:ti C<) 1 D- 1 ^„ to 03 (?a .^ 'CO OS oc C CO CO CO c t- esimal prop Q of Master who are 013 OS CO • CO o ■At^ Vb 00 CO 00 ; c t- u::i t- CO a> ■^ (M »o CD IT 10 m ri r-l tCTJ CO Ci D- T< oa t;- -** t- c CO ■■gs o tb -to 6i c<- Oi bi -^ '- '■ o Oi ■^ CD "^ CO °S m CO (M (N * T-l iO .2 3 f!< ■Sja ^t 00 Ir- >p T-i I>- oc •? -f I>- 90 <=> t>- c^ en CO c *b CO »b 1^ ■^ ^ Ti i-f i-« M (M (M eg T-l 1=1 I— 1 • i ^ 00 M< o to o ^ N 05 -^ «> or ip *efi o »b o -^ o ^ ca lb CO CO IN "? cp o (35 (fq h- (M CO (i t- ■^ c> t- »b '0 T- 00 o CD '* CO -^ CO rf t- 10 co »o t* 10 I> ^ a? -tJ y'S'^ to "if H m o C5 ^ t>- tM rH CO CO CO CO I> Oi »p CO ■^ a o- d tH cr xliv Report of the Education Commission. National system. Want of a central authority. Country unanimous in favour of a Na- tional sys- tem. According to the Assistant Commissioners (p. 175), ' The con- ' elusion to be drawn is that the elementary education of the coun- ' try is, on the whole, better than was generally anticipated, but it ' might very easily be made much more satisfactory than it is. They conclude some short but important suggestions, with these observations on a National system of education : — 'The defects in the present system are, -want of organization, want of super- ' vision by some competent central authority powerful enough to make its ' influence felt by every individual connected with it, and want of thorough- ' ness in the matter of teaching. Those defects can only be cured by wide, ' vigorous, and careful legislation. The re-organization of the schools in Scot- ' land, and the erection of new schools wherever they are wanted, is not a task ' to be undertaken unadvisedly. But the task must be undertaken and carried through, if the machinery is ever to be effective.' And again : ' At present there is no competent authority to initiate, to administer, or to superintend. Schools spring up where they are not required, and there are no schools where they are required. The buildings may be good, or they may be unsuitable. The school apparatus may be adequate, or there may not be a bench to write at, or a black-board or map throughout the length and breadth of a whole district. The teachers may be good, or they may be utterly incom- petent : they may be wealthy men, or they maj' be starving : they may be under official supervision, or the entire management of the schools may de- volve upon themselves, and they be responsible to no one. The children may attend school, or they may not attend, but grow up in absolute ignorance. All these evils are due to want of organization, and suggest the necessity of some central authority to regulate the education of the country.' ' Centralization implies a national system, and when a central board with the supreme control of education is established, there is an end of all denomina- tional and miscellaneous systems. And is there any reason why the education of a great country should be kept in an.unsatisfactory state, because the clergy and the people are split up into religious sects, who, though they differ in some respects, are at one upon the necessity of education 1 The country, so far as we could learn from the counties and parishes visited, is all but unanimous in answering that there is no reason. People of every class, and of every religious denomination, are agreed that Scotland is fully ripe for a national system. Parents of all denominations send their children indiscriminately to schools belonging to different denominations than their own, knowing well that, in doctrine and system, the religious instruction in .schools of one denomination does not differ from that given in schools of another, the Roman Catholic schools alone excepted. There is no reason on religious grounds why there should not be a national system, and there can be no reason upon any other ground. The small minority who might oppose it consists of a fraction of the present local managers of some of the schools. But the interest of those attending school is of more importance than the wishes or fears of the managers, and nothing thorough can be accomplished, except upon some universal plan, which must go beyond the present state of things. ' The details of a national system would require very careful adjustment, but the main principles are clear. There must be a central board of management for the whole educational system of the country, and some local management for the individual schools, or for the districts or parishes. The functions of the central board should include a re-organization of the existing school system. The board should exercise the requisite supervision over all the schools, including the examination of candidates for the office of teacher, the appointment of inspectors, and the distribution of Government grants accord- ing to the result of the annual inspections. The board should take cognizance of all charges preferred against schoolmasters by the local managers, and appeals should lie to it on all questions between the teachers and the local managers.' Beport of the Education Commission. xlv CHAPTEE II. The Towns of Scotland. No returns having been made by the Eegistrars of Glasgow, or of the other large Towns, to the inquiries in the Schedules which we issued, it became necessary to resort to some other means for procuring Glasgow in this case the information required, and none seemed more likely iaquiiy- to be satisfactory than an examination of the schools by persons qualified to perform that duty. Accordingly two of the Assistant Commissioners were directed to proceed to Glasgow, in order per- sonally to examine the schools. There is no city in Scotland where the educational wants of the inhabitants, and the means at present object. available for the supply of these wants, are exhibited on a larger scale than they are in Glasgow. It was therefore thought that the facts disclosed by such an examination would supply sufficient data for dealing with the case, not only of that City, but of the other large manufacturing Towns throughout the country. We reserved, however, for further consideration the question whether a similar inquiry should not be directed with regard to all the Towns to which the Parochial school system is inapplicable. It is well known that there exists no legislative provision what- No l gis- ever for the establishment and maintenance of schools in the Eoyal latu-e pio- Burghs of Scotland, if we except those smaller Burghs which form Jg^'o"ia"„ parts of parishes, partly landward and partly burghal ; and a burghs. searching inquiry into what has been accomplished, apart from the parochial system, for the supply of schools in the largest, the most populous, and the wealthiest town in the country, was obviously a matter of extreme interest and importance. The Eeport takes the population of Glasgow to be 395,503, Population, as stated in the census of 1861. There is no doubt that the population has largely increased since that period ; but as the precise extent of the increase is not ascertained, the Assistant Commissioners, in order to avoid, as far as possible, the introduc- tion into their Eeport of any vague and uncertain element, took the population as given in the census. The number of children of school age is also taken from the Children of census. By children of school age are meant children from three ^"^"^^ *s^« to fifteen years of age, and these amount to one-fourth of the whole population of the city. xlvi Report of the Education Gommission. School By sufficient school accommodation is meant a space of eight acoommo- square feet for each child attending school. M^nf The inquiry was conducted by personal examination ot the conducting schools. The number of children on the school-rolls and actually inquiry. attending school, is taken from returns furnished by the masters ot the schools. . ,. , . Plan of the The Eeport divides the town into the ten registration districts Report. within the Parliamentary boundaries, and gives, with reference to each district, the proportions which the numbers of the children on the school-rolls, and in actual attendance at school, bear to the whole population ot the district. In order to illustrate this Kepprt the Assistant Commissioner caused a map to be prepared, in which the boundaries of the registration districts, and the situation of the existing schools are indicated. A reduced copy of this map accompanies this Eeport. The following Table sets forth these facts in a convenient form : — Aggregate Educational Statistics of the Ten Eegistkation Districts of the City of Glasgow. Name of District. Population in 1861. No. of Chil- dren from 3 to 16. No. on Eoll. Day. Proportion to Popula- tion. No. in Attendance. , Day. Proportion to Popula- tion. 1. Central, . . . 2. High Church, ' . .3. Bridgeton, . . 4. Calton, . . . 5. Clyde, .... 6. Blythswood, . . 7. Milton 8. Anderston, . 9. Tradeston, 10. Hutchesontown, Totals, 49.678 4S,H9 45,485 86,625 29,975 28,697 33,360 40,946 38,600 44,019 12,146 12,427 12,496 9,009 ■6,844 6,177 8,668 10,120 9,708 11,173 6,990 4,918 3,693 4,095 2,644 4,341 4,099 3,999 2,912 3,657 1 in 71 1 in 98 1 in 12-3 1 in 8-9 1 in 11-3 1 in 6-6 1 in 81 1 in 10-2 1 in 13-2 1 in 12-3 6.954 4,329 3,136 3,692 2,177 4,012 3,408 3,809 2,491 3,162 1 in 8-3 1 in 31-1 1 in 14-5 1 in 10-2 1 in 13-7 1 in 7-1 1 in 9-8 1 in 12-4 1 in 15-5 1 in 13-9 395,503 98,767 41,248 1 in 9-6 85,666 1 in 11-1 Name of District. No. for, whom Ac- commoda- tion pro- Tided. No. on Evening Roll. No. on Evening Attend- ance. Total en- rolled Day and Even- ing under 15. School- Roll, of all ages. School Attend- ance, of all ages. Under 15. Above 15. 1. Central, . . . 2. High Church, . 3. Bridgeton, 4. Calton, . . 6. Clyde, . . 6. Blythswood, . . 7. Milton 8. Anderston, . . 9. Tradeston, . . 10. Hutchesontown, Totals, . . 7,811 5,095 3,486 5,261 2,606 6,243 4,647 3,869 2,730 3,403 486 364 606 193 643 13 231 298 12 233 867 401 890 380 132 78 331 537 251 167 996 580 1056 606 666 86 412 6.30 225 323 6,768* 4,900* 4,120 4,016 3.270 3,938* 4,172 3,644 2,686 3,460 8,333 5,683 6,189 4,668 3,419 4.432 4,661 4,834 3,175 3,997 6,960 4,909 4,192 4,098 2,732 4,097 ' 3.815 ' 3,9.39 2,716 3,485 46,041 3079 4024 6868 10,968 48,391 40,933 * In two of the schools in the Central District, representing 847 scholars ; in five in the High Church District, representing 836 scholars ; and in seven in Blythswood District, repre- senting 1261 scholars, no ages have been specified in the Returns ; but as few of the scholars in the day-schools are over fifteen years of age, they have been assumed in these instanops to bounder that age, and are reckoned accordingly. The assumption affects only the literal accuracy of this one column. The Assistant Commissioners explain, that the number of chil- dren reported by them as actually attending school, falls short of PLAN to iUtistrate Bjcport ON THE STATE OF EDUCATION IN 1866. RECtSTRMTIOM DISTRICT I GntralL m EigfvChirchL. W Caltany T Clyde/ YKMiltorv IWLinderstaw- 1^ TradestoTVL- ^ EatckesimimmL POFULHTION 1861 Xnataee/ + Jjurease/ + sincC'lSSl smee>JSSl us, 1i^ 2/,egy 33,3S0 3S,eo{^ + ^0 ^2,gys \ y,2^z 3y3 oats 2S3' . %, '"^"m % %i % '""m %% % "'"», oisrmcis N9 OF SCHOOL BUILDINGS S. S.I. M. M.I. p. E. E.I. R. R.l. 0. 0.1. 6- \5 6 y ^ y;2 ^ III » -y s /, 6 .. « • . >^ / Mil „ =? \^ g fi „ / , 3 J y W y /.- IS ^ 6 « ' « i X * T -/ > , Z , „ ^ » # m T]r ^ ^ , ^ zz „ y , » jZ 4 TOi 4 ^ u , 6 * ^^ y y y y Tm y ^ \Z t y , / « y X *■■■ m ,. -/ 3 „ y^ , I, n , y * X remt p y \^ „ ^ „ p • ' / ^ y 4-/ A.l,lf^ _ 66 n 6 z ^ 27 :?f 3866 P. E ^ ■■■''■''' '^ " I t >■»< I ■> ■ S.I r- -N- ^ L ^„„„',w/) wiimmm 0.1 SI R I J S.I S.I '^U CatKedral S.l s.i ./ z^- S.l M" M S.l SI M" '^:y s.l /y s.l S.I s.l s.l s.l P M' s.l R.I R.I s.l /r p //^' R.I T '^V Ml / t?' E.I li M A' X '^ m w Ql 21 I ALE. ST.- nl DINGS TOTAL N90F SCHOLAKS IH ATTENDAHCE. SCHOLARS IN INSPECTED SCHOOM I. R.I. 0. 0.1. -/ ^ y^ JZ 36 696Jy. -47-^ , ^ / ZJ, J^^9 6Z-7 .? J y /.9 J/^/i- ^3i / .£ ^ /r^ .5J'.y^ sss . „ /^; ^y 7 7 69-^ ^ Z y ,a9 ^^/^ Sd-i / ^ y y ^y SJ^jOS 60S y ^ , ^7 ,^309 7^-6 ,, y , z^ Z/^^ 6 J y z / yy 3^6Z ^6-6 .9 Z7 /f 20i) .35, ."^6 6 .^•e 'mmmmmmm/mm 'ni>hm>ib)mmm!m>i>>>M'""''>>''i''>' T.^-rnlgrmtian S = Sessional ScAvol huUdimf M = Mi&sian ,, P = Frivaie Adventure „ R = Rerm/trv Cxthob/- „ E = SpiscmHilian „ = Jff^cellaneaus ,, 1 = Jjispected/ „ SI LITHOGRAPHED BY WJc A.K.JOHNSTON, EDINBURGH . Report oftlM Education Commission. xlvii the number reported by the Census to the extent of no less than Difference 10,181 persons ; and they attribute this remarkable discrepancy to between the difference betwixt the modes in which they and the framers of ReporTand the Census tables collected the information embodied in their respec- that of the tive Eeports. The mode in which the Assistant Commissioners Assistant collected their information has been already described. That by siouenj? which the framers of the tables for the Census acquired theirs, is described in the letter addressed by Dr. Stark to the Assistant Com- missioners, printed in the Appendix to their Eeport. As the discrepancy is very large, it becomes of great importance Numbers of to determine whether the information supplied by the Census re- Assistant turns or by the Eeport of the Assistant Commissioners is the more sioneTs pre- accurate. Keeping in view the different modes in which the infer- ferred. mation in the two Eeports was collected, we cannot hesitate in giving the preference to the Eeport of the Assistant Commissioners. No exception, we think, can be taken to the mode in which they conducted their inquiry, and it cannot be doubted that the masters of the various schools had the best means of knowing the exact numbers of the children attending them, and could have no motive to understate the numbers. The accuracy of the Census tables, on the other hand, depends upon that of the returns made to the framers of the tables by many thousand householders. It is scarcely necessary to point out that the chances of error, in such returns, are immeasurably greater than can occur in an inquiry conducted per- sonally by two gentlemen of acknowledged ability and experience, and having no other motive in the matter than to arrive at the truth. We base our conclusions, therefore, upon the information in the Eeport of the Assistant Commissioners. It may be right, however, to explain, that the children reported Children on by the Assistant Commissioners as on the rolls, or as actually a school- attending the schools in the different districts, are not necessarily 31^3™"° all children living in the districts where they are at school, belong to Generally, it no doubt is so ; but there is, of course, nothing to *e district prevent the children, or the parents of the children, in one district, i^e^Bchool availing themselves, as far as they think fit or find convenient, of is situated. the schools in another district. Indeed, it is apparent from the Eeport, that in some cases this is done to a considerable extent ; and although between the districts there may be a competisating process, by which one district contributes to the schools of another as many as it receives from that other, this is not so in every case. In the case of the Blythswood district, for instance, described in the Eeport as ' the richest and most fashionable quarter of Glasgow,' and within which the Glasgow Academy, and no less than 22 private adventure schools, generally of a superior class, are situated, besides Sessional and other schools, it is natural that there , should be, a considerable concourse of scholars from several of the other dis- tricts ; while the schools in these districts could present but few attractions to scholars resident in the Blythswood district. That such is the fact, however, is made pretty clear, not merely by the larger proportion which the children attending schools in the Blythswood district bear to the population of that district, as com- xlviii Report of the Education Commission. Various clasies of schools. Private Adventure schools. Descrip- tion. Statistics. pared with the same proportion in any of the other districts, but by the more conclusive fact, that while the number of children attend- ing school, returned by the Commissioners, is much lower thanthe number reported in the Census in the case of all the other districts, in the case of the Blythswood district the number returned by the Commissioners considerably exceeds the return of the Census. The explanation no doubt lies in the fact, that while the house- holders in the Blythswood district returned to the compilers of the Census only the number of scholars resident in the district, the masters of the schools returned to the Assistant Commissioners all the scholars on their rolls and actually attending, whether resident in the Blythswood, or in any of the other districts of the city.' But although this may affect, to some extent, the accuracy of the tables of the Assistant Commissioners, as returns of the number of children of the several districts attending school, it in no way affects their accuracy as regards the number of children attending school throughout the city as a whole. Before proceeding further, it may be convenient to describe the educational machinery which supplies elementary instruction to the inhabitants of Grlasgow. As has been observed, the Parochial system is confined to the rural districts. In the cities and burghs of Scotland the schools are either established by private individuals for their own profit, and are accordingly called Private Adventure schools; or they are established in connexion with the congregation attending some particular church, and are called Sessional or Mis- sion schools. Besides, there are Eoman Catholic schools, Episco- palian schools, and Undenominational or Subscription Schools. 1. Private Adventure Schools. — Mr. John Gordon, one of her Majesty's Inspectors of Schools, thus described them to us,^ quoting from his Keport of 1845 : — ' The adventure school is maiaitained wholly upon the wages paid by pupOs, * at the stated terms, — weekly, monthly, or quarterly. It presents a simple case ' of the exchange of labour for its value. The rate of wages is what the one party ' chooses to ask, and the other to give. The teacher undergoes no trial of his ' qualifications, and generally receives no express appointment, perhaps no invi- ' tation to the office. His teaching embraces such branches of knowledge as he ' may himself think fit to offer, and as he may be asked to teach : it matters no- ' thing to his right to exercise the calling with what skill he may be able to con- ' duct it. His school is visited occasionally by the clergyman of the parish ; and ' annually by the Presbytery of the bounds, who, if it presents anything that ' claims especial notice, make mention of it in their annual reports to the General ' Assembly. The adventure school is not always placed where other schools are ' wanting, or beyond their range ; it often happens that the protected schools do ' not suffice to accommodate the whole population in their neighbourhood, or that ' they do not afford the instruction which is desired. But generally for this class ' of schools, the most populous and the least populous stations have been chosen.- ' But when the recompense is very small and uncertain, these consequences are ' observed : that the teachers give a considerable portion of their time and labour ' to other occupations ; that they are not devoted to the business of teaching with ' the steadiness and zeal which it requires ; and that their schools are exposed to ' the disadvantage of a frequent change of masters.' In Glasgow, of private adventure schools tliere are 88, with 6838 scholars, so that about 19 per cent, of the whole scholars in the city 1 First Eeporfc, p. 5. Report of the Hdtication Commission. xlix attend these schools. It becomes important, therefore, to ascertain the character of the school-buildings in which these 6838 scholars are educated, and the value of the instruction received in such institutions. Speaking of those in Bridgeton, Messrs. Harvey and Greig say:' — Character of the ' These schools are not alike bad, but, taking them in the aggregate, it is im- ?'J'"'*® ' possible to think of education existing under circumstances more discouraging, Adventure ' and even hopeless. With a solitary exception, the masters are respectable men, g . j° ", '" ' doing their best, perhaps, to eke out a sorry livelihood by gathering together a ° ' number of the children in the neighbourhood, and giving them an education of ' a truly elementary kind ; but having said this^ we have said all we can say in ' their favour. If it be imagined that, because there are eight adventure schools ' in the district, there can be no great lack of education, and that things are not so ' bad as some persons would represent, we can only say it is a delusion. Only ' one of the masters is a certificated teacher, but in his case his training has not Teachers. ' proved a passport to success. Another was a Government pupil-teacher, but is ' not certificated. A third was in " the provision trade ;" a fourth had lost his ' situation through the bankruptcy of his employers ; a fifth was by trade a dyer, ' and so on. The existence of such schools, moreover, as entering largely into ' the supply of a district, while it pleases people with the idea that the young are ' receiving a satisfactory education, keeps down the demand for a system that ■ would reach with a better devised machinery the masses of the people. We ' have said that these schools are not alike bad ; in one respect, however, they much resemble one another in their accommodation and appointments. Rarely, if in any instance, were the premises intended for schoolrooms ; they are gene- Accommo- rally low-roofed and iU-ventilated, whUe a few old benches are made to do duty dation. in a variety of ways. The children were generally huddled together, and the smell in most of the places was very offensive. As our object is to lay bare the facts of the case, and to press as lightly as possible on individuals, we may be excused from furnishing such details as would at once identify the parties, and possibly injure them without any compensating public advantage. We will rather glean a few notes from our journals, written at the time of visiting the schools, and thus seek to convey a sufficient idea of the state of matters. Writing, then, of the best of the lot, we find such passages as these: — ■ "This school was originally a dwelling-house, and is not at all adapted "for teaching purposes. It is low-roofed, and badly ventilated. The chil- " dren are ill-clad and unruly, and seem to belong to parents of the lowest " class. The discipline is intolerably lax ; the children running about the room " regardless of the master's authority. Examined aU the classes in reading and " spelling. These are the only branches taught, and certainly with no success. " The methods adopted in teaching the junior pupils are such as would be em- " ployed only by one not sufficiently trained, and not thoroughly acquainted with " the art of teaching." In fact, grammatical blunders in his conversation proved the master to be an uneducated man. Taking the next school visited, we have it re- " corded ; — " It is so badly ventilated as to necessitate the door being kept con- " stantly open. It is attended by a poorer class of children than is to be found in " the Parliamentary schools of the district. They read indistinctly, pronounced " most incorrectly, and spelt miserably. Although himself a Scotchman, the " master taught the children to pronounce many of the words with a truly Hiber- " nian accent. The method of teaching the younger pupils was most absurd,-— all " bawling at one time, they read their lesson together, and are never examined " separately." Once more, of the school next in order : — " The children meanly " clad, are densely packed together in a small, badly aired room, which is "neither healthy nor comfortable. Examined the several classes in reading '•'and spelling. They have acquired a most slovenly style, are continually, " blundering in pronunciation, and spell with great difficulty the easiest words " of their lesson." And yet this man in his advertisement professes to teach Latin and Greek, in addition to the ordinary branches of an English education : and concludes with the gratifying assurance that " all the tuition is conducted 1 P. 24. d 1 Beport of the Education Oommission. ' " under his own active exertion, and no opportunity is lost in forming the '"character of the youthful mind:" all which is sufficiently absurd when we ' connect it with the ragged, dirty-faced little mud-larks who crowd his benches. ' One of the eight adventure schools of Bridgeton is an academical monstrosity, ' and, in a city like Glasgow, where it is a proud distinction to keep the best ' school, we wiU not stop to inquire what the distinction is which applies to ' keeping the worst. It is held in a dirty close near Barrowfield toU-bar, and its ' proprietor has kept a school in the district for thirty-seven years. He has been ' in various parts of the eastern suburb ; and before his departure from Landressy ' Street, from whence he removed to his present quarters, his certificate of coni- ' petency was annulled by the Inspector of Factories, and henceforth his attesta- ' tions that children have been at school, to entitle them to enter factories or ' printfields, if they carried his own signature, ceased to bear faith. The school ' is kept in a dank cellar, a few steps below the gutter-run, in which, when we ' visited it, thirty-five children were assembled. The smell was hot, foul, and ' oppressive, and contact with any part of the hovel, its furniture or occupants, ' was pollution. A drunken feUow, apparently a seaman, a friend of the master, ' was lying asleep across one of the benches at which the children were seated, ' waited for at the door by some dissolute young women. We gave up the idea ' of examining the school as too absurd to be seriously entertained ; and, select- ' ing the three pupils, picked out as the farthest advanced, we found it was with ' difficulty they could spell the words, the pronouncing of which was hopeless. ' In the same wretched den, this man has an evening school, or rather a succes- ' sion of evening schools, for grown lads and girls. He is widely known among ' the workpeople of the district, in connexion with the issue of education certifi- ■ cates, for which he charged or charges 6d. a piece ; and he admitted that his ' certificates had fallen into disrepute through persons who had been ill-natured ' enough to assert that he issued many more than he had scholars to represent. ' The man is a Roman Catholic ; but boasts of hLs independence of ecclesiastical ' authority. Surely the sooner that schools like this become an impossibility ' the better.' Adv^'r''*^ Again, in the Calton District, the following is the description of schools in ^n adventure school (p. 33) : — a on. ( rpjjg jjjjgtgj. jg a Roman Catholic, and nearly all the children belong to the same ' communion. He was anxious to claim for it a broader foundation ; but, although ' parading one or two boys, who announced themselves as Protestants, it was evi- ' dent that they were not in such numbers as to affect the character of the school. ' The schoolroom is on the area floor, and is reached from the street by a long stone ' stair. When visiting the place we found the master engaged, assisted by some of ' the bigger boys, in " flushing" the pavement with water. On entering the school- ' room, we were wellnigh suffocated with the noxious smeU. In a room 27 feet by ' 21, and with a very low ceiling, 170 boys and girls were jammed together. It was ' with great difficulty a passage into the interior could be obtained ; and the heat ' and effluvium were So overpowering, that before we could attempt anything like ' an examination, it was necessary to turn more than a half of the school into the ' street. On inquiring of the master, with a natural air of surprise, how he could ' tend classes where he had not room to turn his foot, he pointed to a corner, ' where, by displacing its occupants, he could acquire a couple of square yards ' of room, and in this nook we endeavoured to make ourselves acquainted with ' the instruction communicated. And, as might be expected, it was sorry ' enough. The master had been unfortunate in business, and betook himself to ' his present occupation, as the only one vrithin his reach, for which his inclinar ' tion and abilities qualified him. He admitted that he could not do the ■ children justice in so confined a place, and with not even a monitor to aid him. ' Nevertheless, he has struggled on for several years, the number of his scholars ' being only limited by the extent of the accommodation. He was satisfied, ' he said, that, if he could afford a better schoolroom, he could gather three ' times the number of children he now takes charge of Notwithstanding they ' are of the most ragged order, and hail chiefly from the neighbourhood of the ' Saltmarket, he has no pupils (he assured us) paying less than 3d., while nearly ' a half pay 4d. a week. This is one of the cases which illustrates the necessity Report of Education Commission. li ' of an education that will reach such children as attend this school. Swarms of ' them are growing up without instruction to fit them for occupations above ' hewers of wood and drawers of water, or to give them a taste for reading, and ' make it other than a drudgery and a task. We may not estimate the import- ' ance to the country and the benefit to themselves, were these hordes of neglected ' children, — a representative section of which we have now described, — reared in ' the knowledge and practice of virtue, of which a sound education forms so ' essential and pervading an element.' In the Hutchesontown district we find the following specimen Hutcheson- of an adventure school :^ — '°^°- ' It is approached through a dirty close, and by an outside stair, and consists ' of two rooms, one of them occupied as kitchen, parlour, bedroom, and junior ' class-room all in one. In the large room, lighted by a single window, were ' a few crazy forms, fast going to decay ; benches there were none. Both rooms ' were packed full of dirty ragged children, looking rosy through dirt, and evi- ' dently belonging to the very poorest families in the district. There were ' forty-seven present, and some of them were accommodated in the kitchen-bed. ' The air was loaded with noxious smells, and it was a relief to escape into the ' open street. The education had no reality about it. There was all the buzz ' and fuss of a school, but there were no results. Tried by the Eevised Code, it ' would be annihilated. The master is an Iriskman and a Roman Catholic, and ' he and his wife divide the labours between them — the wife having the lighter ■ share, as she has the cooking to look after. One girl, whose capabilities he was ' desirous to parade, we found had only come from St. John's OathoUc School ' three weeks before ; and a boy, who he'assured us was the " qualifiedest " in his ' school, gave but indifferent proof of his attainments. He said he had many ' Protestant children at school, but the cumulative assertion shrank into a claim ' for one Protestant child, whose ecclesiastical descent proved on examination ' to be of a very doubtful kind. He is willing, and is accustomed — so he said — ' to teach Popery or Protestantism, by turns or together, as suited the taste of ' the parents. On the whole, it was a problem to us how parents should prefer ' a school like this to the splendid institution of St. John's in the immediate ' neighbourhood, where the fees are no higher, and the instruction infinitely su- ' perior, at least in all the externals of its communication.' Such being the character of the majority of the private adventure General schools which supply education to the lower classes in Grlas- conclusion, gow, it is difficult not to concur with the opinion expressed by the Assistant Commissioners in their Eeport (p. 56) : — ' We can only say, for the sake of all concerned, teachers and taught alike, ' that the sooner private adventure schools for the lowest classes cease to exist ' the better.' At all events, it is abundantly clear that if the lower classes are to be educated, it must be done by other and more efficient ma- chinery than that of private adventure schools. 2. Sessional Schools. They are thus described (p. 5) by Messrs. Sessional Harvey and Greig : — schools. ' They are connected with the Church of Scotland and Free Church ; and, in '^fact, a sessional school in town corresponds in the main to a parish school in ' the country. The sessional school is so called because it is under the manage- ' ment of the minister and, kirk-session, who appoint the master, and control and 'Tegulate the arrangements of the school. ' By his agreement, the master may be dismissed on three months" notice ; ' but, in effect, when once appointed he remains in his situation with not much ■ chance of dismissal. It would require either a grave offence on his part, or a ' serious misunderstanding between him and his managers, to cause his removal. ' He is left very much at liberty to direct his school according to his own mind. 1 P. 67. lii Report of the Education Vommission. He is rarely interfered with. He appoints Ms own pupil-teachers and assist- ants. He fixes the rate of fees (subject even in this to very little cavil or super- vision). He has his school in most cases rent-free ; and the expenses ot coal, gas, feu-duty, rent, etc., are defrayed by the session. He is legally, no douDt, the e.m.'ploye of the session ; but, as a rule, his position is a manly and inde- pendent one, and he is not unduly interfered with by his managers. It is very seldom that he is paid by a fixed "salary out of the general school funds arising from voluntary subscriptions. Privy Council grants, fees, and all other sources ; but his income depends largely on his own exertions and success. Ue is allowed to make what he can. You will find sessional schoolmasters, therefore, in Glasgow, with an income that we could wish more common — £200, £300, and £400 a year. Nearly all the sessional schools are under Government inspection. They are also subject yearly to the visits and examinations of the Presbytery. In many cases these are rather formal than real ; but they are duly maintained as a right, as a wholesome check, should need arise for interference, and to show the interest that the clergymen take in the edu- cation of the young. A sessional school has the usual equipment of all schools aided by Government. It must satisfy the Privy Council require- ments as to accommodation, voluntary subscription in proportion to its grants, and other matters. It has the usual stafl" of assistants and pupil- teachers, and its arrangements are, in a word, those with which you are familiar in good schools. There is no fixed rule for the division of classes or ages beyond that imposed by the Old and Eevised Codes. All this depends on the individual judgment of the master, whose spirit must pervade the whole school in order to its success ; and on whose inherent or acquired aptitude for systematizing and teaching everything depends. A good and well-filled ses- sional school is generally, if space permit, divided into three departments — initiatory, juvenile, and senior. There is no such thing in Glasgow, among the sessional schools, as an infant department, properly socaUed ; and we found great dislike on the part of the masters to the idea of its introduction as a branch of the general elementary school. The terms initiatory, juvenile, and senior, sufficiently explain themselves. The subjects taught are the usual sub- jects in elementary schools. Besides the Bible and the Shorter Catechism (with a conscience clause for all who object to this religious teaching), reading, writ- ing, and arithmetic are the staple ; but few good sessional schoolmasters rest content with these. They aim at something higher, and you generally find a class for Latin, a few children learning French, and a tendency, at least, to en- courage a taste for more than is required by the Revised Code. The children who attend the sessional schools belong to different classes. There is a greater tendency now-a-days than there once was to a separation of ranks, and the private schools (even those who have no claim but higher fees) are reckoned more " genteel" than others. But sessional schools are still far from being on the same footing in this respect as the national schools in England — ^places of education that are expressly meant to be elementary, and by enactment intended only for the " independent poor." This, at all events, is not their theory, nor the wish of the masters, whose ambition (whether rightly or wrongly) is to have their schools both elementary and intermediate — i.e., preparatory for a burgh school or a university. The fees are moderate, from 2d. to 6d. a week, or from 2s. to 6s. a quarter. In many of them the session arrange with the masters that a certain number of children shall be educated free. Such is a general - description of these schools.' of Sessional ^° Grlasgow there are 46 Sessional school-buildings, containing Behoofs'.™^ 12,560 scholars, so that nearly 36 per cent, of the whole number of scholars in the city are educated in such schools. Excellent as most of the Sessional schools are, it must be observed that the large majority of the scholars, who frequent them, do not belong to the lower classes. The remarks of the Assistant Commissioners on this point (p. 140) are so important that we think it right to quote them, more especially as they form an excellent introduction to the next class of schools in Grlasgow : — Report of the Education Commission. liii ' We must add, however, that in consequence of the crowded state of many of ' the best sessional schools, and of the natural desire of the teachers to fill their ' benches with children of a superior class, there has been a growing tendency in * all quarters of late years to raise the fees and to collect them monthly or quarter- ' ly. The obvious and invariable effect has been to exclude from good schools ' the children of the lowest orders, many of whom cannot pay more than a penny ' a week, and who have neither the ability nor inclination to pay a month in ad- • vance. Children thus excluded find their way to mission schools, and to a low ' class of adventure schools, the former generally without the accommodation or ' teaching-power to furnish a good education, and the latter still more disadvanta- • geously placed in both respects. In whatever way, therefore, we view this ' branch of the general question, if it shall be found impossible to open the door ' of the sessional schools, and others occupying the same platform, to the children ' of the labouring poor, provision will fall to be made for assisting schools in the ' position of mission schools, so as at once to improve the character and amenities ' of these schools. Be this as it may, it seems no more than reasonable and ' proper in the case of schools assisted by the State, and assisted too for the very ' purpose of promoting the education of children belonging to the classes who ' support themselves by manual labour, that some effectual power should be ' lodged somewhere, possibly in a Central Board, to prevent the masters, with or ' without the concurrence of managers, raising the fees, and so excluding from ' the benefit of these schools those who are poor, and stand in most need of ' instruction.' 3. Mission Schools. — ' Under this head' the Assistant Com mis- Mission sioners observe (p. 7), — ' we include all schools connected with ^<'^°°^^- ' churches other than the Church of Scotland, which depend on ' voluntary subscriptions and school pence. They are often aided ' by grants from a special fund. It is their characteristic that they ' rather seek out than avoid the poorest localities — their object ' being to afford the means of education at the very lowest rate to ' children who might be entirely destitute. The school fees are ' mostly Id. or 2d. a week, paid weekly, but many children are ' taught gratuitously.' In Glasgow there are 25 mission schools, with 4469 scholars, so Statistics, that about 12 per cent, of the whole number of scholars in the city are educated in such schools. In describing those of the Calton district the Assistant Com- missioners observe (p. 29) : — ' In point of management they differ little from sessional schools, only, instead Character' ' of a kirk-session, we have a missionary committee ; and instead of a body exer- ff Mission ' cising territorial authority, we have congregational action, directed by this schools. ' committee. It is in the nature of the case that the children attending mission ' schools are a poorer and more neglected race than those who attend other ' schools. The schools are set up for the very purpose of overtaking the educa- ' tion of poor and neglected children, and the fees (where fees are exacted) are ' on a scale to meet the requirements of the situation. The masters, in some ' instances, are not inferior to others in scholarly attainments, but they have no ' scope for their exercise except in teaching the rudiments of education. The ' best of these schools, now a Government-inspected school, is quite equal to the ' average of sessional schools ; and, if the others are inferior, it is because they ' want teaching power, or are otherwise without superintendence. As they (the ' Calton schools) are fair specimens of the circumstances to which mission schools ' owe their inferiority, without presenting any extreme features about them, we ' may briefly describe their condition. In two of them the masters are excellent ' teachers, — men of zeal and intelligence ; and on the other two, taught by mis- ' tresses, we may bestow the same meed of approbation. The first school, we may * notice, is held in two rooms, excellently ventilated. It is attended by children of ' the lower orders ; but, like others of a similar description in Glasgow, it is starved liv Report of the Education Commission. Eeligious difBouItj. in every direction. The teacher's salary is J12, 3s., and, with fees, theutmost remuneration he receives is J54 per annum. He is also allowed a miserable pittance of three guineas per annum for a mistress. It is not wonderful that he requires to eke out a livelihood by keeping a small provision-shop. The school accommodation is sufficient to overtake from 90 to 100 children ; but there were 194 on the roll, and 150 is about the average attendance. Notwithstand- ing this packing and overcrowding, he had during the season _ refused 200 applicants. It is impossible for any man to teach with any spirit a swarm of children under such disadvantages, physical and pecuniary. Another of these schools, situated in the Gallowgate, consists of two rooms, origin- ally a dwelling-house, and iU-fitted for school purposes. The heat, want of hght, and noise on the thoroughfare prevented the business of the school from being carried on with comfort. The place may accommodate 80 children, but 85 were present ; and a class for young persons of both sexes attending the public works is held in the evening. The teacher has no assist- ance, and although an energetic person, it is impossible for one individual to manage with advantage an unruly little mob of children gathered from the closes of the Gallowgate. Other two of the schools, though strictly mission schools, are maintained by the liberality of a benevolent gentleman. The master of the one receives a salary of £50, besides the school fees ; the mistress receives £40, besides the school fees, which, in her case, average about £12 per annum. The school is situated between Greendyke Street and St. Andrew Square, and in the immediate vicinity of the Saltmarket. The top floor of the building, appropriated for the master's school, is large and commodious, and capable of containing 135 children. There were only 60 present on the day of examination. The master has no assistant, — not even a monitor ; and the progress made by the scholars was most unsatisfactory. The two under floors are capable of containing about 180 pupils. There were 135 present. The upper of the two floors is iU-ventilated ; and the under one is ill-lighted and badly ventilated, and altogether uncomfortable, and was never intended to be used as a schoolroom. The children, like those under the master, were poorly clad and very unruly. The education was by no means satisfactory. The mistress is assisted by three monitors, each aged about ten years. Her want of success does not arise from want of zeal or attention, but from the nature of the case. When engaged in one class, she sets the rest of the school to sing a hymn or chant, while she contrives never to be so engrossed with her labours as to be unable to lend an ear to the music, and to throw in a casual note by way of adding momentum to the lagging choristers. Added to this, she no sooner leaves the classes on one floor to superintend those on another, than numerous embassies arrive from the deserted youngsters to complain of all kinds of ill-usage, while the improvised monitors are in despair. We were literally hoarse in the attempt to examine the classes and to keep up a conver- sation with the mistress. She, however, revelled in the turmoil ; and, with an exuberance of spirit that carried her through every difficulty, rejoiced in the reputation of her classes for beginners, which exposed her to importunities from parents to receive their children, that it pained her to be compelled to resist. The only perceptible variety in her method, however, consisted in affecting a joyful surprise when any of her pupils stumbled upon a correct reply, which; to our minds, rather suggested that accuracy was exceptional, aud blundering the normal condition of the school. She has generally a few Catholic children, but finds no difficulty in communicating religious instruction to all the pupils, and her piety and earnestness may be expected to give to this instruction that prominence which assuredly it receives. In another of the mission schools, already referred to, in questioning the master as to the " religious difficulty," he said he had never discovered it. He had twenty Roman Catholic children, notwithstanding his vicinity to St. Mary's Schools, taught by the Marist- Brothers ; but, except in one or two instances, in which the parents wished the children to be relieved from the Shorter Catechism, he had never been inter- fered with one wav or another.' ' Surveying these schools/ say the Assistant Commissioners (p. 31), ' it is impossible to return from their examination without a Beport of the Education Commission. ly ' strong feeling of the desirableness of a national system that ^^ould ' effectually and efficiently relieve many of them of their labours.' As we have observed with respect to the Private Adventure Conclusion schools, so we must observe with respect to the Mission schools, if ??-*°. the lower classes are to be educated, it must be done by other and BohodT more efficient machinery than that of either or both combined. 4. The Episcopalian and Roman Catholic schools are generally Episoopa- connected with some church or chapel, and are intended to supply lian and instruction to the poorer children, whose parents belong to these caSo denominations. These schools educate 3743 scholars. ecliools. 5. Besides these, there is one Subscription school, built by sub- Subsorip- scription, and managed by trustees, who elect the teachers ; another tio" of the same sort, in which any one paying 10s. into the treasurer's ^° °° ^' hands is entitled to vote in the election of a teacher ; and a third, in which the subscribers choose the master, and which is annually visited by a committee of directors. 6. Theie are the Charity schools^ in which no fees are charged. Charity but which enjoy an annual income of £13,918, and educate 2668 s<='^°°'s- scholars. There are also' the Endowed schools, in which fees are generally Endowed charged, and in which, unlike the former, ' it is the master, and not ^™°°'^- ' the children, who directly benefits by the endowments.' Omitting those in which the endowment consists merely of school buildings, it appears that the endowments enjoyed by such schools amount to £23,965. Besides which the Trades' school has an income of £250, and there are 45 schools aided by the Ferguson Trustees. We now proceed to state the conclusions which may, in our Conclusion opinion, be drawn from the facts disclosed in the Report' of the '° ''® ^7*'"' Assistant Commissioners ; and, at present, we propose to confine Keport. ourselves entirely to the subject of the Elementary schools. 1. Taking the City of Glasgow as a whole, little more than one- i. Little third of the children of school-age are now attending school. The ™ore than , _ ° ° one-third of Report says (p. lz») : — , the chil- ' If we compare the number on the day-roll with the number of children of g^jj^gj ^„^ ' school-age, we find the following result : — attend ' Number of children of school age, . . . 98,767 school. ' Number on roll, .... 41,248 ' Children not accounted for, . . 57,519 ' Or, if we accept the more satisfactory test of attendance, and compare it with ' the number of school-age, we have — ' Number of children, ..... 98,767 ' Number attending school, .... 35,565 ' Children not attending school, . . 63,202 ' Thus the number of children in attendance slightly exceeds the third of 98,767. 2 All the 2. The schools of all descriptions in Glasgow supply accommo- ^^^^ ^"j,*° dation for less than one-half the children of school-age : but for date less more than the number who attend school. _ t&]ii^t As to the quantity of accommodation, the Assistant Com- ^Uji^jg^ of missioners say : — school ago. Ivi Report of the Education Commission. apaxed ' While in every district there is a surplus of accommodation as compaxea ' with the attendance, and in one half of the districts as compared with the school- ' roll, yet were the number of chUdren at school who are of school-age, the accom- ' modation would fail to yield school-room for one half of those requiring it. Ur, ' to be exact, — ' Children of school-age, 98,767 ' Accommodation provided for . . • ■ 45,041 'Deficiency, • ■ 53,726' ' Children in attendance, . . • 35,565 ' Accommodation, . • . ■ 45,041. So far, therefore, as the mere quantity of accommodation iu huild- ings designated as ' schools' is concerned, it seems to be sufficient for the children who are now attending them, but it is lamentably deficient if all the children were present who ought to be present. The quality of the education supplied is a different question, to which we shall direct attention presently. Voluntary Iq the meantime, we observe that these facts furnish conclusive fMled"^"^ proof, that the voluntary system has hitherto proved utterly in- adequate to effect the education of the masses of the population congregated in large towns. As far as the principle of supply and demand can operate in such a matter, it might be expected to operate in Glasgow as fully as anywhere, and it has done so. There is no want in that city of schools where an education of a high class can be got, at an ade- quate price, by those who wish for it. But more than this. There is no reason to doubt that Christian zeal and benevolence have operated as freely in Glasgow as they can be expected to do anywhere in providing a sound education, well adapted to the real wants of the lower orders. Sessional schools, under the management of the kirk-sessions of the Established and Free Churches, are to be found in every district, and, with few ex- ceptions, are admirable schools. There are, besides, many endowed and Free or Charity schools in the city; and all of these, as well as the Sessional and Mission schools, are doing much good. But all of these schools are far short of providing the necessary accommo- dation for the numbers who ought to be at school ; and there is nothing to supplement them but Private Adventure schools, which will no doubt be always furnished, in such a place as Glasgow, in any number necessary to supply, and of a quality suitable to, the wants of those who are able and willing to pay for education. But such schools are, in the nature of things, a totally inadequate means of providing for the wants of those who are indifferent about education, and who will not or cannot pay for it. Adventure schools for the education of the children of the lowest class of the people are, in fact, bad speculations ; and all the evidence collected by the Assistant Commissioners goes to show, that where they exist, they generally have about them all the marks of bad speculations, being indeed miserably bad schools. And thus it is, that although, when taken along with the other schools already adverted to, there is, throughout the city, more than enough of school accommodation for the scholars actually attending school, nearly two-thirds of the Bepori of the Education Commission. Ivii children of school age are attending no school. And ' what are ' these neglected children doing, then, if they are not at school ?' is the pertinent question asked by the Assistant Commissioners (p. 36). ' They are idling in the steets and wynds, tumbling about in the ' gutters, selling matches, running errands, working in tobacco ' shops, cared for by no man, with parents or guardians over them ' who would resent as an impertinent interference every care or ' sympathy that expressed itself in any other way than a gift of ' money, or of clothes, or bread.' This passage occurs in the account of the state of the Clyde dis- trict of the city, but, although not perhaps to the same extent, it is true of most of the other districts of the city. 3. The existing schools are unequally distributed throughout the 3. The city, and of very unequal merit even in the same districts. The existing first part of this proposition is apparent from the accompanying ^1^^^\\„ ^^l. map ; but further, it is well illustrated by comparing the state of tribnted matters in the Blythswood district with that which obtains in such ^nd of nn- districts as Anderston on the north, and those of Tradeston and ^"^"^ "'^" ' Hutchesontown, on the south side of the river. In the Blythswood district, there is more than sufficient accom- modation, in good schools, for all the children of school age in the district. In the Tradeston and Hutchesontown districts, school accommo- dation is provided for less than one-third of the children of school age, and in the Anderston district for little more than one-third. Moreover, owing, probably, to defective parochial arrangements, the Sessional schools on the south side of the river are comparatively few in number, and of inferior character, as compared with those in most of the other districts. In order to illustrate the second proposition, namely, that the schools in Grlasgow are very unequal in merit, we append the following Tables : — Table No. I. No. Name of Distr Good Schools. Ihdipfeeent Schools. Bad Schools. No.of Schools. No. of jholars on Eoll. No. of oholars in ttendance. ^1 No. of cholars on Eoll. No. of cholars in ;tendance. it No. of cholars on Eoll. No. of oholars in ttendance. m tZ3.. ... ... 8 963 822 .S Bridgeton, 8 2,511 2,148 5 687 583 6 495 405 4 Calton, 12 2,794 2,469 5 759 633 6 542 490 h Clyde, 8 2,234 1,849 2 280 224 2 130 104 . 6 Blythswood, 30 4,341 4,012 • •. ... ... ... ... 7 Milton, 14 2,709 2,450 6 1021 715 4 369 238 8 Anderston, 19 3,788 3,127 >■■ 2 211 182 9 Tradeston, 20 2,245 1,960 8 208 171 3 459 360 10 HutoheBontoTv n, 3 2,081 1,938 4 584 462 4 892 762 167 32,612 28,684 28 3796 2998 38 4840 3883 Iviii Eepmt of the Education Gomniission. Table No. II. dlfBcient icliool ac- ;ominoda- ion vanting. Contrast of ;he Bouth inii north lides of the Good Aooommo- Indifferent Bad Accommo- DATION. Accommodation. dation. No. of No. of No. of Nn Name of DiBtriot. Scholars No. of Scholars No. of for whom No. of for whom for whom Schools. Accommo- dation pro- Tided. Schools. Accommo- dation pror Tided. Schools. Accommo- dation pro- Tided. 1 Central, 33 7,011 3 320 3 480 2 High Church, 20 3,980 ... ... 8 1115 3 Bridgeton, 8 - 2,335 5 660 6 471 4 Calton, 12 3,682 6 1004 6 575 5 Clyde, 8 2,203 2 228 2 75 6 Blythswood, . 30 6,248 ... ... 7 Milton, 14 3,149 6 87S 4 623 8 Anderston, 19 3,7S4 ... • •• 2 75 9 Tradeston, 20 2,271 3 219 3 240 10 Hutchesontown, 3 2,116 4 747 4 540 167 36,794 28 4053 38 4194 It is true that the accommodation in all the schools slightly exceeds the number of children actually in attendance. It appears from the last table that if all the children of school age were to attend school, the supply of good accommodation would fall short of the demand by 61,973 sittings: but, further, it is to observed that, excluding the Blythswood district, whiqh is peculiar, the ejicient school-accommodation in the other nine districts, which comprise a population of 366,806 souls, is inadequate for the number of children actually in attendance at school. There is accommodation in the nine districts for 30,551 scholars. There is an attendance of . . . . 31,553 So that there is a want of efficient accommoda- tion for 1,002 The Keport proceeds thus (p. 130) : — ' We cannot draw these observations to a close without remarking on the ' anomaly that presents itself when we view the state of education in G-lasgo-w ' on the south side of the Clyde, as compared with its state on the north side. ^ Of the 395,503 inhabitants who in 1861 formed the population of the city, ' 82,619, or between a fourth and fifth, resided on the south side of the riyer. ' The southern districts comprise Tradeston and Hutchesontown, where, as you ' wUl observe on perusing our remarks on these localities, education, as a whole, * is of a very inferior order. But the following brief and simple statistics will ' show that, bad as the condition of Glasgow is, indifference to the blessings of ' education reaches its culminating point in the gi-eat southern suburb ; and", of ' course, in proportion as the average deduced from the aggregate swells unduly ' the amount of and provision for education in the two districts, to the same ' extent it does injustice to the northern division of the town. We put the ' comparison thus : — Beport of the Education Commission. Eight Northern Districts. Two Southern Districts. Number of School age. Number on Roll. 8= -g i Number in Attend- ance. g Number of School age. Number on Roll. a I Number in Attend- ance. 1 27-0 77,886 34,779 44-6 29,912 38-4 20,881 , 6469 30-9 5653 ' or, putting the matter in another form, the southern side of the riyer, to equal ' the average of the north side, ought to have on the school-roll 9381 children, ' instead of which it has 6469 ; and it ought to have an attendance at school of ' 8019, instead of which it has 5653. ' The worst phase of the case presents itself when we compare the school ' accommodation on each side of the Clyde. The northern districts, with their ' 77,886 children, provide schools for 38,908 ; if the southern districts, with their ' 20,881 children, supplied accommodation in the same ratio, they would provide ' for 10,302 — instead of which they only provide for 6133, or almost a half of the ' very inadequate supply elsewhere. In all the calculations, moreover, we have ' brought into account the contribution to teaching and accommodation by every ' school in the two districts^-good, indifferent, and bad — for we feared lest, if the ' minimizing process were carried much further, however legitimate the deduc- ' tions might be, there would only be left a handful of really good schools on the ' south side, to represent the supply of what is truly a large, flourishing, and ' rapidly increasing town.' The contrast between the northern and southern districts he- comes still more striking if we consider the following facts stated by the Assistant Commissioners (p. 137) : — ' In the northern dis- ' tricts only 44 per cent, of the children of school-age are at school, ' of whom 25 per cent, are at Government-aided schools, so that 65 ' per cent, are not at school : while in the southern districts there are ' only 30 per cent, at school, of whom 10 per cent, are at Grovern- ' ment-aided schools, so that 69 per cent, are not at school. In ' these calculations, moreover, the numbers on the roll are taken. ' Had the attendance been taken, the case would have presented a ' much worse aspect.' 4. One cause of the deficient school attendance is the want of schools in proper situations and with the requisite accommodation and equipments. Another cause is the great demand in Glasgow for the labour of children within the school-age combined with the undue eagerness of parents to use the labour of their children as a means of gaiu, and their indifference and apathy as regards education. There is evidence, that when a new school is opened, in a favour- able situation, and properly equipped, it is speedily filled; and something therefore might be hoped from a better and more systematic distribution of schools than prevails at present. But it rather appears that these new schools are filled by children who are withdrawn from other schools of an inferior description, and not by those who previously were attending no school. The fact seems 4. "Want of good schools in proper situations. Demand for labour of young chil- dren, and selfishness of parents. Ix Report of the Education Commission. to be, that parents, really desirous of having their children educated, will send them to anj^ school rather than to none. They will prefer a good school if they can get it, but if they cannot get a good school, they will make the most of a bad one. Parents, on the other hand, of the class described in the extract from the Eeport on Clyde dis- trict, will send their children to no school ; and it is with the chil- dren of parents of this latter description that the great difficulty lies. Tables. We concludc this portion of our Eeport by two tables ; the first containing a classified list- of the schools in Glasgow, with the num- ber of scholars in attendance ; the second specifying the churches to which the schools belong. Report of the Education Commission. ki o z o ta cq X > H O P4 CO PS w ■J O o a o OD s o a o pa EH 3 CQ «5- CO CM ; ; . . (M . . rH CO (N . . 00 05 ■as CQ eo«Di-i'*-5H-^(Ncomo5 >OCOOl-IO-*Oi-IC5CO TiH-*CO>Oi-l05CO-flHCO«3 00 CO 00 CO .2 "3 to o il II lO »0 >0 -^ rt O IM -^ O(Mt-C000O5COiO CD_OS_00 CO O «5 O OJ^CO t- ^H r-T r-TcyT tH i— I o CD of 4^ p "5 J -1 l|i 6 !2; i-l2o 10 >o -* C>) ■ CO CO « 1,^ OT CO s " T-H • • r^ CO tM • ■^ S (N T-H CO o lO t- 1-H t- CO g m fe TS o . 1-H o CD r^ 01 |z 1-H Report of the Education Commission. CHAPTEK III. The Hebrides and Western Highlands. It became evident, at an early stage of our inquiry, that the state Special of the schools and of education in the Hebrides and Western High- g^^fn " lands would require to be made the subject of a special investiga- ^ tion. The exclusive use of the Gaelic language in many parts, and the social condition of the population, with other circumstances, rendered it expedient to consider their case separately from that of the other rural districts. It has been estimated that the parishes in which it is still requi- Extent of site to have Divine worship conducted in G-aelic contain a popu- ^"^'^"^ ^'^'^^ lation of about 300,000, but it is probable that the population of ^°^^^' the parishes within which it continues to be the only language which is understood by a majority of the people cannot exceed 150,000, these being chiefly the 25 parishes of the Hebrides,^ which are wholly insular, and the mainland parishes on the west coast of the counties of Sutherland, Eoss, Inverness, and Argyll. As has already been explained, the Scottish Parochial School- Parochial system proceeds upon the idea that a school in each parish would ^y^'^™- .adequately provide for the elementary education of the youth within its bounds. This expectation has been realized in parishes so limited in extent, that a single school is within reach of the resident children. The parishes, however, in the district now under con- sideration, though little known at the time when the Parochial school system was founded, were and continue to be of such extent, that a single school could not possibly be so placed as to enable all of school-age within the parish to attend it. In the year 1803, the Act 43 Geo. III. cap. 54, recognised this SWe- fact, and by the 11th Section it was provided — schools. 'That in case of those parishes -which consist of districts detached from each ' other by the sea, or arms of the sea, or otherwise, as where a parish consists ' of two or more islands, of which there are several instances in the Highlands, ' North Isles, and Hebrides, or where it is otherwise of great extent or popular ' tion, so that one parochial school cannot be of any effectual benefit to the whole ' inhabitants of such parishes, it shall be competent to the heritors and minister, ' if they shall see cause, on fixing a salary of six hundred merks, or the value of 1 The islands Colonsay and Coll have recently been disjoined from Jura and Tyree and form separate parishes, so that there are now 27 insular parishes, as stated by Mr. Mcolson in his Report. "We adhere to the more ancient division, as these islands are of less extent than any of the old Parishes. Ixiv Report of the Education Gommission. ' three chalders of oatmeal, to be computed according to the provisions of this ' Act, to divide the same among two or more teachers, according to the extent ' and population of the parish ; and these proportions, so divided, shall be paid ' to teachers of schools in the same way and manner, and under the same condi- 'tions, as hereafter are specified by this Act for supplying vacant parochial ' schools with masters ; but in respect that the heritors of such parishes are to ' pay a higher salary, they are hereby exempted from the obligation of providing ' school-houses, dwelling-houses, and gardens for the teachers among whom the • salary is to be divided in the manner aforesaid ; and in case a difference of ' opinion shall arise among the heritors respecting the propriety and usefulness ' of such division of the salary, the same shall be submitted by petition or repre- ' sentation to the Quarter Sessions of the shire or stewartry within the bounds ' of which the parish kirk is situated ; and the judgment thus obtained shall be ' final, without appeal by advocation, suspension, or otherwise.' The schools established under this clause are generally denomi- nated Side-schools. Extent and But this provision has been applied only in six of these 25 parishes, ps^l'yity and considering the small amount which was available for division "and 'par- among the teachers, and that the heritors were exempted from the ishes. obligation of providing school-houses or dwelling-houses, this is not a cause for either surprise or regret. Taking the 25 parishes in the Hebrides, which are wholly insular, it will be found that, on an average, they are each above 80 square miles in extent ; and if, instead of taking an average, any one of these parishes be taken, it will be equally evident that no school, or any number of schools which could be established by means of the maximum assessment allowed by law, could furnish the means of education to the whole population within its bounds. On the groTind of extent alone, it will readily be understood that the original idea of one school for each parish is not suited to this district ; and it seems to be recognised Ignorance by all the witnesses that the adult population are still to a great oftbe extent unable to read or to write. The Eev. Dr. Mackay, in giving his ideas as to the educational wants of the Highlands, says — ' Comparing the educational condition of the mainland seaboard embraced as ' above with the islands, my strong and decided impression is, that the islands ' are very much farther behind. The insularities are numerous, more so by far ' than the surface breaks on the mainland seaboard. Education hitherto has ' less overtaken the islands ; and besides insularities themselves, you will find, ' over the surface of most of the islands, roughness of surfaces upon individual ' islands, want of roads, and mountain torrents and streams, creating divisions ' and separations, which necessitate, if the island population is to be educated ' at all, a far greater number of schools in proportion to the population than is ' elsewhere to be met with. The island type, therefore, is the more extensive ' in demand for schools than the mainland type. Nor will you be safe when ' laying down any scheme or theory for either mainland Highlands or Islands to ' take distance from one locality to another, where separate schools are a neces- ' sity as an element of your theory or scheme, nor the number of the population ' in individual localities. For instance, there is the island of Harris, with its five ' inhabited tributary islands, the whole population scarcely exceeding 4000, and ' certainly not fewer than 1 7 schools would be sufficient to cause education to ' be positively accessible to the youth of this population, and of schools within ' this surface which one can strictly consider permanent, we have but one parish • school.'^ Mr. Menzies, formerly Inspector of Schools for the Society for propagating Christian Knowledge, remarks on the same subject, — ' Mr. Nioolson's Report, p. 155, App. Report of the Education Commission. Ixv ' Taking the most destitute districts upon the -vrest coast, Skye, the Hebrides, 'and the west coast of Sutherland, the education is certainly of a very low ' character indeed. There are several circumstances which cause this,— 1st, The ' nature of the accommodation in the school-houses ; it is very difficult to get ' the heritors to comply with the requirements of the Society, and provide school- ' houses which can be taken as at all suitable. In large parishes, of course, it ' becomes a very heavy burden upon them to do so. I may state one or two ' instances of this. The parish of Ardnamurchan, on the west coast of Argyle- ' shire, is 90 miles long, and although the population is, I believe, under 6000, ' it would require an establishment of 15 schools in order to give all the children ' residing in the parish the means of education. The heritors are bound to sup- ' port only one school in this parish. We support 3 schools in that parish ; it ' is divided into quoad sacra and parliamentary parishes ; and I believe there ' are also two parliamentary schools in the parish. Then I may mention also ' the parish of North Uist, which is 30 miles long by 14 broad ; there is one ' parish school in it, and 13 others would be required to give every child the ' means of education. South Uist is 38 miles long ; there is only one parochial ' school in it, and 11 schools would be required.'! For the purpose of procuring accurate information, Mr. Nicolson Mr. Nicol ■ was appointed As,sistant Commissioner to examine the schools, ^"°' and to report as to the state of education in the Hebrides, and in some of the mainland parishes on the west coast. Being a native of the district, his knowledge of the Gaelic language, and of the habits and feelings of the Highlanders, gave him special facilities for prosecuting his inquiries with success. The extent of the district and the difficulty of travelling rendered it necessary for Mr. Nicolson to confine his examination to the insular parishes, and for the detailed result of his labours we refer to his ' Report on the State of Education in the Hebrides.' Before proceeding further, it may be useful to define the precise area of country embraced by Mr. Nicolson's Eeport. ' The present Area of ' Report,' he says (p. 6), ' is entirely confined to the Hebrides, and country ' the conclusions it embodies must be regarded as primarily appli- by^^J"^ ' cable only to that special portion of the Highlands. That they ' may be held as generally applicable to the greater portion of the ' northern and western coast of Scotland, may, I believe, be with ' perfect safety assumed. But I do not consider myself warranted ' in putting forward anything in the way of evidence regarding ' localities of which I have not by personal visitation or correspon- ' dence ascertained the circumstances.' ' With regard to the ■ Hebrides,' he adds (p, 7), 'it may be said, with very small excep- ' tion, that they are in this respect homogeneous, and that any one ' may almost be taken as typical of the rest.' Mr. Nicolson then proceeds to give a short sketch of the geogra- Map. phical position and relations of the Hebrides. In order to illus- trate this sketch, we have had a map prepared, which accompanies this Report. ' Putting out of account a few islands on the coasts of Sutherland and Ross- ' shire, the Hebrides consist of two great groups, known as the Inner and the ' Outer Hebrides. The former consists of several separate groups and detached ' islands. The first includes Skye and its neighbouring isles, of which Raasay ' and Eonay are the chief. Rum, Bigg, Cannay, and Muck, composing the ' parish of Small Isles, form a separate group. Next comes Mull, with the neigh- 1 1st Report, p. 380. e Ixvi Report of the Education Commission. ' bouring isles of lona, Ulva, Gometra, Inch Kenneth, etc. Coll and Tiree lie ' apart, considerably to the west of Mull, as do Lismore and Kerrera on the east, ' and near the coast of Lorn. Soarba, Easdale, and the other slate islands,. Sail, ' Luing, Shona, etc., form a group further to the south. Islay and Jura, Colonsay ' and Oronsay, form another and more important group to the south-west ; while ' Gigha and Cara lie close to the northern coast of Kintyre. ' The group of the Outer Hebrides comprises the whole of the great chain of ' islands beginning with Lewis and ending with Barray, commonly called the ' Long Island, and extending about 130 miles, from the Butt of Lewis in the ' north to Barray Head in the south. The principal members of this group, ' besides the two mentioned, are Harris (which, though joined to Lewis, is always' ' reckoned as a separate island, both from its being in a separate county, and ' from the marked difference in physical characteristics), Berneray, Boreray, i ' North Uist, Benbecula, and South Uist. Several large islands off the Harrist ' coast are included in the parish of that name, as is the most remote of all, St. ' Kilda. The nearest land to St, Kilda is not, however, Harris, as some guide- ' books teU, but North Uist, from which the distance is about forty miles ; from ' the nearest point of Harris it is about fifty-five. ' Of the islands above enumerated, Lewis, the largest, is in the county of ' Eoss ; the rest of the Long Island, Harris included, Skye and its pendicles, and ' Eigg, form part of Inverness-shire ; while all the islands south of that, together ' with Cannay, Hum, and Muck, are in the county of Argyle.' It is not, indeed, necessary to follow the history of all the phases through which society in these islands has passed ; but it is im- portant to arrive at a correct estimate of their present condition and the causes which aifect it, and to ascertain with accuracy the extent to which the existing means of education are deficient. Features of The natural features of the district of which we now speak, the the country, numerous intersecting arms of the sea, the rugged mountains, and rapid streams, the absence of good roads, and the limited, facilities for communication, isolate -the inhabitants, and have.' deprived them of the advantages which they might derive from intercourse with districts more advanced in agriculture and the arts; Thisisolation has tended very much to retard the process by which Gaelic is gradually being superseded in so many parishes, where, at no very distant date, it was the only language of the people. Effect of The exclusive use of the Gaelic has operated most disadvanta- guage. geously against the labouring poor. Having no market for their labour in their own secluded homes, they would naturally have sought employment in other districts, had they been able to converse] in the only language in which they could be understood. On this .subject Mr. Nicolson says (p. 126) : — ' They find themselves, in fact, in the predicament of dumb persons ; and their ' sensitiveness to ridicule often exposes them to the pain of being reckoned bar- ' barians by persons perhaps inferior to themselves in all the elements that con- ' stitute real civility, but endowed with the precious faculty of speaking some ' more or less intelligible form of the English language.' The Kev. Dr. Mackay also remarks •} — ' The want of education of the people prevents them from seeking emigration • • ^ they rather avoid than seek it ; whereas, if they had the benefits of education' for a short period, even m the present generation, they would emigrate of them- selves m large numbers.' Mr. Menzies in his evidence expresses a similar opinion : — lat Report, pp. 363, 387. 58 57 CPonhui ■ ./'uJUuaiJtij'-y \: . I'l- 'uuhia-i*.- o W. Loch' hriljcl^lar^t !=^'''-". ■ V "r- V ., ,i , ■• .lmln.ni.,h S ■' ■ - it .1,./'/;';, /-^ "'■"[17 5?f;::^>^--' V It '--'^■* '''/5;?"- ,^...,.,. ^; K .lu-dVulu hlU, (|- - ^- I. Unmn JIi,ml...i 'M:^i.rj' '.■ ^^ - .y '^'"'^j.J^'iarn .< V--/Pi,|,l',;,v <^. I'ai rav He ;td Mills Ji.MU Rraikei'1 OfarMfl' L'sv^'„w}/''4^^- ""*;.. ^'*^'ff't. iSami.'rav liiU'rnvlle.id MtU.&uk^ ikurrA^ab ^ ' ll^/'eruUi 57 '***^**^J - Ji.W,»""P' lu,l„i,,„J, Oiumul . lu:,-l,.;,„l,l,^ ^ '•■"ik^ n„u,,,i„„i\. •v„„..,i ■'"V- '■ , •/•■-• >i I' ^' '^i^'^fi^iif-U' ' yi;.j:,„/.,/,. ■'>> .i/,„./. Trc^hn Jff/im.Ii KTHITe/^ ~ '111 ^ J,^.',' J^^ ■ A.-ui^J:; tik MAP to illustrate Report ON THE STATE OF EDUCATION ^^ in Ite MSEHIDIES 1866. Kiiqli^h Afili-s CyP 11 . a De^ic.-. o 1 3 J .1 .'■ lo ao ,1 LITHOGRAPHED. BY W. & A. K.JOHNSTON. EDINBURGH . ACidtn flt^ad L.HI ' trUM^ f- ftoA Mttmocfv. dm I. i^fArrrUi,. Florida. Sr BcUf L&^tite.Z (iuniavuj.-, MiUl of Caatire Report of the Education Gommisslon. Ixvii ' The population in some of these islands is very much too large, and the pro- ' duce of the soil is not at all suf&cient for their support. The means of existence ' of the inhabitants for a great part of the year are exceedingly precarious, and ' they are unable to emigrate or to go elsewhere, simply because of the fact that ' they are not able to speak English, and that it is in very few places that they ' can be useful and can obtain wages. Therefore it would seem to be a great object ' for the country that the means of teaching them English, and of promoting a ' voluntary emigration, should be introduced among them ; and it would probably ' be the cheapest mode in the end to give them a good English education, which • would enable them to procure subsistence and high wages elsewhere rather ' than to stay and starve at home.' The extreme poverty of the great majority of the insular popula- Povertj. tion is undoubtedly a serious obstacle in the way of their educa- tional improvement. This is not the place to discuss the causes of that poverty, but it is worthy of remark that the public works are of trifling importance, and employ a very limited number of hands, so that the population is dependent for its subsistence on agricul- ture and fishing.^ As to the question of over-population we have no exact account of the population until the beginning of the present century. Martin, in his day, including Bute and Arran, estimated them at 40,000 souls. Dr. Webster, in the same way, in 1755, reckons the number at 52,200 ; and Dr. Walker gives 75,466 in 1791. In the 25 insular parishes now mentioned the population has varied as follows, viz, : in 1750, 39,180 ; 1771, 48,310; 1801,63,654; 1841, 92,013; 1851, 87,346 ; 1861,80,531. Tiie particulars will be found in the accompanying tables. ^ The following details, taken from the valuation roBa, showing the number of the separate holdings of land, together with the number paying certain sums of annual rent in each of the counties of Ross, Inverness, Argyll, and East Lothian, may be interesting. COUSTIEB. Number of Tenants paying above £500 a year each. Number of Tenants paying between £500 and £100 each. Number of Tenants paying between £100 and £20 each. Number of Tenants paying less than £20 each. Total Number of Tenants. Boss, Inverness, Argyll, . East Lothian, . 40 6.3 62 153 691 491 7% 119 333 978 1086 63 6131 3419 3151 41 . 6096 4961 6096 376 Ixviii Report of (he ,Educalion Commission. •aJ^B JO sjBaA' gi 0} g raojj jeionos OS oscoip o CD OS CO -* 1-1 OS O CO CO i-( CO CO O »0 OS »0 OS CO qoua joj X98X n; O CD t- CO ih <£> -^ o> 1—1 1— 1 OS 0*00 O CO OS OS snosaaj jo -o^ •X98t 'looqog CD 05 05 05 lO CO r-l -^i( iH i-H Ir- '-' -^ CO CO CO o OS OS CO >n \0 O 00 CO CO CO 00^ i-T CD ig ■ SuipaaHB ssSb CO t~ CO o CO CO CO CO IIB JB jaqmn^ t^ T-H T-( 1-1 •1981 '[ooqDg IB CO^ -^ Tjl -<# O 00 CO o COUli O c- CO CD^ CO 00 aSB JO sjBaX to o coco iH liO D- IQ CO fffl CO CO o CO CO OS --1 ^ ^ ^ (M gx 0} g raoij uaip wMt-ToT i-T c^ ^ CO -INO JO ■laqran^ ^ •I98I 'sailjniB^ -* !>■ CD CO t- >o I>- CD CO coo •Tit 1-. 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Ixix S CO O^ O^ 1-1 CD t> CO QO Ol * CO lO O iO l> lO « ■^ CO o >o "* O CS VO CD CO O CO t-t CD O O CD O lO CO -^ CO -^ OS CO .-H Tt tH N "^ IN CD CO CO Tt< (N Tf OS O lO OS iO CO TjH lO CD CS CO lO l> OS CD CO O CO t- CO tH CO OS CO O OS C4 CO lO -^ O CO CO o I-H CO OS CO OS OS O i-H t- CO U3 tN CD -rH ^ O OS CD I> CO CO OS xO \0 OS -^ O ■^ CO !>• CO O CD CO oq^co c- CO 1-H CO CO cT ci" ■^" T-T" co" (N* r-i O t* t- CO rH t* O CO OS »C "* CO 1-H I— CO 1^ iC (M O eo oo'icTT-rco CO c-i CD CO OS 00 tJ< T-* rj< O CD O OS CO o O C<» C O O ' CO Cfl OS GO O T-H I> CO" CO "^ i-H C0~ CO (?r CO CO Cft CO OS oo lO CD CO CO r-i r- CO CD ri VO O (M .-H O 00 CO iCi c- ifS t- lO OS 1-C (M b- tH CO CO CD -^ CD \0 ■^ "^ *^ t> -^^^OS OS_ CO CO ■^"tH CO n" (N O OS O CO O I> O OS OS CO CO !-< CO CO CO lO OS t> CO -^ OS CO CO CO •«* O t> I-* o eo t> t-l iH 1-1 CD CD CO e^"-^ . CO I> lO 00 CO CO ■^d^ OS o C<1 lO ^ OS OS t— CD »0 t- CO CO (M O CO tr- 1-1 OS lO tH r- »0 CD CO CO lO -^ CO CD •* "^ O »C ■!-( CO CO (N C^OS Ci" (?q CO t-T -H OS O (M OS O CO O CO O O O OS CO O -O O »0 00 t- CO lO CO O OJ^ OS »o l>_ cq i-Tco T-l O 00 tH 00 O O CD o o t> CD ea CO i-H t- CO f^ >0 CO o CO (M CD O CO -^ lO kO CD lO OS eo OS (?^ CO (M -cH O OS t- ^O CO *-i O »C -^ C5 tN t^ 00 t- CO '-' O O CO »C CO CO I> C^'"' ^ 00-* o o CO t- OS OS CO Tji t- tH tH Cs CD . , I 133 648 6 InTemess-shire, 180 *1862. Braes, Free Church, 241 6 6 1844. Oarbost, General Asseinbly, Skye, 126 1853. Colboat, do. - 86 10 *1860. Loaomore, Free Church. 1 181 1860. do. I 133 945 16 6 Ross-shire, *1852. Stornoway, do. Lewis, 159 £1753 1 6 Those Schools which are marked * ai'o non-inppected, and receive grants in aid. Report of ffie Education Commission. Ixxxi £698, 17s. 6d. for the year ending 31st December 1865, in grants to 32 schools, the average attendance in which was 1619, making the aid equal to 8s. 7Jd. per scholar. These facts prove that the proportion of the funds voted by Par- liament which has been expended within the Hebrides has not beeu according to the population, and still less has it been in proportiori to the existing great educational destitution. Several of the witnesses examined by us expressed an opinion, in which we fully concur, that the Privy Council system of denomina- tional grants, as hitherto administered, does not supply, and is not calculated to supply, the wants of Highland and remote districts. Mr. Nicolson concurs with Dr. Mackay in assuming that about 230 schools would be required to supply the means of education for the present population of the Western Highlands and Islands. Mr. Nicolson explains that in making this estimate he leaves out of account a large number of existing schools, which cannot be regarded as permanent, and states that for the Hebrides 100 new schools are required, and another 100 for the parishes on the mainland. As to the manner in which these new schools are to be erected. Voluntary managed, and maintained, we shall consider in the sequel. In the snbscrip- meantime, it is to be observed that at present the chief means of '°"'' supplying funds required for this purpose is voluntary subscriptions, It cannot be supposed, however, that the various churches, benevolent societies and individuals will permanently continue to supply BO large a share of the total expenditure as they do at present. Much the larger portion of their contri]Dution is obtained from persons who have no local interest, and who take no part in the management of the schools, and it is probable that the greater part of their subscriptions would cease on the introduction of any general school system. ^ Indeed, the Society in Scotland for Propagating Christian Knowledge is the only one of the Societies refen-ed to which derives its revenue from accumulated funds, and- not from annual subscriptions. '. '. In any calculation, therefore, of the probable [cost 'of a general system, a considerable amount of the money at present. derived from voluntary subscriptions must be omitted ; and we shall explain in the sequel in what way the necessary funds may be provided.^ Mr. Nicolson states the result of his inquiry in the following words (p. 132) :— .' . ' I have now described the educational state and wants of this- district. I have General ' endeavoured to do so with fidelity ; but looking back on what I have written, result. ' and recalling my impressions on the spot, I doubt whether I have sufficiently ' represented the urgency of the need- that there is for public interposition. It ' would be difficult to do so without the appearance of exaggeration. - I wish it ' were possible to call up visibly to others, as vividly as they dwell in my own ' remembrance, the many interesting and eager young faces that have appealed ' to my sympathies in these remote and isolated places. They would plead more ' persuasively than any words that can be written or spoken. _ ' It only remains to sum up in a few propositions the main results of the in- ' quiry : — ^ P. elxviii. / Ixxxii BipOrt of the Education Commission, Adult _ population unable to read or write. Ignorance of English. Advantage to be ex- pected from good schools. Denomina- tional dif- ferences compara- tively un- important. ' 1. Notwithstanding the great and praiseworthy efforts to extend the benefits ' of education in this district that have been made by benevolent societies and ' individual, the adult populatlan, and especially the wotiieH, are StiU, to an ' extent not generally known, unable te read or write ; and without some g#eat ' and fadidal impi'dV^Aent in the means used for remedying that defidiefley, it ' seems likely that a toge proportion of the rising generation will grow up in ' ignorance equally gross, so far as all praotical benefit from the arts of reading ' and writing is concerned. ' 2. The general ignorance of the English language Constitutes a ^Special and * powerful obstacle to the progress of improvement in the district. This ignorance ' is due in a large degree, though not exclusively, to the imperfection of the ' system of education hitherto iu use. 3. ' Tbe establishment of a well-organized educational apparatus, specially suited ' to the peculiar wants and circtftnstances of the district, and within reach of ' every portion of the population, might- be expected to produce, in the course ' of another generation, results far beyond any that have been, or can be achieved ' by the existing agencies. ' 4. Denominational differences present no obstacle to the establishment of a ' uniform system of education. The statistics of the schools show that even now ' these diffetences have tnuch less influence than is generally supposed, in the ' preference Cf one School to another. Were all the schools separated from ' special connexion with particular churcheS, and open equally to masters of all ' denomiaationSj the mode of thought that gives rise to such preferences would ' soon cease to operate, and the only question for parents, if left to their own ' judgment, would be, ' Which is the best and most convenient School ?' We conclude this part of the Report with the following tables, the two last from Mr. Nicolson's Report : — Official Retuen of Annual Grants from Committee of Oouncil, to Schools in the Insular Parishes of the Hebrides, 1864, Bowmore, . Bowmore, > Bowmore, . Skerrols, . Muhndry, Bridgend, Kilchoman, Port-Charlotte, Port-Oharlotte, Lots, Port-Ellen, tJervaig, , Portnahaven, Portnahaven, Salen, , Toberniofy, OoU, / Duirinish, Loanmore, Arnisort, . Aodunban, Harris, , Portree, , Baasay, . Snizort, , Bernisdalcy Stornoway, Stornoway, Stornoway, Parochial, £32 Church of Scotland, -...- 13 Pree Church, 20 Free Church, 60 FreeChurch, 13 15 Undenominational, 15 Parochial, ,.,...., ; 19 14 2 Ladies' Association, Church of Scotland, ... 28 10 --•-'■■ 10 10 15 1 8 Free Chujfch Industrial, 17 G. A., 7 Infant School, 11 G.A., 14 Parliamentaryj , 13 F. C, 32 Industrial, 13 P.O., 2110 G.A., 13 15 Parochial, 30 8 4 F. C, 19 10 F. C, Ladies' Association, .u 7 10 G. A., , 19 3 4 G.A., 10 P. C, : 15 Side School, 25 10 Parochial, ,.,.. 15 P.O., 17 17 6 G.A., 15 Industrial Female, 54 P.O., 59 10 £634 10 Report ofihe Education Commission. fexxiii List of Schools in the Hebrides whicli received Grants from the Oommittee of Council for the year ending 31st December 1865. County. Argyll, Inverness, Eosa, School. Acha, . . Bowmore, • Bowttiore, , firidgend, Dervaig, Kilehoman, ICilchonian, Killarow, . Killarofr, Lots, , , Mulindry, . Port Charlotte, Port Charlotte, Port Ellen, . Portnahaven, Portnahaven, Salen, . . Tobermory, . Braes (Skye), Braes, endowed, Duirinish, Harris, . , Harris, • . Kyleakin, . Loanmore, , Portree, . . Snizort, . . North Uist, . Iiochs, . , StOrnoway, , Stomoway, . Stornoway, , Island of Coll, P.O., . , . Parochial, , Fern. Industrial, Do., G. A., . a. A Parochial, , Peinale, . , F. C, . . . G. A., . . . F. C, . . _. Fem. Industrial, G. A., . . . Inf. & Industrial, Parliamentary, F. C Fem. Industrial, F. C, ■ • • -F. C Parochial, > Industrial, . Parochial, G. A., . . . F. C, . . . F. C, . . . Parochial, . f.a, . . . Parochial, ■ Pem. Industrial, F. G, . . . G. A., . . . Amount of Orant. £ s. d. 15 20 60 10 0, 5 14. 7 10 16 1 8 13 65 15 15 7 10 16 10 33 10 15 57 10 13 8 15 33 10 10 5 20 10 12 10 15 15 12 10 15 10 15 63 64 10 30 >5 S 31 74 84 29 31 38 41 37 80 60 42 26 60 61 37 70 28 69 65 16 31 40 26 53 32 49 40 45 45 154 77 58 Total £ a. d. 397 16 8 148 10 10 152 10 698 17 6 II 888 397 33% 1619 Ixxxiv* Beport of the Education Commission. I.— POPULATION, SCHOOLS, SCHOLARS, etc., of the NAME OF ISLAND. Census 1861. cw to a "> FeOM EEQiaTBAE'S « K <« a f-1 'n aj3 °3 a §*t^-43 o ai E QQ , cent. Batio. Lewis, . 21,056 5,967 4,'865 2,720 3,332 2,647 15-8 6-3 Harris, Berneray, North Uist, Benbecula South Uist, Barray, Skye, Eaasay, Eonay, .. Small Isles (Eigg, etc.), 4,105 1,172 3,959 1,042 1,544 448 3,814 1,008 1,853 5^6 19,748 5,258 667 157 945 856 •871 813 451 4,311 131 549 509 206 327 235 2,348 65 585 703 224 453 289 2,815 38 312 514 148 290 190 1,993 38 14-2 17-7 14-5 11-9 15-6 14-3 6-7 7-0 5-6 6-9 8-4 6-4 7-0 14-9 Invebness, 35,590 9,611 7,860 4,229 5,107 3,485 14-3 7-0 Coll Tiree, Mull, lona, Jura, Coloneay,... Gigha, Islay 781 3,217 7,331 858 598 467 10,361 153 955 2,051 234 183 136 3,191 125 792 1,686 197 151 114 2,609 64 498 1,232 222 77 87 1,838 61 4i6 1,258 148 81 70 1,597 52 299 910 124 68 39 1,300 7-8 12-9 17-] 17-3 13-5 15-0 15-4 12-8 7-7 5-8 5-8 7-4 6-7 6-5 Akgvll, 23,613 6,674 4.018 3,631 2,792 16-4 Total,, 80,259 22,461 18,399 10,967 12,070 8,924 15-0 • Excluding population of St. Kilda. 6-5 6-6 Beport of the Education Commission. Ixxxv, Twenty-seven Insular Parishes of the Hebrides Eetdrns, December 1864. From Schoolmasters' Schedules 1865. Number of Schools. Proportion of Actual Attenders to Population. Proportion of Scholars on Boll to Children at School Age. Proportion of Actual Attenders to Chil- dren at School Age. g 1 -3 H .S II 11 "A Number that can be ac- commodated at 8 square feet per Scholar. Per Begis- trars. Per Sched. ules. p. cent. Batio. p. cent. Batio. p. cent. Batio. 12-6 7-9 55-8 1-8 44-4 2-2 2,697 1,606 3,030 48 47 7-6 13-1 49-9 2-0 26-7 3-8 802 556 736 16 18 13-0 7-7 67-4 1-5 49-3 2-0 715 401 841 15 15 9-e 10-4 50-0 2-0 33-0 3-0 170 59 162 4 4 7-6 131 44-9 2-2 28-8 3-5 378 230 416 10 9 10-2 9-7 52-9 1-9 34-8 2-9 305 183 208 5 5 10-1 9-9 53-5 1-9 37-9 2-6 2,987 1,569 2,912 58 57 6-7 15-0 27-7 8-6 27-7 3-6 42 16 48 1 1 9-8 10-2 oS-l 1-9 36-3 2'8 5,399 3,014 5,323 109 109 6-7 15-0 39-9 2-5 34-0 2-9 36 26 50 2 1 9-3 10-8 43-5 2-3 31-3 3-2 584 353 454 9 8 12-4 8-1 61-9 1-G 44-8 2-2 1,244 597 1,433 28 28 14-5 6-9 63-2 1-6 53-0 1-9 ■ 164 131 138 5 5 11'4 8-8 44-3 2-2 37-1 2-7 87 72 102 2 2 8-4 12-0 51-5 1-9 28-7 3-5 80 52 80 1 1 12-5 8-0 50-0 2-0 40-7 2-4 1,629 1,322 1,509 26 25 11-8 8-6 52-7 1-9 40-6 2-5 3,824 2,553 3,766 73 70 11-1 9-0 53-7 1-9 39-7 2-5 11,920 7,173 12,119 230 226 ]xxxvi Report of the Education Commission. s ^ 1^ CD CO IM (N O IM o CO CO CD -^ CO ec 2^ cd g 1 1 ■-# T-( Tt^ Oi ca 00 CO* 1 M § CQ |l CO O CO Oi -^ CO t- MINATION. other 230. 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'-' 1 =3 «M c^ . o CD g "« P s ■ o> : » o t-< 1 [^ ^■* ■* s t' H HN ^ ■^s-" 1 . 00* CN M « 1 13 OQ o 'V w ^ o H OS o ' T-< ■looqog I 3d eSBaoAV ca CO U5 N 1-1 CO 05Tt< C(5 •OOUB Sg -pnaWV a; sjBioi[og rtUJ O 5 •aoquin^ CO CO m OS (0 ^H oj ! ! 4 1-5 J-S H i o o t3 tJ 03 ° 0) & !«■ -^ a— tuoV 3 1 S C3 ri^ +^ O fc. e " ,a u "-a s^c « B S p,£- <1 ■< PI oT - 3 "'£,'§ 00 ■? a3 M^o SdI « ^ TO 0) g3 g.3? a K & ^ tT •-E3 tS bio a Q ^ •^ ^ c3 "G « ^ Beport of the Education Commission. ci The managers and teachers -were free to present the children for examination in the several classes of their schools, according to their own discretion, so long as at least one class was presented as high as the fourth standard. The percentages were as follows : — Out of the 31,789 examined — 10-89 failed in Reading. 28-6 „ Writing. 33-4 „ Arithmetic. Comparing these results with those obtained in England, we have — 1863. 180,005 64- 12-66 14-90 23-43 aided schools in 1864. 523,713 65-93 11-9 13-9 23-7 Scotland were Number examined, Percentage to average number in attendance, Failures in Eeading, „ Writing, „ Arithmetic, So that, except in reading, the inferior to those of England. The inevitable conclusion from these facts is, that neither the schools in Scotland nor those in England were then in a satisfactory condition. In Scotland, out of the 31,789 examined, 12,973 were above 10 years of age ; and every one of these 12,973 ought to have been able to pass Standard VI. So far was this from being the case, that only 613 of them, or 3-95 per cent., were even presented in Standard VI., and of these 513, only 380 passed. Indeed, out of the 12,973, the majority, viz., 7883, were examined in Standards III. and IV., and yet of these as many as 3028 were failures. Or to put the matter as Mr. Lingen puts it : — ' It is e-vident that every child of 10 years of age should be reckoned as a ' failure of education -who cannot at least pass above Standard III. But while ' 12,973 (the number of children above 10 years of age examined) is 40-80 per ' cent, of 31,789 (the whole number examined), the number of children above 10 ' who passed successfully above Standard III. is only 13-55 per cent, of the whole ' number examined, or one-third of what it ought to have been.' Such was the first result of individual examination in Scotland. According to the latest information of the Committee of Council, the ratio of failures is to be found below ; but it is to be observed, that while in England, in the year 1865-6, 65-59 per cent, out of the average number of day scholars attending the inspected schools were presented for individual examination ; in Scotland, in the same year, only 58-71 per cent, were presented. The percentages of the whole number of children examined who failed to pass were : — Failures under the Revised Code. Compared with Eng- land. 1862-3. 1863-4. 1864-5. 1865-6. 1 ( Reading, . . 4] Writing, . . a (^ Arithmetic, . 12-66 p. c. 14-9 p. c. 23-43 p. u. 11-87 p. c. 13-98 p. e. 23-69 p. 0. 11-23 p. c. 13-09 p. c. 23-58 p. 0. 10-9 p. 0. 13-67 p. c. 25-28 p. c. "^ ( Reading, . . § I Writing, . . § ( Arithmetic, . ... 10-89 p. c. 28-6 p. c. 33-4 p. c. 7-64 p. c. 20-13 p. 0. 28-04 p. c. 5-55 p. 0. 13-69 p. 0. 21-22 p. u. cii Beport of the Education Gommission. Scotland It thus appears that, there has been a gradual improvement ia now equal Scotland during the last three years; so that the stimulus of the land."^' Revised Code was not only required, but has proved eminently successful. Evidence These results furnish an easy explanation of the fact, that the in favour of most vehement opponents of the Revised Code have been some of the^Kevised ^^^ inferior schoolmasters. On the other hand, the testimony of Her Majesty's Inspectors in Scotland, according to the Report of 1864-5, was uniformly favourable to ' the principle of the Revised ' Code ;' and the truth of this testimony is confirmed by the follow- ing paragraph in the Report in 1865-6 : — 'The system of examina- ' tion under the Revised Code is administratively feasible, has ' secured greater attention to the lower classes and to the less ' proficient children in schools, and has led to a more uniform pro- ' gress in reading, writing, and arithmetic.'^ The testimony of Colonel Maxwell and of Mr. Sellar is not less emphatic in the same direction.^ Assuming, then, that the leading principle of the Revised Code — in other words, payment by results, as ascertained by individual examination — is to be adopted, it is necessary to inquire whether, before being finally adopted in Scotland, it should receive any modi- fication. And it must be admitted that on this point also there is, singular unanimity of opinion. Objections One of the most serious objections to the introduction of the Code'that^ Revised Code as it stands at present is, ' that the Standard system,: it lowers ' lowers the traditional quality of the instruction given, more par- thestan- ' ticukrly in the parochial schools.' Upon this point Mr. Sellar education ^^'^es the following observations (p. 131) : — ' If the Standards are to remain as they are, and the teacher is to be paid by ' the number of children who can pass, and not for those who remain in school ' after they have passed Standard VI., then those who teach the higher branchesi ■ win get no remuneration from Government for the time spent upon those ' branches — consequently teachers will give up teaching them. The pride and ' glory of a schoolmaster's profession will be destroyed ; that considerable class ' of scholars who now go on to the Scotch Universities from the parochial schools, ' and others on their model, will cease to exist ; the tone and character of the ' traditional Scotch parochial education will disappear, and our scholastic training • will be reduced to the uniformity of English elementary schools. That is the ' interpretation of the objections urged to the principle of the Code. They are ' supplemented by the complaint that it was intended for England, and English ' denominational difficulties, and that those who framed it were not familiar with ' the school and university system of Scotland. ' It must be admitted that these are not trivial objections. The class of young ' men who come from parochial schools, and schools founded on their model, is ' considerable ; and though under great difficulties and deprivations, these men ' often surpass their wealthier class-fellows, who have been educated at the best ' schools in the country. ' The returns collected in the parishes visited by us show that the number of ' scholars who go from the parochial schools annually is not large. There were ' 10,865 scholars on the rolls of 130 parochial schools when visited, and these ' numbers have not varied much within the last five years ; but only an average ' of twenty-five scholars, or 0'2,3 per cent., have gone to the universities during ' those years from these 130 schools : — 1 P. X., Report, 1865-6. 2 p. i3o_ Beport of the Education Commission. cm No. of Parish Schools. No. of Scholars who went to a University in Total. 1860. 1861. 1862. .1863. 1864. 130 37 21 28 20 20 126 ' But the rolls of the Humanity classes in Edinburgh University show that 20 ' per cent, of the students came direct from parish, Free Church, or General ' Assembly schools, in the session 1863-64 ; 21 per cent, in the session 1864-65 ; ' and 29 per cent, in the session 1865-66, — of whom 29 per cent, attended the ' junior, and 18 per cent, the senior classes. From one rural parish in Aberdeen- ' shire, the population of which is about 2000, the teacher in seven years has sent ' up thirteen students to college, of whom nine went direct, and four after one ' quarter at a grammar school Seven of these gained bursaries to the amount " of .£404. In the bursary competition at the Aberdeen University for 1865, 12 ' per cent, of the candidates mentioned in the Order of Merit came direct from ' parochial schools, and 43 per cent, had been originally educated at parochial ' schools. ' The objectors to the system have thus a great deal to say for themselves, if ' it be true that the higher branches cannot be taught by the same man who ' has to bring the whole school to a fixed standard in the elementary branches. 'And it unquestionably would be of the greatest importance to education if ' Government would pay for higher as well as elementary branches. ' But, on the other hand. Government lays it down as a rule that the State is ■ not bound to pay for the education of future ministers and doctors, and Indian ' civil servants. The duty of the State is to obtain the greatest quantity of ' reading, writing, and arithmetic for the greatest numbers, and to send the sons ■ of the labouring classes Away from school able to read a newspaper with ease, ' able to write a tolerably spelled intelligent letter without^a painful eifort, and ' able to work the simple rules of arithmetic. And the question comes to be, is ' the one idea of education to be sacrificed to the other ? Is it of more general ' importance that half-a-dozen children should be highly trained in each school, • so that some may be qualified to enter the universities, and become distin- ' guished men, or that the whole mass should be thoroughly grounded in reading, ' writing, and arithmetic 1 Teachers say that under the Revised Code they ' must neglect the higher branches. One very efficient teacher said, in answer ' to a question as to how he found the Code to work in his school, " Well, I ' " must be frank, and acknowledge that I had to neglect my higher work this ' " year, otherwise I never could have got the bulk of the school to pass the ' " Standard^. Not that the Standards are too high — at least the higher ' " Standards, — ^but it is the constant drilling up to a point that occupies time ; ' " and that is how I had to neglect the higher branches." The inference here ' is, inevitable. If the Standards are not too high, so that the bulk should pass, ' then it is clear that the bulk had been neglected before, for the sake of the few ' learning the higher branches. And it is against this that the Revised Code is 'levelled. ' This is but a specimen of what is too common, or was too common before the ' iudividual examination system came into operation. Teachers who teach Latin ' and Greek to any extent are very apt to neglect the younger, or at least the ' less intelligent of the younger children. If, as many good teachers tell you, ' their main pleasure is in teaching classics, it must be anything but a pleasure ' to them to teach the alphabet, or the elements of arithmetic. And when there was no recognised standard of proficiency for them to look to, and to which they ' had to bring on each child in his respective class, they were satisfied if two ' or three came up to a vague standard in their own minds, and neglected ' those who did not. Hence it is that in those of the old-fashioned parish schools ' which we visited, we found, not unfrequently, a class of three or four boys in ' Latin, two of them, perhaps, the minister's sons, and one the teacher's, about a ' fourth part of the school able to read well, and to write well in copy-books, 'and to do a little arithmetic, but the other three-fourths unable to spell, or to civ Tiepm-t of the Education Commission. ' do the simplest sums in arithmetic, and able only to read indifferently. It is ' quite possible that those three or four boys might go on to the university, and ' do well there, but what becomes of the rest of the school ? They leave it ' without having acquired even the rudiments of any sort of knowledge. When ' it is remembered that in the agricultural, mining, and fishing districts the ' requirements of labour take children away from school at twelve or thirteen ' years of age, and few but those of a higher class are able to stay longer, it ' seems more equitable that a teacher's full time should be given to them, rather ' than to a minority, whose parents, in nine cases out of ten, could now-ardays ' manage to send them to some neighbouring town, where they would find schools, ' the object of whose existence is to prepare for a university career.' Mr. Lingen, in answer to a question put by Lord Ardmillan, made a similar answer to that made by Mr. Sellar; and in refer- ence to this subject the Eeport of the Committee of Council for 1864-65 contains the following observations :^ — ' Of this neglect of the higher subjects we can only refer to the age of the ' scholars, of whom 70.43 per cent, are under ten, and only 12'10 per cent, over ' twelve years of age. As many as 39'52 per cent, of them have attended the ' same school for less than one year.' ' Out of 555,502 children individually examined in Great Britain, of whom ' 219,813 were over ten years of age, 453,783, or 81'6, have been presented for ' examination by the managers beloio these three Standards (IV., V., VI.) As- ' long as the examination in indispensable subjects continues to show these results, ' it can hardly be said the day of higher subjects for these young scholars has ' arrived.' And again : — 'In promoting popular education, that which ought to be done must take ' precedence of that which ought not to be left undone ; and this distinction in ' favour of reading, writing, and arithmetic (to the extent of Standard vi.) will ' continue to be neeHed in the apportionment of public grants until these ' three arts are acquired, as matter of course, by the children who pass through ' elementary schools.' Upon this subject Mr. Scougall makes a striking remark, sug- gested by his own experience :^ — ' Of the higher branches, as they are styled, of middle-class education, it may ' be stated as a general rule that they are found in the best condition in those ' schools that, all circumstances considered, pass the individual examination most ' creditably. During the year I met with only two or three marked exceptions. Various schemes have been proposed for the purpose of meeting' this difficulty, and preventing the standard of education in Scottish schools being lowered. These schemes are described by Mr. Sellar.^ It appears to us that besides establishing a seventh standard for children who have passed standard sixth, something might be done towards the attainment of this end by raising the standard of qualification required of teachers, by enabling them to attend the Latin and Greek classes in the Universities, and by offering a larger ■ capitation grant to those schools which, besides furnishing efficient elementary instruction, show themselves capable of furnishing a certain amount of sound classical instruction. The other objections to the Eevised Code are stated and dis- cussed by Mr. Sellar,* and by Mr. Middleton in his Eeport for 1864. We do not propose to discuss them all seriatim, because most of them possess no great force. Some remarks, however, upon two of ' ^- xxiii. 2 Report, 1856, p. 349. 3 Eeport, p. 134. i Pp. 134-38. Hejport of the Education Commission. cv the most important will not be out of place. It will be remembered that_ the Parliamentary grant for education is expressly made (Article 4) ' to promote the education of children belonging to the Art. 4, ? classes who support themselves by manual labour.' And in order '^J^^f'- ^^' to exclude those who do not belong to these classes, each school- dren who master, according to Mr. Lingen, is required to enter in a schedule belong to a 'a notice of those children who ' belong to a class above that of ^J*"' ^^°^^ ' the poor,' and in calculating the amount of the grant, these fJirfearn- children are excluded. Now, it is alleged that this requirement ing any does violence to the traditional feelings of the Scottish people, and K"''i?",'?^ is, besides, impracticable. menta^y "^ It is the peculiarity of the parish schools of Scotland that from Grant, their very foundation they have been frequented by persons of every t"|e' °°* order. An Englishman, eminent for his exeriions in the cause of p°iel tt popular education, thus writes : — ' Upon their benches the children Scotland. ' of every rank in hfe have met, and have contended for honours « earned only by higher natural gifts or superior moral qualities. ' ' Those whom the accidents of rank and fortune have not yet ' separated, have here formed friendships which have united the ' laird and the hind through life by mutual service and protection. ' This sentiment has overleaped the barriers which divide society ' into classes, to acknowledge the claims of personal feeling, and so ' lift humble merit from obscurity.' To create this feeling in the people has taxed the ingenuity of the very ablest men who have spent their lives in promoting education in England. The very in- structions to the Inspectors state that the union of different classes in the same school ' has some obvious advantages besides those which ' are financial ;' and in America the traditional feeling in favour of a common school is guarded with the utmost jealousy. It seems to us, therefore, that as these inquiries necessarily tend to diminish this laudable feeling, and to encourage the distinction between one class and another, they ought, if possible, to be discontinued. But this provision besides being opposed to the most cherished traditions of the country, presents in practice extreme difSculty. Mr. Sellar says (p. 134) :— 'It is perhaps the one objection to the Eevised Code in which the majority of ' the inspectors concur with the teachers. They acknowledge the greatest diffi- ' culty in working this regulation ; some even go so far as to say that it is ' impossible to work it. If they were to insist upon it in its full strictness, they ' would deprive the teacher, in many cases, of his grant, where the parents, ' though nominally not making their living by manual labour, are really less able * to pay their children's school fees than many whose whole living depends upon ' their manual labour. Take an instance that was suggested by one of H. M. ': Inspectors. A farmer has a good farm, but is known to be in arrears for rent. ' He may have a large family of children, and be a poorer man and less able to ' pay school fees, than his own ploughman, who has only one child at school. 'But the latter makes his living by manual labour, and the teacher is paid for ' his son, whereas the farmer is not making his living by manual labour, and the ' teacher is not paid for his two or three sons. It is true that a certain discretion 'is used by the inspectors in their recommendations, but from whom do they get '.the information on which to use their discretion ? In most cases from the ' teacher, whose interest it is to make the parents out to be as poor as possible, ' in order that he may get the money for the child. He knows that the inspector '.feels a delicacy in instituting minute inquiries as to a man's poverty, and he will cvi Report of the Education Commission. ' be quite safe if lie gives a general idea that tlie parent of the child is not in ' good circumstances.' In conclusion, he says, ' if this regulation be enforced in this ' country, teachers will suffer by it; inspectors will be unable to ' carry it out ; and both managers and parents will continue to look ' upon it as inquisitorial, and as repugnant to Scotch feeling.' Argument In reply to those who urge the omission of this 4th article from iniaTourof the Code, when applied to Scotland, it is confidently argued, that Article ^^^ Parliamentary grant is made for the express purpose of assist- that'the Jng those parents to educate their children who cannot obtain saraeprin- education without such assistance; that the same principles must "P'®1|'^^^' prevail in Scotland as in England; and that therefore the ob- ScotlandT noxlous regulation to which reference has been made must be main- as in Eng- tained in the north as well as in the south. If public education an'w" d occupied the same position in both countries, or if no changes were contemplated in the existing system, this argument might, perhaps, be regarded as practically conclusive. But this is certainly not In Soot- the case. For it should be observed that the system of education in tion fs'^r^" Scotland essentially differs from that in England. In England no legal duty; public provision is made for supplying the people with education, in England There is no school in each parish which is maintained by taxation, volunteers' ^°*^ *° which every child may demand admittance. In England the ' schools are set on foot, and principally maintained, by voluntary sub- scription, and are managed by the clergy of various denominations, or by private individuals ; indeed, in rural parishes the school is the parson's school ; while in all cases the schoolmaster is the .servant of the managers. In short, in England there is no attempt, either in theory or in practice, at a National System. But in Scotland provision is made by Statute for a school in every parish, and the schoolmaster holds a public ofiice, from which he cannot be displaced at the dis- cretion of any individual. ' I hold strongly this opinion,' said Mr. Lingen, ' that Scotland has a much more excellent type in the paro- ' chial schools than anything that we have ever offered her, for,' he added, ' I think it is an enormous matter to have established educa- ' tion, as you have established religion at the time of the Eeforma- * tion, and really to have secured, in theory at least, by law, the ' education of the people. Our system offers nothing equivalent to ' that.' In Scotland the parish school is considered as necessary as the parish church; and in theory the public duty is recognised of supplying education to the whole people. Accordingly, the heritors and the tenants are bound by Statute to erect a school, and to pay the schoolmaster a minimum salary ; they are even entitled, if they see fit, to lay on taxes, so as to increase his salary beyond this minimum. And to these public schools the children of every rank are admitted upon equal terms. According to our information, it appears that the annual sum contributed by the heritors and tenants to the parochial and side schools amounts to about £48,000, and in these schools somewhat more than 86,000 children are educated. In this respect, therefore, Scotland presents a remark- able contrast to England. In the one country there is, at least, one public school in every rural parish, created by Statute, open to all, Be.port of the Education Commission. cvii and supported by taxation ; in the other there are no schools which can be considered as national institutions, nor is property subject to any tax for the purpose of promoting elementary education. Where the voluntary system prevails, as in England, it may be, The 4tli and probably is, right, to lay down the principle that the Govern- A^t'c'e is nient will only aid those, whose object is to promote the education n"ec'essa!-y of the labouring classes. And it may be necessary to enforce this where the principle by the rule, which excludes the children of parents above system is the labouring class from any share in the education grant. Without ^° "°**''^- some such rule it is very certain that schools might be erected for private purposes by the aid of the Treasury ; while no provision might be made for the education of the masses. Under a voluntary system the motive of those who found schools is, not simply to supply the population of a district with a sufficient number of efficient schools ; but, it may be, and often is, to promote denomina- tional views or private purposes. At all events the English system neither compels the erection of schools where they are required, nor does it furnish any security that schools, if erected, will be such as to supply education to the poorer classes. Therefore the Government, through the Committee of Council, has been obliged to insist upon some guarantee to secure this result. But in Scotland the circumstances are entii-ely different. From the But in year 1696, and even earlier, the rural parishes of Scotland have en- Scotland joyed, what may be truly termed, a National System. During the uatbnal whole of this period the proprietors in every such parish in Scotland System have submitted to be taxed for schools open to all classes of the supported community. And the effects of this system are as satisfactory as ^**^^ '°"' they are instructive. There is no better proof of the general diffusion of elementary education, than the returns obtained from the register of marriages ; nor is there any better mode of ascer- taining the real condition of one country than by comparing it with that of another. Comparing then the returns in Scotland with those in England, it appears that in 1855 there was 88-6 per cent, of the men, and 77"2 of the women, in Scotland who signed the marriage register in writing ; while in England, in the same year, the percentage was only 70'5 for the men and 58'8 for the women. In 1861 the percentage in England was somewhat larger, but still Scotland showed a decided superiority. In the returns for par- ticular counties where there are no large towns, and where the parochial system has been fairly tried, the results are still more favourable. Thus, in Peebles, 100 per cent, of the men who mar- ried in 1861, signed the register in writing, and in Dumfries, the percentage was 97. From these facts, and we may add, from the report of Colonel The Paro- Maxwell and Mr. Sellar, it appears that the mass of the Scottish ^"aj is a population in the rural districts have received the elements of g^^'J"^^^ education. This is precisely the result which ought to be obtained and where by any efficient system of National Education : and it is the result fairly tried, which has been obtained in Scotland where the parochial system c^edeTin has been really tested. The most striking characteristic of that educating system is that, instead of countenancing distinctions between one cvui Befort of the Education Commission. But the Parochial System re- quires to be extended. Two essen- tial ele- ments in this system all classes, class and another, every child, of every rank in life, is welcome without within the walls of the parish school. Experience, therefore, seems tTnctbn of to prove, that the education of the whole population of a district,; both rich and poor, may be secured, without any attempt, such as that of the Committee of Council, to draw a line between ' the ' classes who support themselves by manual labour,' and those who do not. It is true that the parochial system is defective and requires amendment. More schools are wanted, especially in the towns, and the question is, how are these defects to be remedied ? The plan is this. It is proposed to constitute a Board with power to establish as many schools as may be required. Adhering to the principle which has hitherto proved so successful in the rural dis- tricts, but extending its application, these schools are to be sup- ported by taxes levied upon the property of the districts, and are to be open to children of every rank. Under this system, the num- ber of new schools will be determined, not by denominational or selfish zeal, but by a Board of impartial men, whose decision will be confirmed by the representatives of the ratepayers. The neces- sary result of this proposal, if carried into effect, must be the esta- blishment of a National system, or rather the extension of the existing system so as to supply education to the whole country. In such a system, it is obvious that there are at least two essential elements. In the first place, every proprietor must be made liable to contribute, and in the next place, every parent must be entitled to claim instruction for his children. The object con- templated is not, as it is, at present, in England, to aid the desul- tory efforts of individuals to establish schools, or to supply educa- tion to one class or to another, but the object is, to lay upon the proprietors and occupiers of every district a statutory obligation to supply education to every member of the community. The burden is to be laid equally upon all, and the right to take advantage of the schools must belong to all. But if every local ratepayer is bound to contribute toward the erection and maintenance of schools which shall be open to all, is there any reason why the general taxpayer should not contribute upon the same principle ? In England the voluntary subscriber professes to contribute toward the education of those only in whom he is interested ; the Committee of Council requires proof that such persons require special aid ; and upon being satisfied of this fact, they grant assistance. In Scotland the ratepayers in each district undertake to supply education to the whole of the inhabit- ants of such district, and it seems not unreasonable that the Treasury should contribute on similar conditions, in order to obtain a similar result. Eatepayera If the ratepayers are willing to tax themselves for the purpose of bett judges ^"PPlyi°g schools which shall be open to all. Parliament may safely what assume that the schools are needed, and may therefore aid in their establishment, without requiring any further security against abuse. If the local taxpayers place no restriction upon the class of children who attend school, the Treasury may adopt the same Eatepayera propose to contribute towards the education of all classes : Treasury should do the same. schools are required. Report of the Education Commission. cix principle. There is no danger that any Board, with the concur- Their de- rence of the ratepayers, will erect schools which are unnecessary, cision Con- or which are to be used for private purposes. It may be right to thrBoarf insist that none but schools, in which the elementary subjects are taught, shall be entitled to share in the Parliamentary grant, but in a country in which a National System of education exists, to restrict the right of any national school to share in the education grant, be- cause some of the scholars belong to a particular class of society, is not only to impose a needless restriction, but to lay down a rule abso- lutely inconsistent with the very essence of a National System. The State, in granting aid to the National schools of Scotland, ought not to violate the very principles upon which they are founded. In short, a Voluntary System is one' thing ; a National System is another. If the people of England will not submit to a law, com- pelling them to supply a sufficient number of schools, but prefer to leave this to be done by the voluntary efforts of individuals, the State, before granting any pecuniary aid, must see that these voluntary efforts are made for the purpose of supplying the poor with education. But, if the people of Scotland bind themselves by Statute to supply whatever schools a public Board declares to be re- quisite, the State is bound to aid in their creation and maintenance. Such schools are set up by public authority — they are maintained for public purposes, and every scholar within their walls has entered under the provisions of an Act of Parliament ; and therefore every National school and National scholar is entitled to equal privileges. In thus arguing that the 4th Article of the Code ought not No peculiar to be applied to Scotland, it should be carefully observed thatP"y''^|® we are claiming no peculiar privilege for this part of the king-"*™^ ' dom. But the School System in the South essentially differs from that of the North, and this difference must be recognised. According to the 4th Article of the Code, ' the object of the grant ' is to promote the education of children, belonging to the classes ' who support themselves by manual labour ;' and the 5th Article declares that ' the means consist in aiding voluntary local exertion' Now, if the measures which we propose are carried into effect, these articles will have no meaning. The object of the law will be not to promote education in a district, but to compel the rate- payers to build and maintain a sufficient number of schools for the population of the district ; and the means will consist, not in aiding voluntary efforts, but in supplementing local taxation. It is obvious, therefore, that the principle upon which the Treasury will make grants in Scotland must be something entirely different from the principle, which is applicable in England. It may pro- bably become necessary, in these circumstances, that a separate Committee of the Privy Council should be invested with the duty of dealing with the schools in Scotland. Indeed, this is the very suggestion which was made to us by Mr. Lingen. ' If,' he said, ■' on the Committee of Council in London there were the Lord ' Advocate ex officio, or if there were a Committee in London who, ' in any measure directly affecting Scotland, would be the Lord ■ President's, or Vice-President's, advisers, I think that might be ex Report of the Education Commission. ' desirable.' And again, on being asked the question — ' Supposing ' that the present system of educational grants was given up in ' Scotland, and that means were found to have a general system ' in extension or enlargement of the parochial system, depending ' upon local rates, and aided by Government grants, can you sug- ' gest in what way you think such a plan might be most efficiently = carried out ?' he answered, ' My impression is that some propor- ' tionate share in the sum annually voted might be assigned to ' education in Scotland ; that the board of each parish or educa- ' tional district might be responsible for the education within the ' district ; that it might have, in proportion to its population, or its ' scholars, or whatever might be the unit of calculation, its share of ' the Scotch grant in aid of what it would have to raise itself ; and ' that the right of inspection might belong to the central .govern- ' ment, in virtue of the subvention which it afforded in aid of the ' local system.' But, whether the Committee of Council continues as at present, or a separate Committee is appointed for Scotland, the arguments against applying the 4th Article of the Code to the schools in this country remain equally conclusive. Period The other objection to the Kevised Code refers to the period of oi the ^ ^Q inspector's visit. Upon this point, Mr. Black, H. M. Inspector, visit. ° "' in his Report for 1865, says : — ' There is another ground of objection with which I am more directly concerned. ' The utmost pains were taken, nearly two years ago, so to arrange my work for ' the different months, that the schools should be inspected at seasons convenient ' for them. But the attempt was not, in every case, successful. AU schools ' strictly rural are inspected in the months of January, February, March, April, ' and May, of which the last only is objected to, on the ground that many of the ' children have left for summer work. June is devoted to the villages and towns ' in the centre and south of Forfarshire, and July to Dundee. In regard to these ' months, there is no well-founded complaint. But in Montrose, Brechin, Aber- ' deen, Peterhead, Fraserburgh, and the villages throughout Aberdeen and ' Kincardine shires, in which I am employed fi'om October to December, com- ' plaints are constantly made, and often with good reason. To these complaints ' I can only reply (and the answer is not a satisfactory one), that any other ' arrangement in my power would lead to still greater inconvenience elsewhere. ' The fact is that these months are not suitable for the inspection of schools in ' any part of my district. At the annual vacation immediately before, many of ' the older children, who have completed 200 attendances during the year, leave ' school, not to return. The younger children, after six or eight weeks' idleness, ' have generally forgot not a little of their humble acquirements, and, as they < take some weeks to reassemble fully, there is not time to get them into the < usual working trim before the inspector arrives. The consequence would be, ' in many cases, a serious reduction of the grant. Should'the Revised Code come ' into fuU operation, I am anxious thus early to record my conviction, that the ' only mode of avoiding such an injustice to the schools will be to reduce, by ' some two months per annum, the time devoted to inspection. This would be ' done differently in each district according to the circumstances of the schools.' Mr. Jack, Mr. Middleton, Mr. Kerr, and Mr. Scougall— all of them Inspectors — allude to the same difficulty. Mr., Scougall, one of the Free Church inspectors, says : — ' I shall only say that to one part of it — payment according to the results of ' examination— there seems to me to. be, in this part of Great Britian at least, a ' weU-grounded objection. It has been abeady shown that all schools visited ' between the vacation and the new year, cannot present for examination the ' same proportion of the annual average attendance, as those schools which are Beport of the Educatiojt Commission. cxi ' visited at a later date. These schools are obviously placed at a great disad- ' vantage financially (as well as otherwise), and the managers and teachers may ' therefore with justice complain that the Revised Code does not, in this impor- ' tant particular, place all schools on the same footing. They suffer, and suffer ' severely, for circumstances over which they have no control.' The same objection is noticed by our Assistant Commis- sioners. This is a matter upon which Mr. Lingen was asked a question,^ and he admitted the difficulty. ' There are certain ' months,' he said, ' when the harvest is going ou, when tlie ' rural schools are nearly empty, and if the inspector of any rural ■ school does call either at that time or just after it, no doubt that ' school is placed at a disadvantage. So far as arrangement can ' avoid that difficulty it is avoided ; but it is not wholly surmounted.' It is obvious that if the Parliamentary grant is.to be distributed according to results, the master of a school ought to have the means of fairly exhibiting the results which he has achieved. But, from the evidence to which we have referred, unless the Inspector selects a proper time for visiting a school, it will be impossible for him to form a just opinion upon its merits. This is a question of justice both to managers of schools and to Complaint teachers, and it demands the earnest attention of the Committee of is reason- Council. There is the more reason for insisting upon this point, ®" because great objections have been taken to the rule which requires every child to attend 100 days in the year, in order to be admitted to be examined by the Inspector. We are not disposed to recom- mend the relaxation of this rule, or to reduce the number of attend- ances required ; but, at the same time, every school ought to have the benefit of those children who have completed the reqdisite number of attendances, and who could pass the required examinations ; one school , ought not to be placed at a disadvantage as compared with another school. Unless, however, the Inspector visits the school at a convenient period, many of the children will be neces- sarily absent on the day of the Inspector's visit, and neither managers nor masters will be able to claim those benefits from the Treasury to which they are justly entitled. No school ought to be inspected during the months of August, September, October, or indeed until the middle of November. Nor can it be doubted that matters might be so arranged as to Remedy, meet this difficulty. According to the Report of the Committee of Council for 1864-5 (p. 20), the same difficulty arose in the case of night schools, and has been effectually surmounted. In 1863, the managers of night schools lost a great part of their grants, because the schools were not visited by the Inspector at the best time of the year. The Committee of Council, therefore, issued a Minute, under which an examination could take place without the presence of the Inspector. ' The managers,' says the Report (p. 21), 'are judges themselves of the reading ' of the candidates, and they select the passages to be written from dictation. ' The questions in arithmetic are sent from the Council Of&ce, and the whole of ' the written exercises are returned thither to be marked by the inspectors, or 1 1st Report, p. 333. cxii Report of the Education Commission. ' their assistants. Precautions against copying are taken by means of alternate * exercises, and the papers bear creditable evidence of having been independently ' worked.' The number of schools which took advantage of this Minute, between 25th April and the following June, was 186. And the Eeport states that the arrangement has been completely successful. There seems to be no reason why this principle, which has been so successfully applied to night schools, should not be applied to day schools. It might be announced that no inspection of a school for the purpose of determining the amount of the grants should be held during the three months which have been specified, but that the managers should be empowered to conduct the examinatiou of a cer- tain number of schools, in the same way as the night schools are now examined. This special examination might take place before the end of July, and by the end of that month the Inspector would have completed the work of inspection for the year. The time which, under the present system, he would have employed in visit- ing the schools thus specially examined, he would, under the new system, devote to revising the papers. In order to keep a check on the schools thus specially examined, the Inspector might pay them a flying visit at some time during the year, without notice ; and it might be established as a rule, that every school should be examined by the Inspector in person once at least every second year, No pecu- Before concluding this chapter on the Eevised Code, it may be niary loss convenient to mention that no pecuniary loss need be anticipated by the°° ^ from its adoption. In the year 1865-6, the proportion of the Par- Revised liamentary grant made to each scholar — Code. In England. In Scotland. In the Agricultural Districts was £0 8 9J In Nou-Agricultural „ „ 8 lO" In Mixed „ „ 8 llf ■■2 £0 8 0\ 7 3| 7 9J Scotland is not yet under the Eevised Code, but as the schools in this country have now reached possibly a higher, but certainly the same standard as those of England, the managers and masters will obtain more money than they do at present out of the Parlia- mentary grant. Upon the whole, therefore, we are of opinion — 1. That the Privy Council system of grants as at present ad- ministered under the Original Code (1860), does not meet the Edu- cational requirements of Scotland. 2. That the system cannot be made to attain this object by any alteration of the rules, under which the Parliamentary grant is now administered. 3. That denominational inspection ought to be discontinued. 4. That the principle of the Eevised Code is sound, and that the provisions of that Code should be extended to Scotland, with such modifications as have been indicated. And in particular, that article 4 of the Eevised Code should not be applied to Scotland. Eeport of the Education Commission. cxiii CHAPTEE V. Ages of the Scholars and Attendance at School. There are no questions, connected with elementary education, Importance more important than those which concern the ages of the scholars, °^ "i^. and the period during which they attend school. Time, and the "^"^^ '°°" capacity to labour are such valuable commodities, that a child's education ought to begin at the earliest period consistent with physical health. And any attempt at school-legislation must fail, unless legislators take into account the period of life, which can be spared for educational purposes. Various attempts have been made to ascertain the average period Attempts of time, during which children attend elementary schools, but these to aecer- attempts have hitherto been unsuccessful. The English Commis- *j™ ^oof '^ sioners, in their Eeport of 1861 (p. 85), expressed an opinion that the attendance, average duration of school attendance was 5 "7 years, and according to the formula which they adopted we should arrive at a similar result. But, we have reason to believe that this calculation is incorrect, and that the average period is much shorter. The schedules, which were issued by us to the Eegistrars, contained no inquiry tipon this subject. But the attention of our Assistant Commissioners was ex- No data pressly directed to the problem, although.it can scarcely be said that "P.o° ^^""'i they have succeeded in solving it. The simple truth is, that{|g'^g^™ no data exist from which a solution can be obtained. In the case tained. of Glasgow, Messrs. Harvey and Greig have not attempted to draw up, in a systematic form, the facts connected with school attend- ance. , With respect to the Highlands, Mr. Nicolson makes the following remarks, p. 103 : — ' I found a vast amount of irregularity in the keeping of school rolls ; so much Evidence of so, that I had to abandon the attempt to draw up statistics for the district of the Assistant . numbers that had attended a certain number of days during the past year, Commis- far less to give any correct account of the number that had attended " 176 whole sioner. " days during each of the years 1861, 1862, 1863, 1864." In the inspected schools this point is of course duly attended to ; but in the rest the matter, is generally dependent almost entirely on the teacher, and the roll is kept in all sorts of ways, according to the degree in which his bumps of order and con- scientiousness are developed, souletimes in a prepared book, sometimes on a sheet of paper, sometimes not at all. In the parish schools, When not under Government inspection, the sheet of paper was the favourite method, and it was in some cases rather an ancient document. In the schools supported by Societies there is generally more uniformity and regularity, many of them being obliged to keep the register in a systenjatic form, in books provided for. the purpose, and to send periodical reports to their directors of the state of attend- ance. But on the whole the want of uniformity and system in this matter h CXIV R&port of the Education Commission. Better to rely on the KeportB of the Com- mittee of Council. Scholars attend school be- tween six and twelve Difference of age of the scho- lars in different schools. ' struck me, at every stage of my progress, as one of the things greatly demand- ' ing improvement, and too much in harmony with the irregularity of attendance ' on the part of the scholars. . , , j^ ^i ' In connexion with this matter, it wiU be borne in mmd that there are great ' obstacles to the cultivation of punctuality in this region. Clocks and watches ' are luxuries very rarely to be met with in the houses of the peasantry, and the ' number of schools in the district that can boast of a clock as part of their fumi- ' ture does not amount to half-a-dozen.' Colonel Maxwell and Mr. Sellar, although they have constructed a table with regard to the duration of attendance, distinctly state that 39 per cent, of the returns on this subject are mere estimates of teachers, and their conclusion, that 4-5 years is the average period of attendance, proceeds upon the assumption that every child whom they found at school began his schooling at five years of age. In such circumstances, it seems better to confine our attention to the facts, bearing on the subject, which may be found in the Eeports of the Committee of Council. These Eeports contain no data from which the average period of attendance in elementary schools can be accurately calculated. Nor, indeed, is this of much practical import- ance. The questions upon which the legislature requires information are : the age at which the majority of children may profitably enter school, and the age at which circumstances compel the majority of children to leave school ; and upon these the information is ample enough. Speaking generally, it is clear that, within a certain period of life, a child must receive its education, or it will receive none at all; and the business of the State is, to see that means are provided for supplying education to every child within this critical period. There is, we may add, another reason, why our attention should be confined to the Eeports of the Committee of Council ; and the reason is, that, except in inspected schools, the registers are so im- perfectly kept, that no reliance can be placed upon them. Taking, then, the last Eeport for 1865-66, it appears that on the registers of the day-schools in Scotland, 14'62 per cent, of the children were under four and between four and six years of age, and 70 "44 per cent, of the children were between six and twelve years of age. After these limits the percentages rapidly diminish. Between twelve and fourteen the percentage is reduced to 1116, and above fourteen it is 3'78. It may be assumed, there- fore, that a large majority of the scholars attend school for some time between the ages of six and twelve ; for we may add, that according to Mr. Sellar, of the fifteen per cent, of scholars which he found under six, the majority were between five and six. There is, however, no evidence from which it is possible to draw any accurate conclusion as to the average period of school attend- ance. The only fact ascertained is, that the percentages of scholars on the registers increase up to the period between seven and eight, and then diminish. It is to be observed, also, that there is a remarkable difference between the ages of the children who attend the Parochial and Free Church schools, and the ages of those who attend the Episco- palian and Eoman Catholic schools. In the Parish and Free Report of the Education Commission. cxv Church schools, while 9-22 per cent, of the children are between eleven and twelve, in the Episcopalian schools the percentage at the same age is only 6-7, and in Koman Catholic schools 7-62. We may observe, in passing, that the same diiference exists be- tween the schools in Scotland and those in England as we have just pointed put between the Presbyterian and the other denominational schools in Scotland. For it appears that whereas in Scotland the percentage of children under six on the school register is only 14, in England the percentage is 25. The difference between the schools in the north and in the south, in this respect, is still more strongly marked by the fact that, during the year ending 31st August 1865, in England 26 per cent, of the children presented for examination were under ten years of age, whereas in Scotland there were only 11 per cent, presented under that age. From these facts it appears, that in Scotland education does not Education begin much earlier than six years ; that in England it begins at four ^^^^ Y^l years of age ; but that in Scotland there is a somewhat larger pro- than in ° portion of the scholars above twelve than there is in England. In England ; connexion with this subject it is important to note, that of late ^"' ®*'"''™ years this tendency to begin education at the earliest period has meriy.*"^" considerably increased. In 1855 there were only 298 per cent, of children under four at school, whereas, in 1865, the percentage was 632 ; in 1855 there were only 459 per oent. of children be- tween four and five at school, whereas in 1865 the percentage was 7"54 ; in 1855 there were 718 per cent, of children between five and six at school, whereas in 1865 the percentage was 994. These tables refer to Great Britain, but probably, if the Scotch returns had been excluded, the result would have been still more striking. Again, from the same table it appears that, while children are Children sent at an earlier age to school, they also leave earlier. In 1850, |?*'« «"■ 1413 of the scholars were between eight and nine ; in 1865, the per- ^^^' centage was reduced to 12'02. In 1850, 1362 per cent, of the scholars were between nine and ten ; in 1865, the percentage was reduced to 11 72. In 1850, 10 per cent, of the scholars were be- tween eleven and twelve ; in 1865, the percentage was reduced to 797, and so on for every period. Nor let it be supposed that the reduction is sudden or fitful, for the series of numbers shows that it has been steady and gradual. The conclusions from these facts are obvious and important. Conolu- In the first place, it appears that parents are disposed to send ^°^^'^ their children to school at the very earliest age. send their In the second place, it appears that the more schools are improved children to and the more rapidly children can obtain instruction, the sooner t^g^g^^i* will they be removed from school. It may, perhaps, seem strange age. that while parents are inclined to remove their children at an 2. The earlier period than formerly, their appreciation of good schools is ™"^g]j increasing. That such is the fact seems to admit of no doubt, improved, For the Eeports of the Committee of Council show that while tl>e sooner the school age has gradually diminished, the number of years during jg^'^'^^'j'^®" which scholars attend the same inspected schools has gradually in- creased. In other words, the attendance of scholars has become CXVl Report of the Education Commission. 1. Can school at- tendance te pro- longed beyond twelve ? Beligions views of the managers do not affect the attendance of scholars. The most powerful motive more steady. In former days children were carried from school to school without much thought on the part of their parents ; mthese days children remain at the same school during the whole period of their school-age. This is one of the most hopeful signs of the advance of popular education. Such are some of the most important statistical facts, and they raise several practical questions of vital consequence. 1. It has already been observed, that comparatively few children at present remain at school after twelve years of age, and the ques- tion arises whether school-attendance can be prolonged beyond this period ? There is a considerable number of children who dp not attend any school, and, no doubt, the poverty, apathy, and ignor- ance of the parents, especially in the large towns and in the High- lands, operate to produce this result. It has been said, that the religious views of the managers or teachers of a school exercise considerable influence in attracting or repelling scholars. So far as the parents are concerned, the idea is groundless. We have already pointed out, that Presbyterian and Episcopalian schools are attended by children of all denominations ; indeed a majority of the Eoman Catholic and Episcopalian scholars in the rural districts are not in schools of their own denomination. Mr. Eigg, himself a Eoman Catholic, stated that he was in the habit of recommending parents to take advantage of the parochial or other Protestant schools in the parish, rather than that they should want education altogether ; and the reason he gave was, that he had ' never met with any attempts at proselytism in rural ' schools.' Upon this subject, the Assistant Commissioners are unanimous, and very distinct. With respect to Glasgow, Messrs. Harvey and Greig say (p. 138) : — ' It is certainly not the incompetence of the teachers, nor yet the inadequate ' supply of schools, nor their inconvenient situation, that affects to any great ' degree the school attendance, and, most emphatically, it is not hecaiise the ' pannts differ in religious belief from the conductors of the schools within their ' reach, nor because a particular course of religious instruction is enforced.' With respect to the Hebrides, Mr. Mcolson says (p. 133) : — ' Denominational differences present no obstacle to the establishment of a uni- ' form system of education. The statistics of the schools show that even now ' these differences have much less influence than is generally supposed, in the ' preference of one school to another. Were all the schools separated from ' special connexion with particular churches, and open equally to masters of all •' denominations, the mode of thought that gives rise to such preferences would ' soon cease to operate, and the only question for parents, if left to their own ' judgment, would be, " Which is the best and most convenient school ?" ' With respect to the rural districts, Mr. Sellar says (p. 35) :— ' That religious differences between parents and teachers or school managers seem hardly'to exist, or at least to exercise no influence in determining the choice of schools ; that in the south, where the parents are left to themselves, they generally send their children to the best school in the neighbourhood, but in the north, the feelings called out by ecclesiastical disputes, though gradually subsiding, are stOl in existence, and allegiance to the minister may stiU affect the parent's selection of a school.' Unquestionably the most powerful motive which induces parents to withdraw their children from school, is the fact, that, at the age Befort of the Education Commission. cxvii of ten or twelve, and even earlier, children can earn wages, which inducing add considerably to the income of the family, or can render services Parents to at home, which are indispensable to the comfort of the household. 1he\x ohil- The same influence has been admitted by every person, who has dren from discussed the question of education. It may be useful, however, to ]^°f '^? record the evidence on the subject collected by our Assistant oflncTeaa- Oommissioners. Speaking of the rural districts, Mr. Sellar- says ing their (p. 19) :— , income. ' In agricultural districts the school is opened and the children begin to " drop Evidence of " in," shortly after the harvest is off the ground ; but owing to this system of Aseistant " dropping in one or two at a time," which some teachers consider their great Commis- grievance in the country districts, the school is not even in a tolerable state of sioner. organization before Martinmas (November 11), and the classes cannot be thoroughly arranged or the work of the school satisfactorily carried on until the beginning of December. From December till the end of March, when the spring work commences, the attendance is good ; but immediately after the annual examinations by the Presbytery at the end of March and begiuning of April, the numbers diminish. In the agricultural districts there is potato- planting, bark-peeling, turnip-hoeing, crow-herding, and such occupations, in which boys from ten years old and upwards can earn from 8d. to Is. a day in the south, and from 20s. to 40s., with their food, for the half-year, in the north, while the girls have to stay at home to take care of the house and of their younger brothers and sisters, while their mothers are engaged in field-work. In pastoral districts there is peat-cutting, and in the lambing season, herding and watching ; and in the fishing villages there is constant occupation for children during the whole of the summer months. The parents cannot withstand these inducements. In most schools there was the same complaint. If the schools were good, the children were regular in winter but very uncertain in summer ; if indifferent or bad, they were irregular in winter, and did not go near the school in summer. There is, however, one exception to this rule, and that is in the coal-mining districts. In them, the attendance was generally better in summer than in winter. " The reason of this," said one of the teachers, " is " that the mining population in this district are of a very rough character. The " parents drink their wages, and care nothing about the education of their " children. They give them no clothes fit to go to school in during winter. In " summer, when the weather is warm, rags don't matter.' " With regard to the Hebrides, Mr. Nicolson says (p. 97) : — ' The irregularity of attendance at the schools is one of the most striking and ' discouraging facts to be noticed in regard to them. A glance at the roll in most • cases shows that the months of November, December, January, February, ' March, and July are the only ones in which the school can be said to be in full ' operation. The roll reminds one of a meteorological table, indicating the ' changes of the season, and with them the variations in the causes which affect ' the attendance. Generally the vacation is in August or September, lasting for ' six weeks ; in some cases a month only. In a few cases the vacation is ■ divided, three weeks being given in spring and three in autumn, apparently a 'judicious division. The school re-opens in the middle of October, but the ' attendance is never very good tiU the whole harvest operations are complete, ' which in this district they seldom are till November. Then comes what may ' be called the torpid season of the adults, but the active season of the schools. ' From the middle of November on into March, agricultural operations are mostly '. at a stand, and, with the exception of fishing and day-labour, where it is to be ' had, there is little exertion out of doors beyond what is required for the care of • cattle and the bringing home of peats. The children therefore are at liberty to ' attend school more than at any other time, and they generally avad themselves ' of the liberty, with a praiseworthy contempt for the oppositions of wind, ram, ' or snow. The restraints of the weather may, however, in many instances, be ' pleaded' as a valid excuse for non-attendance by poor children whose clothing ' is scanty, and who know not what change of raiment is. In April the agricul- cxviii Beport of the Education Commission- ' tural operations begin. There is the preliminary business of cutting and ' gathering the sea-ware for manuring the potato-ground, then the tillage, the ' planting of the potatoes, and the sowing of the corn. Then this has hardly ' been got through when the season has arrived for cutting and drying the peats ; ' and this extends, according as the weather suits, through May, and it may be ' June. Then, in those parts where the practice prevails, the younger men go ' off to the east-coast fishing, or to the Lothians, and women also, leavmg the ' home operations to be performed by the older people and the young. Thus the ' half of spring and of summer are occupied in ways that mterfere with the ' school. ' The occupations are perhaps much more prolonged than they need be, ' for in this district it is not customary to exert one's-self severely to finish in a ' day what can be more agreeably overcome in two. The school begins to fill ' again in June, and generally has a fair attendance in July. Then "in August it ' begins to fall off, as the harvest season approaches, and the presentiment of the ' vacation begins to suggest itself.' Messrs. Harvey and Greig, at the conclusioa of their Keport, make the following observations on this subject (pp. 138, 139) : — ' The third head refers to a number of questions bearing upon school attend- ' ance, and the answers may be briefly summed up. ' (1.) The apathy and indifference of parents are the chief causes why so many ' children attend no schools ; and in a less degree their poverty, and consequently ' their inability or reluctance to forego their children's wages ; and in the case of ' both boys and girls, but especially the latter, the necessity that there is for ' their services at home. Some girls have to perform the household duties in the ' absence of the mother at work. Others are required to assist their mother, and ' especially to take charge of the younger children ; and both boys and girls to ■ run errands, and to make themselves useful in other ways. Formerly, it was ' absolutely necessary for the wife or one of the children to carry the husband's ' meals at breakfast and dinner-time to his place of work ; but this cause of the ' employment of children, and consequently of their irregular attendance at ' school, has been greatly modified, and promises to be almost entirely done away ' with by the cooking-dep6t3 established everywhere in the chief centres of ' labour.' And aga,in : — ' (4.) The attendance of children at school is seriously affected by the demand ' for their own labour, and in a less degree by the wages which their parents ' earn.' Indeed, in Glasgow, as in every large town, the labour of young children is peculiarly valuable. In the central and other districts of that city, it appears that ' children can add from 2s. to 5s. a week to the ' wages of the family ;' and in the Clyde district the Commissioners found 750 ' tobacco boys' at work, some as young as seven, but the greater number nine, ten, and eleven. The rate of wages of these children is from Is. to 3s. 6d. per week.. Again, the Eoman Eev. Henry Thomson, in his account of the Eoman Catholic popula- CatholioB. tion of G-lasgow, says (p. 157), after speaking of the cotton mills :— ' But in other public works, such as silk-mills, potteries, foundries, glass-works, ' paper-mills, match-works, etc., there does not appear to be any such restriction, ' and so children are admitted to work very young in them. It is no uncommon ' thing to see children nine or ten years of age in many of these works. The ' father, perhaps, is not earning more than 12s. or 13s. a week, and he has a wife I and four or five little children to support, and he has the chance of securing 2s. 6d. or 3s. a week more ; though this is necessarily at the expense of his child's I education. In some instances, not a few, I have seen children sent very early to work, where there was no such plea. In these cases it seemed to be either • simply a desire to make the child support itself, and so be less a burden on the ^ lather, or because the chUd did not care for school, and was keen to go to work, and Ihe child was simply allowed to have its own way.' Report of the Education Commission. cxix The Report of the Eegistrar-General for 1851 sums up, in a few Registrar- sentences, the whole subject : — • General. ' Children of the labouring classes are employed at an early age — some perma- ' nently, others temporarily — at a rate of recompence which, though apparently ' trifling, is sufBcient for their maintenance, and more than sufficient to induce ' their parents to remove them from school. It is evident that even the lowest ' amount of wages which the child of a labouring man will receive (from Is. 6d. ' to 2s. per week) must be so great a relief to the parents as to render it almost ' hopdiss that they can mthstand the inducement, and retain the child at school in ' the face of such temptation.' From these extracts it appears that the withdrawal of children Conclusion. from school at a particular age is caused by the circumstances in which the parents are placed, and the necessity of eking out a scanty income by every fair means within their reach. To many this state of things appears inevitable ; for it seems vain Can the to contend against the demands of labour and the necessities of g^^tg "f existence. Do what we may, children must continue to be with- things be drawn from school at ten or twelve. This is a fact, which, as it remedied? cannot be altered, must be dealt with. Others, again, regard the existing state of matters as a serious evil, for which they would fain try a remedy. According to them, no child ought to leave school until thirteen or fourteen ; and parents, who ignore this principle, are denounced as cruel and avaricious. It may, indeed, be admitted that no child ought to be set to work, until it is physically capable of enduring the necessary exertion. But, as soon as that ■period of life arrives, it is the duty of the child to aid its parents in maintaining their independence, and in contributing to the comfort of the family. Nor, indeed, is the time of life at which the majority of children leave school the chief cause of their defective education. The chief cause is irregularity of attendance, and this Irreg"- is precisely the evil which parents have it in their power to remedy, attendaloe. ;The importance of regularity in the rapid attainment of know- ledge is well understood, and may be readily illustrated. Thus, Mr. Sellar in his Eeport, speaking of the Wellington Reformatory for criminal children, says (p. 116) : — ' The point of interest to our inquiry to be noticed in such an institution as 'this, was the remarkable influence produced on these children by enforced ' regularity in school attendance. In the ordinary country schools many chil- ' dren were presented to us who had been four years at school, and who, in that ' time, had not acquired so much of the rudiments of instruction as some of ' these criminal boys had acquired in four months. Something, no doubt, must ' be allowed for the difi'erence in natural intelligence, but, after a wide margin • is given for that, the difi'erence between the two remains so striking, that it ' cannot be accounted for in any way but by the fact that the one set of boys ' attend school every day for a stated number of hours, and the other set attend ' at irregular intervals for four months during the year. Everythiiig that tends ' to induce the parents to insist on regular attendance on part of the children ' should be carefully fostered.' In the difficulty surrounding this question, then, it will be pru- dent to assume, in framing a scheme of National Education, that the majority of scholars will leave the day-school at ten or g1gv6d 2. The next question to be considered is, Whether children, before cxx Report of the Education Commission. Can cliil- reaching the age of twelve, can acquire the elements of a sound dren before education ? In other words, What is the standard of knowledge qufre the" attainable by a child of ten or eleven years of age, if he has been elements of properly instructed ? The Eev. Mr. Fraser, who was commissioned a sound by ug ^o visit the schools in Canada and the United States, thus education? ^ggg^ji^gg ^j^^t he considers the attainable standard :— ' I venture,' ' he says, ' to maintain that it is quite possible to teach a child ' soundly and thoroughly, in a way that he shall not forget it, all that is neces- ' sary for him to possess in the shape of intellectual attainment, by the time that ' he is ten years old. If he has been properly looked after in the lower classes, ' he shaU be able to spell correctly the words that he wUl ordinarily .have to use ; ' he shall read a common narrative — the paragraph in the newspaper that he ' cares to read — with sufficient ease to be a pleasure to himself and to convey ' information to listeners. If .gone to live at a distance from home, he shall write ' his mother a letter that shall be both legible and intelligible. He knows enough ' of ciphering to make out, or to test the correctness of, a common shop bill. If ' he hears talk of foreign countries, he has some notion as to the part of the ' habitable globe in which they lie ; and underlying aU, and not without its in- ' fluence, I trust, upon his life and ponyersation, he has acquaintance enough with ' the Holy Scriptures to follow the allusions and arguments of a plain Saxon ser- ' mon, and a sufficient recollection of the truths taught him in his catechism, to ' know what are the duties required of him towards his Maker and his feUow- ' men.' Again, one of the most experienced Inspectors, Mr. Mitchell, ' I ffiid that properly taught children of ten years of age can write from dicta- ' tion of the TMrd Book very well, with few mis-spellings, at the rate of about a ' minute a printed line, and for twenty minutes. They will work also fairly sums ' in the compound rules, multipUoation, and division of three figures.' It will probably be admitted, that the standard just described is not unreasonably high, and yet, that any child who attains it will possess the elements of a sound education. It is evidently the Standard of same standard as that, which the framers of the six standards of the the Revised Eeviscd Code had in view ; and it appears to be identical with Code and ^^^^^ adopted by our Assistant Commissioners, in estimating the Commis- Comparative merits of the schools which they examined. sioners. At the same time, it must be remembered that, in order to attain this standard, the child must be well taught, and ought to be sent to school at the earliest period. From the facts, however, which have been already stated with respect to the ages of the scholars, it should seem that, according to the practice in Scotland, educa- tion does not commence until the child is nearly six years old ; and in this respect he is at a disadvantage. We have already stated that in England, of the children on the school registers, 25 per cent, are under six ; whereas in Scotland the percentage is only 14. But the contrast, between the condition of the two countries, becomes still Infant more striking, when we compare the number of Infant Schools in schools England with their number in Scotland. From a return of the tiveiy"ew Committee of Council, it appears that of the total Church of Scot- in Soot- land school departments only 4*4 per cent, are Infant departments ; land. whereas of the total number of Church of England school depart- ' Report (1861), quoted by the English Commissioners, p. 243. 2Min. 58, 59, p. 71. Beporl of the Education Commission. cxxi ments, the percentage is 14'4. Of the total Free Church school departments 8 per cent, are Infant ; whereas, in the case of British and Wesleyan schools in England, the percentage is 15. In corrobo- ration of this, Mr. Sellar says (p. 91) that there were only eight Infant schools in the 133 selected parishes ; and of 4177 scholars under six years of age, only 553 were attending Infant schools, properly so called. Messrs. Harvey and Grreig say, that in Glasgow ' there ' is no such thing, among the Sessional schools, as an Infant depart- ' ment, properly so called ; and we found great dislike, on the part ' of the masters, to the idea of its introduction as a branch of the ' general elementary school.' Mr. Nicolson says that ' there were • only two schools in all the district expressly designed for infants.' It may be stated, therefore, that in Scotland the system of Infant schools (properly so called) has made but little progress. But further, as might be anticipated, a difference of system exhibits a corresponding difference of results. Thus, looking to the results of the examinations in Standard I. we find the percentage of passes as follows : — In England and Wales, In Scotland. . . . Stand AiiD I. R W A Percentage of children over ten years of age. 82-1 85-0 85-1 58-7 74-1 57-6 7-7 5-5 The contrast between the success of the English children in writing and arithmetic, as compared with those of Scotland, is re- markable enough. At the same time it is fair to observe that, when the Eevised Code was introduced, ' It had,' as Dr. Woodford says, 'become the universal custom in Scotland to postpone the com- mencement of these branches (writing and arithmetic) ; and the Scottish schools were not prepared to be tried by the Eevised Code.' The Assistant Commissioners had their attention directed to the subject of Infant schools ; and although, as we have observed, the number of such schools is not large, the remarks to be found on this subject in the evidence, collected by us, deserves serious con- sideration. Mr. Sellar says (p. 92) : — Mr.Sellar's ' The system of teaching is very much the same in all infant schools. Not f^your of ' much in the way of learning is to be expected, but kind attention and good infant ' discipline do a great deal towards the education of young children. The Free schools. ' Church infant-school mistress at Stenhousemuir, in Larbert parish, appeared ' to combine the two qualities of kindness and discipline in an unusual degree. ' The school was a very interesting one to visit. ' There were about 120 children, ages from four to eight, all present at the same ' time, sitting in rows running up gradually from the floor, the youngest on the ' lowest benches, and the oldest on the highest. A little reading, a little spell- ' ing and a little Bible knowledge, got from stories about Adam and Eve, and cxxii Beport of the Education Commission. ' Moses, and above all, from the history of Joseph, in which the children seemed ' to take the liveliest interest, was all that we looked for from them. But we ' found that two classes knew the multiplication-table well, much better than • older children in other schools of higher pretensions. The children sung out ' the answers altogether, and then they gave them separately, one by one. It ' would have been more satisfactory to hear them give the answers one by one ' first, and then altogether, but in the case of such very young children, the ' system followed was perhaps all that could be expected. Before we left them, ' they went through their exercises and songs, describing the movements of a ' clock, and of their own limbs and bodies, in the usual way in infant schools. ' It is a very pretty sight to watch these children at their lessons, and their • singing exercises. They, or at least the great majority of them, look aUve and ' interested and happy while they are performing, and if there are three or four • very little ones fast asleep on the benches nearest the fire, it is surely much ' better for them to go to sleep in a clean schoolroom, by a warm fire, where they ' are well cared for, than to lie about in the gutters in front of their houses, or to ' render it necessary to keep their elder sisters at home to look after them while ' they ought to be at school. This opinion, however, does not appear to be • generally held in Scotland. Many of the ministers with whom we conversed ' upon the subject disapproved of the institution of infant schools. Some of ' them said that they always recommended parents not to send their children to ' these schools, or to any school, until they were six years of age or upwards. ' The reason of this dislike, on part of many of the clergy, towards these schools ' is very difficult to discover. The only real objection to them is that mentioned ' by Mr. Middleton in his answers to the questions, namely, that the elder clul- ' dren are apt to stay too long in such schools, and to waste their time in infant- ' school education. But that can be remedied by a system of double departments, ' and, as he says, is already partly remedied,— a view which is corroborated by ' our returns, which show only 7 per cent, of children over eight years of age at ' infant schools. It is true that these schools that we came across were nearly ' all in connexion with the Free Church, and the Established clergy had very ' little experience of them. But wherever there was a well organized infant ' school, we generally had good accounts of the results of its teaching. In one ' or two instances, we were told that the difference, in more advanced schools be- ' tween the children who had been at infant schools and those who had not was very ' re/mamrkable?- Those from the infant schools went rapidly ahead of those who • came to school at seven or eight years of age for the first time ; and the reason ' of the thing is obvious — the one are disciplined and the others are not. Take ' two children of three years old respectively ; send one to an infant school, and ' even let him sleep the whole day there ; and' let the other lie about the fire in ' his mother's house, or play about the gutters, tUl they are seven years of age ' respectively, and then send them both to the same advanced school. Though ' neither of them may have learned much, the infant-school trained one has at ' least learned discipline and regularity and cleanliness, and may have learned a • great deal more, while the other's knowledge is, in all probability, confined to ' uncleanly habits. But if infant schools were nothing better than well-venti- ' lated nurseries, they would be of use to poor parents in most country districts. ' A mother can go about her work without anxiety when she knows that her • children are safe at the infant school, and, what is even of still greater import- ' anoe, there is no call to keep the elder girls at home to look after the younger • ones. They can go together to the same school — the infant to the infant de- ' partment, and the growing gii-l to the girls' school. Parents repeatedly spoke ' to us on this subject. They said they did not care to send little children of ' four or five to the parish school when they were along with grown-up boys and ' girls, and under the charge of a man. There should be two departments in aU ' country schools ; one under a woman, trained and certificated by all means, ' ' If two children enter an elementary school at the age of seven, one coming ' from a good infant school, the other uneducated, the chUd from the infant ' school will make as much progress by the age of ten as the other will by the ' age of twelve ; a matter of great and increasing importance when the age of ' withdrawal from school and growing earlier.' — Report on Popular Education (England) 1861. Report of the Ediicaiion Commission. cxxiii ' and well paid, and she should teach the children of both sexes till they were ' seven or eight years of age, and then let the boys, at least, be sent to the ad- ' vanced department. Such was the opinion held by many of the parents who ' spoke on the subject. Infants should not be under the charge of a man. He •' cannot put up with all their foibles and little miseries, and when they are sent ' to the ordinary parish school, as is almost universally the case in Scotland at ' six or seven years of age, they do very little good for a couple of years ; whereas, * if they were sent to an infant school, and kept under the charge of a woman ' till they were seven or eight, they would come to the advanced school trained ' in school ways, and ready to receive what instruction the teacher could give. ' The tradition of the parochial system is against this, and teachers' fees would ' be smaller if no children were admitted till they were seven or eight years of ' age. But it seems natural that, in this aspect at least, which is not like the ' selection or dismissal of a teacher, the parents are the best judges of what is ' for their interest ; and the fact that even in the country districts they expressed ' a desire for the establishment of such a system is worth consideration, because, ' if they consider infant schools of importance in the country, a fortiori they ' must be of importance in towns. These remarks apply chiefly to the rural districts, but the vener- Dr. Muir able Dr. Muir of St. Stephen's thus describes^ the infant schools in of St. ^ Vii's narkh • Stephen s ms parisn . 1^ f^^^^^ ^f ' We have three distinct classes under the roof. The one is a very precious infant ' one, and I should like very much, for the interests of the country, to see it schools. ' widely spread, — I mean the infant school. I am thoroughly persuaded that an ' infant school, conducted as an infant school ought to be, not with any attempt ' prematurely and unnaturally to cram the minds of infants, but by gentle treat- ' ment, and giving out to them as much as they can take in ; by attending to ' their health ; by proper exercise, along with all kindly superintendence ; and, ' above all, saturating their minds from the earliest period with the truth as it is ' in Jesus, in such portions as they can receive, — the benefits arising from such ' a school as an infant school so conducted are inestimably precious ; and during , ' a very long experience in parochial management, I have found that it is the ' true foundation for the succeeding classes. In the infant school, the boys and ' girls are brought together, but when they get to a certain age the boys are ' drafted to the boys' school, and the girls to the girls' school. I have three ' classes, and throughout the year we instruct very nearly 600 young persons ' from the parish and the neighbourhood ; but the infant school, well conducted, ' lying at the basis, is, I think, most precious. ' Of these 600 children, what proportion belong to the infant school ? — ^We ' have at this moment 170 or 180 on the list of infants. I think our teacher has ' almost never any day less than 140 or 150, and she is the very perfection of a ' teacher ; she keeps them in perfect order, and that through the instrumentality ' of unmingled gentleness. And then it is a great relief to the minds of the chil- ' dren's parents, who are obliged to turn them out of their houses to have them ' deaned and put in order, that instead of having these little creatures crawling ' in India Place or Jamaica Street, at the risk of being run over by carts, they are ' the whole day in the school amused and receiving a certain amount of education. ' Do you trace these infants from the infant school through the upper classes ' for the most part 1 — ^Yes, and find them improved scholars. I may mention ' that there are more cases than one where these little creatures, carrying into ' their parents' houses scraps of Divine poetry, verses of Scripture, moral lessons, ' religious truths, have actually been what you may call teachers of righteousness ' to their parents, diffusing a leaven almost of holiness in their houses. ' You say the infant school system has continued for a considerable period with ' you ?— We have had it ever since I had a school in St. Stephen's.' The population of St. Stephen's is about 8000, and a large majority are very destitute. In Jamaica Street, said Dr. Muir, ' are ■ ' crammed no fewer than 1200 souls ; ' in India Place there are from ' 800 to 1000 ; then there are the purlieus of the lower premises in 1 1st Report, p. 284. CXXIV Report of the Education Commission. Mr. Cur- rie's evi- dence to the I effect. Infant schools compara- tively, cheap. Mr. Niool- Evening schools. ' Cnmberland Street and likewise the west side of Pitt Street, in ' wliich places there are, I am sorry to say, not only second sunks but ' third sunks, so that many of the families are living almost in Stygian ' darkness.' The long experience of Dr. Muir, and the locality in which it has been gained, render his evidence peculiarly valuable. Again, Mr. Currie, the Eector of the Church of Scotland Training College, Edinburgh, thus speaks on the same subject : ^ — ' Of the abstract propriety of infant schools I need say nothing ; as to their ' utility in the present condition of society there can hardly be two opiniona. If ' the age at which children leave school is being gradually lowered, there is the ' more pressing need for turning their earlier years to good account, to say ' nothing of the fact that multitudes of parents are absolutely obliged by their ' social exigencies to have their children placed under other supervision than their ' own between the years of four and seven. 'During these years the infant school does much to prepare its pupils for ' making more rapid progress subsequently ; whilst it embues them with correct ■ views and habits.' One of the advantages possessed . by infant schools over others consists in the fact that they are comparatively cheap, because they ought to be taught by mistresses. Upon this subject Mr. Nicolson says (pp. 110, 111) :— ' While, therefore, there are only two schools in all the district expressly ' designed for infants, and so-called, it appears that the teachers of the other 224 ' schools are to a large extent occupied in the teaching of infants. My experience ' in this matter coincides with what I believe to be the general opinion, that the ' teaching of infants is Tvork for which women are more adapted than men. A ' provision for intrusting this work more generally to female teachers would pro- ' bably not only improve the character of the existing schools, but draw forth ' into attendance a large number of young children who are at present kept at ' home, chiefly engaged in domestic recreations not conducive to the neatness of ' their own aspect, or to the comfort and equanimity of their mothers. The ' number of such in this district between the ages of three and five, by the • census of 1861, was 4062.' And Mr. Currie says (p. 134) : — ' The necessity for gQod infant-schools would seem to be daily increasing, and ' along with it the necessity for properly trained schoolmistresses. I say school- ' mistresses, for though in the early days of infant schools there was some ' hesitation as to whether they should be presided over by masters or mistresses, ' it may be held as having been long since settled that women are the proper ' superintendents of such schools. It was not without reason that one of the ' most ardent and judicious promoters of popular education in our day, the late ' Professor Pillans, was wont to express a very strong opinion on the propriety ' of cultivating this department of that work, and of providing means for con- ' ducting it efficiently.' Closely connected with the subject of infant schools, is that of evening or night schools. They are, in fact, parts of one system. If children cannot attend the day school after twelve or ten years of age, it is essential that they should begin their education at the earliest period ; but it is equally essential that those who are compelled to leave school or to begin work at so early an age, should have the means of continuing their education for some time longer. And such is the object proposed to be accomplished by night schools. I Answer to Heads of Examination, p. 134. Report of the Education Commission. cxxv This is a subject the importance of which becomes every year Import- more conspicuous, because, every year, the labour of children be- *'"=*• comes more valuable. In America, their importance is distinctly recognised^ by the law. In Massachusetts, the children employed in factories are described as rushing ' to the evening school when ' opened each year.' But it is said that generally ' they do not ' attempt secondary education : they still deal with the elements of ' knowledge only'-—' the simplest instruction in reading, writing, ' and arithmetic' In England, the system was begun in 1839, at the suggestion of Bishop Hinds, and has since been continued, with increasing success, both in the towns and in the rural districts. According to the Eeport of the Education Commissioners (1861), the number of evening schools was 2036, and the scholars amounted to 80,926. In Scotland, the system does not appear to have taken very deep root. But the evidence, which we have col- lected upon' the subject, shows that there are many persons in this country who are perfectly alive to its importance. In the strictly rural districts, it was not to be expected that night schools would be numerous. Most of the parents have been educated at the parish and ether schools. They know the value of education, and generally send their children, with tolerable regularity, to the ordinary day schools. Nor, indeed, is it uncommon to find the Scottish peasant devoting his long winter evenings to the instruction of his children in the scanty knowledge, of which he may himself be possessed. When, therefore, we turn to the Eeports of H. M. Inspectors, and of our Assistant Commissioners, it is not surprising to find that, except in the towns, evening or night schools scarcely exist. According to the Committee of Council Keport for 1865-66, the total number of evening scholars in average attendance in inspected night schools was only 1806 ; and Mr. Black is the only Mr. Black's one of the inspectors who touches upon the subject. He says : — evidence. ' There axe, I believe, a good many night schools in^my district, but none of ' them is under inspection. In many remote parishes, however, a custom still ■ prevails, which in some measure answers the same purpose as night schools. ' Young men engaged in agricultural work, on widely scattered farms, cannot ' conveniently be assembled in the evenings for instruction. They therefore ' take a winter now and then for their own improvement, leave " service" alto- ' gether, and go to the day school. The amount of work which these lads go ' over in a short time is something marvellous. Most of them return in spring ' to their usual employment ; a few become so zealous that they either con- ' trive to remain at school, or return winter after winter for several years. The ' following is an extract from my Keport on a parish school, in which I found a ■ number of these winter pupils : — ' ' " This school is numerously attended, and conducted with great spirit. Its '"most striking characteristic is the attendance, for the winter months, of a '/'large number of grown lads, some of whom appear to be older than the ' "teacher. This, though a desirable enough thing in itself, does not at all im- ' " prove the appearance of a school, for such lads are generally unable to fall ' " into the ordinary classification. Here, however, many of them are well ' "advanced ; and those' who do not join their classes iii all the branches are, ' " nevertheless, doing good work.'" Mr. Nicolson says that there is only one night school in the 1 Fraser's Keport, App. F. cxxvi Report of the Education Commission. Hebrides. Mr. Sellar says^ that in the purely agricultural districts their existence ' is spasmodic and intermittent, and not generally ' successful.' ' In such districts,' he adds, ' people cannot be ex- ' pected to walk two or three miles in cold winter nights, after a ' hard day's work, for the purpose of spending a couple of hours in ' reading with much difficulty and very little pleasure some such ' book as Collier's History of the British Empire.' ' Winter,' he continues, 'is the season when they are open. The spring and ' summer evenings are too precious. In the long daylight there is some gardening ' or other outdoor work which suits the taste of the working classes, and which ' seems a practical and paying use to make of their leisure ; while elementary ' education is irksome, and not practically paying. But in the long winter even- ' ings, from six o'clock till eight, there is nothing better to do. The schoolroom ' is warm and comfortable, and flre and light are provided at the teacher's ■ expense ; the scholars have not far to go, and they may as well "pick up a ' " httle learning " as not, and so they attend school.' But in the towns, and even in the country, wherever there are fac- tories or coal mines, or where there is a concentrated population, as in Maybole, night schools are generally ia operation, and sometimes with the best results. As a specimen of an efficient^ well-conducted evening school, Mr. Sellar gives a detailed description of Messrs. Cowan's schools at Penicuik. The schools are attended by the boys and girls in the mills. The ages range between thirteen and twenty. The schools are open for sixteen weeks or eighty nights during the winter months only. As a general rule the proprietors pay the master ; but if the attendance of any scholar ' does not ' attain to two-thirds of the number of days appointed for each of ' the shifts, then that scholar has to pay the fees and all expenses.' The subjects taught are quite elementary. Mr. Sellar concludes his description of the schools thus (p. 113) : — ' Schools like these cannot fail to do an immense amount of good wherever ' they are established in the midst of such a community. The visit paid to ' Messrs. Cowan's paper-works convinced us that the effect of the evening schools, ' and the general tone and system of management in the works, could not but be ' beneficial to the people employed in them.' Evening In large towns, evening schools are admitted to be a necessity. In Gla°°''w° GrJasgo w, it appears^ that there are eighty-five, with about 7000 on the roll, and about 5300 in actual attendance when the returns were made. These schools are at their best in the months of September, October, November, and December. They are then closed. But they open again in February, and continue, in a languid condition, for three or four months. The most important of these institutions are the Martyrs' Schools, four in number, established by Dr., Macleod of the Barony. They are attended by 230 young men and women, eighteen years of age and upwards, of whom 75 per cent, are between eighteen and twenty-five, and 20 per cent, are between twenty-five and thirty-five. The pupils belong exclusively to the working classes. 'The young men are employed as mechanics, engineers, labourers, etc. ; the young women in factories, shops, and domestic 1 Sellar, p. 108. ^ Harvey and Ureig, p. UO. Report of the Education Commission. cxxvii services. The large majority pay their own fees, which are 3s. a quarter ; but in a few cases the fees are paid by the managers. As to the Ijnowledge of the pupils when first admitted, Mr. Knowledge M'Taggart, the master, says : — o° admit- ' It may be said generally of all who seek admission to these classes, that their ' elementary instruction is in a very backward state. To speak particularly, 25 per ' cent, of the whole come to learn the alphabet ; 45 per cent, more have very ' imperfectly acquired the elements of reading, with scarcely any writing, and no ' arithmetic ; and the remainder and more advanced mostly profess to be well ' acquainted with reading, writing, and arithmetic ; but it is commonly found ' that even these have much to unlearn, and invariably much to improve. In ' spelling, all the pupils are deficient ; and many enter specially for instruction in ' this branch, which, on account of the imperfect knowledge of sound which they ' have previously acquired, it is very difficult to teach. It can hardly be said of ' any, indeed, that they possess a good elementary education.' '■ The subjects taught in these schools are purely elementary. At Subjects first the syllabus included others ; but they were soon withdrawn, taught and attention is now exclusively confined to reading, writing, arith- elementary, metic, grammar, and geography. The ignorance of the pupils on entering would seem to necessitate this restriction. It is confirmed by some remarks of Mr. Sellar, which are quoted below. And we may observe, in passing, tbat in this respect they closely resemble the night schools in America, of which Mr. Fraser has given an account, in Appendix F to his Report, p. 401. As to the beneficial effects of such schools, there can be no doubt. BeneBoial Speaking of the Martyrs' School, Mr. M'Taggart says that they have effects, exceeded the most sanguine expectations. He adds : — ' Old men and women, to whom the Bible had previously been a sealed book, ' and the pleasures of literature unknown, were taught to read ; many who had ' never enjoyed the great comfort and privilege of communicating with distant ' relatives and friends were taught to write ; numbers even, to whom figures in ' their simplest combinations were inexplicable and mysterious, were taught to ' cipher ; and aU of them, for the most part actuated by no fixed principles of 'action, were nightly brought under a regular system of moral influence and ' restraint, were taught obedience to law, and the propriety of order and good ' behavour. Many of them turned their attainments to good account, and ' improved their social position.' But although the results of night schools, when established and efficiently taught, are most valuable, the conduct of such institutions is attended v/ith peculiar difficulties. In the first place, the duties of the teachers are extremely onerous. JJ'^^'jJ*'** Mr. Sellar says (p. 109) : — schools. ' Where a miscellaneous body of young men and women, ranging from the • ages of nine or ten to twenty-five or thirty, are collected together of an evening, ' very backward it may be in the elements of reading and spelling, and greatly ' ashamed of anything like a public exhibition of their ignorance, it requires the ' most delicate management to get them to do any work that is likely to be of ' value, you cannot ask a big man of twenty years of age to read aloud— or ' father, stumble through aloud— an infant's book ; yet if you set him to any- ' thing higher, he is at once taken out of his depth. This is the prevailing fault • in all evening schools, and the danger that nearly all teachers incur. The books • are invariably tod far advanced, and hence the pupils rarely get over the first ' elements and being badly grounded, can never read with pleasure or accuracy. ' An ignorant and uneducated man commencing a. course of English instruction by 1 Harvey and Greig, p. 145. cxxviii Report of the Education Commission. ' reading Collier's British Empire, is in the same position as a man commencing to • study Pindar before he knows the Greek alphabet, or to read Dante before he ' knows the elements of Italian ; yet teachers say that whenever they have attempted ' to induce their scholars to begin with the rudiments, they leave their schools. Pull- ' grown men and women will not be persuaded to read in an elementary book, and ' they will not be persuaded to read aloud. They are so ashamed of their ignorance, ' and so afraid of compromising themselves with their fellows, that it becomes an ' almost hopeless task to attempt to make them open their lips. Writing com- ' mits them to nothing, as no one sees their copies but the teacher ; hence this ' branch of instruction is more popular than any other. So in our returns, while ' 596 are returned as learning reading, there are 695 (or an increase of nearly 100 ' out of 700) learning writing. The teacher therefore has often to confine him- ' self to walking round and speaking to each scholar individually, while the class ' is engaged in learning to write, or to do simple sums in arithmetic. ' The nicest tact, moreover, is required in the organization of the classes. The ' scholars are nearly all at a different stage of progress, so that individual teaching ' would nearly be requisite. But this, of course, cannot be given. Hence the ' diifioulty in arranging the classes. These young men and women are very sen- ' sitive about their own proficiency, and will not be kept in elementary classes ; ' and whether fit for it or not, they virtually insist upon promotion, and will not ' be kept backward when their neighbours are pushed on.' Bat, further, the number of masters required in such schools is Cost. so large that the cost of conducting them is considerable. Mr. M'Taggart reckons that one master is required for every twenty or thirty pupils. This point is so important that we think it right to quote the whole passage. ' To do this kind of teaching thoroughly, one master is required for every ' twenty, or at most, thirty pupils. This estimate may be considered excessive, ' but it is to be borne in mind that the time devoted to the work is very small, ' compared with the amount to be done. Although the school is nominafly open ' for two hours each night, one hour's work is, on an average, aU that can be ' reckoned upon. The greater number of the pupils, fi-om their backward state, ' must be constantly under the direction of a teacher to keep them from flagging. ' They have no knowledge to fall back upon as a help to their work, and cannot ' without assistance get through the trifling difficulties that constantly beset their ' path. To leave them much to themselves, and force them to make an effort on ' their own behalf, would be a hopeless proceeding. They must be watched and • encouraged, and led a good way on their course before it would be prudent to ' leave them to do much for themselves. For these reasons it is necessary tO' ' ' employ a large staff of teachers. Practically, in the Martyrs' school, it is found ' necessary to employ one teacher for every twenty-five pupils, in order to produce ' anything like satisfactory results. Each teacher has a certain portion of the ' work assigned him, for which he is responsible, and in no case does it exceed ' what he can properly undertake ; thus no pupil is left to a chance or irregular ' hearing. There is necessarily much individual teaching, arising from the difli- ' culty experienced in grouping the pupils, and of securing, even when they have ' been classified, a uniform rate of progress. The teachers employed are invari- • ably well qualified for the duties of their office, and are either in possession of ' the Government certificate of merit, or have attended College for at least two ' sessions. They are paid at the rate of from fifteen shillings to thirty shillings • per week, according to their position in the school, a wage considerably higher ' than that paid in ordinary night schools. We have few changes of teachers in ' consequence.' ^ How can The important question remains, in what way these night schools night can be encouraged. It is clear that they are still in their infancy ; schools but, it is equally clear, that there is a ^reat demand for them among aged ? t'ls working classes, and that, if they were thoroughly efficient, they would be numerously attended, and probably prove of the utmost ' Harvey and Greig, p. 149. Sepori of the Education Commission. cxxis utility. The Government under the old Code did not hold out much encouragement to those who were desirous of establishing them. According to Mr. Lingen' — ' The principle upon which evening schools are assisted out of the grant is ' this, that elementary schools may very well meet three times daily — in the ' morning, in the afternoon, and in the evening ; and that it is not necessary that ' in the evening the scholars should be the same as those who attended in the ' morning or afternoon ; that scholars who have left the school, and wish to ' perfect their elementary education, might continue to attend the school as ' evening scholars, and that the establishment of teachers in the school might be ' made sufficient to manage three meetings instead of two. That, in general ' terms, is the principle on which the Committee of OouncU proposes to aid even- ' ing instruction. But where evening schools are founded as institutions prac- ' tioaUy independent of day schools, they are combined with so many other things, ' often most useful, — clubs, reading-rooms, coffee-rooms, etc., that they get over ' the border of elementary education, and belong to a part of that which men do ' for themselves, rather than trust to any one else to do for them.' Night schools are of course under inspection, and under the old Code the scholars were obliged to make an arrangement to attend at the time the inspector visited the elementary school. This was often impracticable. But when the Kevised Code was introduced, it was found that the inspector could not visit the night school at the best time of the year, and thus the managers lost a great part of their grants, from the absence 'of the scholars. This defect has Special now been remedied by special provisions, which enable the managers arrange- to conduct the examination in the absence of the inspector. Ac- ^e Com- cording to the Keport of the Committee of Council, 1864-5, p. xx. mittee of these arrangements have proved completely successful j and some of Council, the inspectors anticipate that ' they are likely to lead to the increase ' and improvement of such institutions.' It will be observed, however, that, according to the present rules, Eule that a night school is, of necessity, connected with some day school, f^^^^^ Now, it has been often suggested, and in particular by the English mu^^e Commissioners (1861), that this rule should be relaxed. No connected attempt has yet been made in this direction, although it is difficult ^chooE*"^ to understand, what valid reason can be alleged against such altera- should be tion. It is true that, as a general rule, a night school may be con- relaxed. ducted with more economy if it be connected with a day school. But the establishment of night schools is so important, that every obstacle in the way of their creation ought to be removed. 3. But assuming that ample school accommodation and a staff Will pa- of efficient teachers have been provided, what probability is there ^^j"'^^**^^ that the parents will make use of these advantages ? Is there any of increased reason to believe that they will do so of their own free will, or will means of it be necessary to compel them by legal penalties ? In order to education? arrive at a just conclusion on these questions, the first thing to be ascertained is the existing state of things. How are the people of ij* Scotland, as compared with other countries, in the matter of educa- tion ? Are Scotch parents more negligent or less negligent in this respect than parents in other countries ? Upon all these im- portant questions we have collected evidence so ample as to preclude, we believe, the possibility of doubt. The returns of the Eegistrars 1 1st Report, p. 332. i cxxx Report of tJie Education Commission The pre- and those of tJie Grlasgow Commissioners cover four-fifths of the ofmattos population: Moreover, the five Assistant Commissioners have ■ thoroughly examined on the spot the schools which supply educa- tion to 22 per cent, of the people of Scotland. Assuming the school age to begin at four and to end at fifteen, it may be stated that throughout Scotland, excluding Glasgow, the larger towns, and the Hebrides, 31 per cent, of the children between these ages are not on the roll of any school ; in the Hebrides 35 per cent, are not upon the roll of any school; and in Glasgow 48 per cent, are in the same predicament. Assuming, however, children of the school- age to mean all between 5 and 13, that is, all who have com- pleted their fourth, and have not yeti entered their fourteenth year,' we shall find that this amounts to about 1 in 6 of the population. Now, it Appears from the Eegistrars' statistics that in Scotland, excluding, as before, the larger towns and the Hebrides, the scholars to the population are as 1 to 6 '5. In the Hebrides, the ratio is 1 to T5. In Glasgow the ratio is 1 in 9'6. In these two districts, education is certainly not in a satisfajctory condition', S9 far as the number of scholars is concerned ; but in the rural districts the state of things is as satisfactory as in Prussia, where school attendance is enforced by pains and penalties. And accord- ing to oiir Commissioner, Mr. Fraser, the fatio of scholars to population, even in Massachusetts, where a stringent compulsory law prevails, is not superior to Scotland. Speaking of England, , which is inferior to Scotland in this respect, he says ■} — 'Anyhov, it ■would seem that the condition of schools in America,. as respects ' both the percentage of attendance and the period of attendance, is no; better ' than, indeed hardly so good as, the average condition of schools among ourselyes. 'Of course this is no' matter for exultation,; but it' may at least dispose us to ' acquiesce in a shortcoming which appears inevitable, and teach us that under ' all systems there wUl remain a mass of apathy, thriftlessness, and ignorance, ' .against which it is certainly our duty to fight, but which it is vain to Eopeever ' effectually. to syibdue.' ' ,, . From these: statistical facts, it seems fair to conclude, that, although the .present state of things, so far as the presence 'of chil- dren in what are called schools, admits of improvement, it cannot be regarded as positively bad. At all events, these facts indicate no reason for supposing, that the majority of Scottish parents are unwilling to take advantage of the means of education placed within their reach. Indeed, if the quality of the schools is taken into account, it is perhaps matter of surprise that the number of scholars should be so large as it is. paTents^for ^^^ ^^^ repOrts of the Assistant Commissioners fu,rnish evidence, the educa- which may be regarded as conclusive on the general desire of tion of their parents, for the education of their children. It is, certainly, cluldren. ti^eir unanimous opiniqn, confirmed by the evidence, that'efiS.cient schools are better, filled; and secure a more regular attendance than inefficient schools'; and this of itself proves cohsiderable judgment on the part of the parents. There are no doubt exceptions to this rule, for there are cases, in which .parents ^ Fraser's American Eeport, p. 95. Report of iheJEducation Commission. cxxxi persist in sending their children to an inferior school, although a superior school ma^ be close at hand. But this generally oc- curs where the inferior nias,ter has . met ,with some misfortune, and. when the , school-fees are > his only, means of support, or frpm spme local cause. , But, l:)efore asserting tl^at parents will neglect to take adyauitage of-sehoolSj if they are poyided in. larger niim- bers, it.is, essential to show .that they, have failed to tate adv3,ntage of ihe,effi,cierj,t schools already existing. It is vain to, insist that there is^ certain space in buildings, caHed schools, which is still unoccupied. If these buildings are really to be occupied, they must, in son^e sort, rea,lize the idea which they are intended to represeut. It has been well said, .by Mr. Mitchell, one of H. M; Inspectors, in an essay which he reaji before the Educational Conference,. 1857, with refer- ence to the conjplaint , that parents are indifferent to the education of their ,children :^-' When I look at the actual instruction too ' frequently offered in the schools for the working classes, I can ' qnly. rejoice that parents are so sensible, for more complete waste ' of time than one too frequently grieves over in these sc-hools it is '•hardly possible to imagine,' In short, it is mere injustice to accuse P3.rents of indiffei;ence to the. education of their children, because they neglect to send them to a school, in which a child, besides costing his parent a considerable proportion of his hard-earned wages, derives neither instruction nor improvement. Before taxing parents with selfishness or ignorance, because they neglect the education of their children, it is the duty of the State, or of those who make the charge, tp supply the means of, obtaining it. We do not propose to illustrate the feelings of parents with regard to the necessity of educating their children, by extracts from the Eeports of , the Assistant Commissioners. Such passages, however, abound. But a few remarks will place the subject in the true light. Probably, the following proposition will command general assent. There is If it should appear that, throughout Scotland, the children who actu- ^P*J"^^- ally attend school are more in number than can be accommodated in oommoda- e^cient schools, the conclusion to be drawn is, not that parents neglect tion in 'the education of their children, but that they are indisposed to send ^^"^^^^^ them to school because there are no efficient schools to receive them. ^^ l^^ " What are the facts ? In the 133 parishes examined by Colonel Max- children at well and Mr. Sellar there was efficient accommodation for somewhat school, less than 26,694. In the school's of all kinds they found 26,971, in actual attendance at the time of their visit, so that there was a want of accommodation in efficient schools for 277 children. In the Hebrides, Mr. Nicolson found 226 schpols, but of these, even , ' assuming a very moderate standard of adequacy,' only 112 are i equal tp this standard. Deducting, therefore, half the nominal school accommodation as inadequate,, it ' appears, that there ia ■efficient accommodation for no more than 6059 scholars.^ But ;the numbier of children actually in attendance at the time of Mr.\Nicolson;s visit was 7173; so that in the Hebrides thBTe was a want of efficient accommodation, for 1114 children. Lastly, let us take Glasgow. In that cit^,' according to the most moderate estimate, there is accommodation in good schools for 36,794 chil- cxxxii Report of the Education Gommission. dren, and 35,565 are ia actual attendance. It does not appear whether the same standard of efficiency was adopted by Messrs. Harvey and Greig, as by the other Assistant Commissioners. The Glasgow standard was confessedly extremely moderate. There are 233 schools in the city, of which only 64 are inspected : ont of the 88 private adventure schools more than a third are schools only in name, and the average cost of education in the 25 Mission Schools is under 13s. for each, scholar in attendance per annum ; nevertheless, Messrs. Harvey and G-reig reckon 167 as good schools. Moreover, it is distinctly stated, with respect to the south side of the Clyde, that they feared lest, by applying too strict a standard, a mere ' handful' of schools might be left ' to represent the supply ' of what is truly a flourishing and rapidly increasing town.' Peouliarity It must be observed, however, that Glasgow exhibits peculiar of Glasgow, features. The city extends over a wide area, and the character of one district differs materially from that of another. Blythswood, Messrs. Harvey and Greig say, is ' the richest and most fashionable ' quarter ;' ' only on the outskirts does it come in contact with com- ' parative poverty.' Every single school there is classed as good ; and, particularly, the private adventure schools, numbering 22, present a striking contrast to the same class of schools in the other districts of the city. Now, it appears that in Blythswood there is efficient school accommodation for 6243 scholars. This exceeds the total number of children between 3 and 15 in the district ; and it is shown that in the same district 1 in 6 '6 of the population are on the roll of some school. It follows, of course, that the state of education in this dis- trict of the city is perfectly satisfactory, and requires no improvement. But then the population which it contains is only 28,697 ; while that of other districts amounts to 366,806. Omitting, therefore, the Blythswood district, as possessing peculiar features, what is the state of school accommodation in the other nine districts ? The Assistant Commissioners have | ascertained that in these districts there is efficient school accommodation for 30,551, whereas the actual attendance of scholars amounts to 31,553, so that there is a want of efficient accommodation for 1002 scholars. Conclusion. From these facts it seems to follow, that the parents of the poorer classes do take advantage of the means of education pro- vided for them at present, and, therefore, there is every reason to suppose, that if these means were multiplied still more ex- tensive use would be made of them. We conclude this part of the subject by a striking illustration furnished to us by the Eev. Dr. Taylor of Glasgow : ' — ' How far do you attribute that destitution to the want of schools, or to the ' impossibility of getting parents to send their children to schools which do ' exist ? — I think both causes operate, but a fact which came under my own ' notice may serve to show that it is to the want of right schools that this ignor- ' anoe is largely to be attributed. In the district of Coweaddens, where my con- ' gregation support a mission station, when we commenced our Sabbath-school ' teaching there, we found that one-half of the children could not read a word. ' I got my elders to investigate a small district there, which I could walk round ' in five minutes, to examine thoroughly into the state of education, and we ^ 1st Keport, p. 128. Report of the Education Oommission. cxxxiii found that (in round numbers) there were 800 children within that boundary ' who should have been under instruction, and of these 500 were at no school. ' The parents said, " We cannot send them to school, because we have no school ' " within reach cheap enough and good, but if you open such a school we will ' " send them." We opened a school capable of containing 300 children, and put ' three teachers in it ; it filled at a rush ; we charge no fee for the poorest ; but ' a penny and a penny-halfpenny a week from the others. That school continues ' filled to the door to this day ; and I know that I could fiU another school there ' to-morrow.' lu the face of such evidence, it is surely difficult to maintain, No reason that parents in the lower classes cannot appreciate a good school. *? *'''°'^ Certainly, the contrast between their conduct and that of others in rents^^an- a better rank of life is somewhat striking. Messrs. Harvey andnotappreci- G-reig adduce cases, in which charitable persons send children to**? *,S''°'^ seek instruction at ' places' which are ' utterly unfit for the purposes ' of a school ;' ^ and the Barony Parochial Board send pauper chil- dren to private adventure schools, which are the worst class of schools in the city. With reference to this class, the Assistant Commissioners remark, that, for the sake of all concerned, the sooner such schools cease to exist the better. ' In one of them espe- ' cially,' we find it recorded (p. 26), 'were (pauper) children, when, ' not a hundred yards off, were two excellent schools, one in the ' district, and the other across the boundary line, where the fees ' were not higher.' Some of the witnesses examined by us were in favour of a com- Compul- pulsory system. ^^?J7 eduoa- Our Assistant Commissioner, Mr. Fraser, made particular in- '°°' quiries on this subject in the United States, where the compulsory ■''"'*' '°°^' system prevails. ' The law,' says Mr. Fraser (p. 38), ' is emphatic '^enough.' In some cases the penalty for neglecting to send a child to school is pecuniary ; in other cases, it is the removal of the child from the home of its parents. ' But,' he adds, ' I believe that its provisions ' are nearly, if not quite, inoperative. Public sentiment, so omni- ' potent in America, is not with it, and it stands, therefore, almost ' a dead letter upon the statute books.' The question excites the keenest feeling in America, and the subject is discussed in every form by persons interested in the subject. ' I am aftaid, however,' says Mr. Fraser, in concluding this part of his Report ' (p. 42), that there is a great mass of apathy and unconcern, which is neither ' stirred by this rhetoric, nor ready to listen to these arguments, and, for_ aught ' that I can see, as in England, so in America, truancy and absenteeism will con- ' tinue to be the burden of bitterest lamentation to the philanthropist, and the ' burden of sorest mischief to the schools.'^ Our Assistant Commissioner, Mr. Sellar, says that ' the great ' majority of the schoolmasters consider that direct compulsory edu- ' cation is almost a necessity ;' and he adds, ' that a good many ' ministers and some laymen hold the same views.' By others, however, the difficulties in the way of any general system of compulsion are, according to Mr. Sellar (p. 25), con- sidered insurmountable. They argue thus :— How could a boy,' they would say, 'of nine or ten years of age, unable to 1 p. 13. 2 gee also Eraser's Beport, App. F. p. 401, note. cxxxiv Beport of ike Education Commission. ' read and write, be prevented from going out in a boat and catching 4s. or 5s. ' -wortli oJF iish, and selling them ! How could you prevent a smaU farmer's boy ' from fearning lOd. or Is. by keeping crows off a corn-field, or a crofter's son from ' cutting peats, and earning Is. for his trouble ? "Would you make earnJng money ' a penal offence, to be punished by imprisonment ; and if so, who would be the ' criminal— the child who earned the money, or the employer who paid him ! If ' such' a system were tolerated, how could you provide the machinery to work it ! ' You must have schools within reach of every child in the most remote districts ; ' you must have a staff of educational detectives ; and you would incur an amount ' of unpopularity that would raise a feeling against every educational measure.' Again, he says (p. 29) : — ' The difficulties lie in the public feeling against aU restrictive measures, and ' in the expense and organization necessary to establish the machinery to carry ' them out. If compulsory education is ultimately to be established, the process ' must be gradual, and public opinion must be prepared to see the necessity of ' it.-^ At present the opposition to such a system would be invincible.' Mr. Nicolson says (p. 99) : — ■ 'But speaking of the present district of Scotland pzclusively, I have to st^te ' that many of the inost intelligent and experienced-men see no other satisfactory ' remedy for the present state of things, and are of opinion that slich' legislative ' compulsion would not only operate' beneficially, but be, when qjice established, ' obediently, submitted to by the population.' Conclualon. The effect of this evideDce seems to be, that it'would be extremely desirable if all parents could be compelled to have all their ' chil- dren educated ; and upon this proposition, probably, few will entertain much doubt. But the difficulty is to devise means for carrying this desire into practical, effect. In the meantime, we have not thought it necessary to make any general recommendation on this subject. The first object undoubtedly is to provide schools of sufficient number and (juality. Factory and' But although any general system of compulsory education P^'°J should hot' be ad6;p ted, still it is believed by many that some Acts.^ steps may be taken in this direction^ by the extended applicatibh of the principles embodied in the Factory Acts. The general prin- ciple of these Acts has been thus stated : — ' In the case- of certain ' manufactures the State has interposed, in the first ' instance, to ' prevent the oppressive employment of children befor6 a certain ' age, and as a collateral object, to secure their education.' These Acts (after defining the terms 'child' as a person under thirteen, and ' young person' as one under sixteen in some cases, and eighteen in others) provide generally that no person under eight years of age shall be employed at all, and that persons between that, ag^ and eighteen shall be employed only for a certain, time, and under cer- tain restrictions. The provisions with respect to education reepiire more sppcial notice. In the case of Factories and BJeaching, works there is no provision requiring the child to be educated before ad- mission. In the case of Print works, there is a provision requiring the child to have been at schqpl for at least thirty days,.and,notiless than 150 hours, before admission. , After entering a, Factory, every child — that is, every boy or girl under thirteen — -ijjust attend school for -three hours between eight.,in the morning^and sixin the even- ing of every working day, except Saturday. In winter, however. BeportoftheEdViOCftion Commission. cxxxv there is a slight relaxation. But after entering a Print work, the legaj obligation is different. Provision ig made that a certificate shall be produced of the child having attended school during at least thirty days, and not less thq,n 150 hours, pf each period of six calendar months^ so long as its employment continues. tJnder the Factory Acts, the employer is required to pay for thq child's school- ing, deducting the expense from its wages ; under the Print Works Acts the employer is required to demand a schpolmaster's certificate of the child's attendance. But the only guarantee for the efiSciency of the education consists in the power which the inspectors have of annulling the certificates of incompetent schoolmasters. The object of these Acts is to provide, that in the case of chil- objects of dren under thirteen employed in certain manufactories, instruction *" Acts. shall be combined with labour. The child is not to _.be worked beyond its physical powers ; and the portion of its time which is not devoted to labour is to be spent in receiving instruction. There are several ways in which the legislature has attempted to iaceomplish this object. (a) There is a half-time system, according \f> which a child either Half-time, devotes one day to work and another to school, or the first half of the day to school and the afternoon to work. Messrs. Harvey and G-reig say (p. 114) : — ' The most common and the best known arrangement is that — ras eypry child ' between eight and thirteen years of age must attend school three hours of every .' day, except Saturday, on which it is employed in a faotory-r-so many of the ' children shall give attendance at school in the early part' of the day, taking the -' places in the factory in the afternoon of so many more children, who then at- ' tend school. The other arrangement is to allow children in factories tp attend ' school on three days of the week, for five hours each day, and to labpui;,the ' other three days ten hours each day, learning and labouring on alternate days. ' This last syfetenl is almost practically unknown in Glasgow, and probably in ' Scotland ■; and those factory owners who have been communicated/with on the ' subject do not consider it of any use, as their works could not be .carried on * under it.' . i ' It is much more surprising,' continue these gentlemen, ' that No half- ' the half-time system proper is almost wholly ignored in Grlasgow.' *i?'«''^ i" It appears, that there is only one manufactory in Briilgeton where ^s°^- the system is tried. But the evidence shows thait the school to which the children go is quite inefficient. ' The master, an elderly man, ' was not trained as a teacher. He betook himself to the work ' tbore from necessity than choice, and considers himself sufficiently 'remunerated with 123. a week for teaching' some sixty factory ' children.' Messrs. |Harvey and Greig declare, that the mill-owners are opposed to the system as ' vexatious,' and would rather employ no children under thirteen than have half-timers. Again, the manu- facturers insist, that ' after they have submitted to the drudgery of 'its operation, the children leave for other occupations.' In Grlas- jO'ow, it|- seems that t|here are large works which are not within the Factory Acts, and where children are employed without any restric- tion as to age, hours of work, or edudation. The result is, thsit the children leave the works which are regulated by law, and betake •tlipmselves to those which are free from legal restrictions. In some CXXXVl Beport of the Education Commission. Sotool cer- tificate. Law defec- tive, for neither school nor master need be efiScient. districts of Scotland, and in the central counties of England, there is only one great establishment, or if there are more than one they are all under Parliamentary regulations. In such cases, both the manufacturers and the children are in the same position. They cannot escape from the trammels of the Factory Acts ; all parties are reconciled to the half-time system, and it works well. (h) The other mode in which the legislature has attempted to secure the education of children is, by requiring the owners of certain works to demand a certificate, that the child has attended some school. It appears that the duty of examining these- certificates is entrusted to a clerk or subordinate, and that it is not performed in a satisfactory manner. The daring way in which the educa- tion clauses in the Print Works Acts are evaded is thus described (p. 122):- ' In general terms, the law requires every master of a school, ■vrMch is attended ' by children employed in a print-work, to keep a register of their names and ' attendance, and every occupier of a print-work to obtain a certificate from the ' master of each child's attendance at school, according to the form annexed to ' the Act. In the course of our examination of the schools in two of the Glasgow ' districts, especially — Calton and Bridgeton — we found that these requirements ' were widely and systematically evaded, and that individuals drove a small trade ' in issuing false or forged certificates, for which the common charge was sixpence. ' The methods adopted for evading the Act are various. A master or mistress ' of an inferior school is tempted to give a certificate, the illegality or immorality ' of the transaction being forgotten in its frequency, or atoned for in its purpose. ' One miserable creature, who has kept a school in Glasgow for thirty-seven ' years, had been a chief offender, until he fell under the ban of Sir John Kincaid ' in 1858. We feel by no means assured, however, from our own intercourse ' with the man, that he may not have discovered other means to satisfy the re- ' quirements of the Statute. A schoolmistress, of whose practices in the same ' direction we obtained some hints, took fright and disappeared. While examin- ' ing a school one day in Bridgeton, the master was sent for by the overseer of an ' adjoining factory to ascertain if certain certificates of school-attendance, to which ' his name was appended, were genuine. When he returned, he stated that they ' were all forgeries. When calling on a highly respectable teacher, he mentioned ' that, only a day or two before, a decent-looking woman had waited on him with ' her son, and requested a certificate of his school-attendance, tendering at the ' same time a fee. She did not appear to think that her request was calculated ' to excite any surprise, although the boy had never been at the teacher's school, ' or, as far as he knew, at any school. Scarce a school in the eastern districts of ' Glasgow but had its revelations touching the issue of these simulated certifl- ' cates. But these frauds are not carried out by the connivance of disreputable ' teachers alone. Lodgers grant certificates, to please their landladies, in favour ' of the children of the latter ; workmen, to get particular children into a work ; ' and even mUl-girls, to assist a juvenile of the order. Books containing certi- ' ficates, with printed instructions for filling them up, are sold by the small book- ' sellers in the districts ; and the matter being the subject of frequent conversa- ' tion, all the employes, however ignorant on other topics, are familiar with the routine to be observed.' But these are not the chief defects of the law. The chief defects are, that there is no provision which requires that the school attended by a half-timer shall be efficient, or that the schoolmaster who furnishes the certificate shall be competent. The late Mr. Horner, one of the Factory Inspectors, thus points out the illusory character of the law : — ' It is very true that a large proportion of the children employed in the factories ' who obtain certificates of attendance at a school, in fulfilment of the letter of Meport of the JUducation Commission. cxxxvii ' the enactments in the Factory Acts on that head, have received no instruction Mr Hor ' of any value. _ _ _ ner's evi- ' But for this the legislature is alone to blame, by having passed a delusive dence. ' law, which, while it would seem to provide that the children employed in ' factories shall be educated, contains no enactment by which that professed end ' can be secured. ' It provides nothing more than that the children shall, on certain days of the ' week, and for a certain number of hours in each day, be enclosed within the ' four walls of a place called a school, and that the employer of the child shall ' receive weekly a certificate to that effect, signed by a person designated by the ' subscriber as a schoolmaster or schoolmistress. Not a word is said as to what ' the instruction shall be, and the lowest possible qualifications that could be ' apphed for teaching the rudiments of infantine training are declared to be suffi- ' cient for the grantor of the certificate. Power is given to the inspectors to see ' that the other parts of the Acts are substantially carried into effect, but, as ' regards this most important part, their right of interference has been strictly ' limited. They cannot require the removal of the children from a place which ' they see to be a mere mockery of education, to a good school avaOable on the ' spot, or within an easy distance. If the children are crammed into a cellar, and ' it is called a school, they must accept the certificates of the professed teacher ' therein. When such certificates are vaHd, it is not to be wondered at if ignorant ' parents, unable to appreciate the value of education, send their children where ' they can obtain the legal qualifications for employment at the least expense. ' Then, as to the employer of the child, in nine cases out of ten he looks no ' farther than to the possession of the legal certificate, and gives himself no con- ' cam about the nature of the education? Messrs. Harvey and Greig re-echo and confirm these criticisms. Before concluding this part of the subject, it is necessary to refer to the effect of the Mines Inspection Act. When that Act was Mines In- passed, says Mr. Sellar (p. 27) — Bpection 'Providing that children mider twelve years of age should produce certificates ' of school attendance, it created a considerable sensation among the miners. In ' one coal-mining school the teacher complained that the colliers had been in the ' habit at first of. coming to him, brow-beating him, and threatening to maltreat ' him, if he ever refused a certificate. Of course a weak-minded schoolmaster ' woidd succumb at once, and sacrifice his conscience to his safety. At another ' school, we were told that just at first certificates were given, " but none had ' " been demanded for a long time." At another, none had been given for four- ' teen months ; and in one pit in Annbank Colliery in Ayrshire, we found that • 46 per cent, of the young people employed could neither read nor write ; and ' that 8 per cent, could read a little, but could not write a letter. ' Lamentable accounts were given on all sides of the state of brutish ignorance ' in which the people connected with this colliery were living. Every one asserted ' that the children were taken down before the statutory age. " I know they * " used to be taken down very young," one informant said, a teacher who had ' once taught a school in the neighbourhood, " because I kept a night school for ' " the mining children, and very young ones, poor, white, stunted things,' came to ' " it unable to read a word or write a letter." ' Mr. Sellar went down into the pit and investigated matters for himself. He found thirteen boys. ' None of them,' he adds, ' hoTced much more than twelve or thirteen, and some had been ' five years in the pit.' The result of the investigation was this : ' Of the thirteen, sbc could both read and write ; one could read a little ; and ' six could neither read nor write. Of the six who could read and write, four ' were Scotch and two Irish. Of the seven who could not write, five were Scotch ' and two Irish. Five of these seven children had never been at school at all, ' and did not know a letter. The other two had been at school, one for four or ' five years, but they had forgotten all they had ever learned.' cxxxviii Report of the Education Commission. Efficient Echools must be erected to which chil- dren may have ao- Moral in- fluences in favour of education. It is evidently an extremely difficult matter to ascertain the pre- cise ages of the children. But, assuming that, this difficulty can be surmouhted, it is essential that the' children who are required to attend school should be required to attend an efficient; school, and should have the opportunity of doing so. This implies that autho- rity should be deposited somewhere, by which the inhabitants of a district, shall be compelled to build and maintMu efficient, schools, sufficient in number for the population in the district. _ Without this, it is simply idle to place children under a legal obligation to attend school. The existence of an adequate supply of efficient schools is a condition precedent to any compulsory system, of educa- tion, or even to the extension of the Factory Acts. If, however, the proposals which we have made for inaugurating a National system are adopted, this condition will be fulffiled, and the time will have arrived for the eitended application of the Factory Acts. But, whether or not the legal provisions for enforcing education are made more stringent, there are moral infliiences of the most powerful nature, which may be brought; to bear upon those parents who still neglect the education of their ' children.' ' After all, the real point jto be arrived at is, that each parent should co-operate with the philanthropist in sending his child regularly to school. In other words, the ignorant parent, who knows not the value of education, must be instructed ; the apathetic parent, who may know his duty in this respect, but neglects to perforni it, 'nlust be awakened. The only agents who can accomplish this work are the schoolmasters, the clergy, the landlords, and the great employers of labour. Upon this subject the remarks of Mr: Nicolson and Mr. Sellar deserve consideration. Mr. Nicolson says (pp. 101, 102) :^^ " Of other means, apart from compulsion, tliat are practically available for im- ' provmg the' attendance, undoubtedly the most important is the influence of ' landlords arid others having authority over the pafeiits. Muoli might be done, ' and in some places is done, by the faithful and constant exerci^e'of such inflii- ' ence. In a great part of the' Hebrides, hovcever, and! in that respect they are, ' I suppose, not different from tbe rest of the world, little is done compared with ' what might be in this matter. Apart from the fact that riaany'of the Jiroprie- ' tors are non-resident, it is comparatively a rare thing to find a deep, practical, ' and everyday interest taken in the education of the youiigby those who ha,ve 'most power to promote it. To gi-i^e money for the bunding or support of ' s(ihools, and to feel generally desirous that education should flourish is one ' thing.; to look personally after them, to visit them 'occasionally, and' show ' parents, teachers, and scjiolars that they aire objects of interest to the ovmer or ' occupant of the soil, is another thing. There is a Respectable amount of the ' former kind of interest in education in this district, though the state of some ' of the school buildings is not creditable. But of the latter there is much^less, ' on the part either of landlords or of the class next to them in importance, the ' resident gentry. 'With occasional honourable exceptions, to some of which ' passing reference has been made in other parts of this Report, it may be said ' that the clergy are the only class of persons who take a systematic and practi- ' cal interest in the schools. That it is a duty especially falling on them is true ' enough. But a visit from any other person, except it may be on the great ' annual fleld-day, when the school is examined, is in most districts one of the ' rarest of phenomena in the experience of schoolmasters. I should be sorry if I ' were supposed to make this fact a ground of general censure, as evidence of ' want of concern for the best interests of the people.' , That would be extrava- ' gant and wrong. . I know that many excellent people often omit to do what Beport of the Hducation Commission-. cxxxix ■' might benefit others, simply because it has never occurred to them that it is re- ' quired, or that so much is in their power,— " But evil is .WTotight by want of thouglit, ' , , , As well as want of heart." ' It is unnecessary to point out how beneficial such indications of interest in. •' the school-work might be, especially among a people peculiarly susceptible to 'the influence of respect for the views of their superiors!' Mr Sellar says (pp. 35, 36) : - ' But the best, the surest, and the most direct agents are the ministers of the parish and the schoolmasters. If the minister be a faithful, conscientious, and active man, going about among his people, using his personal influence, and with an honest liberality impressing on them the necessity — not of sending their children to the congregational school to swell the numbers — but of edu- cating them at the best school within their reach ; then the schools will be weU attended, and the children of the parish educated. " We have to dig into " the people," said one clergyman, " to get them to send their children to " school, although it be actually at their very doors ; but we hope that we " succeed." " In one of my pastoral visits," said another clergyman, " I found " a girl of twelve years of age who could not read, and had never been at school. " Her father was subscribing largely, according to his means, to several of the . " schemes of the church. I asked him why the girl was not at school. He said " he did not think about it. He thought he did his duty when he gave his 3d. " or 4d, to the missions. I have to go among them and coax them, and beg " them as a favour to send them to school ; but they are very careless, and have " to be coaxed. The Irish set the example in the village, and some of the Scotch " are not slow to follow it." Where the minister was active and really interested in his people, the school was, generally speaking, good. Nay, where there were two schools in the same vfllage, of different denominations, and where one minister was active and the other indolent, it generally appeared that the two schools were of the same complexion. The one belonging to the denomination which possessed the active minister was eflicient, and the other inefficient. ' Though much therefore depends upon the minister, still more depends upon Regularity the teacher. If the rule is usual that a good minister has a good school, it is of attend- universal that a good master has a good attendance. We made a point of ance pro ■ asking, among the first of our questions in nearly every school visited, whether duced by the teacher had to complain of irregularity, and it turned out to be almost a good universally the case that if he did complain, his school was an indifferent one. teacher. There was hardly a single instance where a really efficient schoolmaster com- plained of irregularity throughout the whole school. One or two instances there were where the circumstances of the district prevented children from attending in bad weather ; but in these instances the teacher told us that such and such children were not regular, and accounted for this by explaining where they lived, and how they were prevented from attending. And the converse of this proposition is no less true : there was hardly a single instance where an ineffi- cient teacher did not complain of irregularity. Indeed, latterly we came to con- sider that regularity or the reverse was a kind of test as to the efficiency or inefficiency of the school. If the attendance was pronounced good, the school was good ; if bad, the school was bad. ' Independently of his actual qualifications as a teacher, the schoolmaster has a great deal in his power to produce regular attendance. If he is a faithful, hard-working man, who " brings the children on," the people get to respect him, and to value his opinion of them and of their children ; and this itself induces them to see that their children attend punctually. If he has a good manner with his pupUs, and keeps them brisk and interested in their work, they, ex- cept the very idlest of them, get to like school, and prefer being there to playing in the gutters. Among the careless he can do much by going among them in a friendly way, talking to them, and stimulating them to take advantage of the school. He can even take more active measures, and in many instances does do so.' He can insist upon the children bringing notes from their parents to cxl Be'port of the Education Commission. ' explain the reason of their absence, and this in itself has a salutary effect. The ' less educated among the parishioners— and they are generally the most careless ' —have great difficulty in writing, and consequently dislike to commit them- ' selves to writing before the schoolmaster. They know, however, that their • children will be punished if they keep them at home, and do not give them ' written excuses, and consequently, to avoid the trouble of writiug, they insist ' upon their children's attendance. 'Wherever the schoolmaster exacted such excuses from the parents, the school ' was well attended. There often was great difficulty at first, the teachers said, ' in persuading the parents to give them. It required considerable firmness to ' carry on the system, but the people got used to it, and gradually came to like ' it. In the parish of , a number of notes, extending over a period of some ' two years, were produced. Most of them were well written and well expressed ; ' a few, chiefly from Irish parents, were singular documents, but they served ' the purpose. The teacher said that at first the parents obstinately refused to ' conform to this system. He punished the boys, and they were taken from his ' school and sent to an adjoining Free Church school. His numbers fell very ' low, but he persisted in his system, and now, after three years, many of the ' children had returned, and the day that the school was visited he had ninety ' children in attendance.' Report of the Education Commission. cxli CHAPTEE VI. School Buildings, Teaching and Teachers. We have already alluded to the differences in the condition of the school-buildings in Scotland, and in the quality of the education furnished in the various schools. The information which we have collected on this subject may be thus summarized : — According to the Keport of Messrs. Maxwell and Sellar (p. 174), Condiiion out of the school-buildings examined 71 per cent, are 'good' and ofpchool- 'fairj' while 28 per cent, are ' indifferent' and ' bad.' From the ^^ ^"^'" Hebrides, Mr. Nicolson reports (p. 94) that out of 226 buildings, 52 per cent, require to be repaired or to be rebuilt ; while only 48 per cent, are in good condition. In Glasgow, out of 233 schools, the accommodation in 72 per cent, is good, while in 28 per cent, it is indifferent and bad (Eeport, p. 129). It is natural to suppose that, as a general rule, good school accom- Teaching, modation should be combined with good teaching ; and such ap- pears to be the fact. Out of the schools examined by Messrs. Sellar and Maxwell, the teaching is said to be ' very good/ ' good,' and 'fair,' in 71*5 per cent. ; while it is said to be ' indifferent' and ' bad' in 28'5 per cent. Mr. Nicolson has not prepared any sum- mary on this subject for the Hebrides, but it appears that the teaching requires to be improved in at least 52 per cent, of the schools in these islands. In Glasgow, out of 283 schools, the teaching is said to be ' good' in nearly 72 per cent, of them, and 'indifferent' or 'bad' in 28 per- cent, of them: so that the percen- tages in this and the last paragraph are almost identical. We do not propose to reproduce the evidence upon which the Assistant-Commissioners have arrived at these conclusions. The detailed proofs will be found in the separate Eeports. But it is obvious that the present state of matters requires considerable improvement ; and the first step towards effecting it is to ascertain the causes which give rise to the differences, which certainly exist, in these institutions. The causes are chiefly two — 1. Some schools are inspected, while others are not inspected. Causes of 2. Some schools are taught by masters who hold certificates from defects. the Committee of Council, others hold no such certificates. It may appear at first sight as if these were identical ; but this is not so. On one hand there are some who think, that in order to secure the efiiciency of schools, nothing more is required than cxlii Report of the Education Commission. to the im- portance of a certifi- cate. efficient inspectioD, while the managers should be left to select such masters as they please ; on the other hand the majority think that, besides inspection, every master ought to possess a certificate or diploma, and that both requirements are necessary in order to secure thorough efficiency. Mr. Oowie, one of the ablest of the Inspectors, and a man of great experience, thus describes the real importance of a certificate in his Report for 1865-6 : — Mr.Cowie'a 'I cannot conceive any person who is unprejudiced maintaining that a skilled opinion as ' teacher is not better than an unskilled, or that a school should be deemed ' worthy of State assistance, because by some means or other a few children have ' learned to read, write, and cipher. A good school is one in which the children ' are under the influence of a good teacher, one who has experience, character, ' and skill. The certificate states all this. Some persons speak of the certifi- ' cate only as the result of an examination. This is a great mistake. It is the ' result of probation, of good character, of diligence, attention to duties, of all the ' qualities that go to make a man a guide and example. Though passed or ' settled by an examination at one particular period of a man's scholastic ' career, it pre-supposes some years' service with credit : and after it is issued, it ' carries upon its face the testimony to each year's exertions ; it tells how a man ' has managed a school or diflerent . schools under different circumstances, under ' different managers ; it accumulates the testimony of several independent wit- ' nesses to the teacher's qualifications — of skUl in teaching, no doubt, but also of ' discipline, of good order, of diligence, of perseverance, of the estimation in which ' they have been held by those who have examined every part of their work ; ' and therefore, though gained partly by examination, it cannot be gained at all ' without some previous good character of several years, and when gained it ought ' to be of absolutely no value unless it contain the accumulated testimony of ' each successive year to the skill and practical power of the teacher. ' In defence of the certificate, too, let me say that it is seldom sufiiciently ' thought of by managers. The mere possession of a parchment has been taken ' as evidence that a man could earn a Government grant, and if the new master ' is not quite satisfactory in his work, in his demeanour, or conduct, the disgust of ' the managers shows itself in abuse of the certificate system. It would be found ' very often that the certificate was never once called for, that no attention was ' paid to the entries upon it.' Inspected schools superior. 1. The superiority of the inspected schools, and the necessity of extending the present system of Government Inspection, are admitted almost without a dissentient voice. ' The superiority of schools under Grovernment inspection, as a ' class, to those not under inspection,' says Mr. Nicolson, speaking of the Hebrides (p. 106), ' is so generally admitted, and on grounds ' so patent, that the subject needs little illustration.' And again, a few lines below : — ' The Want of superintendence and inspection is in fact the most lamentable, as ' it is the most remediable, defect in the whole educational provision of the ' district. It is apparent in numberless ways. In a great many cases, especially ' in places remote from observation, the schoolmaster is practically independent ' of all supervision, and may, if so disposed, do very much as he Hkes. To a ' man receiving a very paltry salary, for doing what, if well done, is hard work, ' under uncomfortable physical conditions, the temptations to remissness are ' more than our frail human nature ought to be subjected to. The teacher being ■ placed, for the most part, under no conventional obligation to the parents of ' his pupils by the receipt of fees for the instruction he imparts, the natural ' tendency is, that while they on the one hand aJe less concerned to take advan- ' tagd of his services, he on the other feels less bound to take pains that every ' scholar on his roU should receive the full benefit of the provision made for their ' education. ]Portuna,tely, most of the teachers are men of some conscience. But Beport of the Education Commission. cxliii 'those who stand in no need of the stimiilus of. supervision must always be ' regarded; as the. exceptiofis, not in this branch of public service only, but in ' every other. Accordingly It will happen sometimes that the schoolmaster who ' is not subject to such supervision is not scrupulously punctual in.regard to the ' school hours, and may even foUow Charles Lamb's practice, of making up for ' lata begiiming by. eaily ending ; that he does not trouble himself excessively ' to inquire why pupils are absent, or to take ipeans for brioging them out better; ' and tliat he may not think it any great harm to shut up the school for a day or 'days, at seasons when the attendance is very small, and "private affairs" in ' some other quarter invite or demand his presence. Such things do happen in ' this district, and are not widely alien to its traditions.' Speaking of G-dvernmelit Inspetition, Mr. Sellar'saj?s' (p. 125), ' There can be but one opinion held' upon this subject by any one ' who has had any experience of inspection/ He makes some remarks, however (p. 126),''upoii this subject, which are curious and instructive:^ , ' Except m some parts of Dumfriesshire and the north of Kirkcudbright, the Some ' opinions expressed in favour of Government inspection were unanimous, and Clergy of ' more thaji this, several efficient teachers, who were not under Government the Church 'inspection, regretted it in the strongest terms. They wanted, they saidj- the "f Scotland stimulus .of a strange or non-local inspector's visit, and the children wanted it opposedto ' also. This was more particularly urged iu the district of Deeside in Aberdeeti- Inspection. ' shire. From Aboyne to Braemar, in the parishes of Glenmuick and Crathie, in ' which there are seventeen schools, there is no Government inspection, though ' two of the teachers in the Queen's schools, and one in a proprietary school, hold ' oertiflcates. Several of these teachers mentioned that some inspection, not ' strictly local, was wanted in the district; and our experience coincided with ' their opuiion. These schools, though far from bad, could one and aU be im- ' proved by the regular annual visit of the inspector. Why inspection was dis- ' countenanced in these parishes we could not easily discover. But iu Dumfries- ' shire, and in the north of Kirkcudbright, the want of inspection appears to be ' due to the unfavourable opinion held of it by some of the clergy of the Estab- ' lished Church. They acknowledged that inspected schools were best, but ' guarded their acknowledgment by the opinion that " this was not necessarily ' " because of the inspection." ' He then proceeds to illustrate the accuracy, of his opinion by contrasting, the counties of Ayr and Berwick, where inspection is popular, with Dumfries, and Kirkcudbright, where it is unpopular— at least with the clergy. He continues thus : — ■ The consequence is that while 20 per cent, of the Ayrshire parish schools are EfiFeots of ' " very' good," and 50 per cent, are " good ; " none of the Dumfriesshire sfchools want of ' are "very good," and only 28 per cent, are "good." So while iu Berwick all Inspection, 'the pa,rish schools visited are either "good" or "fair;" 28 per cent, in Kirk- ' cudbright are iudifiPerent, and 7 per cent, "bad.'" ' ' The evidence of Messrs. Harvey and G-reig, which we shall quote at length presently, is to the same effect. It must be carefully observed that the inspection of which we Other have spoken, is the inspection conducted by H, M, Inspectors, f;™^^°;„^ acting under the Committee of Council. There are, moreover, various bodies of Trustees, such as those of the Milne and Dick Bequests, and the Society for Propagating Christian Knowledge, who employ their own inspectors, to report on the schools with which they are severally connected. There are, however, comparatively few schools subject to such superintendence. The only system of inspection wMbh .prevails throughout Scotland is that exercised by cxliv Report of the Education Commission. the clergy of the various denominations, and particularly by the Presbyteries of the Established and Free Churches. It has been said that the examinations by the Presbyteries are extremely valuable, and especially in securing due attention to the religious instruction. Inspection But upon this point there seems to be some difference of opinion. by Presby- Mj.. Laurie, ' the Secretary of the General Assembly's Education ^^' Scheme,' i thinks these examinations of ' great value.' But, in answer to a question put by Sir James Eergusson, he said (p. 35) that it is very rare indeed that ' there is any expression of censure as to the ' condition of the school.' And again, in answer to a question put by the Duke of Argyll, Mr. Laurie said — 'I should not say that it ' is an efiScient examination, but that it is a salutary examination.' With respect to these ' Presbyterial examinations' Dr. Guthrie,^ after stating that he would have a Government examination by the inspector, said — ' I never attached any importance to the Presby- ' terial examination. I remember it was a very pleasant meeting with the brethren, but that was about the amount of it.' The evidence of our Assistant-Commissioners was to the same effect. As to the Hebrides, Mr. Nicolson says (pp. 82, 107) :— ' There is, of course, besides the superintendence of the parish minister, the ' annual presbyterial examination, which comes in early spring, with the March ' winds, but usually less severe, a most excellent and time-honoured practice, full ' of interest and temporary stimulus to the school, but more useful often as an ' occasion for showing what the scholars know than for testing how far they are ' ignorant. It is generally preceded by a period of brisk attendance and prepara- ' tion, followed often by a prolonged torpor, or suspended animation. To abolish ' it would be a great pity : even as a spectacle there is nothing in its way more ' interesting than such an examination. But, looking at the matter practically, ' some more certain and rigorous method of testing the everyday worldng and re- ' suits of the school teaching is greatly required, to bring it more nearly up to the ' standard which those who truly value our parish school system would desire to ' see attained.' Again he says : — ' Even under a system which should abolish all denominational distinctions ' and place every school under Government inspection, these annual examinations ' by the clergy might be continued with advantage. In such a happy contingency, ' one of the benefits that might be expected to result would be the combination ' of the representatives of different churches in the same work. But the eifect ' of these examinations is generally transient, nor can they be regarded as ade- ' quately taking the place of the searching inspection performed by speoially- ' trained ofiicials, on the only thorough system, that of individual examination ' of scholars in every branch. The reports of Presbyteries, Established and Free, ' alike show this. Very rarely is there any expression of dissatisfaction, and ' then usually in the gentlest terms consistent with veracity. Of minor incidents ' to which these examinations are liable, one is the practice, fortunately not now ' general, but by no means obsolete, of supplementing a meagre display of the ' school's proper force by a muster for the occasion of veteran or disbanded ' scholars, aided perhaps by a few auxiliaries sent from a friendly school.' We have already said that Colonel Maxwell and Mr. SeUar con- sider the examination by the Presbytery a pleasing and useful practice. It may be well to supplement the extracts already made with the following (p. 48) : — 1 1st Report, p. 31. 2 /j^ p_ 250. Report of the Education Commission. cxlv ' Where the teacher has no examination to dread but that of the Presbytery, ' he is very apt to let his school fall into a condition of languid inactivity for nine ' months in the year. The school meets at ten o'clock and breaks up at four, ' and the work is carried on after a fashion, but there is no briskness or freshness, ' and no desire to do more for the children than what, if it were not done, ' will not pass unnoticed by the parents. The month before the Presbytery exami- ' nation the teacher rouses himself and attempts to make up for lost time by ' systematically cramming the children for the examination. He does not cram ' them upon general subjects, or even on certain books, but on single lessons, ' and a set number of sums in arithmetic, and a set number of general heads in ' Bible history, and a set number of showy questions on geography. Authentic ' cases were mentioned, where the same lessons and questions and answers were ' gone over and over again and again every day for two or three weeks, untU the ' children got their work for the examination well arranged in their minds, so ' that at the Presbytery visit, when the teacher asked the prepared questions, ' they could not fail to bring out the answers, and make a great display.' These extracts corroborate the general opinion expressed in the Report of Colonel Maxwell and Mr. Sellar, ' that the annual com- Visit of ' plimentary visit of the Presbytery is of little practical value,' and Presbytery that the system of Government inspection ' should be extended to ° ^^^ . ' every school that has any claim to a public existence in Scotland.' tioal value. 2. The next question refers to the merits of teachers holding cer- Certifi- tificates, as compared with those who do not hold certificates. There cated and are four classes of certificated teachers : — cat" d^''^" (1.) There are those, who have attended one of the Universities, Teaoaeis. and have besides been students at some of the Normal schools. (2.) There are those who have been trained in Normal schools without attending any University. (3.) There are those who have attended the University, but who have not been trained in Normal schools. (4.) There are those who have attended neither the Normal - School nor the University. ^ We propose to discuss presently the comparative merits of these variousclassesof certificated teachers; but in the meantime, we observe that there is no doubt as to the superiority of the teachers belonging to any one of the first three classes over those who belong to the fourth class. This is apparent from the Eeport of Colonel Maxwell and Mr. Sellar,^ to which allusion has already been made. Mr. Nicolson says (p. 109) : ' The possession of either (University or Normal ' school training) alone is infinitely preferable to the want of both, ' the result of which, except in the case of men gifted with some ' natural genius for teaching, or animated by an earnest spirit, is ' usually mere slovenliness and mechanical routine.'^ And the same opinion is maintained by every witness who gave evidence upon this subject. By a few, however, it is alleged that there is no necessity for Normal schools, and that in former times the parochial school- imnortance master who had no special training as a teacher, but went through of Normal- the University course, was as efficient as the schoolmaster who t?^°°J,g, in these days has the advantage of Normal-school training. Upon this subject the opinion of our Assistant-Commissioaer Mr. Harvey is very distinct, and from his practical experience in the art of teaching particularly valuable. Speaking of Normal schools he says (p.77):- 1 Pp. 127-8. k cxlvi Report of the Education Commission. Mr. Har- ' Those only can appreciate them fuUy who have seen and suffered much in vey's opi- ' visiting schools taught by untrained masters. Without .^uch experience, it is nion. ' impossible to imagine how great a contrast two schools may and do present— • and that, even where the advantages, apart from the Normal-school training, are ' pretty equal in the education and natural ability of the masters. There is, ' generally speaking, a precision and definiteness about a teacher trained in a ' Normal school. He knows what he wants to teach, and does not waste his ■ efforts in desultory and unmeaning work. He economizes time and room and ' strength. His arrangements are so made that, even with the whole burden of a • common school on his shoulders, he so directs the complicated movements of a ' hundred children of both sexes, of all ages and stages of advancement^ that all ' shall be busy, and that no one either is or seems at any moment idle. Some, ' ' indeed, of the very best teachers have never been at Normal schools ; but after ' aUthey only, by a natural gift and aptitude, devise for themselves the system ' which is daily presented to the Normal school student in 'his two years' course ' of training. Others, by much experience, and through many troubles, acquire ' an equal perfection in the art ; but the advantages and necessity of a profes- 'sional training (provided only it be not too exclusively professional from begin- ' ning to end) are as great for teachers as for the members of any other profession. ' ' The Normal school students are taught daily by the most skilful and' experienced ' masters and lecturers. They see in them the best models for imitation. . Their ' home preparation of lessons ; the judicious amount of effort required of ,them, ' withoiit aid ; the rules laid down and illustrated ; the methodic distribution of ' time ; and lastly, the opportunities they have of teaching — all these fit and pre- ' pare them for their future work in elementary schools for the poor, and for that ' there are no teachers to be compared with those who have been at Normal ' schools,' It is not unnatural that the Eectors of the Normal schools should insist upon the importance of training teachers to. teach ; at the,same time the authorities quoted by Mr. Maurice Paterson, Kector of the Free Chujrch of Scotland Normal School in Edinburgh, appear; to be tolerably conclusive.' But Mr. Laurie, the Milne and Dick Bequest Inspector, gave similar evidence when examined on the subject of Normal schools. He thinks that ' a professional method of instuuc- ' tion' is essential. . Although in the Dick Bequest schools there is 'the highest class of teachers, they are all graduates of a Uni- ' versity, and a. large proportion of them are licentiates ,of the Church ;' ' but,' he adds, ' notwithstanding these qualifications, the masters 'much require a special training for their work. It is only a few ' among them who ultimately reach that facility in the small but pot "unimportant technicalities of teaching which the Normal school 'student leaves the training-college, with.' Training of The importance of training in the case of school-mistresses is evea tosses '"'^' ■'^°^^ conspicuous than in that of masters. Mr. Sellar says (p. 147)— ' If it is true that Normal school training is essential to male teachers, it is at ' least equally true with regard to female teachers. < The. good effects of such ' training upon them cannot be overstated. The routine of the Normal sohoqls, ' perhaps, is more conspicuous in their method than it is in the case of male ' teachers. But the want of system and organization of any kind in ttose female 'schools where the teachers had no' previous training, was so flagrant and so ■' melancholy, to see, that.it was quite a pleasure to turn from ah uncertiflcatect ' to a certifioated female school, even whej-e the defects of the system, were the ' most remarkable thing about the school.' ...,,,.■. Again, Mr. Nicolson says (p. 109) — . ■ « ■ ' So far as my experience goes, the proportion of " Heritors' Girls' Schools ' ' that are unsatisfactorily conducted is much smaller than that of schools taught ' by men— the most of the teachers being of Normal school traiiiing.'"' ' Paper on Normal Schools, p. 129 ; App. to 1st Report. e BepOrt of the Education Gommission. cxlvil .The opinion of Mr. Currie, the Eector of the Church of Scotland Training-College in Edinburgh, is to the same effect. 'If female teachers,' he says, ' are to be competent, they must be trained.' But if University apart from Normal-school training for masters Normal is imperfect j Normal school-training apart from University training 4°'^;°"' appears to be imperfect also. The evidence which we have collected should 1, upon this point establishes the conclusion, that the most efficient combined teacher is he who combines both. Mr. Sellar says : — ' When there ™rsit^"' ' is only a short University attendance to show and no Normal-school training. ' training, or where there is neither University nor Normal-school ' training, the teaching is only fair or worse. The best education ' for a teacher even in elementary schools is a combination of the 'two, systems — the one to make the man, the other to make the ' teacher. And if' they could he combined under any new system ; ' or if in all schools of any size and importance in a district, it was ' understood that one of the teachers at least should have attended ' the Latin, English literature. Logic, dnd Mathematical classes in ' one of the Universities, and should hold a certificate, it would be of ' the utmost advantage to the country.' Mr.' Harvey^ who examined the Normal schools at Glasgow, considers the educatiou in such schools too professional. He says (p. 17):— ' ' "■ - ' From the day -when a boy becomes a pupil-teaclier, at the age of thirteen, he ' is set apart for his especial -work. Prom this time forth till he emerges from ' the Normal school, Ms training is entirely among those who are intended for ' the same profession as himself, and, of necessity, a most narrow and unnatural ' tone is created and fostered. The remedy is to he found, to some extent, in a 'liniversity education. All our Normal schools are in university townfe. _ It ' might be made imperative on our future teachers to attend at least two sessions ' at College. This could be done before, or after, or during their attendance at ' the Normal school. Or, again, it might be made optional on the part of some ' of the successful candidates to attend either the Normal school or the tJniversity. ' This would have the advantage of modifying the purely professional character ' of their training. And unless we wish education in Scotland reduced to the ' same dead-level in point of quality, and our parish school system assimilated in ' all respects to the lower ideal of education existing in England, the teachers ' ient forth by the Normal schools wiU fall below our former traditions and ' requirements.' Mr. Nicolspn says (p. 109): — ' The general testunony of clergymen and other experienced persoiis is in ' favour of a combination of University and Normal school training, the one to ' educate the teacher himself, giving him a somewhat higher standmg and a ' wider horizon, the other to initiate him into the most approved methods of ' educating and disciplining his scholars.' ■ Throughout the Scottish Reports published by the Committee of Council such views are constantly expressed. The latest instance may be found in Mr. Kerr's Eeport for 1865. He says,— ' The leading difference between the parish teachers of the old school and teachers trained at Normal schools is this': the former knew much more and had more general culture, but could not teach sowell,havmg paid little or no atten- tion to tUi oH of imhing; the latter know much less, but can teacb better what they do know. The few instances we have of the combmation oi Uni- versity with Normal school training, that is,of9e«eraJ cwitere onftmimnj to ieoc/i, furnish a strong argument in favour of the combination bemg made as general as possible.' And so strongly impressed is Mr. Kerr with the necessity of im- cxlviii Beport of the JEdueation Commission. " proving the professional education of schoolmasters, that he explains in detail a plan, the object of which is to combine the training at Normal schools with that at the University. Other plans of a similar kind have been submitted to us ; particularly by Mr. Laurie, and by the two Eectors of the Normal schools in Edinburgh, Mr. Currie and Mr. Paterson. It is unnecessary, however, to draw out any detailed scheme for this purpose. It is true, that the defects, which such schemes are intended to remedy, have been observed in England as well as in Scotland, but the peculiar character of the Scottish Universities furnishes the means of remedying these de- fects, which do not exist elsewhere ; and one of the misfortunes which has befallen this country is that no distinction has been made by the Committee of Council in dealing with the schools of England and Scotland. It is not, of course, proposed that every teacher should attend the University, or obtain a degree ; but for the parochial schools in the country, and for the larger and more important schools in towns, it is very desirable to provide superior teachers, and the only way of doing this is to enable some of those who are destined to fill these offices to attend the University. Plan Probably one of the simplest plans is, that the future school- sketched, master should attend only one class in the University each session, and that the rest of his time should be employed in doing the duty of an assistant in a day or an evening inspected school. Three sessions would enable him to acquire a considerable amount of general education : while the requirement, that, before attending the Uni- versity, he should have acted, for at least three years, as pupil- teacher in an inspected school, and that during his attendance at the University he should act as assistant in a school of the same class, would tend to keep up the supply of teachers. The eager ambition among the youth of Scotland for an University Education would induce multitudes to endure great sacrifices in order to gratify it. And if some moderate grant were made to the student, under the form of a bursary, by the Committee of Council, he might, with the assistance derived from his salary as assistant, contrive to support himself until his professional education was completed. Cost of It is, however, an important question whether the cost of educa- dimiiif he'd ^^^^ might not be diminished by the more frequent employment of by the em- schoolmistresses. With respect to uninspected schools in the ployment rural districts, Colonel Maxwell calculates that the average salary misteBsti] °^ masters is £51, 15s. 6d., the highest being £76, 16s. ; of mis- tresses, £16, 8s. 8d., the highest being £30. According to Mr. Nicolson (p. 109),— Salaries. ' The average income of the 275 teachers of both sexes (in the Hebrides) is ' .£26, 17a. lid. ; but, as has been already noticed in different parts of the Ke- ' port, many of the masters are restricted to incomes varying from £12 to £20 ' per annum. There is, of course, a free house in addition, and generally a bit ' of land ; but even with these additions, the position of such schoolmasters is ' little above that of the crofters around them, and is inferior to that- of men ' who keep several cows and sheep.' According to the tables published by the Committee of Council, the average salary of uncertificated masters in the Church of Scotland schools is £76, 2s. 4d., and of mistresses, £54, 10s. lid. In inspected Beport of the Education Commission. cxlix schools the scale is higher. According to Colonel Maxwell the average salary of masters in parochial schools, including the Parliamentary grant, is £142, 4s. 3d. ; in Free Church schools, £102, 128. 3d. ; the lowest is £69, 9s. 7d., in proprietary schools. The average salary of mistresses in infant schools is £83, 5s., including the Par- liamentary grant. The general average of the masters of inspected schools of all kinds, from which Colonel Maxwell obtained returns, is £112, 5s. lid., and of mistresses, £68, 5s. lOd. But it should be observed that the whole number of masters included in this cal- culation was only 131, and of mistresses 31, and that the parts of the rural districts visited by Colonel Maxwell were certainly not the most destitute. According to a return of the Committee of Council the following is the result : — Schools. Masters. MiSTKBSSES. Certipioated. CEETinCATED. Average pecuniary Emoluments (includ- ing Government Grants, and all pro- fessional sources of Income). ■3 = g.s pj > Number provided with House, or Rent free. Average pecuniary Emoluments (includ- ing Government Grants, and all pro- fessional sources of Income). :§§" g.s a i Number provided with House, or Rent free. Connected with tbe Church of Scotland, . Free Church Episcopal, Eoman Catholic, . . . £100 11 1 90 9 11 84 12 6 79 5 6 698 373 42 18 515 208 23 9 £55 9 7 54 10 11 57 10 7 60 6 9 233 ?8 38 33 150 44 22 10 ought to be multiplied. These facts show conclusively that the employment of mistresses School- in place of masters would greatly diminish the cost of education, mistresses And the question remains whether this can be done without injury to the children who attend to receive instruction. In the opinion of the Committee of Council, an increase in the number of school- mistresses is desirable, and will probably take place. ' Considering ' the early age at which the greater part of the children leave school, ' and the difficulty of raising funds in those parts of the country ' which admit only of small schools, the employment of female ' teachers in schools for boys and girls together cannot fail to be ' extensively adopted.' It is remarkable, however, that this view is much more generally acted upon in England than it is in Scot- land. In England, out of the whole number of certificated teachers, 46 per cent, are mistresses, while in Scotland they are only 30 per cent. In the town schools there is not so much economy in employing women as there is in the rural schools. In the mixed town schools of Scotland, the only case in which women are essential is in that of infant schools, which, however, are by no means numerous. But in the more remote rural districts, and the Highlands and cl Report of the Education Commission. School- mistresses better than itinerant teachers for remote parts. Islands, the only means of establishing an efficient school seems to be by employing a schoolmistress. The salary is lower* but the work is such that it can be perfectly well 'performed by a well- trained female. Mr. Nicolson (pp. 109, 110) dwells at considerable length upon this point, and- his opinion is very decided :■— , ' A more useful and perllaps more economical mettodof supplementing the ' labours of the tesLphers would be the institiitionof a miich larger number than 'now exist of schools taught by women. The total number of female teacher? ' in the district at present is seventy-three, but of these, fifty-two teacli only ' sewing and othet industrial work. ■ Therfe are only twenty schools exclusively ' presided over by female teachers ; and none of them belong to the class of ' " Heritors' Girls' Schools." So far as my experience goes, the proportion of ' them that are unsatisfactorily conducted is much smaller than of schools taught ' by men, the most of the teachers being of Normal school training. This fact ' alone would be an argument for increasing their number. But there are other 'considerations equally powerful, and special to the circumstances of the dis- ' trict, pointing in the same direction. ' The number of localities of small popu- ' lation, too far removed from other districts to avail themselves of the means of ' ediication supplied there, is in this district unusually large. For such localities, ' female teachers would be peculiarly suitable. If qualified by prelimioary Nor- ' mal-school training, without which they may generally be considered more ' helpless than men to conduct a school, properly so-called, they would be per- ' fectly adequate to take charge of the education of boys as well as girls, while ' they would impart special instruction to pupils of their own sex in sewing and ' other female work. That competent schoolmistresses are able to manage even / big boys as well as girls, I have seen more than one example of in the district. ' This may not be the case everywhere, but Highland boys are usually, not dis- ' posed to rudeness or insubordination. ■ ' There are again remote localities where the smaUness of -the population and ' the possibility of its entire removal some day put it out of the question that a ' permanent school establishment should be set up. Such localities, where' sup- ' plied at all, have been usually provided with a teacher temporarily engaged by ' the inhabitants, — usually an untrained youth. For such remote localities the ' services of female teachers would be more valuable, as weU as more suitable. ' They could, in such peculiar circumstances, accommodate theniselves to the ' position, and exemplify as well as teach useful lessons in domestic economy, in ' ways that men cannot do. 'But it is not in such peculiarly sitaated localities alone that the services of ' schoolmistresses would be valuable. In many places, where there are at pre- ' sent two schools at no great distance" from each other, but both ijecessary. for ' the requirements of the district, or one large school, it would be of great advan- ' tage that there should be a female teacher, as sole teacher in the one case, or ' assistant in the other, for the special purpose of instructing the younger chil- ' dren and the girls. The returns given of the ages of the scholars in attendance ' show that, of 7173 of both sexes, 4055, or 56'5 per cent., were under ten years • of age. Only 646, or 9 per cent., were above fourteen ; while 863, or 12 per ' cent., were between three and six years of age. While, therefore, there are ' only two schools in all the district expressly designed for infants, and so-called, ' it appears that the teachers of the other 224 schools are to a large extent ocou- ' pied in the teaching of infants. ' So far as I have been able to ascertain, there would be no difficulty in pro- ' curing a supply of female teachers in the district, it some special means were ' taken, in addition to those now existing, for encouraging clever girls to devote ' themselves to this work. There is no lack of such girls ; I have scarcely seen ' any good school in which there was not more than one of them. Any other* ' but persons acquainted with the Gaelic language would in most parts of the • district be entirely out of place in the p9sition of teachers.' Mr. Sellar (p. 150) expresses a similar opinion. He points out the advantages of resident schoolmistresses over itinerant masters, and probably the more common employment of female teachers is RifpiM of the Education Comrfiission. oli the best solution of the difficulty which stands in the way of erect- ing schools in remote and sparsely'peopled districts :-— ' It has beefl suggested that in manyof those outljdng districts with a small ' population, sohbolmistresses should be appointed to the^ sbiools, at a moderate ' salary. The suggestion met with strong approval in the -Highlands. We only ' met with one case where it was in operation, and there it was eminently suc- ' cessful. The school was built for the outlying parts of three parishes, and Was ' supported by private behevolence aiid by fees. The total iiioome amounted to ' aboUti £28 per annum, and a house. There was a winter roU of about 35, and ' a summer roll of about 30 ; and in winter, lads of fourteen and fifteen years of • age attended the school with regularity. The education was confined to read- ' ing, writing, and arithmetic, with sewing for the girls, all which seemed to be . ' satisfactorily taught by the mistress. In, this district, and farther north, we ' made inquiries as to itinerant teachers, but except one case, to which allusion ' has been made, we could not hear of such a system being iii operation; This ' case was hardly that of an itinerant school, as the school was always, held injthe ' same shepherd's house, but the teacher lived for so many weeks with one shep- ' herd, and so many with another, in proportion to the number of children of ' each family who received instruction from him. We were informed that this ' system was not uncommon, and though a great expense upon the shepherds, / was' the only means by which their children could receive any education. ' Several ministers and others conversant with education in the North, gave a ' very decided opinion as to the utility of such teaching, though none spoke ' &om experience, and one and all considered a system of itinerant teaching as 'of very little good. The children, they said, could not fail to forget in the ' interval what they had learned for the month or three weeks that the teacher ' was with them. In a matter of choice between such a system, and that of ' female teachers at low salaries, they expressed unanimous preference for the ■' latter system.' ' ' ^ Whatever difficulty there may be, in some parts of the country, ^^ ^j^j; in the way of obtaining male pupil-teachers or masters, no difficulty oulty in need be anticipated in the way of obtaining school-mistresses. The obtaining a passage already quoted from Mr. Nicolson proves that such is the gctoo^mia- fact in the Highlands. Messrs. Harvey and G-reig say that in tresses. Glasgow ' the supply of school-mistresses is beyond the. demand.' And Mr. Gordon, H.'M. Inspector, in his report on the Glasgow Normal School for 1866 states, that while all the masters who left with a certificate in 1864 were in charge of schools, seven of the Jemahs remained without appointments. Indeed, so numerous is the class of 'females who aspire to the office of teacher; that Mr. Gordon suggests the question whether the system of ^female- students, paying for their education at Normal schools, might not he revived, and we understand that this suggestion is being prac- tically carried into effect. Besides the head-teacher in a school of tolerable size there is generally an Assistant or a Pupil-teacher, which is another name J| p^pij. ■for an apprentice. . teachers. We have already explained the origin and object of the pupil- ^^^.^^^^^^ teacher system.* It is to be observed, however, that the system was preferred. originally adapted to England, and was only applied to Scotland when the Committee of Council extended their operations to this "country. In England, when the Committee was established, not only was the number of public schools utterly inadequate, but there was no professional class in existence capable of fulfilling the duties df teach- ing. It became, therefore, necessary to educate a race of schoolmasters ^ P. Ixxxviii, ante. clii Beport of the Education, Commission. as well as a race of scholars ; the Minutes of 1846, which inaugu- rated the pupil-teacher system, were admirably fitted for the purpose, and have proved eminently successful. But in Scotland the case was diiferent. The schoolmaster had for centuries held a recognised and honourable public position ; the great mass of the people re- garded the education of their children as absolutely essential to their success in life ; and, if reasonable emoluments had been attached to the oflSce, no difficulty ought to have been found in supplying whatever number of teachers might have been required. This, no doubt, is one reason why the pupil-teacher system is less popular in Scotland than it is in England, and why assistants are prefeiTcd. At the same time this peculiarity in the Scottish system affords ground for believing that if teachers are properly remunerated, and if facilities are offered for attending the classes at the Universities, a due supply of them will not be wanting. There is, however, an- other reason why assistants are preferred to pupil-teachers ; and that is because the engagement of the latter extends over several years, while the engagement of the assistant, like that of the head- teacher, is terminable by a simple notice. The Reports of our Assistant-Commissioners, so far as they touch upon this subject, corroborate the accuracy of these remarks. Mr. Nicolson says that in the schools which he saw, more than one teacher is rarely required, and that, therefore, the want of pupil- teachers or of assistants is not so much felt. Mr. Sellar says (p. 151) that, with only two exceptions, which, however, were very im- portant, ' Every teacher to whom we put the question answered ' without hesitation that he would sooner have one qualified assis- ' tant than two, or even three, pupil-teachers.' It is by no means im- probable that the boys and girls between thirteen and eighteen should be inferior to those of greater age and experience. And there is no doubt that any teacher or parent ought to prefer an assistant to a pupil-teacher. But the expense of a superior staff is a matter for serious consideration. It is simply impossible for any individual to conduct a class of seventy or eighty children without assistance, and if it should come to be a question between pupil- teachers and monitors, there can no doubt which is to be preferred. Mr. Sellar says (p. 152), ' They (pupil-teachers) are of much more ' use than monitors, who, so far as we could judge, almost invari- ' ably do more harm than good.' His general conclusion is thus stated (p. 152) :— ' On the whole, our experience on the question amounts to this, that pupil- ' teachers are of considerable use in large schools where the master has taken ' trouble to train the lads carefully in his own system, and in such schools they ' may conduce much to efficiency, but in small schools they are simply a waste ' of money. In this view, Mr. Black, H.M. Inspector of Schools, concurs with ' us, and another of H.M. Inspectors writes : — " I approve of pupil-teachers in ' " schools of upwards of seventy or eighty, if they are actually tav^ht to teach, ' " which they often are not. In smaller schools they are unnecessary or worse. ' " A lifeless or badly-trained pupil-teacher does positive harm to a school." ' According to Messrs. Harvey and Grreig (p. 140) : — ' Pupil-teachers are very useful in the last years of their apprenticeship, when ' they approach the excellence of assistants. The very young pupil-teachers in Report of the Edtication Commission. cliii ' the first and second years of their course are often pert and forward, and seem ' rather to play at teaching than to teach. There are many exceptions, and ' especially among the female pupil-teachers, who are very earnest in their call- ' ing. All of them are marked too much by a professional bearing.' The opinioa of the Assistant-Commissioners substantially coin- cides with that of the Committee of Council. In the Eeport for 1864-5 they say:—' 'A pupU-teacher is a boy or girl generally between thirteen and eighteen ' years of age, and is not Kkely to be as competent, especially for the first two years ' of service, as a certificated teacher. If teachers of the latter kind could be ' multiplied in such numbers as to be the only teachers, the advantage to the ' children under instruction would be palpable. But this is impossible on account '. of cost, and so (inasmuch as one head-teacher alone can no more conduct a ' large school than a colonel alone can command a regiment), pupil-teachers were ' introduced as the best kind of under-teachers that could be afforded.' According to the true theory, ' pupil-teachers should not be multi- Number plied in elementary schools beyond the point at which the head- "^ ^J^P'^" teacher ceases to be able to multiply his own presence by good shonirnot organization.' But, according to Mr. Lingen, the regulations of the be too Old Code were such that a premium was held out by Govern- ™"°^ ''®- ment to employ more pupil-teachers than were necessary. According ^"^ ' to the Old Code two pupil-teachers were often employed when the number of scholars only just exceeded 40.^ The Kevised Code reduced this number so that one pupil-teacher was required for every 40, or one certificated or assistant- teacher for every 80 children. It is doubtful, however, whether this reduction has not been carried too far. Ever since the introduction of the Eevised Code, the number of pupil-teachers has diminished. Between 1862 and 1865 the decrease was 28'7 per cent., which was certainly greater than desirable. In Scotland it is generally admitted that the number was too large, and therefore the rapid decrease has not directly led to serious consequences. But since the establishment of the Committee of Council, the supply of schoolmasters and schoolmistresses has come to depend upon the supply of pupil- teachers ; and the Normal schools, it should be added, depend much upon the same source for candidates. No economy could be m ore mis- taken, nor could anything be more fatal to the progress of education than to withdraw all the motives which have hitherto had the effect of fitting the more intelligent boys and girls for the duties of a teacher. And therefore in applying the Revised Code to Scotland, it will be the duty of the Committee of Council so to modifyits provisions that such evil effects may be avoided. Boys and girls need not be bribed to become teachers, but the emoluments or other advantages of the teaching profession ought to be upon a scale to attract persons of fair ability. As to the teachers in private adventure schools, it appears that. Private"'- according to Mr. Nicolson, there are practically none in the Adventure Hebrides, and according to the Eeports of the other Assistant- ^^^ ^J°' Commissioners, the majority of those schools which supply elemen- ^ tary education to the people are in a most wretched condition,, as regards both buildings and teaching. The supply of schools cannot eliv Bepcirt. of the Education Commission. Certificates of Oompe- tenoy. Mode of obtaining such Cer- tificates. Objection to restric- tions. Number of certificated teachers required. be satisfactory -until the private adventure ones are replaced, by others. ' Whatever changes may be made in the school system' of Scotland, it will in any case be necessary that every teacher in a public school, supported by local or national taxes, should possess a certiticate of competency. According to the system which we have- proposed, the teachers, male and female, will number, at least, 6000 ; and the important question remains by what meaius they are to be ob- tained.. J , ' At present the parochial teachers are examined by the University examiners ; and the masters in inspected schools have certificates granted by the Committee of Council. Any person is entitled to becorne a candidate for the mastersliip of a parochial school. After being elected by the heritors and minister, he must pass the University examiners, and is then installed for life. But before a person can become a candidate for a certificate of competency from the Committee of Council he must possess various qualifications. First, There are those who have resided at least one year in an inspected Normal school. Secondly, There are persons of twenty-two years of age, who have either completed their five years' engagement as pupil-teachers satisfactorily, or who have obtained two favoiarable reports,' with one year's interval between them, upon the school in which they are still employed. No reasonable objection can be made to the first class of persons who may become candidates. But it is difiicult to see upon, what ground candidates who have not been pupil-teachers, or who have left before completing their five years, should be required to be twenty-two years of age. No doubt this restriction must operate as a protection to the Normal schools ; but.it does not seem to be a legitimate object to favour such schools at the expense of the com- munity. The Normal schools should maintain their position by sending out teachers superior to those educated under other con- ditions. In' considering this question, however, it must not be forgotten that pupil-teachers who have successfully completed their apprfen- ticeship, and have been specially recommended by aii inspector, may, under the Eevised Code, be provisionally certificated for im- mediate service in charge of small rural schools. This certainly affords considerable facilities to those who found difficulties under the old system in the way of procuring teachers. The total number of parochial and certificated teachers at present scarcely exceeds 3000 ; so that an additional supply of at least 3000 will be required for the country. Large as this num- ber is, we have no reason for supposing that there will be any insuperable difficulty in obtaining it. There might be some slight difficulty, perhaps at first, in at once doubling the number of certifi- cated masters, but as soon as the number is completed there would be no difficulty in keeping it up. It is calculated that the waste varies from 4 to 7 per cent.-, so that to keep up a staff of 6000 Eeport of the Education Commission. civ teachers, 300 new teachers would be required every year, and these could easily _ be supplied. Even if every teacher How to be were required to pass through the Normal school, the accom- supplied. inodation at present provided would probably be sufficient. In 1863 the Established Church and the Free Church alone proposed to train^ 704 teachers ; and in Blarch 1866 the number of stu- dents in the Scottish Normal schools was 444. It is true that the payments made by Government to the Normal schools have been considerably diminished. At present not more than 75 per cent, of the expense incurred by these institutions is now paid out of the Parliamentary grant ; whereas, in former times, the Ex- chequer not only defrayed all the expenses, but enabled the man- agers to claim a surplus. As we ha>ve said, there would seem to be no difficulty in furnishing accommodation for the number of students required to supply the probable vacancies in a body of 6000. But further, it appears from the tables, with respect to Normal schools, that in the year ending 31st December 1865 the managers of the Free Church Normal school of Edinburgh contrived to educate 118 students by means of the Government grant and the contribu- tions of the students alone, without any subscriptions or other aid, except a bursary of £100. It is said, indeed, by Mr. Paterson, the Eector of the Free Church students at Normal school, that in the case of young men, the system requiring Normal them to pay their own way has nearly reached its limits. But he ^^'^ f"^™^-'' admits that the change brought about by the Eevised Code has themselves. been in the right direction ; and he seems also to agree with Mr. Gordon in the opinion that female-students ought, with the Govern- ment grant, to support themselves. It is our opinion that if faci- lities were given to the male students in Normal schools for the purpose of enabling them to attend the Universities, the same result might be obtained as in the case of females. As we shall explain in the sequel, we do not propose to change the authorities in whom the power of granting certificates of com- petency is at present vested. As heretofore, certificates will be obtained either from the University examiners, or from the Com- mittee of Council. But it will be expedient that arrangements should be made whereby the Committee of Council shall recognise as sufficient the certificate granted by the University examiners, so- that a school taught by a master holding such certificate may be entitled to share in the Parliamentary grant. clvi Beport of the Education Commission. Cost of education in ele- mentary sehools. School buildings. Cost in Private Adventure Bchools. CHAPTER VII. Cost of Education, and Mode of Defraying it. In investigating the state of the schools in Scotland, it seemed to us essential to ascertain, as precisely as possible, the cost of elementary education ; and it seemed equally essential to determine the best means of obtaining the funds necessary for educational purposes, or, in other words, for the erection and maintenance of as many efficient public elementary schools as may be wanted. With respect to the sum of money required for building and repairing schoolhouses, it is difficult to make any precise statement. It appears, however, from the Eeport of the Committee of Council, 1865-6 (p.lxii.), that between 1839 and 1864 inclusive, accommoda- tion has been provided for 61,211 children, and that the total amount expended has been £288,906 ; of which £95,451 has been paid out of the Parliamentary grant, the remainder being pro- vided by local, or other voluntary efforts. It is understood that at present the Treasury contributes towards the cost of erecting schoolhouses at the rate of £1 or £1, 5s. for every child, the pro- vision for which is eight or ten square feet, and that the total cost amounts to £4 or £5 per child. In like manner the contributions of the Treasury towards teachers' houses is £65 upon an expendi- ture of about £250. It is to be expected that the expenditure for new school buildings and teachers' houses must gradually diminish as each parish or district comes to be provided with the school accommodation required. On the other hand, the expendi- ture for the maintenance of schools must increase with the increase of population; and the important question is to ascertain the amount of money required to meet the annual cost of educating a scholar, and to provide the means of defraying it. It is, indeed, a matter of extreme difficulty to obtain satisfactory evidence of the cost of education in Private Adventure schools ; nor is it easy to obtain such evidence even in the case of un- inspected public schools. This want of information, however, is not very material. It is certain, that the education furnished in the inspected schools in Scotland, is, speaking generally, the best which can be obtained ; and therefore, in calculating the expense of public elementary education, we propose to assume the cost in such schools, as the standard which should prevail throughout the country. It appears from the Report of the Committee of Council, 1865-6, App. No. I., p. 2, that the total average expenditure per child in Report of the Education Commission. clvii attendance in Scottish schools is 18s. Ofd., exclusive of the Inspected Government grant, which amounts to Ss. O^d. ; so that, according sotools. to this calculation, the sum-total yiiW be £1, 6s. l^d. The cal- culations of our Assistant Commissioners corroborate this conclu- sion. According to Mr. Nicolson's Report, the average cost per scholar in attendance in thirty-three inspected schools in the Hebrides is £1, 5s. lid. Colonel Maxwell has calculated the cost with reference to the children on the roU ; but making allow- ance for this, the cost is somewhat less, or £1, 3s. 7^d. ; while Messrs. Harvey and Greig calculate the average cost at £1, 4s. OJd. We propose to assume, therefore, that £1, 6s. 6d. per scholar in attendance may be regarded as sufficient, and we think that provision ought to be made at this rate. The nest question is, from what source s this money is to be derived ? They are three : — 1. There are the funds devoted to education ; Cost, such as money derived from the Heritors' legal assessment, from ^ved.'^^ *' Endowments, from the trustees of Bequests, from charitable societies ggjijors and voluntary subscribers. It is impossible to ascertain the precise amount of money thus devoted to education in Scotland ; but an attempt has been made to approximate to it in a table, which wiU be found in the Appendix to this Eeport.^ From that table it appears that (including heritors' assessments) the sum of £81,387 is annually expended upon education, but there is reason to believe that this sum ought to be increased by £20,000, so that the sum- total really amounts to £100,000 a year. It is to be observed, that in this calculation no account is taken of Endowments and Bequests confined to particular towns. Endow- Thtre are, however, several funds, supplied partly by voluntary ments and subscriptions and partly by Endowment, which may be specifically ^'^"^^ ^' mentioned, and with respect to which full details will be found in the Eeports of the Assistant Commissioners. These are : — 1. The Education Committee of the Church of Scotland and the Ladies' Association, £4,563 2. The Free Church Education Committee and Ladies' Association, .... 14,683 10 3. The Society for Propagating Christian Know- ledge, which is legally connected with the Church of Scotland, 4. The Gaelic School Society, 5. The Dick Bequest, 6. The Mihie Bequest, . 7. The Ferguson Bequest, 2. There is the money derived from the Parliamentary grant, Pariiamen- which amounts, according to the table,i to £71,031, 16s. This, ^ry Grant- as we have said, is at an average rate of 8s. 0|d. per scholar in average attendance. Restricting ourselves to Presbyterian schools, the highest rate is that obtained by the Free Church_ schools in the agricultural districts, and it amounts to 8s. lid., which exceeds 1 Pp. 47-62. . 3,854 10 . 1,025 . 4,362 4 . 1,500 . 2,761 £32,749 4 _0 clviii Report of the Education Commission. the third of £1, 6s. 6d. by Id. But we may add, that if the Eevised Code were applied to Scotland, the general average of grant per head in all classes of schools would equal 8s. lOd., the sum required. 3. The third source from which the school income is derived is Fees. the school-fees paid by the scholars. Accordmg to the Keport of the Committee of Council for 1865-6, the annual sum paid in the shape of fees by each child in average attendance in inspected schools is 9s. Id. The total fees received amount to £71,205, a sum as large as that contributed to the same institutions by the Treasury. According to Messrs. Harvey and Greig, the school fees in the inspected schools never yield less than 8s. Ofd. per scholar in any district of Glasgow, and in Calton they yield lis. 6Jd. According Amount of to Colonel Maxwell, the fees in all classes of schools — inspected ^^®^' and uninspected — are at the rate of 8b. 2d. per scholar in attendance ; but in parochial schools they amount to almost 8s. lid. per scholar. In the Hebrides, however, the sum is much smaller, for, according to Mr. Nicolson, it does not exceed 3s. 3Jd. Importance It is to observed that the amount of money which may be derived of fees. iioia fees is, in a financial point of view, of the utihost importance, and constitutes the most essential element in the funds required for education. Assuming that £1, 6s. 6d. a year is the annual cost of educating a child at an efBcient school, it is obvious that if 8s. lOd. a year can be obtained from each scholar in the shape of fees, one- third of the whole sum wiU be provided. This sum of 8s. lOd. implies that some child attends school during forty -two weeks in the year, and pays 2|d. for every week of attendance. The tables published by the Committee of Council show that only 15'7 per cent, pay less than 2d. in the Scottish schools ; and this is balanced by the fact that 48"71 per cent, pay 3d. and more. It may be assumed, there- fore, that, generally, 8s. lOd. at least wUl be obtained from each scholar in average attendance. Gratuitous According to the opinion of some, education in the public schools fs^a*miB°-'^ should be gratuitous, and therefore they would abolish school fees take. altogether. We do not concur in this opinion. To establish such a system would be to abandon one of the most fruitful sources of school revenue. Such a change, instead of promoting, would^ ac- cording to the evidence, have the effect of degrading education in the eyes of those who ought to be encouraged to value it, of destroy- ing the most effectual means of securing regularity of attendance, and above all, of withdrawing from the teacher the most powerful stimulus to exertion ; because the fees which now form part of his salary, and which depend upon his own exertions, would have, to be supplied from some other source. Mr. Nicol- The remarks of Mr. Nicolson upon this subject are instructive, son's opin- and deserve the most serious consideration. In the Hebrides, the '°°" number of scholars ' paying " nothing " is 741 of the whole,' aiid the only islands where all the scholars are returned ,as paying fees are lona and Gigha. After stating that the Free Church. Ladies' Association ' set the example in the district ' of not only exacting no fees, as a rule, but of also offering inducements to attendance, in the form of clothes as well as books, and after condemning the prac- tice, Mr. Nicolson proceeds thu^ (p. 104) :— Report of the Education Commission. clix ' The effect of a systenf of gratuitous instruction, not merely in exceptional ' cases, but as a fixed rule, fortified by additional gratuities in the shape of cloth- ' ing, is simple and inevitable. It removes, no doubt, any excuse that could be ' pleaded on the ground of poverty, so far as fees are concerned. But it does ' not remove the apathy or selfishness which leads to the keeping of children ' from school, on slight pretences of service required. It rather encourages them, ' as there is less hesitation in neglecting what is not paid for. I cannot say that ' the attendance at the class of schools 1 speak of is more irregular than at others ; ' they are very generally, where well taught, the best attended. But the system ' of charging no fees has affected the other schools, iu which fees were and are ' still prof egsedly charged, in a way sufficiently manifest. I don't know thaj; it ' has all over the district very seriously reduced the amount' of fees in use to be ' collected. But the practice of charging none at all has increased the difficulty ' of exacting them to those disposed to make the attempt, and any such attempt, ' in the case of parents unwilling to pay, has, in point of fact, resulted in the ' withdrawal of their chiLdren from the school. In many oas^s it is T^ell known ' that the parents who have a choice of schools at their command, seem to con- ' ' sider it rather a favour on their - part to patronize a particular schoolmaster by ' committing their children to his care, and if the school where the instruction ' is notoriously gratuitous be in other respects equally eligible, it will of course ' be preferred. In this way, the practice of taking no fees undoubtedly tends ' to gen^j'al injury ; for practically throughout this district no fees are paid in ' any of the schools by those who don't choose to pay. Where nothing is paid, 'the value set on the commodity is of course reduced, and the importaiit effect ' on attendance of the selfish desire to get " pennyworth" is lost to the schools.' ' By school fees,' say Messrs. Harvey and Greig, speaking of Glasgow, ' prac- Messrs. ' tically. very few persons are excluded from, school; for schools with low fees Harvey and ' are everywhere to be found, and when even these are beyond the means of the Greig. ''parents' charity-schools, free lists of all kinds of schools connected with churches, ' sessional, mission. Episcopalian, and in a marked degree Eoman Catholic schools ; ' or, lastly, the readiness of benevolent individuals to supplement or to pay the ' fees, leave little room for the absence of children on this score.' Mr. Sellar says (pp. 19, 20), ' The direct payment of fees does not appear to Mr. Sellar. ' have much effect on the attendance of the children. The parochial board pays ' for all whose parents are on the roll, and in many cases there are small local ' endowments, similar to the Milne Bequest in Aberdeenshire, by which the ' fees of the industrious poor, who cannot afford the money, are paid ; in other ' instances there are funds in the hands of the kirk-sessions to meet such cases ; ' and, generally speaking, the schoolmasters are not exacting in their demands. ' In the north, indeed, but very, little money comes in to the teacher in the shape ' of fees. The children do some work for him. They help him to take in his '.peats, or to hoe his turnips, or they do some little job for him on Saturdays '^and in the vacations, and he is satisfied with this. ' We did meet with some instances where the children were sacrificed to a ' feeling, underlying the character of many Scotch people, which prevents them ' from taking advantage of the teacher's generosity in this respect. The parents • would not have it said of them that their children were taught gratis, or they ' would not like to send their children to school worse dressed than' their neigh- ' hours, and as they could not afford to get clothes for them, they suffered them to ' lie about the fire in rags, rather than be dependent on any one for money. This ' was more common in the Lowlands than the Highlands. The Highlanders and ' the Irish are more accustomed to accept assistance, and are less sensitive to an^ ' reproach of poverty than the Lowlanders of the same station. Hence, while 'in Ross and Sutherland there were many children in every school who paid ' no fees, in the south we came across instances where they were kept from ' school because the parents were ashamed of arrears which they could not pay. ' And the effect of this feeling on part of the parents shows itself in another ' way, which is almost as detrimental to the children's education as total absence ' from school. In the great majority of little viUages throughout the country, ' there are other schools besides the parochial. Sometimes these are necessary, 'sometimes unnecessary. In these villages, the children may attend well ' enough for some time at whichever school they may be entered, but when, the 'teacher comes to demaM his fees, the poorer and more improvident parents are clx Report of the Education Commission. WLere population is too poor to pay fees, re- course must be had to » charity. Mr.Sellar's opinion. Fees secure regularity of atten- dance. Conclusion Theory of gratuitous education proceeds upon a mistake. ' very apt to remove their children, and send them to one of the other schools. ' Complaints of this custom were- constantly made to us from all parts of the ' country. Nothing can be worse for the education of the children, or the ' schools. Three or four weeks at one school, and three or four at another, and ' three or four at home, and the winter half-year has passed before the children ■* have learned the alphabet. " They just go racing and chasing each other," ' said a teacher in the south, " from one school to another. I am sorry when they " come to me, for they do harm to my school, and I am sorry when they leave me, for they do harm to themselves." ' Whatever system of public education may be established, there will always be ample opportunity for individual exertion and for the ' zeal of the philanthropist. There is, no doubt, a considerable pro- portion of the population, especially ' in the poorer districts of the i Highlands,' who cannot afford to pay the full amount of school fees. But no more effectual means of combining the promotion of education with the duty of charity can be imagined, than that of individuals and societies offering to pay the school-fees of those children whose parents cannot afford to pay them, upon the con- dition, however, which ought to be strictly enforced, that the parents undertake to send their children regularly to school. Schemes might readily be devised for the purpose of securing the fulfilment of this undertaking. Mr. Sellar, after stating that ' regularity of attendance is invari- ' ably the stumbling-block in the way of the success of any scheme ' of gratuitous education,' proceeds to give some illustrations of the truth of this opinion, and concludes thus (p. 33) : — ' Let the fees be as low as possible, from Id. a week and upwards, and let ' them be uniform and regularly exacted, and the parents believe that they do ' not get their money's worth unless they send their children regularly ; but if ' the education is free, very many of the parents care nothing about it. They ' send their children to " have a quarter's education gratis," but care little ' whether they attend or not' Without question, the demand of school-fees is the best possible means of securing regularity of attendance. After all, the parent is the most efficient ' truant-officer,' and the easiest way of tecuring his co-operation is by requiring him to pay a certain moderate sum towards the cost of educating his child ; the result of which must be, that the child will be compelled by the parent to attend school in order that he may receive the consideration for which he sacrifices part of his scanty income. Those extracts seem to show, that while a system of gratuitous education would certainly have the effect of diminishing by one-third the funds available for education, and of depriving the teacher of a wholesome stimulus, it would not have the effect of increasing the number of scholars, or the regularity of their attendance at school. The truth is, that the theory of gratuitous education proceeds upon a mistaken view of the motives which influence parents in withdrawing their children from school. The real causes which produce this effect may be thus explained : — Considering that chil- dren earn from Is. 6d. to 2s. a week, it is evident that this must be so great a relief to the parents as to render it almost hopeless that they can withstand the inducement to withdraw them from school. And ' this inducement/ says the Kegistrar-Ueneral, ' is almost equally JRepori of the Education Commission. cb ' powerful, whether or not the school be one where payments from ' the children are Required. It is not for the sake of saving a penny ' per week that a child is transferred from the school to the factory ' or the fields, but for the sake of gaining a shilling or eighteen- ' 'pence per week; and the mere opportunity of saving the penny by ' sending the child to a free school would not restrain the parents ' from making a positive addition to their weekly income, if the ' absence of the child from school could insure it.' It is admitted, indeed, that at present there is a tendency to Else of feea. charge higher fees than formerly. ' This higher charge,' says the Committee of Council, ' is often no more than just, and so long as ' the poorest are not excluded is advisable.' The effect of thus rais- ing fees has often been tried, and when done judiciously has proved successful. Upon this point one of H.M. Inspectors thus writes : ' — ' When the school prices have been moderately increased, for a time, the ' numbers have fallen off, but, in six or eight months, in all the cases with which ' I am acquainted, they have risen to the former standard. The real difficulty ' in towns is to be referred to the competition of schools of different denominar ' tions. The managers of any given school fear that, if the prices were raised, ' the children would migrate to a neighbouring school. This obstacle is generally ' capable of being removed by a mutual understandiug, the prices being raised ' simultaneously at all the schools in the town.' But in determining the scale of fees there are two things to be Two con- observed. In the first place, parents will not continue to send their j^^' ^?^^ children to a school in which the fees have been raised, unless the iXre ftea school be thoroughly efficient. In the next place, the scale of fees can be ought not to exceed the sum which is fairly within the reach of t^'^'^^^- the respectable poor. There is, no doubt, considerable difficulty in determining the precise amount which ought to be demanded. The difference, however, between the scale of fees in inspected schools in Scotland and England, and even between the different classes of schools in Scotland, is so striking as to raise doubts whether the same class of children attend these schools. The following table exhibits the centesimal proportion of 160,739 children paying the under mentioned sums per week : — Id. and less than 2d. 2d. and less than 3d. 3d. and less than 4d. 4d. Over 4d. Schools connected with the ) Church of Scotland, . ) p. c. 13-21 p. c. 35-24 p. e. 31-88 p. 0. 9-72 p. c. 9-95 Free Church Schools, . . 12-02 34-66 33-73 9-3 10-29 Episcopal Schools, . , . 40-23 42-42 13-32 3-8 •23 Roman Catholic Schools, . 53-94 35-48 10-23 •33 ■02 ' Committee of Council Keport, 1865 0, p. xviii. ? ckii Report of the Education Commission. Difference Jt is clear from tlie first column of this table either that Jilxe fees in the fees " ' ' - • ~ De^nfrntnT- are toolo w,"or ttLa?the inspected Presbyterian schools do not educate in the fees charged in the Episcopalian and Roman Oaitholic schools m Scotland . are too low, or that the inspected Presbyterian schools do not educate tional the poorest class of children. There is no evidenceuponwhich to found schools, ^^^ conclusive judgment on this subject, so far as the rural districts are concerned. It is, however, a striking fact that in the Episco- palian schools a large majority are Presbyterians, and, according to Mr. SeUar, not only are the fees very low, but, in some cases, books, maps, and writing materials are provided with great liberality. Again in Dumbarton, which is well supplied with Schools, there is one Episcopalian school supported by grants from the Treasury ; on the roll there are 167 children, but of these only 11 are Episcopalians.. Sometimes But if in some denominational schools the fees are fixed at too the fees are Jq^ g, scalc, it is Certain that in some inspected schools they are fixed °'' '^ ■ too Mgh. This is especially the case when there is a want of eflS- cient schools in a district, and where the masters of such schools are enabled to charge whatever fees they may think convenient. Thus Messrs. Harvey and Greig, speaking with reference to Glasgow^ say (p. 140),— ' In consequence of the crowded state of many of the best sessional schools, ' and of the natural desire of the teachers to fill their benches with children of a ' superior class, there has been a growing tendency in all quarters of late years to ' raise the fees, and to collect them monthly or quarterly. The obvious and in- ' variable effect has been to exclude from good schools the children of the lowest ' orders, many of whom cannot pay more than a penny a week, and who have ' neither the ability nor inclination to pay a month in advance. Children thus ' excluded find their way to mission schools, and to a low class of adventure ' schools, the former generally without the accommodation or teaching-power to ' furnish a good education, and the latter stiU more disadvantageoiisly placed in ' both respects.' While, therefore, the arguments against gratuitous education must be considered conclusive, care should be taken that the schools in which fees are demanded shall be efficient, and that the scale fixed shall not be so high as to exclude the poorer classes. At present it seems, that practically the masters fix the scale of fees, and that the managers exercise very little control in the matter. Duties of a If, however, the Legislature should determine to establish a Board rerect^to^ of Education for Scotland, two of the most important duties of such fees.^ a Board would be to take care that the schools should be efficient, and that the scale of fees should not be exorbitant. Endowed In connexion with this subject it is important to observe that and charity there are many Endowed and Charity schools which supply education BO 00 s. gratuitously. Thus, in Glasgow, the Assistant-Commissioners report that in most of the charity schools no fees are demanded. And in Edinburgh the out-door Heriot schjDols supply education to about 3000 children without any fee ; although it is believed that most of the parents or relatives of such children are quite able to Effect of P^y ^ moderate fee. • ■ • charging It is obvious that, in such cases, the omission to exact fees from no fees is to parents who can pay them, is, in fact, to curtail the number of those wat cf* "^^^ might derive aid from the Bequest, Mortification, or other chari- the founda- table funds. For instance, if the Governors of Heriot's Hospital were tion. Iteport of the Education Commission. clxiii entitled to demand fees, they might place themselves in a position to extend the benefit of the endowment beyond its present limits.. It appears to us, therefore, an important question, whether the governors of the Hospital, and the trustees of other Endowments, should not be empowered to exact fees in order to enable them to enlarge the beneficial effects of such foundations. It is to be observed that the same question has lately been discussed iu England ; and a corre- spondence bstween the Charity Commissioners and the Committee of Council has been pubhshed in their Keport for 1865-6. In the letter of. the secretary of the Committee of Council it is stated that ' in justice to the taxpayers, among other reasons, parents should ' contribute towards the education of their children,' and after pointing out the large sum which may be collected from fees, the letter concludes by asking whether the Charity Commissioners would be Hkely to authorize the trustees of Endowments for the education of the poor to exact moderate fees from the scholars.' In reply, the Charity Commissioners state that ' their general ' practice is to authorize the requirement of fees from the scholars ' of elementary endowed schools when establishing schemes for ' their government.' There is no jurisdiction in Scotland which exactly corresponds to that of the Charity Commission in. England, But it might be desirable that the Board of Education, which we propose to establish, should be invested with power to direct school-' fees to be exacted in aU Endowed or Charity schools in this country. Before concluding this chapter, we propose to sum up the means Estimate of which are at present available for elementary education in Scotland, the meanB to estimate the additional sum which may be required for the **^iatie* purpose of establishing an adequate number of efficient schools, for educa- and to suggest, what seems to us, the best means of obtaining the tion in necessary funds. . ' ft'eaddf-' In estimating the cost of a National system of education for tional sum Scotland, it is not supposed that every child of school age will be required, educated in National schools,— that is, in schools supported by™'^^*^^^^, taxation, either local or general. _ _ taining it. , As a general rule, parents who can pay for the education of their pnbiio pro- children, are not unwilling, if required, to do so. According to the TiEionneed highest estimate, the education of a child in an elementary school °°*ae for does not cost more, including everything, than 9d. a week, and the whole jherefore the number of persons for whom provision requires to be populatibn. made is limited. The question, it is to be observed, which we are now considering, is not the amount of school-accommodation re- quired for the people of all classes,^ but the amount required for such as are likely to attend the public elementary schools. There is, of course, some difficulty in ascertaining precisely the proportion of the population included within this category. But probably there are no better means of doing sO, than by a careful study of the way in which the population is distributed among the various There is no ' better test of the wealth and Social condition ^ As was the case, pp. xix, clxiv, cbtxiii. clxiv Report of the Muoation Oommission. of a man thftn the number of rooms in which he and his fatiaily Persons live. Now it appears from the Census Keport 1861 (vol. 1, p. Iv.) who live in t]iat 83-5 per cent, of the Scottish population live in houses four rooms Consisting of less than four rooms, and constitute the great mass of the people. We propose to assume, therefore, that this class includes all those who require, or would be willing to take- advantage of, public aid in order to educate their children, and for whom National schools are required. The population of Scotland, according to the census of 1861, amounts to 3,062,294 ; deducting theretbre 16-5 per cent. (100— 83"5) from this sum, school-room and school-teaching must be provided for the children of a population of 2,657,016. _ Numter of It is generally admitted that the state of education in a country children on jg satisfactory when one^in six of the population is on the roll of the roll, ejicient schools. In Scotland this may be taken to include all children who have completed their fourth, but have not yet en- tered their fourteenth year. Now, according to the census of 1861, the percentage of children on the roll of some school is 1 in 6"5.^ The returns of the Kegistrars^ show the same proportion in the rural dis- tricts, and, according to Messrs. Maxwell and Sellar, the scholars on the roll are 1 to 6*3 of the population. In the Hebrides the scholara on the roll to the population is 1 in 6'6 ; and in Glasgow 1 in 9"6. So far, therefore, as the number of children on some school-roll is concerned, the existing state of things is tolerably satisfactory, at least in the rural districts. The quality of the education supplied in these nominal schools is a different matter ; and we shall consider presently the question of new school-buildings where these may be required. But the chief thing which remains to be done is to ascer- tain the funds at present available for the purpose of securing efiScient education, and the means of supplying any deficiency. It is, of course, unnecessary to make provision for eveiy child on the school-roll. As a general rule the difference between the school- roll and the average attendance amounts to one-fifth. But in order that the provision for public education in Scotland may be ample, we prefer to assume that 1 in 7 of the population will con- stantly be present in the public schools. The result is that accom- modation in public National schools must be provided for 365,288 scholars.^ The rest of the children of school-age (p. clxxiii), will be accommodated in private schools and other educational institutions. Oalonla- "y^g jjg^^g already shown that the annual cost of educatingia scholar in an efficient school may be taken at £1, 6s. 6d., \^fich for 365,288 scholars would amount to £484,006, 12s. We have also shown that of this sum a third, that is 8s. lOd. per scholar, or £161,335, inay be obtained in the shape of fees, and that another third may be obtained from the Parliamentary grant.*' 1 Census, vol. 2, p. lii, ^ AiJpendix, p. 2. ^ There is a slight discrepancy between this and the calculation in the Biimmary (p. clxxi), which, however, is practically immaterial, * P. cxii, ante. Meport o/ihe.Education Commission, clxv The remaining third, or £161,335 must be provided for, and the question is in what manner this is to be done. In the first place, recourse may be had to existing funds :^ — 1. Heritors' legal assessments, £47,768 2. The Lords of the Treasury, under 1 & 2 Vict. c. 87, 869 3. Endowments and Bequests, 12,477 — 61,114 4. Voluntary contributions or subscriptions, 40,271 Total, £101,385 Of these, the first three are permanent, and must continue to be The first applied to education, whatever may be the general school-system *'"^*® P^"^- established in Scotland. But, with respect to voluntary contribu- ^^°®°*' tions, it is alleged that as soon as a National system is established TObscrip-' they will cease, and that, therefore, in calculating the pecuniary tions. means at present available for public education, the amount collected from voluntary subscribers ought to be omitted. The sum of money collected from this source is very large. Accord- ing to the summary in the Appendix to our Keport (p. 48), the annual voluntary subscriptions amount to £20,271 ; to this must be added, a sum of £20,000, which, according to Mr. Laurie, the Secretary to the Education Committee of the General Assembly, is raised by individual congregations, and does not pass through the hands of that Committee. This raises the whole amount of annual voluntary subscriptions in Scotland to a sum of £40,271. There is no doubt, however, that the total sum obtained in this fashion is even larger ; for it appears from the Eeport of the Committee of Council, Table No. I. (p. 2), that the sum obtained by voluntary contribution towards 1442 schools amounts to £42,077. As these schools constitute only a fraction of the total number of schools supported by voluntary subscribers in Scotland, the amount ot annual voluntary contributions must be considerably larger than the sum of £40,271, to which reference has been made. But, in order to place the sufiSciency of the provision proposed beyond dispute, we shall omit from our calculations the item of voluntary contributions or subscriptions. The result is, that, in order to^°g™^®3*g meet the charge of £161,835, there are available resources to the there' are extent of £61,114; which leaves the sum of £100,221 to be raised f^ids^^.^ by other means. ^ „ , , ^ ^ t^lei.m. It is known that the annual valuation of Scotland amounts to omitting Eomewhat more than £15,000,000.^ A rate of Id. in the pound voluntary amounts to £62,500 ; a rate of 2d. would therefore amount to '"0^."^' £125,000, which would amply suffice for this purpose, and for the Valuation expenses of collection. _ ofScotland. .Assuming, therefore, all voluntary subscriptions to cease, the Amount of maximum rate which would have to be imposed in order to provide '^»*«' J * Appendix, p. 48. ' According to the calculation in the Appendix, £15,563,535. clxvi Report of the Ediucation Qommission. efficient teaching for Scotland would never exceed 2d. in the pound. It is hardly possible that the population should increase without a corresponding increase in the value of property, and if more money were required, the means for supplying it would be in- creased also. Calculation But in Order to ascertain whether th.e estimate of the cost of number rf supplying puhllp sc^ools to Scotland is accurate, we propose to teadbere" test stUl further the calculation. The number of scholars to be required. tajUght amounts, as has been said, to 365,288. According- to a Return furnished by the Committee of Council,^ the number of tg^cl^rs and assistant teachers employed in inspected schools is 1 for e¥ffiy 82^-SGhalars'; so that, in this case, they would number 4454, , , .of whopi, one-third, or 1484, might be nustresses, and two-thirds, or 2968, might be masters. It also appears from the Keport of the Committee of Council for 1865, that the average salary of masters in the Church of Scotland and Free Church schools is £95 ; while that of mistresses is £55. The sum, therefore, required for masters and mistresses would be — 2968 X £95, .... £281,960 1484 X £55, .... 81,620 Besides masters and mistresses, one pupil teacher would be required for every eighty scholars, at a salary of £20 a year,^^566 X £20, 91,320 £454,900 Assuming, as before, that one-third of this sum would be obtained from fees, another third from the Parliamentary grant, there would remain to be supplied by heritors, by the Lords of the Treasury, by Endowment and Bequests, and by a Eate, the sum of £151,633. The sum to be provided by the same means, according to the other calculation, was £161,335, so that, according to this method, the sum required would be less by £9702. The account would stand thus : — Sum required (£454,900-^3), . . £151,633 Sums available, .... 61,114 Difference, being the amount to be raised by Eate, £90,519 Eate at 2d. on £15,000,000, . . . 125,000 So that the surplus would amount to, £34,481 In this calculation allowance is made only for the salaries of teachers. It is obvious, therefore, that from this surplus must be deducted a sum sufficient to maintain the school buildings; and to defray other expenses. In these calculations, it will be observed, no distinction is made ^ App. p. 46. tteport of the ^dtocation Oommission. clxvii between various parts of the country : the Highlands and Islands, the towns, and the rural districts are treated as equal. But it is certain, that unless they are considered separately, any Oaloulation financial calculations must prove erroneous. The population in the ^y dividing Islands is not only more numerous in proportion to the area than in intc^High-^ most parts of the mainland of the counties to which they belong, lands, but less able to pay school-fees. Moreover the rental of the land in '^°Y^' proportion to the population is much smaller, as appears conclu- districts™ Blvely from the following Table : — Kama. Proportion of Population, 1861, to acres. Proportion of Annual Valuation, 1866, to Population per head, 1861. Skye, Mnll, Orkney and Shetland, Satherlaud, 1 to 17 acres. Uncertain, Uncertain, 1 to 15 acres, 1 to 49 „ 15s. £1, 9s. £3. £1, 4s. £2, 6s. It will be observed that to the Hebrides we have added Orkney and Shetland, and the several islands we contrast with Sutherland. Destitute as the Hebrides are of efficient schools, it will be found, by consulting ' The Statistics relative to Schools in Scotland,' which accompany this Eeport, that Orkney and Shetland are in a worse condition. In every other insular county the ratio of scholars on the roll to population is 1 in 6-9 ; in Orkney it is 1 in 71, and in Shetland 1 in 14'2 ; and the state of matters is very much worse if attendance is taken. Compared with other parts of the country, the sum of money available for education in Orkney and Shetland is insignificant ; the proportion of the annual rental to the population per head is smaller than it is in Sutherland ; the number of acres to each inhabitant is smaller than it is even in the Long Island ; while in Shetland, according to the census of 1861, 91-52 per cent, of the population live in houses with less than three windows, and as many as 16"12 per cent, live in one room without any window. Thus it seems that in the islands, and especially in the Long pestitu- Island, Orkney, and Shetland, there are many more for whom it is tion of the necessary to provide schools than there are in Sutherland ; and, at inlanders., the same time, it is apparent that the means of providing schools are proportionally smaller. In a district where the rental amounts only to 15s. or even £1, 9s. for each inhabitant, it is unreasonable to expect that the state of education should be as satisfactory as if the rental were much higher. Indeed,the only mode of obtaining such a result would be by taxing- the. proprietors in the -one district at a much higher rate than the proprietors in the other. Same rate will not be equally effective in different districts. Higblanda must be treated Increased grant ft-om the Com- mittee of Council. Society for Propagat- ing Chris- tian know- ledge. clxviii Report of the Education Commitsion. For example, even if the proprietors in these islands were to con- tribute out of their rental in the same proportion as the proprietors in Sutherlandshire, the result would be very different. By a rate of 2d. in the pound, the proprietors of Sutherlandshire might supply the number of schools required, whereas if these Islands.were taxed at the same rate, schools would still be wanting. It is to be ob- served, moreover, that this result arises not merely from the fact that in one district the population in proportion to the rental is larger than it is on the mainland, but from the fact that the people on the mainland are better off, and therefore more able to pay the school fees. Two things must be admitted. On one hand, it must be ad- mitted that taxation should be as equally distributed as possible ; and, on the other hand, that adequate provision must be made for the education of the people. But it seems to us impossible fairly to apply both these principles to the Highlands and Islands, with- out treating them apart from the rest of the country, and without making special arrangements for the purpose of supplying an ade- quate number of schools. These arrangements need not indeed be permanent, but they must endure while the population' continues so much in excess of the means of subsistence. If some plan of this sort is not adopted, one of two consequences must follow : either the proprietors must be overburdened with taxes, or the people must be left in ignorance. In the following calculations, therefore, we proceed upon the prin- ciple that special arangements must be made in order to place the schools in these islands on a satisfactory footing ; and, accordingly, we propose that the grants under the Revised Code shall be at a higher rate, namely 8s. instead of 4s. for attendance, and 16s. in- stead of 8s. for examination ; but, at the same time, we calculate the cost of education at £1, 5s. instead of £1, 6s. 6d., in the expec- tation that a larger number of females may be employed in these Islands than elsewhere. It will be observed also that the sum contributed by the Society for Propagating Christian Knowledge is set down at £342, which is the amount at present obtained iirom this source. As we have already pointed out, this Society was founded for the express purpose of promoting education in these destitute districts, and it must be admitted that £342 (or £445, including retiring pensions) is but an insignificant proportion of a total income of £7000 a year. There seems no reason to doubt that a much larger sum might be spared from the funds of this Society to meet the urgent claims of these Islands ; in the meantime, however, we prefer to estimate the aid from this Society at the amount actually received. Way in ■which funds provided for the Hebrides. I. As to the Hebrides : — Population after deducting 13 per cent., being the actual number of those who live in houses with four rooms or more, . . . . . . "70,111 Otie-seventh, being the assumed number of scholars, 10,016 Report of the Education Commission, clxix The spms at present annually raised, exclusive of voluntary subscriptions, which amount at present to £4000 : — 1. Heritors' legal Assessment, . . £1,091 10 2. Parliamentary Schools, . . . 265 3. Endowments and Bequests, . . 106 4. Fees {vide Mr. Nicolson's table), . . 657 10 5. Society for Propagating Christian Knowledge, 342 £2,462 Sum required — 10,016 scholars at £1, 5s., . . . £12,620 Present payments as above, . £2,462 Eate at 2d. in the pound, . 994 Increase of fees, . . 1,343 10,000 attendances, 8s , . £4,000 5,000 passes, 16s., . 4,000 4799 £7,721 8,000 Surplus, . £279 It seems to us unnecessary to explain in detail the calculations Orkney and with respect to Orkney and Shetland, but it may be stated that the Slietknd. population of both groups of Islands is 64,065, while the sums available at present for the purpose of education do not exceed £2800, of which a sum of only £277 is contributed out of the Parliamentary grant. The advantages to be gained by making the special grant in the Advan- form, which we have suggested, are considerable. The additional *^g^^ °^ ^^^ sum required from the Parliamentary grant is not of much ^ °'°' consequence, and must be duly earned, according to the principle of the Eevised Code, which would be applied in these islands as in other parts of Scotland. The teachers would naturally use their best efforts not only to increase the attendance of scholare, but to fit their pupils to pass the inspector, and in both ways to increase their salaries. A's we have already observed, there are some reasons which would Special lead us to expect that the special arrangements to which we have ^entf need referred need not be permanent. It can scarcely be disputed that not be per- the population in the Islands far exceeds the numbers of those who manent. can be maintained in comfort from the produce of the district. Various means have, from time to time, been tried to cure this disease of over-population, but generally without success. The only effectual method is voluntary emigration ; but this cannot be applied except with the co-operation of the people themselves. In other words, the people must be taught to appreciate the benefits which may be obtained by leaving their island homes, and must be flirnished with means of employing their energies in the country to which they transfer themselves. Effects such as these can only be clxx Report of tfie Education dommission. produced by education. The minds of these Islanders must be enlarged — the desire for improving their condition must be stimu- lated, and the knowledge of the English language, whereby alone that desire can be practically gratified, must become general.^ In confirmation of these views, we think it right to quote part of a letter addressed by Mr. Kamsay to the Lord Advocate, ' On the ' State of Education in the Outer Hebrides/ in the year 1862 : — 'The population of Lewis in 1851 was 19,694, and in 1851, 1852, and 1855, ' 1772 were sent to Canada, at Sir James Matheson's expense, but so far was ' this from arresting the increase, that the number, as ascertained by the census ' in 1861, was 21,069, so that, including emigration, the increase during the ten ' years was 3137, or about 16 per cent. * When in Barra, I received similar ' information regarding that island. The population of the parish in 1851 was ' 1870 ; the proprietor, at his own expense, sent away in 1852 upwards of 400 ' emigrants, but the population in 1861 had again increased, and at the period ' of the census was 1859. ' In both these cases a considerable outlay was incurred for the purpose of ' removing what was deemed a superabundant population, but the foregoing ' details prove that the expenditure has not yielded any return ; nor should it ' be forgotten that these removals are too frequently carried out amidst the ' opposition of the people, causing the infliction of much sorrow and suffering ' upon the poor reluctant emigrants themselves, while the process is one necessarily ' involving much labour and painful effort on the part of those engaged in ' carrying it out. My conviction is, that if the same amount of money and the • same effort had been expended in wisely encouraging, or in case of need, ' enforcing the education of the young, the work would Imve been pleasant and ' the result satisfactory. ' In Lewis, indeed, the proprietor for some years past has endeavoured to pro- ' mote the education of the people, but either from the shortness of the time, or ' from the absence of cordial co-operation on the part of those who are resident, ' and locally interested in their welfare, or other causes, the work does not ' appear to have been carried out yet with sufficient persistence and energy to ' insure any adequate measure of success. ,In Barra, I could not ascertain that ' the proprietor has ever done anything in the way of encouraging education, ' and in both cases the schools have as yet done so little, that the Gaelic language ' alone is understood hj the great majority. The Island of Islay, I am informed, ' was in a similar condition not long ago. One of the small tenants, or a working ' man, who could then speak English, was pointed out to the stranger as an ' example of progress in Ms class. The late Mr. Campbell of May and his uncle; ' the late Captain Walter Campbell of Sunderland, possibly without foreseeing ' all the results, but from their well-known benevolent desire to promote the ' weKare of every individual on their estates,' took an active interest nearly forty ' years since in establishing efficient schools throughout the island,' and in en- ' couraging the regular attendance of the young. This has been acted on and ' encouraged by those who have succeeded them, as well as by clergymen and ' other residents who have taken an interest in the subject. And the result ' has been, that although there have been few enforced removals during that; ' period, and no outlay has ever been incutred by the proprietors to promote ' emigration, the diffusion of education has not only arrested the increase of the ' population, but has so promoted voluntary removals, as to bring about a great 'diminution of their number. 'The population of Islay, which in 1841, in round numbers, was 14,000, ' decreased to 12,000 in 1861, and according to the last census was only 10,000 ' in 1861, while there has been a corresponding decrease in the number of the ' very small holdings of land.' * The same opinions are enforced in ' Periodical Destitution ia the Highlands, and its Remedy,' by John Eamsay, Esq., Islay, 1863, and in Mr. Nioolson'a Report, pp. 124-6. Hepori of the education Commission. clxxi islands and mainland. II. We now come to the other Islands and Mainland, exclusive of Other Burghs : — Population, after deducting 13 per'cent.,^ 1,489,679 One-seventh, being the eissumed num- ber of scholars, . . . . 212 811 These scholars at 8s. lOd., (£1, ?s. 6d,-^3) . '£93,991 The sums at present raised, exclusive of voluntary subscription-^- 1. Heritors, . . . .!£46,'677 2. Lords of Treasury, . . . 604 3. Dick Bequest, , . , . . 4362 4. Mihie Bequest, . . , 1500 Making a, total of, And reducing the sum required to. But the annual valuation is £10,543,990 at 2d., Showing a surplus of So that in these districts a penny rate would sufiSce to raise one^ third of ihe sum required ; another third being met by Fees, and the remaining third by the Parliamentary grant. III. As to Glasgow : — Population, after deducting 13 per cent., is^ 344,088 One-seventh, being the assumed number of scholars, . . . ■ . . 49,155 Sh§se scholars at 8s. lOd., .... £21,710 i^ Bie actual proportion of those who live in houses with four rooms and, more i» nearly ICj, but we prefer to adopt the lower figure. ' SUMMABY. 53,143 £40,848 , 87,866 £47,018 Glasgow. SOOTLAKD. Hebrides Other Islanda and Mainland, exolud- ) ing Eoyal Navy and Seamen, . . ) Glasgow, Other Burghs Koyal Navy and Seamen, TOTAl, Population. Accommo dation required for scholars. 80,587 1,712,274 395,503 866,640 7,390 3,062,294 Cost at 8a. lOd. per annum. £l,6s6d-^3 10,016 212,811 49,155 103,984 375,966 £4,424 93,991 21,710 45,926 £166,051 The annual cost of education per head is £1, 6s. 6d. ; but in these calculations no account is taken of two-thirds of the whole coat, or 17s. 8d., which will be met half by fees, and half by the Parliamentary Grant. £166,051 is the sum to be annually provided out of heritors' payments, endow- ments, becLuests, — which together amount to £61,114 j the remainder being met by voluntary Subscriptions and a Bate. Prom the 866,540 we have deducted 16 per cent., which is the average throughout the country of persons who live in houses with four rooms and more ; in the other cases we have deducted 13 per cent., according to the fact : the result is that according to this calculation provision is required for 10,000 more scholars than woidd be required according to the other calculation, p. cbdv, 2 Ibid. 9,436 £12,274 15,070 £2796 olxxii Bepm-t of the Education Commission, The sum at present raised anmmlly, exclusive of voluntary subscriptions : — 1. Charity schools, excluding Hutcheson's Hospital,^ . . _. £6918 Bequests, etc., not yet applied, 1070 3. Ben Bequest, ... 400 4. Murdoch's School, . . 240 6. Trades' School, . , 250 6. Hood's School, ... 18 7. Ferguson Bequest, about . 540 Making a total of, And reducing the sum-required to, . Valuation is £1,808,430, at 2d. in the pound, Showing a surplus of This would provide for one-third of the cost, the remainder being met, as in other cases, by Fees and Parliamentary grant. Although the other large towns have not been examined in the same detail as Glasgow, there is no reason to doubt that their edu- cational resources are as ample as those of the City in question. It may therefore be assumed that if a rate of 2d. in the pound wiU suffice for Glasgow, the same rate will suffice for the other towns. School It remains only to provide for the- repair of existing school build- buildings, ingg^ and the erection of new buildings where required. It has been ascertained that, as a rule, the cost of erecting new buildings does not exceed £5 for each child at eight square feet. Let it be assumed that additional accommodation is required for 100,000 scholars. This would represent a capital sum of £500,000. Of this sum the Committee of Council contributes one-fourth, or £125,000, leaving £375,000 to be raised locally. Assuming this amount to be borrowed at £6 per cent., in order to provide for its gradual ■ liquidation, the annual charge would be £22,500 for a term of years. Besides this it would be . necessary to provide for teachers' houses. Assuming the number to be 500, and that each cost £250, this, according to the same calculation, would amount to an additional charge of £5625 upon the local rale. A rate of a |d. in the pound throughout Scotland yields £30,000, which would more than suffice for all building purposes. But, in point of fact, no such rate would be required in the rural districts, as 2d. in the pound would amply sutlice to meet aU expenses-. The Hebrides, Glasgow, and some other of the largest towns are the only districts where such an additional rate might possibly be found necessary. Conclusions The result is that in Scotland the required number of efficient ns to schools and efficient teachers may be supplied by a maximum rate rate"e- ° ^^ ^d. in the rural districts and in most of the towns, and by a quired, maximum rate of 2^d. in the Hebrides, in Glasgow, and in a few of the largest towns in the country. ^ £7000 is the total revenue of Hutcheson's Hosptal, of which (it ia said) it sum of ;?H00 is devoted to education, B'port of the Education Gommisslon. clxxiii CHAPTEE VIII Recommendations. We have now adverted to the general facts which have been reported to us, and proceed to lay before your Majesty the recommendations which, after full consideration, they appear to ua to justify. 1. The position of education in Scotland, as disclosed in the Education evidence before us, is peculiar. We have found, on one hand, aJandr' National Institution, consisting of the Parochial, Side, and Parlia- mentary schools, established by law, maintained by local assessr ment, and designed to be commensurate with the educational wants of the country. But, it is also apparent that this Institution not only is inadequate in its dimensions to accomplish the object for which it was designed, but falls immeasurably short of it. On the other hand, we find a supplementary system, forced into existence partly by denominational rivalry, but mainly by the deficiencies of the National System, which furnishes more than two-thirds of the education of the rural districts of Scotland, and on which that of the towns of Scotland mainly depends. Both the National and the Voluntary schools are to a certain extent aided by grants from the Committee of Council ; but the first and most Striking result of the facts collected is the entire inadequacy in point of extent of the National system to supply the means of the education to the countrj'. 2. Notwithstanding all the appliances to which we have referred. Statistics and assuming all the existing schools to be efficient, the school-atten- Bchool- dance, tested by the usual rules, does not come up to the proper fg^n" je!"® standard. The population of Scotland in 1861 was 3,062,294. l^at"' If one-sixth be assumed as representing the children who ought to be on the school-roll, being those who have completed their fourth, and have not yet entered their fourteenth year, the number of scholars on the roll ought to be 510,382. But in Grlasgow our Pveport clxxiv Beport of the Education Commission. Inefficiency in the teachiiifc and build- ings. How are defects to be sup- plied? Extension of the Parochial system. Other schools. General plan. New schools. Changes in the Paro- chial schools. shows 41,248 children on the roll of some school. We may assrime a similar proportion in the other large towns, which would give 64,324. In the rural districts there are 312,795 children on the roll of some school, including the smaller towns from which we have returns. There are thus 418,367 children on the roll of some school in Scotland, and 92,000 who are on the roll of none. 8. Of far more weight and importance, however, than this statistical result, is the information we have received as to the quality of the teaching, the state of the buildings, and the appliances of the existing schools. It is certain that in all these respects the existing schools are in & large measure defective. We have thus had to consider the best means for supplying the defects caused by the inadequacy of the National System, — for providing the means of education where these are absent, and for rendering the existing means satisfactory and eflScient. 4. The most desirable, and in point of principle the simplest course would be the extension of the Parochial or National system, on its original model, and on a scale proportioned to the whole population. We are impressed with many advantages which seem to recommend this course. But as things stand, we do not think it is practicable, and probably it is not desirable, to throw aside, or at once to take over at the expense of the nation, or of the localityj the schools which bave been erected by voluntary efforts ; or to supply from national funds, or from local assessment, the contribu- tions at present furnished from private sources. 6. The conclusion at which we have arrived is, that by a judi- cious improvement of the Parochial or National schools, and by taking advantage of the existing schools outside that system, com- bined with a reasonable modification of the rules on which the Privy Council grants are administered, and the extension of Government inspection, the existing schools may be rendered thoroughly effi- cient ; and we also think that provision may be made under which these schools may all, in time, assume a Nationa,! character. 6. Even then, however, it will be necessary, especially in large towns, to provide for the institution of new schools ; and we have endeavoured to do so without proposing any sudden or violent change in the framework of the existing system. 7. In regard to the Parochial or National schools, several ques- tions relative to their management have ]3een brought under our notice. The present management of these schools is in the hands Beport of the Education Commission. clxxv of the heritors, who are proprietors of land in the parish valued at £100^Soots, along with the minister of the parish* 8. Since the passing of the Act of 1861 no test has been required ■'^ct of of the schoolmaster, who may therefore belong to any denomination. It appears, however, from the reports of Messrs. Maxwell and Sellar, . and of Mr. Nicolson, that although such is the law, the appointment of schoolmasters in the Parochial schools visited by them has been Parochial almost entirely confined to members of theEstablished Church. In ters still regard to this, the Commissioners are of opinion that schoolmasters befong^o ought in all instances to be selected without regard to denomina- 1-^|^^*°'^' tional distinctions. Church. 9. It has been proposed that the minister of the parish should not have an ex officio seat at the board. And it was strongly urged by some of our members that the qualification of heritors to vote or act upon the managing board of the Parochial schools should be calculated, not on the old valued rent of £100 Scots, but on the real rent ; and that all heritors, up to a certain amount of value, should be qualified as well as tenants paying a certain amount of rent. There is much weight in these suggestions. But notwithstand- Changes iug some diversity of opinion, we are not prepared to recommend "^^^""^ these alterations. Many of our number think that the Parochial ^°v^^^- schools would possess more of a national character were such changes adopted. But, after considering the reports of the Assistant-Com- missioners with respect to the Parochial schools, and the difiSculties which would necessarily attend a change on a long established practice, we have resolved not to recommend that any alteration should be made in the existing management of the Parochial Schools. 10. Another question of very great importance relates to the Tenure of tenure of the schoolmaster's office. At present the Parochial school- t*°°office. masters hold office ad vitam aid cul/pam. We think that the law on this subject should be modified. We are strongly im- pressed with the conviction, that one great cause of the inefficiency, where it exists, in the Parochial schools, is the permanent tenure upon which the schoolmaster holds office. The experience of the denominational schools proves, that such a tenure is not necessary to attract able, and efficient men to the office of schoolmaster ; and no system can be really efficient without some ready means of re- moving teachers, who do not, or cannot- perform their duties. The clxxvi Beport of the Ediication Commission. Act of 1861 efifeoted some improvement in this respect on the previous' practice. But it has been shown to our satisfaction that its provi- sions on this subject are still ineffectual. Beooin-_ 11. We therefore recommend that, subject to the approval or action of the Board of Education (the constitution of which we shall presently explain), and careful provision against unjust or capricious dismissal, facilities should be given for getting rid of ineflScient schoolmasters now in office, and that the tenure advitam aiit culpam should be abolished as regards future appointments. 12. The examination and qualifications of schoolmasters of Paro- chial schools we shall advert to in the sequel. 13. The law appears to be defective as regards the provision P^?*h°[ ^°'" maintaining school-buildings in proper repair. Our informa- schooi- tion shows that their present condition is very unsatisfactCry ; and there are no adequate means provided by Statute for compelling the Heritors to improve them. Eeoom- ■\ye recommcnd that, if the school-buildings are reported as mendation.. ... o jr ' insufficient in extent or repair, the Board of Education shall have power to direct the Heritors to extend, or repair them in such measure as may seem necessary. 14. Setting aside, for the present, the topics connected with the superintending power of the Board, these are the changes which we have to recommend in the Parochial schools in the Lowlands. Insular Those in the Insular parishes of the Hebrides, as we have already explained, are exceptional and peculiar : and the special manner in which it is proposed that the Committee of Council should grant aid to the Islands has already been stated.^ Parociial 15. But any improvement in the existing Parochial schools will go Bystem in- ^ 4.- JAMES MITCHELL. JOHN RAMSAY. : DAVID SMITH. JOHN TAIT. J. BROWN. PATRICKJCUMIN, Secretary. < > I agree generally in the terms and recommendations of the Report. I object, however, decidedly to the constitution of the proposed ^°^''<^' BELHAVEN, etc. Beport of the Education Comm'ission. clxxxv (^5 I subscribe the Keport as approving of the recommendations thereof, with the exceptions— ;/fr's«, of No. 4 of No. 21, and of the latter part of No. 2 of the same (No. 21) ; second, of the proposed constitution of the Board, No. 18 ; third, of No. 30, as objectionable in itself, and as not consistent with No. 9 ; and, fourth, of No. 8, as implying an un- deserved censure. I further reserve to myself full expression of my opinions in Parliament in relation to the subject of the Report. POLWARTH. (5) I dissent from the 23d recommendation in Chapter VIII. of the Report, in so far as it proposes to limit the time within which denomina- tional schools may be adopted into the National System, and from the reasoning on which that part of the recomniendation proceeds; and I dissent also from the 30th recommendation, in so far as it proposes to confer a power upon the local managers, subject to certain conditions, of converting a Parochial School into a New National School. ALEX. S. COOK. APPENDIX. TABLES compiled from tlie Statistics relative to Schools in Scotland, collected by the Eegistrars of Births, Deaths, and Marriages, under instructions from Her Majesty's Commissioners, appointed to inquire into the Schools in Scotland. GENERAL RESULT. Population of Parishes and Districts .from which Returns have been received - 2,050,024 Population of GLASGOW examined by Assistant \ Commissioners, 395,503 1 1,012,270 Population from which NO Returns have been received, 616,767 j Total Population of Scotland, 3,062,294 List of Parishes and Districts from which no Returns have been received. Children from 5 to 15 attending Eatio to county. Parish or District. Population. School (as given in the Census Tables of 1861). Popula- tion, 1 in Abebdeen, . Aberdeen, 75,198 11,954 6-2 Ayk, . Irvine, .... 8,607 1,202 7'1 Kilmarnock, . 23,556 3,251 7-2 Dumfries, . Dumfries, 13,523 2,025 6-6 -Edisbukgh, . Dalkeith, 7,114 1,255 5-6 Portobello, 4,366 634 6-8 Edinburgh, 170,444 25,093 6-7 Inveresk and Musselburgh, 9,518 1,588 5-9 Leith, .... 36,029 6,662 6-3 Fife, . St. Andrews, . 7,605 1,423 5-3 FoRFAH, Dundee, 91,664 11,519 7-9 Inverness, . Inverness, 16,162 2,596 6-2 Kingussie and Insh, 2,033 350 5-8 St. Kilda, . 78 9 8-6 Lanark, Glasgow, 395,503 45,166 8-7 Old Monkland, Middle 1 District, . . . J Linlithgow, . 15,303 2,235 6-8 Linlithgow, 5,784 918 6-3 Perth, Perth, .... 26,094 4,078 6-3 Benfbew, Abbey (exclusive of John- ) stone District), . . ) 21,559 2,772 7-7 1 Greenock, 43,894 5,789 7-5 Paisley, .... 31,538 3,969 7-9 Wigtown, . Penninghame, 4,061 674 6'0 Wigtown, Total, 2,637 465 5-6 1,012,270 134,627 7-5 TABLE I.— ABSTRACT. TABLE showing the Number op Scholabs in each County in Scotland, with the Proportion to the Population as at the Census of 1861. Population. Number of Ratio to Number of Ratio to CODNTT. See Note Scholars on PopulatioD Scholars in Population below. Ecu. lin Attendance. lin ■j-Abekdeen, 148,146 23,786 6-2 20,655 7-1 Argyll, 83,859 12,934 6-4 10,252 8-1 fAYR, . 166,900 24,753 6-7 19,278 8-6 Banff, . 56,020 9,288 6-0 8,016 6-9 Berwick, 36,488 6,342 5-7 5,423 6-7 Bute, . 16,331 2,396 6-8 2,066 7-9 Caithness, . 42,200 5,593 7-5 4,398 9-5 Clackmannan, 20,122 3,385 59 2,916 6-9 Dumbarton, . 54,179 6,926 7-8 5,632 9-6 f Dumfries, 62,381 10,693 5-8 9,142 6-8 -j-Edinbukgh, , 46,622 7,399 6-3 6,088 7-6 Elgin, 44,218 7,117 6-2 6,001 7-3 fFlFE, . 147,416 24,905 5-9 20,563 7-1 fFoBFAR, 115,086 19,099 6-0 16,507 6-9 Haddington, . 37,626 6,049 6-2 5,074 7-4 -[-Inverness, 66,629 9,251 7-2 6,845 9-7 Kincardine, . 34,854 5,329 6-5 4,535 7-6 Kinross, 8,731 1,256 6-9 1,120 7-7 KlEKCUDBEIGHT, 42,495 7,284 5-8 6,116 6-9 -f-LANARK, 229,638 32,547 7-0 25,617 8-9 -fLiNLITHGOW, . 33,261 5,655 5-8 4,350 7-6 Nairn, . 8,347 1,177 7-0 1,016 8-2 Orkney, 32,395 4,501 71 3,700 8-7 Shetland, 31,670 2,223 14-2 1,756 18-0 Peebles, 11,300 1,811 6-2 1,565 7-2 fPERTH, 107,104 16,454 6-5 1^,977 7-6 -|-Eenfrew, 71,755 9,467 7-5 7,265 9-8 Ross & Cromarty, 82,427 12,142 6-7 9,752 8-4 EOXBURGH, . 53,722 8,100 6-6 7,039 7-6 Selkirk, 10,410 1,908 5-4 1,685 6-1 Stirling, 88,138 14,081 6-2 11,569 7-6 Sutherland, 24,157 3,629 6-6 2,784 8-6 fWlGTOWN, Total, 35,397 5,315 6-6 4,387 80 2,050,024 312,795 6-5 257,089 7-9 A.B.-The population of the several Parishes and Districts from which no Eetums by the Registrars have been received is deducted from the total populatioii of the Counties in which such Parishes and Districts are situated-the Counties in question being indicated in the above Abstract by a +. The figures in the Abstract thus apply to the actual population from whieh Eetums have been received. ■ A List of the Parishes and Districts from which there are no Eetums, with their re- spective populations, is prefixed (seepage 1), along with the number of Children from five to fifteen years of age attending School, as pnblishe(} in the Census Tables of 1861. " TABLE I.— ABSTRACT FOR INSULAR DISTRICTS. COUNTY. Population. No. of Scholars on Eoll. Eatio to Population, liu No. of Scholars in Actual Attendance Eatio to Population, 1 in Argyll, Bute, Inverness, Orkney, Shetland, Koss AND Cromarty, Total, 23,613 16,331 35,590 32,395 31,670 21,056 3,631 2,396 5,107 4,501 2,223 3,332 6-5 6-8 6-9 71 14-2 6-3 2,792 2,066 3,485 3,700 1,756 2,647 8-4 7-9 10-2 8-7 18-0 7-9 160,655 21,190 7-5 16,446 9-7 I.— TABLE showing the Numbek of Scholars in each Parish (or Eegistration District) in Scotland, with the Proportion to the Popu- lation as at the Census of 1861. COUNTY. ABERDEEN, , Parish ok Eegistra- tion District. Aberdeen — 1.) St. Nicholas, . ■2.) OldMachar,.. ;3.) Do. (Land- ward) Aberdour, Aboyne Alford, Aucbindoir, Auchterless, Belbelvie Bii'se, Bourtie, Cabrach Caimey, Chapel of Garioch, ... Clatt Cluny CouU, Crathie and Braemar, Crimond Cruden, Culsamond, Daviot, Drumblade, Drumoak, Dyoe Echt Ellon Fintray Forgue, Foveran, Fraserburgh, I'yvie Gartly Glass, Glenbucket Glenmuiok, Tullioh, and Glengairn Huntly, Insch, Inverury Keig Keith-hall, Kemnay, Kildrummy, Kincardine O'Neil,... King Edward, Kinnellar, Kinnethmont, Kiiitore, Leochel-Cushnie, ... Leslie, Logie-Buoban, PornLA- TIOH. 41,962 31,938 1,298 1,837 1,160 1,264 1,593 2,010 1,807 1,284 647 794 1,490 2,023 611 1,254 792 1,574 892 2,743 1,165 614 926 996 685 1,287 3,239 1,003 2,686 1,891 4,511 . 3,264 1,029 1,049 662 1,668 4,329 1,665 2,668 811 933 832 590 2,186 2,843 691 1,187 1,895 1,173 677 762 Ndmbeb of Scholars On Boll. l-No J 310 167 165 272 405 296 254 41 91 189 264 77 213 48 314 118 438 181 93 76 145 67 222 397 146 381 320 923 560 131 118 105 283 841 380 588 95 114 130 80 404 397 174 135 311 241 71 114 Eatio to Pop, lin Return 6-9 6-9 8-1 6-8 4-9 6-1 5-0 13-3 8-7 7-8 7-6 6-6 5-8 16-5 6-0 7-5 6-2 6-4 6-6 12-1 6-8 8-7 5-7 8-1 6-9 7-0 5-9 4-8 5-9 7-8 8-8 5-2 5-8 5-1 4-1 i-5 8-5 8-1 6-4 7-3 6-4 7-1 3-9 8-7 6-0 4-8 8-1 6-6 In Actual Attend- ance.. 277 149 129 232 358 247 229 39 78 161 224 61 181 47 260 99 370 167 82 68 141 61 200 371 143 324 288 739 466 127 112 97 283 744 330 502 80 106 116 74 359 346 148 127 280 194 66 102 Ratio to Pop, 1 in 6-6 7-7 9-7 6-8 5-6 7-3 5-6 14-0 101 9-2 9-0 8-3 6-9 16-8 6-0 9-0 7-4 6-9 7-4 13-6 7-0 9-5 6-4 8-7 7-0 8-2 6-5 6-1 7-0 8-1 9-3 5-6 7-1 5-8 4-7 5-3 10-1 8-8 7-1 7-9 6-0 8-2 4-6 9-3 6-7 6-0 8-7 7-4 COUNTY. Fabish or Keqistea- TION DiSTKIOT. Popula- tion. NUMBEB OF ScnOLAES On Roll. Eatio to Pop lin In Actual Attend- ance. Katio to Pop. 1 in ABERDEEN— Cob. Logie-Ooldstone, LoDgside, Lonmay, Lumphanan, Methlic Midmar Millbrex Monquhitter, Monymusk, New Deer Newhills, New Machar, New Pitsligo, Old Deer, OldMeldrum Oyne, Peterculter, Peterhead Pitsligo, Premnay, Bathen Eayne Rhynie, Savoch, Skene, Slains Strathdon Strichen Tarland, Tarves, Tough, Towie, Tullynesale & Forbes, Turriff, Tyrie, Udny Ardchattan Ardnamurchan — (1.1 Aharaole (2.) Arieaig, (3.) Sunart (or Strontian),... (4.) Western Ard- namurchan, Ballachulish and Cor- ran of Ardgour, ... Campbeltown, Craignish Cumlodden, Dunoon and Kilmun, Glassary Glenorchy & Inishail. Inveraray, Inverchaolain Kilbrandon and Kil- chattan, Elcalmonell, etc. — (1.) Kilcalmonell, 932 3,008 2,142 1,251 2,167 1,091 c. 1,295 c. 2,365 988 3,736 3,463 1,556 2,609 4,392 2,343 1,127 1,410 9,796 1,890 916 2,554 1,514 1,061 2,061 1,831 1,266 1,459 2,409 1,246 2,377 874 839 957 3,693 833 1,623 116 494 495 134 395 156 231 384 172 646 390 272 558 754 437 91 150 1374 332 121 351 218 282 227 320 191 286 388 207 324 109 166 124 702 110 216 8-0 6-0 4-3 9-3 5-4 6-9 5-6 6-1 5-7 5'7 8-8 5-7 4-6 5-8 5-3 12-3 9-4 7-1 5-6 7-5 7-2 6-9 3-7 90 5-7 6-6 51 6-2 6-0 7-3 8-0 5-0 7-7 5-2 7-5 7-5 418 438 117 353 121 214 340 155 581 329 223 466 624 382 79 131 1252 248 97 269 188 253 211 283 163 265 331 187 291 102 142 114 621 65 179 9-4 71 4-8 10-6 61 90 6-0 6-9 6-3 6-4 10-5 6-9 5-5 7-0 6-1 14-2 10-7 7-8 7-6 94 9-4 8-0 4-1 9-7 6-4 7-7 5'7 7-2 6-6 8-1 8-5 5-9 8-3 5-9 12-8 9'0 ARGYLL, 1,381 1,544 1,343 759 1,054 919 8,149 618 1,033 5,461 1,769 1,307 1,650 424 2,053 742 179 183 130 132 177 135 1464 88 . 95 813 146 192 282 44 226 112 7-7 8-4 103 5-7 5-9 6-8 5-5 7-0 10-8 6-7 12-1 6-8 5-8 9-6 11-0 6-6 149 116 98 118 143 113 1091 74 85 667 122 180 241 44 152 98 9-2 13-3 13-7 6-4 73 8-1 7-4 8-3 12-1 81 14-5 7-2 6-8 9-6 16-4 7-5 COUNTY. Pakish or Ee&istea- TION DiSXEICT. A'RQYJjL—Oontd. (2.) Kilberry, .... Kalchrenan, etc. — (1.) Kilchrenan, . (2.) Dalavich KilfiDan, Killean & Kilolienzie, Kilmallie Kilmartin, Kilmodan Kilmore and Kilbride, K-ilninver, etc. — (1.) Kilninver, ... (2.) Kilmelford, ... Lismore, etc. — (1.) Lismore, (2.) Appin (3.) Glencce and Ballachulish, (4.) Duror, Lochgilphead, Loohgoilhead and El- morich — il.) Loohgoilhead, 2.) Kilmorich, ... Moi'vern, Muckairn, North Knapdale, Saddell, etc. — (l.\ Saddell, (2.) Skipness Southend South Knapdale, Stralachlan, etc, — (1.) Stralachlan,... (2.) Straohnr Tarbert Insular. Bowmore (or Killar- row) Gigta lona Jura, etc. — 1.) Jura, 2.) Colonsay, ... Kilchoman, Kildalton, Kilfinichen and Kil- vickeon, Kilmeny, Kilninian & Kilmore, Kinlochspelvie, Oa, Portnahaven, Salen Tobermory Torosay, Tyree, etc. — (1-) Tyree,., (2.) Coll, Popula- tion. 583 385 230 1,891 1,890 3,353 949 433 2,962 314 486 1,023 825 1,324 423 3,312 418 284 1,226 729 1,327 739 533, 1,214 654 309 563 1,661 2,701 467 743 858 598 2,377 2,187 1,792 1,268 1,641 428 769 1,059 604 1,566 557 3,217 781 Nt'MBEK OP Scholars On Boll. Ratio to Pop, lin In Actual Attend- ance. 46 50 33 298 342 572 194 61 432 10 99 178 145 357 56 653 63 47 139 125 222 118 62 182 21 111 201 470 70 155 148 81 311 430 319 113 220 50 70 203 140 315 59 416 61 12-6 7-7 6-9 6-3 5-5 5-8 4-8 7'0 6'8 31'4 4-9 5-7 5-6 37 7-5 5-0 6-6 6-0 8'8 5 8 5-9 6-2 8-5 6-6 7-4 14-7 5-0 8-2 5-7 6-6 4-7 5-7 7-3 7-6 5-0 5-6 11-2 7-4 8'5 10 9 5-2 4-3 4-9 9-4 7-7 12-8 Ratio to Pop. 1 in 38 47 32 201 292 478 133 40 350 9 77 137 127 287 50 515 54 37 86 118 199 107 53 157 67 20 96 162 365 39 110 124 68 258 337 260 94 115 45 62 184 114 213 53 299 52 15-3 8-1 7-1 9-4 6-4 7-0 7-1 10-8 8-4 34-8 6-3 7-4 6-4 4-6 8-4 6-4 7-7 7-6 14-2 6'1 66 6-9 10-0 7-7 9-7 15-4 5-8 10-2 7-4 11-9 6-7 6-9 8-7 92 6-4 6-8 13-4 14-2 9-5 12-4 5-7 5-2 7-3 10-5 10-7 15-0 COUNTY. AYR, Pakish or Eboistea- TION DiSTBIOT. Popula- tion. ArdrossaD,— (1.) Old Avdrossan, (2.) New Ardrossai] Auehinleck Ayr Ballantrae, Barr, Beith ; Colmonell, Coylton, Craigie Dailly Dalmellington, Dairy Dalrymple, Dreghorn Dundonald, Dimlop, Fenwick, Galston, Girvan, Irvine, Kilbirnie, Kilmarnock, Kilmaure, Kilwinning Kirkmiobael Kirkoswald, Largs, Loudoun, MauoUine Maybole, Monkton and Prest- wick Muirkirk, New Cumnock, Ochiltree, Old Cumnock, Riccarton St. Quivox and New- ton-upon-Ay r Som Stair, Stevenston, Stewarton Straiton, Symington Tarbolton, West Kilbride 3,530 3,246 4,213 19,659 1,483 910 5,776 2,588 1,604 730 2,050 4,194 11,166 1,326 3,283 4,694 1,038 1,532 5,254 7,053 8,607 6,265 23,556 3,526 7,717 2,823 2,060 3,620 4,840 2,303 6,713 1,937 3,270 2,891 1,676 3,721 5,629 1,870 4,042 743 5,452 4,449 1,544 855 2,669 1,968 NUMBEK OF ScHOtAKS On Roll. 337 576 804 2,797 205 133 865 384 212 35 356 852 2,108 112 486 683 145 201 594 986 No 863 No 308 1,172 367 256 648 601 335 845 264 561 383 268 521 951 283 588 93 1,038 492 250 145 375 276 Ratio to Pop. lin In Actual Attend- ance. Ratio to Pop. 1 in 10-4 5-6 5-2 7-0 7-2 68 6-6 6-7 7-5 20-8 5-7 4-9 5-2 11-8 6-7 6-8 71 7-6 8'8 7-1 Return. 6-1 Return. 11-4 6-5 7-6 8-0 5-5 80 6-8 7-9 7-3 6-8 7-5 6-2 7-1 5-9 6-6 6-8 7-9 5-2 90 6-1 5-8 7-1 7-1 I 271 483 620 2,238 171 120 638 326 189 26 300 699 1,446 103 408 528 125 188 458 776 643 263 890 271 177 662 514 295 620 218 408 332 246 406 750 203 472 84 725 412 180 129 132 246 130 6-7 6-7 8-7 8-6 7-5 9'0 7-9 8'4 280 6-8 6-0 7-7 12-8 80 8-8 8-3 8-1 11-4 90 8-1 13-9 8-6 10-4 11-6 6-4 94 7-8 10-8 8-0 8-7 6-8 9-1 7-6 9-2 8-5 88 7-5 10-7 8-5 6-6 20-2 8-0 BANFF, . Aberlour, . Alvah, .... Banff— fl.1 Burgh,. Landward, Botriphnie, Boyndie, CuUen Deskford, 1,665 1,467 6,791 949 867 1,711 1,821 1,031 )61 112 1,691 110 75 278 484 169 10-3 13-0 4-2 8-6 li-5 6-1 3-7 6-1 133 108 1,364 101 68 227 400 157 12-6 13'5 4-9 9-3 12-7 7-5 4-5 6-5 COUNTY. PaEISH ok EEaiSTEA- TIOM DiSTKIOT. Popula- tion. BANFF— ConfaZ. Enzie, Fordyoe, Forglen, Gamrie, Grange, luTeravon — fl.) Inveravon, ... (2.J Auchbreck,.. Inverkeithny, Keith, Kirkmichael — • (1.) Kirkmiohael, (2.) Tomintoul, .. Marnooli, Mortlach, Ordiquhill, KathTen, Bothiemay, St. Fergus, Seafield Abtey St. Bathans, Ayton Bunkle aud Preston, Cliannelkirk, Chirnside, Cockburnspath, Coldingham, Coldstream, Cransbaws, Dunse, Earlston, Eccles, Edrom, Eyemoutb, ^ogo Foulden Gordon, Greenlaw Hume, Hutton Ladykirk, Langton, Lauder Legerwood, Longformacus, Merton Mordington, Nentborn Polwarth Swinton, Westrutber, Whiteome, Cumbraes, Kilbride, Kilmory, 2,072 4,145 783 3,019 1,909 868 1,771 880 5,943 551 960 3,289 3,095 764 4,922 1,414 1,608 1,725 No. OF SCHOLABS On KoU. 291 539 120 544 226 132 230 228 912 24 339 702 374 170 860 221 254 142 Eatio to Pop. 1 in 7-1 7-6 6-5 5-5 8-4 6-5 7-7 • 3-8 6-5 22-9 2-8 4-6 8-2 4-4 5-7 6-3 6-3 12-1 In Acual Attend- ance. 258 469 113 462 194 127 216 183 844 20 244 628 328 156 673 199 229 115 Batio to Pop. 1 in 8-0 8-8 6-9 6-5 9-8 6-8 8-1 4-8 7-0 27-5 3-9 5-2 9-4 4-8 7-3 7-1 7-0 15-0 BERWICK.. 179 2,014 756 671 1,502 1,194 3,241 2,823 134 3,595 1,825 1,861 1,592 1,804 559 431 931 1,370 420 1,067 564 502 2,198 599 448 729 377 461 251 964 786 640 56 373 116 141 242 131 529 495 50 642 422 340 226 488 70 64 157 248 46 201 52 62 367 57 62 90 66 72 49 185 145 3-1 5-3 6-5 4-7 6-2 9'1 6-1 5-7 2-6 5-5 4-3 5-4 7-0 3-6 7-9 6-7 5-9 5-5 9-1 5-3 10-8 8-0 5-9 in-5 7-2 8-1 5-7 6-4 5-1 5-2 5-4 6-5 50 319 99 101 202 113 440 436 38 552 340 304 198 397 65 59 143 209 40 175 50 51 313 54 59 76 60 61 48 166 113 92 3-5 6-3 7-6 6-6 7-4 10-5 7-3 6-4 8-5 6-5 5-3 6-1 8-0 4-5 8-6 7-3 6-5 6-5 10-5 6-0 11-2 9-8 7-0 11-0 7-5 9-5 6-2 7-5 5-2 5-8 6-9 6-9 BUTE, 1,256 2,253 2,515 183 385 392 6-8 5-8 6-4 146 336 344 8-6 6-7 7-3 COUNTY. Parish or Reoisiea- IION DiSTEIOT. PopnLA- TIOS. NnMBBE or Scholars On Eoll. Eatio to Pop. lin In Actual Attend- auce. Ratio to Pop. lin BUTE— Con<(f. Kingarth, Lochranza North Bute, Bothesay, Bower, Caniebay, Dunnet, Halkirk Latheron, Olrig, Beay Thurso Watten Wick, Alloa, Clackmannan, Dollar Tillicoultry Arrochar, Bonhill Cardross, Cumbernauld, Dumbarton, Kilmaronock, Kirkintilloch, Luss, ' New, or East, Kil- patrick, Old, or West, Kil- patrick, Boseneath Bow, Annan Applegarth, Brydekirk, Canonbie, Carlaverook, Oloseburn Cummertrees, Dalton, Dornock, Dryfesdale, Dumfries Danscore, Durrisdeer, Eskdalemuir, Ewes, Glencairn Graitney (or Gretna), Halfmorton, Hoddam, 905 824 1,351 7,227 114 176 154 992 7-9 4-6 8-7 7-2 105 169 124 842 4-8 10-8 8-5 CAITHNESS, . 1,746 2,730 1,861 2,864 8,571 2,059 2,476 5,561 1,491 12,841 291 358 308 349 1119 349 408 661 162 1588 6-0 7-6 60 8-2 7-6 5-8 6'0 8-4 9-2 8-0 260 315 251 247 792 308 229 511 139 1346 6-7 8-6 7-4 11-5 10-8 6'6 10-8 10-8 10-7 9-5 CLACKMANNAN, 8,867 1486 4,425 560 1,776 760 5,054 579 5-9 7-9 2-3 8-7 1305 458 660 493 6-7 9-6 2-6 10-2 DUMBABTON, DUMFBIES,. 629 9,059 4,168 3,513 8,268 1,085 8,179 813 4,910 5,577 1,626 6,334 71 1115 506 451 1130 166 842 131 652 597 173 1092 8-1 8-2 7-7 7-3 6-5 9-7 6-3 7-5 93 93 5-8 65 978 384 374 907 112 625 107 514 493 134 989 5,113 935 779 3,219 1,248 1,651 1,184 679 856 2,509 13,523 1,554 1,320 590 356 1,867 1,620 713 1,568 959 131 126 454 235 322 195 97 143 451 No 299 178 81 30 248 278 103 277 53 7-1 6-1 7-3 5-3 5-1 6-0 7-0 5-9 5-5 Betum. 5-1 7-4 7-2 11-8 7-5 5-8 6-9 5-6 687 120 104 380 194 279' 149 81 121 384 262 157 80 29 212 238 97 245 9-6 9-2 10-8 9-3 91 9-6 13-0 7-7 9-5 11-3 12-1 6-7 7-4 7-7 7-4 8-4 6-4 5-9 7-9 8-3 7-0 6-5 5-9 8-4 7-3 12-2 8-8 6-8 7-3 6-4 10 COUNTY. Parish or Reqistka- TiON District. Popula- tion. Number of Scholars On KoU. Katio to Pop. 1 in In Actual Attend- ance. Eatio to Pop. lin DUMFRIES— Cora. Holywood Hutton, Johnstone Keir, Kirkconnel, Kirkmahoe Kirkmicliael Kirkpatrick-Fleming, Kiikpati'ick-Juxta, ... Langholm Loohmaben, Middlebie, Moffat Morton Mousewald Penpont, Ruthwell, St. Mungo Sanquhar, Tinwald, Torthorwald Tundergarth, Tynron Wamphray, Wanlockhead Westerkirk 1,115 876 1,149 849 996 1,462 1,026 1,925 1,025 2,979 3,087 2,004 2,232 2,253 633 1,326 1,046 686 2,758 1,079 1,254 607 446 559 811 637 102 158 203 115 113 285 121 337 194 600 614 275 433 481 167 241 165 120 431 127 267 91 58 131 170 87 10-9 5-5 5-6 7-3 8-8 6-1 8-4 5-7 5-2 49 6-0 7-2 6-1 4-6 3-7 6-5 6-3 5-7 6-3 8-4 4-6 6-6 7-6 4-2 4-7 6-1 91 151 194 82 102 266 115 282 172 496 556 209 409 424 146 196 142 112 378 107 239 84 50 122 130 78 12-2 5-8 5-9 10-3 9-7 5-7 8-9 6-3 5-9 6-0 5-5 9-5 5-4 5-3 4-3 6-7 7-3 6-1 7-2 10-0 5-2 60 8-9 4'5 6-2 6-8 EDINBURGH, Borthwick Carrington, Cockpen, Colinton, Corstorphine, Cramond Cranston Crichton, Ciirrie, Dalkeith Diiddingston — (l.| Portobello, ... (2.) Landward, ... Edinburgh Palaand Soutra Glencross, Heriot, Invereek (including Musselburgh) , Kirknewton and East Calder, Lasswade Leith Liberton, Mid-Calder Newbattle, Newton, Penicuik Eatho, Stow, Temple West Calder, 1,742 681 2,902 2,656 1,579 2,695 1,035 1,304 2,248 7,114 4,366 857 170,444 382 1,217 407 9,518 1,549 5,688 36,029 3,510 1,389 2,837 1,553 3,249 1,669 2,171 1,386 li927 207 83 310 272 156 554 198 259 274 No No 107 No 65 149 61 No 332 865 No 524 197 626 237 797 247 291 337 251 8-4 8-2 9-3 9-7 10-1 4'8 5-2 50 8-2 Return. Return. 8-0 Return. 5-8 8-1 6-6 Return. 4-6 6-5 Return 6-6 70 4-5 6-5 4-0 6-7 7-4 4-1 7-6 171 79 236 223 139 427 182 201 241 80 59 127 47 282 701 414 181 532 199 638 215 226 294 194 10-1 8-6 12-2 11-9 11-3 6-3 5-6 6-4 93 10-7 6-4 9-5 8-6 5-4 8-1 8-4 7-6 5-3 7-8 50 7-7 9-6 4-7 9-9 11 COUNTY. Parish ob Eeoistra- TLON DiSXEICT. POPCLA- TION. Number op Scholars On Roll. Ratio to Pop. 1 in In Actual Attend- ance. Ratio to Pop. 1 in ELGIN, Abernethy and Kin cardine, Alves BelUe Birnie Boliarm, Dallas Drainie Duffus, Duthil, etc.— (1.) Duthil (2.) Rothiemurclius Dyke, Edinkillie, Elgin, New Spynie Forres, Kinloss Knockando Rafford, Rothes, St. Andrews-Lhan- bryde, Speymouth...... Urquhart, 1,928 1,010 1,967 411 1,412 1,102 3,028 3,308 1,609 319 1,247 1,303 9,866 518 4,112 1,315 1,736 1,055 2,407 1,344 689 2,532 245 102 478 59 174 160 470 645 305 45 149 234 1407 290 725 177 199 215 463 154 59 462 7-8 9-9 4-1 6-9 8-1 6-8 6-4 6'0 5-2 70 8-3 5-5 7-0 1-7 5-6 7-4 8-7 4-9 5-1 8-7 11-6 5-4 218 89 424 48 145 136 384 450 182 36 117 206 1217 243 599 155 187 192 414 129 57 373 11-8 4-6 8-5 9-7 8-1 7-8 7-3 10-6 6-3 81 2-1 6-8 8-4 9-2 5-4 5-8 10-4 12-0 6-7 FIFE, . Abbotshall Abdie, Aberdour, Anstruther-Baster, .., Anstruther-'Wester, ., Arngask, A uch terderran, Aucbtermuchty Auohtertool, Ballingry, Balmerino Beatb Burntisland Cameron, Carnbee, Carnock, Ceres Collessie Crail, Criech, Cults, Cupar Dairsie, Dalgetty...... Dunbog, Dunfermline Dunino, Dysart, Elie, Falkland, Ferryport-on-Craig, Flisk, Forgan, 808 54 1,257 124 1,874 297 1,155 452 438 68 705 94 3,457 807 3,285 469 609 304 736 168 815 132 2,390 389 3,670 836 1,362 143 1,157 217 2,925 709 2,723 460 1,530 238 1,931 206 377 50 800 141 6,750 929 638 120 1,569 354 414 95 21,115 3638 370 66 8,842 1447 826 106 2,937 435 2,013 362 230 42 1,326 183 14-9 101 6-3 2-5 6-4 7-5 4-2 7-0 2-0 4-3 6-1 6-1 4-3 9-5 5-3 4-1 5-9 6-1 9-3 7-5 5-6 7-2 5-3 4-4 4-3 5-8 5-6 6-1 7-7 6-7 5-5 5-4 7-2 42 108 254 396 57 70 634 363 243 122 127 331 710 129 202 637 380 220 154 43 125 753 111 266 74 2767 59 1098 93 362 329 36 162 19-2 11-6 7-3 2'9 7-6 10-0 5-4 9-0 2-5 6-0 6-4 7-2 5-1 10-5 5-7 4-5 7'1 6-9 12-5 8-7 6-4 8-9 5-7 5-8 5-5 7-6 6-2 8-0 8-8 8-1 6-1 6-3 8-1 12 COUNTY. Parish ob Eeqistra- TioN District. Popula- tion. Number of Scholars On Eoll. Batio to Pop. lin In Actual Attend- ance, Batip to Pop 1 in MFK—Contd. InTerkeitMng Kemback, Kennoway, Kettle, Kiloonquhar, Kilmanj, Kilrenny Kinghorn Kinglassie, Kingsbarns, Kirkcaldy Largo, Leslie Leucliars, Logie, Markincli, Monimail, Moonzie, Newburgh, Newbarn, Pittenweem, St. Andrews and St. \ Leonards > St. Monance (or Abercrombie) , Saline, Scoonie, Strathmiglo Tonyburn Wemyss Aberlemno, Airlie,' Arbirlot, Arbroath, Aachterbouse BaiTy, Brechin Carmylie, Oareston, Cortachy and Clova, Coupar- Angus, Craig, Dun Dundee — (1.) First District, 1 (2.) _ Second Dis- | trict, }■ (3.) Third (or | Lochee District), j Dunnicben, Eassie and Nevay,... Edzell Farnell Fearn, Forfar, Glammis, Glenisla, Guthrie 3,196 896 2,012 2,474 2,431 656 2,534 2,349 1,266 937 11,117 2,626 4,332 1,903 410 5,375 1,054 179 2,693 374 1,710 7,605 1,498 1,610 3,257 2,261 1,229 6,003 435 219 273 273 608 75 207 350 84 157 1872 433 761 282 70 803 149 60 447 61 331 No 344 127 680 378 170 1321 7-3 4-0 7-3 9-0 4-7 8-7 12-2 6-7 15'0 6-9 5-9 6-0 5-6 6-7 5-8 6-6 7-0 2-9 60 6-1 5-1 Return, 4-3 12-6 5-6 5-9 7 '2 4-5 397 177 243 214 403 69 168 271 70 138 1491 396 684 239 63 735 124 63 357 59 275 298 115 468 342 146 1111 8-0 5-0 8-2 11-5 6-0 9-5 15'0 8-6 18-0 6-7 7-4 6-6 6-3 7-9 6-5 7-3 8-5 3-3 7-5 6-3 6-2 5-0 14-0 6-9 6-6 8-4 5-4 FOBFAB, 1,054 845 960 17,831 706 2,465 8,810 1,286 226 653 2,642 2,177 682 91,664 1,932 748 1,025 703 439 10,838 1,980 1,008 476 157 104 197 3328 104 617 1429 166 32 77 390 557 76 No 273 73 185 125 62 1611 183 159 134 6-7 8-1 4-8 5-3 6-7 3-9 6-1 7-7 7-0 8-4 6-7 3-9 7-3 Return, 7-0 10-2 5-5 5-6 7-0 6-7 10-8 6-3 3-5 131 8-0 96 8-8 124 7-7 2919 6-1 86 8-2 537 4'5 1280 6-8 156 8-2 31 7-2 73 8-9 309 8-5 446 4-8 70 7-8 244 7-9 68 11-0 156 6-6 101 6-9 46 9-5 1399 7-7 149 13-2 148 6-8 116 4-1 13 COUNTY. Pabish or Eeoistra- TioM District. POPULA- NdMBEE of SCHOLAKa On Eoll. Katio to Pop. 1 in In Actual Attend- ance. Ratio to Pop. 1 in FOKFAE— CoKi. Invorarity Inverkeillor, Kettins, ICingoldrum, Kinnell, Kinnettles, Kirkden, Kirriemuir Lethnott and Navar, Liff, Benvie, and lu- Tergowrie, Lintrathen, Lochlee, Logie-Pert, Lunan, Lundie Mains, etc.— (1.) Mains (2.) Strathmartine, Marytown, Menmuir Monifieth, Monikie, Montrose, Murroes, Newtyle, ,, ... Oathlaw, Panbride, KeSGobie, KuthTen, St. yigeans, Stracathro Tannadice, Tealing, Aberlady, Athelstaneford Solton Dirleton Dunbar, Garvald, Gladsmuir Haddington, Humbie Innerwick, Morbam North Berwick Oldhamstocks, Ormiston, Pencaitland, Frestonkirk, Frestonpans Salton Spott, Stenton, Tranent, Whitekirk and Tyn- ninghame, Whittingbame, Tester (or GifFord), 961 1,792 962 473 816 447 1,862 7,359 446 1,430 898 495 1,483 259 442 1,392 789 417 796 5,052 1,460 15,668 763 1,139 399 1,299 747 265 2,553 546 1,438 883 60 296 114 52 98 125 216 1259 81 202 131 76 191 66 70 123 166 85 46 1029 270 2981 53 185 30 136 37 77 310 70 232 194 16-0 6-0 8-4 9-0 8-3 3-5 8-6 5-8 5-5 7-0 6-8 6-5 7-7 3-9 6-3 11-3 4-7 4-9 17-3 4-9 5-4 5-2 14-3 6-1 13-3 9-5 20-1 3-4 8-2 7-8 6-1 4-5 56 257 105 47 92 116 160 963 75 177 122 69 164 62 67 115 143 74 42 809 235 2686 47 167 28 120 35 74 276 67 200 172 17-1 6-9 91 10-0 8-8 3-8 11-6 7-6 5-9 8-0 7-3 7-1 9-0 4-1 6-5 12-1 5-5 5-6 18-9 6-2 6-2 5-8 16-2 6-8 14-2 10-8 21-3 3-5 9-2 8-1 7-1 6-1 HADDINGTON, 1,019 902 116 176 332 39 1,540 4,944 891 283 816 82 1,945 5,548 3S0 859 997 153 937 89 281 56 2,071 329 615 116 915 140 1,187 217 1,960 2,080 712 369 508 71 555 60 692 98 4,647 671 1,113 123 710 60 1,033 238 8-7 5-1 8-5 5-4 6-0 10-8 5-1 6-4 6-5 10-5 5-0 6-2 5-3 6-5 5-4 5-3 40 10-0 9-2 70 6-9 9-0 11-8 4-3 108 162 36 244 690 75 342 589 150 80 50 300 106 123 193 319 391 71 51 92 534 114 57 197 9-4 5-5 9-2 6-3 7-1 11-8 5-6 9-4 6-6 11-7 5-6 6-9 6-8 7-4 6-1 6-1 5-3 10-0 10-8 7-5 8-7 9-7 12-4 5-2 14 Parish or Reoistea- TiON District. Popula- tion. Number of Scholars On Eoll. Ratio to Pop. 1 in In Actual Attend ance. Ratio to Pop. 1 in INVERNESS. Mainland. Alvie Ardersier, Boleskine and Aber- tarff,— (1.) Boleskine, ... (2.) Fort-Augustus or Abertarff, ... Cromdale — (I.) Cromdale, ... (2 ) Inverallan, ... Croy and Daloross, Daviot & Dunlichty, Dores Glenelg — (1.) Glenelg, (2.) Knoydavt, ... (3.) North Morar, Inverness Kilmonivaig — ■ (1.) Glengarry, ... (2.) Loohaber, Kilmoraok, Kiltarlity Kingussie and Insh, Kirkhill, Laggan Moy and Dalarossie, Petty, Urqubart, etc. — (1.) Urquhart, ... (2.) Glenmoriston, Insular. Barra, Bracadale, Duirinish, Harris — (1.) Harris, (2.) Bemera, (3.) St. Kilda, ... Kilmuir — (1.) Part of Kil- muir (2.) StensohoU, ... North Uist, Portree — (i.) Portree (2.) Raasay Sleat, Small Isles Snizort — (1.) North Snizort, (2.) South Snizort, South Uist— 1.) Benbecula, ... 2.1 Howmore, ... ,3.) Boisdale Stratii, 833 1,239 813 930 e. 1,647 c. 2,295 1,873 1,741 1,506 800 574 469 16,1-62 625 1,651 2,852 2,839 2,033 1,757 986 1,026 1,671 2,294 617 1,853 1,335 ,4,775 3,769 336 78 1,561 1,311 3,959 2,579 580 2,330 567 [2,613 1,544 1,763 2,051 2,664 147 287 78 112 79 403 164 234 191 87 56 25 No 65 292 299 451 No 228 138 179 181 316 132 5-6 4-3 10-4 8-3 20-8 5-6 11-4 7-4 9-1 10-2 18-7 Return. 9-6 5-6 9-5 6-2 Return 7-7 7-1 5-7 9-2 7-2 4-6 289 6-4 167 7-9 913 5-2 500 85 No 117 68 703 454 88 313 38 225 224 166 287 470 7>5 3-9 Return 13-3 19-2 5-6 5-6 6-5 7-4 14.9 11-6 6-8 10-6 7-1 5-6 137 228 65 84 77 353 132 193 173 72 49 53 239 237 366 196 78 164 108 255 190 109 605 271 41 78 60 514 306 77 183 38 186 148 118 172 389 33 36-0 6-0 5-4 12-5 ll-O 21-3 6-5 14-1 9-0 8-7 11-1 11-7 11 -7 6-9 12-0 7-7 12-6 6-2 15-4 8-9 7-0 9-7 12-2 7-8 13-9 8-1 20-0 21-8 7-7 8-4 7-5 12-7 14-9 14-0 10-4 14-9 11-9 6-8 15 COUNTY. Parish or Reoistiu- TioN District. POPDLA- TIOH. Number of Scholars Oa Roll. Ratio to Pop. lin In Actual Attend- ance. Ratio to Pop. 1 in KINCARDINE,.. KINROSS,. Arbutlinot Ban cliory-Devenick — (1.) Banohory-De- veniok, (2.) Portlethen, ... Banohory-Teman, ... Benholm, Beivie, Dunnottar, Durris, Fettercairn Fetteresso — ^1.) Fetteresso, ... (2.) Cookney, Fordoun, Garvock, Glenbervie, Kinneff & Catterline, Laurencekirk Maryculter, Marykirk, Nigff, St. Cyrus, Strachan, Cleish, Fossoway and TuUie bole KioroBB, Orwell, Portmoak, , Anwoth, Balmaclellan, Balmagbie, Borgue, Buittle Carspliaim Colvend, Corsock Bridge Crossmiohael Dalbeattie Dairy Girthon, , Irongray, Kells, Kelton, Kirkbean, Kirkcudbright, Kirkgunzeon, Kirkmabreck, Kirkpatrick- Durham, Locbrutton, Minnigafif, New Abbey, Farton Rerrlck Terregles, 932 1,232 1,6S7 2,947 1,574 1,561 1,828 1,109 1,700 3,575 1,952 2,297 458 1,219 1,054 2,110 1,055 2,068 2,074 1,552 870 649 1,584 2,649 2,399 1,450 242 297 391 290 239 298 177 313 539 270 269 70 235 3 94 361 118 270 230 279 148 136 222 393 291 214 9-4 5-0 5-6 7-5 5-4 65 6-1 6-2 5'4 6-6 7-2 8-5 6-5 5-1 5-4 5-8 8-9 7-6 9-0 5-5 5-8 4-7 7-1 6-7 8-2 6-7 213 258 348 234 202 224 165 257 428 237 237 63 180 168 311 112 234 204 256 116 113 204 357 246 200 10-5 5-7 6-5 8'4 6-7 7-7 8-1 6-7 6-6 8-3 8-2 9-6 7-2 6-7 0-2 6-7 9-4 8-8 10-1 6-0 7-5 5-7 7-7 7-4 9-7 7-2 KIRKCUD- BRIGHT. 890 1,225 1,162 1,165 553 1,366 544 1,536 2,054 1,149 1,702 913 1,170 3,436 942 3,407 793 1,851 1,323 677 1,804 1,063 572 1,738 580 199 206 237 175 149 52 208 107 179 410 200 266 189 207 629 190 773 81 211 269 92 343 156 92 335 4-6 4-3 5-1 6-6 7-8 10-6 6-5 60 8-6 5-0 5-7 6-3 4-8 5-6 5-4 4-9 4-4 9-7 8-7 4-9 7'3 5-2 6-8 6-2 5-1 11-8 142 170 207 148 126 42 189 82 150 362 172 232 133 183 554 172 658 77 176 214 81 248 131 84 281 43 6-3 5-2 5-9 7-8 9-2 13-1 7-2 6-6 10-2 5-6 6-6 7-3 6-8 6-3 6-2 5-4 5-1 10-2 10-5 6-1 8-3 7-2 8-1 6-7 61 13-4 16 COUNTY. Pakish oe Ebgibtra- tion dxstkiot. Popula- tion. Ndmbee of Scholars On Roll. Eatio to Pop. 1 in In Actual A.ttend- ance. Batio to Pop. lin KIRKCUD- BKIGHT— Core. LANARK, Tongland Troqueer, Twynholm, , Urr Avondale, Barony — (1.) Maryhill (2.) Springburn, .. (3.) Sliettleston,.., Biggar, , Blantyre, Bothwell— (1.) Bothwell (2.) Holytowu, ... Gadder — (1.) Western Dis- trict (2.) Eastern Dis- trict, Calderhead Gambuslang, Canibasnethan, Carluke Carmichael, Carmunnock Carnwath, Carstairs Covington and Than- kerton Crawford — (1.) Crawford (2.) Leadbills Crawfordjohn, Culter, Dalserf — (1.) Larkhall, (2.) Dalserf, Dalziel, Dolphinton Douglas Dunsyre East Kilbride, Glasgow, Glassford Govan — (1.) Govan (2.) Partick, Hamilton, Lanark, Lesmaliagow Libberton, New Monkland — (1.) Burgh of Air- drie, (2.) New Monk- land (L.), ... Old Monkland— (1 .) Western District 892 4,743 8)5 1,531 111 780 182 207 8-0 60 4-4 7-3 102 620 157 180 8-7 7-6 5-1 8-5 6,125 6,734 8,911 6,914 1,999 3,092 7,059 10,844 3,023 2,925 3,789 3,647 c. 13,377 6,176 836 734 3,584 1,345 532 694 896 980 665 3,629 1,247 5,438 260 2,490 312 4,064 395,503 1,938 13,725 14,859 14,047 7,891 9-266 836 12,922 7,632 6,932 894 814 972 926 269 267 1170 1607 416 393 762 359 2816 1125 155 103 539 276 51 99 140 193 75 375 117 1122 48 358 33 363 No 220 1608 2001 1936 1158 1490 110 1527 775 1178 6-8 8-2 9-1 7-4 7-4 11-5 6-0 6-7 7-2 7-4 4-9 10-1 4-7 5-4 5-3 7-1 6-6 4-8 10-4 7-0 6-4 5-0 9'6 10-6 4-8 5-4 6-9 9-4 11-1 Return 8-5 7-4 7-2 6-7 6-2 7-6 8-4 9-8 5-8 754 602 844 763 241 228 916 1275 344 285 572 303 2238 915 136 98 459 229 43 84 134 168 71 343 79 794 47 298 30 316 185 1099 1585 1442 971 1205 103 1205 10'7 8-1 11-1 10-5 9-0 8-2 13-5 7-7 8-5 8-7 10-2 6.6 12 5-9 6-7 6-1 7 '4 7'8 5-8 12-3 8-2 6-6 5-8 9-3 10-5" 15-7 6-8 5-5 8-3 10-4 12-8 10-4 12-4 9-3 9-7 81 7-6 8-1 580 902 13-1 7-6 17 COUNTY. Parish ok Eeoistea.- TION DlBTKIOT. Number op Scholars Popula- tion. Oa Eoir. Eatio to Pop. 1 in In Actual Attend- anco Eatio to Pop. 1 in -LANARK— Contd. LINLITHGOW, NAIEN, OKKNEY, (2.) Middle District, (3.) Eastern District, Pettinain, Eutlierglen Shotts, Stonehouse Symington, Walston, Wandell and Laniing- ton, Wistou and Euberton. Abercorn, Bathgate, Bo'ness, Carriden, Dalmeny, Bcclesmacban Kirkliston Linlithgow," Livingston, Queensferry, TorpMchen Uphall Whitburn, Ardclacb, Auldearn, Cawdor, Nairn, Birsay Deerness, Eday and Pharay, ... Bvie and Eendall, ... Firth and Stennes,... Harray, Holm and Paplay, ... Hoy and Grsemsay, .. Kirkwall and St. Ola, .North Ronaldsbay, ... Orphir, Eousay and Egilsay, St. Andrews Sanday, .'. Sandwick Shapinshay, South Eonaldsbay and Burray Stromnees Stronsay Walls and Flotta— (1.) Walls, (2.) Flotta, Westray, etc. — (1-.) Westray, (2.) Papa Westray, 15,303 7,308 407 9,335 c. 4,778 3,267 528 480 880 786 No 948 43 1073 835 481 84 36 109 965 10,134 5,698 1,821 804 309 1,907 5,784 1,366 1,391 1,848 1,507 5,511 1,330 1,328 1,203 4,486 174 1727 856 ■ 440 49 126 282 No 213 295 315 258 920 114 163 143 757 Eetnrn 7-7 9-4 8-6 5-7 6-7 6-2 4-8 10-5 7-2 5-5 5-8 6-6 4-1 16-4 2-4 6-7 Return 6-4 4-7 5-8 5-8 5-9 11-6 8-1 8-4 5-9 1,774 321 813 81 979 98 1,408 2u0 1,493 317 819 142 834 59 556 103 4,422 689 532 82 1,133 177 1,152 144 868 80 2,145 210 1,225 155 973 134 3,282 340 2,540 329 1,228 175 1,254 136 420 38 2,153 384 392 77 5-5 10-0 9-9 6-1 4-7 5-7 14-1 5-3 6-4 6-4 6-4 80 10-8 10-2 7-9 7-2 9-6 ■7-7 7-0 9-2 110 5-6 5-0 678 39 754 553 415 71 86 35 100 159 1173 802 345 40 116 228 171 166 257 208 685 95 137 125 659 272 70 92 205 203 120 57 80 554 54 108 121 76 178 145 117 230 288 161 120 38 331 74 10-7 10-4 12-3 8-6 7-8 7-4 5-5 10-8 7-8 6-0 8-6 7-1 5-2 20-1 2-6 8-3 7-9 8-3 7-1 7-2 8-0 I 14-0 9-6 9-6 6-8 6-5 11-6 10-6 6-8 7-3 6-5 14-6 6-9 7-9 9-8 10-4 9-5 11-4 12-0 8-4 8-3 14-2 8-8 7-6 10-4 11-0 6-5 5-2 18 COUNTY. SHETLAND, Pakish or ReOI3TKA- TION DiSTBICT. POPULA- TIOH. NtlMBEK OP SCHOLABB On Roll. Ratio to Pop 1 in la etc. — Burra and QuarfF, Belting, DunrossnesB, etc. — (1.) DanrOBsness, (2.) Sandwick and Cunningsburgh (3.) Fair Isle, Feltar, etc. — (1.) Feltar, (2.) North Yell,... Lerwick, Mid and South Yell, Nesting, etc — (1.) Nesting, (2.) Lunnasting, (3.; Whalsay and Skerries, ... Northmavine, Sandsting and Aith- sting, Tingwall, etc. — ■ fl.1 Tingwall, (2.) "Whiteness and Weesdale,... Unst, "Walls, etc. — fl.) Walls (2.) Sandness, ... (3.) Papa Stour, (4.) Foula 915 890 1,975 2,113 2,337 380 548 932 3,631 1,784 855 830 848 2,585 2,670 1,554 1,143 3,060 1,365 606 366 233 99 38 123 143 225 No 34 38 482 107 33 32 43 223 78 '91 87 142 129 34 20 22 9-2 23-4 16-0 14-7 10-3 School. 16-1 24-5 7-5 16-6 25-9 27-5 19-7 11-5 34-2 17-0 13-1 21-5 10-5 17-8 18-3 10-5 IQ Actual Attend- ance. Ratio to Pop. lin 32 67 129 158 ■ 24 38 403 85 30 20 31 140 59 69 65 131 120 25 20 22 10-3 27-8 29-4 16-3 14-7 24-5 9-0 20-9 28-5 44-0 27-3 18-4 45-2 22-5 17-5 23-3 11-3 24-2 18-3 10-5 PEEBLES, Broughton, Drumelzier, Eddlestone, Glenholm, , Innerleithen, ... Kilbucho, Kirkurd, Lyne,' etc — (1.) Lyne, ... (2.) Meggat, Manor, Newlands Peebles Skirling, Stobo Traquair Tweedsmuir, ... West Linton ... 297 209 753 198 1,823 228 362 81 53 247 987 2,850 317 478 687 196 1,534 63 41 86 28 368 35 63 37 19 27 87 535 63 40 40 25 254 4.7 5-0 8-7 7-0 4-9 6'5 5-7 2-1 2-7 9-1 11-3 5-3 5-0 11-9 17-1 7-8 6-0 43 36 82 27 300 33 60 37 18 23 70 464 53 38 35 25 221 6-9 5-8 9-1 7-3 6-0 6-9 6-0 2'1 2'9 10-7 14-1 6-1 5-9 12-5 19-6 7-8 6-9 PERTH,. Aberdalgie, . Aberfeldy, . Aberfoyle, . Abernethy, , Abemyte, . 295 2,402 565 1,960 ■310 36 491 68 284 70 8-1 4-8 8-3 6-9 4-4 30 398 43 244 67 9-8 6-0 13-1 8-0 4-6 19 COUNTY. Pakish ok Eeoistba- TIOH DlSTHICT. Popula- tion. Number op Soholaes On Eoll. Batio 1;o Pop, 1 in In Actual Attend- ance. Ea1i( to Pop. 1 in PEETH- Oontd. Alyth Aucbterarder, Auohtergaveh, Balquhidder, Bendoohy, Blackford, Blair- Athole, Blairgowrie Callander, Caputh Cargill Glunie, CoUace, Comrie, Crieff, Culroes, Dowally Dron, Dull Dunbarney, Dunblane, Dnnkeld, Dunning, Errol, Findo-Gask, ......... Forgandenny, Forteviot Fortingall, Foss Fowiis-Easter, Fowlis-Wester, Glendevon, Inchture, Kenmore, Zillin, Kilmadock, Kilspindie, Kincardine, Kinclaven, Kinfauns, Kinloob-Eannoch, ... Kinnaird, KinnouU Kirkmichael — (\.) Kirkmichael, (2.) Glensbee, ... Leoropt, Letbendy & Kinlooh, Little Duukeld, I-ogie, Logiealmond Logierait LoDgforgan, Madderty, Meigle, Methven Moneydie Monzie Monzievaird, Moulin, 3,198 4,208 2,562 c. 846 549 2,084 1,.553 4,423 1,676 1,728 1,647 699 534 c. 2,126 4,490 1,423 486 376 753 1,035 3,096 1,086 2,084 2,759 399 739 595 1,244 381 317 1,276 138 659 1,515 1,681 3,312 665 1,778 758 657 1,147 318 796 812 334 538 530 2,089 3,483 815 1,902 1,823 536 1,122 2,290 252 461 782 1,605 567 588 507 161 70 307 284 802 304 267 375 89 U5 358 697 280 57 48 63 202 464 145 299 340 50 100 48 151 66 54 249 21 220 235 288 462 94 319 83 86 180 81 45 120 30 55 83 228 390 49 350 240 53 159 266 43 146 131 328 5-6 7-1 5-0 5-2 7-8 6-7 5-4 5-5 55 6-4 4-3 7-8 4-6 5-9 6-4 5-0 8-5 7-8 U-9 5-1 6-6 7-4 6-9 8-1 7-9 7-3 12-3 8-2 5-7 5-8 5-1 6-5 2-9 6-4 5-8 7-1 70 5-5 9-1 7-6 6-3 3-9 17-6 6-7 11-1 9-7 6-3 9-1 8-9 16-6 5-4 7-5 101 70 8-6 5-8 31 5-9 4-8 446 439 445 135 63 266 249 638 247 226 241 81 109 302 615 227 50 48 55 150 409 128 264 303 43 74 45 121 64 52 213 21 197 190 255 376 78 237 72 75 159 72 40 80 30 45 72 201 332 46 312 195 53 137 245 40 146 120 295 7-1 9-5 5-7 6-2 8-7 7-8 6-2 6-9 6-7 7-6 6-8 8-6 4-8 7-0 7-3 6-2 9-7 7-8 13-6 6-9 7-5 8-4 7-8 9-1 9-2 9-9 13-2 10-2 5-9 6-0 5-9 6-5 3-3 7-9 6-5 8-8 8-5 6-1 10-5 8-7 7-2 4-4 19 9 lO'l 11-1 11-9 7-3 10-3 10-4 17-7 6-0 9-3 10-1 8-1 9-3 6-3 3-1 6-5 5-4 20 COUNTY. Pakish or Registra- tion District. Popula- tion. Nomber op Scholars 1 On Roll. Ratio to Pop. 1 in In Actual Attend- ance. Ratio, to Pop. 1 in PERTH— ObwW. Muokhart, MutMll 615 2,808 839 26,094 1,375 2,234 1,596 297 280 904, 2,153 411 , 595 1,182 488 2,410 215 61 603 120 No 196 284 160 55 56 105 264 48 73 126 39 351 72 10-0 4-6 6-9 Return. 7-0 7-8 99 5-4 50 8-6 8-1 8-5 8-1 9-3 12-5 6-8 2-9 52 532 102 164 244 136 50 51 94 226 44 65 118 31 299 68 11-8 5-2 8-2 8-3 9-1 11-7 5-9 5-4 . 9-6 9-5 9-3 9-1 10-0 15-7 8-0 3-1 Perth, Port of Menteith, ... Rattray Ehynd St. Madoes, Scone Strathfillan Tenandry, Tibbermore TrinityGask TuUiallan, Weem RENFREW, Abbey— ri.l Part of Paisley, (2.) Landward, ... (3.) Johnstone, ... Cathcart j 2 1,559 8,142 3,782 2,328 11,314 1,457 [•43,894 2,490 619 1,188 2,307 6,348 1,455 3,821 3,547 11,013 [-47,427 7,294 4,650 No 797 313 295 1693 201 No 549 110 208 228 670 162 561 633 1142 No 1182 773 Return. 10-2 12-0 - 7-8 6-6 7-2 Return. 4-5 5-6 5-7 10-1 9-4 8-9 6-8 5-6 9'6 Return. 6-4 6-0 607 238 240 1356 176 395 110 186 210 478 133 445 498 853 708 632 13-4 15-8 9-7 8-3 8-2 6-3 5-6 6-3 10-9 13-2 10-9 8-5 7-1 12-9 10-3 7-3 Erskine, Greenock — ■ (1.) New, or Middle, (2.) East (3.) Old, or "West, Houston & Killellan, Inchinnan, Innerkip — (1.) Innerkip, (2.) Gourook, Kilbarchan Kilmacolm Lochwinnooh, Mearns, Neilston Paisley — 1-)High 2- Low, (3.) Middle Port-Glasgow ROSS AND CROMARTY. Alness 1,178 1,064 1,480 1,788 1,509 2,300 2,412 836 2,083 2,247 152 177 211 152 142 286 436 105 385 358 7-7 6-0 7-0 11-7 10-6 8-0 5-5 '7-9 6-4 6-2 129 143 176 120 121 242 352 94 342 310 9-1 7-4 ; 8-4 i 14-9 12-4 9-5 6-8 8-8 6-0 7-2 Applecross — (1.) Applecross, ... (2.) Shieldaig, ... Avoch Contin, Cromarty Dingwall Edderton Feam -Fodderty, 21 COUNTY. Parish ok Eeoistka- TION DiSTEICT. Popula- tion. NnMBBK or SCHOLAHS On Roll. Ratio to Pop 1 in In Actual Attend- Ratio to Pop. lin ROSS AND CROMARTY- Can. ROXBURGH, Gairloch — (1.) Northern Dis- trict, (2.) Southern Dis- trict, Glenshiel, Killearnan Kilmuir-Easter Kiltearn Kincardine Kintail Knookbain, Lochalsh, Lochbroom — SI.) Lochbrr.om,... 2.) Coigach Loohcarron Logie-Easter, Nigg, Resolis Rosemarkie, Rosskeeu, Tain Tarbat ^ Urquhart and Logic Wester, Urray, Insular. Barvas, Carloway Lochs, Stomoway Uig Ancrum, Ashkirk Bedrule Bowden Castleton Carers Crailing, Eckford, Edgerston, Ednam, Hawick, Hobkirk Hownam, Jedburgh, Kelso, Kirktowh, LlUiesleaf, Linton, Makerston, Maxton, Melrose — 1.} Melrose [2.) Ladhope, Minto, 1,927 3,522 485 1,494 1,295 1,634 1,746 890 2,485 2,413 3,577 1,285 1,592 932 1,253 1,568 1,545 3,766 3,294 2,269 3,147 2,355 4,609 2,204 3,568 8,668 2,007 269 553 54 263 212 211 264 123 438 360 501 200 201 140 140 198 186 564 517 337 356 329 639 323 599 1476 295 7-1 6-3 8-9 5-6 6-1 7-7 6-8 7-2 5-6 6-7 7-1 6-4 7-9 6-6 8-9 7-9 8-3 6-6 6-3 6-7 8-8 7-1 7-2 6-8 5-9 5-8 6-8 173 352 35 160 191 174 235 98 292 330 428 167 179 131 98 161 165 413 419 242 335 298 540 258 443 1196 210 1,511 578 210 87 7-1 6-6 222 74 3-0 864 139 6-2 3,688 1,824 673 282 289 120 13-0 6-3 5-6 957 129 7-4 359 40 8-9 599 90 6-6 8,726 771 1311 139 6-6 5-5 289 24 12-0 5,011 5,192 421 780 891 46 6-4 5-8 9-1 772 173 4-4 608 64 9-5 380 69 5-5 497 102 4-8 3,557 4,154 430 642 452 40 5-5 9-1 10-7 189 75 70 127 246 269 113 109 38 85 1151 119 21 667 757 43 135 56 62 90 565 398 37 11-1 10-0 13-8 9-3 6-7 9-3 7-4 9-0 8-5 7-3 8-3 7-6 8-8 7-1 12-7 9-7 9-3 9-1 7-8 9-3 9-3 7-9 8-5 8-5 8-0 7-2 9-5 7-9 7-7 31 6-8 14-9 6-7 5-9 8-7 94 7 7-5 6-4 137 7-5 6-8 9-7 5-7 10'-8 6-1 5 5 6-2 10-4 11.6 22 COUNTY. Pakish or Reqistka- TIOS DlSTKlOT. Popula- tion. Ndmbek of Scholaks On KoU. Eatio to Pop, lin In Actual Attend- ance. Batio to Pop. lin ROXBUEQH— Con. Morebattle, Oxnam, Boxburgh, St. Boswells Smailholm Southdean Sprouston Stitchel, Teviothead, , Wilton, Yetholm, Ettriok Galashiels Kirkhope, Eoberton, Selkirk Yarrow, Airth, Alva Baldernock, Balfron Bothkennar, Buchanan, Campsie Benny, Drymen, Dunipace, Falkirk Fintry Gargunnook, Killearn Kilsyth, Kippen, Larbert, Mniravonside, Polmont, St. Ninians Slamannan, Stirling Strathblane, ......... Assynt — (1.) Kirkton, (2.) Steer Olyne Creich — (1.) Bonar (2.) Rosehall Dornoch , Durness, Eddrachillis — (1.) Scourie 2.) Kinloohbervie, Farr— (1.) Kirkton, (2.) Strathy, 1,031 592 1,178 865 554 687 1,305 425 438 3,357 1,207 127 121 223 106 95 169 299 68 56 390 253 8-1 4-8 5-2 8-1 5-8 4-0 4-3 6-2 7-8 8-6 4-7 105 113 210 87 84 159 274 60 52 277 196 SELKIBK, 454 3,379 555 640 .4,739 643 52 740 839 97 8-7 4-5 5-6 7-8 5-6 6-6 51 633 95 74 746 86 8-9 5-3 5-8 8-6 6-3 7-4 STIRLING, 1,194 3,283 718 1,517 1,722 705 6,483 4,988 1,619 1,731 17,026 685 728 1,171 6,112 1,722 4,999 2,660 4,111 6,648 2,916 14,012 1,388 196 679 107 269 276 53 825 735 220 339 2646 126 98 178 1066 261 1096 322 812 926 469 2243 139 6-0 4-8 6-7 5-6 6'2 18-3 7-8 6-7 7-3 5-1 6-4 5-4 7-4 6-5 5-7 6-5 4-5 8-2 5-0 7-1 6-2 6-2 9-9 170 519 94 226 246 60 690 558 195 294 2232 85 83 157 860 246 861 261 650 695 369 1928 100 7-0 6-3 7-6 6-7 7-0 141 9'3 8-9 8-3 5-8 7-6 8-0 8-7 7-4 7-1 7-0 5-8 lO.I 6-3 9-5 7-9 7-2 13-8 SUTHEBLAND, 553 2,625 1,886 1,982 539 2,885 1,109 727 914 1,251 852 51 390 263 365 43 495 156 76 153 132 145 10-8 ■•6-7 7-1 5-4 12-5 5-8 7-1 9-5 5-9 9-4 5-8 32 282 216 305 42 377 125 59 104 115 98 17-2 9-3 8-7 6-4 12-8 7-6 8-8 12-3 8-7 10-8 8-6 23 COUNTY. Parish or Beoistra- TioN District. POPDLA- Tioir. Number op Scholars On KoU. Eatio to Pop. 1 in In Actual Attend- anue. Ratio to Pop. 1 in SUTHERLAND- Contd. Golspie Kildonau, ... Lairg Loth, Eogart Tongue, Glasserton, ... Inch Kirkcolm, ... Kirkcowan, ... Kirkinner, ... Kirkmaiden, LeEwalt Moohtum, ... New Luce, ... Old Luce, ... Penninghame, Portpatrick,... Sorbie Stoneykirk, ... Stranraer, ... Whithorn, ... Wigtown, ... 1,615 2,132 961 610 1,439 2,077 293 239 150 129 193 856 5-5 8-9 6-4 4-7 7-4 5-8 241 196 100 91 162 239 6-7 10-8 9-8 6-6 8-6 8-7 WIGTOWN, 1,472 2,460 1,860 1,434 1,716 2,333 1,417 2,694 731 2,800 4,061 2,189 1,814 3,228 6,315 2,934 2,637 191 353 195 215 280 368 171 384 111 434 No 262 354 410 1071 516 No 7-7 6-9 9-5 6-6 6-1 6-3 8-2 7-0 6-5 6-4 Return, 8-3 5-1 7-8 ■ 5-8 5'6 Return, 162 306 144 183 225 274 150 344 98 363 223 309 334 842 430 9-0 8-0 12-9 7-8 7-6 8-5 9-4 7-8 7-4 7-7 9-8 5-8 9-6 7-6 24 C4-I ijD O P .4-a % ^ O ■2 PM ,ii o A ^ is ^ o ^ CQ a -^ o •ri Q to m [Q O W o TJ o p Oi * s QQ rfl CS i-l n O ^ O o u C/J o •s 1 CD 1 |4 o •O ^ ►^ o iU M H o rP O ot»mOOoo>ooo<35>o 1^ I-- •p9JB}S l^CI0di(MO5CT3CT>(MCOO5 (N (N qoa poB 05^ !0 (M__ i;© '^ "^"-^ co_ 00^ o njion>i }ojj oT c005l-I^CO 00 rH 05 o ■anot^Bmni ^OSCOOJ'OtOtO^OOt- ■^ cq CD -oaad'jaqio tO T-H CD O (N O-^"^ CO oT CO ccc(500GO"^cDOc:>coi:o (N (N . ■^ ■^(M Ot*i— it^lMO^O t— r^ 1 •oilotiJBO GS|o_ lO UBUIOg i-T r-T ifTciT c4~ 5OC0- "^CO ■cfl K5 OS § nBU3};fqs3Jj; CDCOI>»iOCOTt_ I^J,"^ CO CM OS JO qoanqo CO CO 1—1 oo" CO 1—1 O c u C^ c: c umbe olars eRol cent. ■^?5iptp«pO5O5C00r3(N tH 4j(rooc>>boiHM05T-^ a> ^ 'K'g'5 s (M I-l rt (M r-l as i ''■3=2 c ^ :- +S o p. 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CO CO . • . <^^ u • +3 o a !| o Q o 1, ■g n c PL 1 c a E -.5 T (1 c 1 1 C : to -11 n3 § s< il - ^ (>^ § ^" 8 1 39 m. — TABLES showing the Number of Scholars to each Teacher in the Schools receiving, and not receiving Government Aid, and in Private Adventure Schools. (1.) TABLE showing the ITumbee of Sohools receivino Govekhmeht Aid, with the Kumber of Scholars on the EoU and in Actual Attendance in such Schools, and the Proportion of Scholars on the Roll, to the Total Number of Scholars in each (Registration) County of Scotland. COUNTY. ° s a o o 02 9 IS u =S-g-SSOQ r C3 5 oj Mo » J, Soliools AIDED bj Government. !£.Sg ° 5 S tjj a> la .S >S aj g S S; -HcH be Aberdeen, Argyll Ayr, Banff, , Berwick Bute, Caithness, Clackmannan Dumbarton Dumfries, Edinburgh, Elgin Fife Forfar, Haddington Inverness, Kincardine, Kinross, Kirkcudbright, Lanark Linlitbgow, Nairn Orkney , Shetland,* Peebles, , Perth Eenfrew Eoss and Cromarty, Roxburgh, Selkirk Stirling, Sutherland Wigtown, 49' 33' 51' 43' 56' 40' 30' 40' 45' 48' 48' 36' 58' 49 se- as 41 41 50 59 67 36' 33' 28' 33 34' 50 47 52' 49- 56' 31' 61' 45-3 21-1 18-2 37-2 24-4 32-1 19-1 25-0 35-3 41-1 30-1 19-6 19-7 26-0 29-5 18-8 23-0 20-3 26-3 25-3 29-6 38-4 16-0 19-7 14-9 11-3 19-2 31-7 16-3 21-6 21-0 39-1 14-5 18-3 25-9 74 54 85 74 68 54 57 75 74 70 101 90 100 87 70 63 56 94 72 99 76' 61 46 42 36 41 41 47 49 35 39 40 43 45 42 45 40 52 39 37 55 42 44 40 45 37 64 47 68 39 93 42 65 39 67 47 86 51 87 43 48 32 72 46 82 42 43 TABLE showing — for each County of Scotland — the Per-centage of Children of School Age (ahove 4 and under 15 years), as at the Census of 1861, who are Scholars on the Eoll, as given in the Eegistrars' Statistics; the Per-centage of such Children who are Scholars on the Eoll of Schools receiving Government Aid ; and the Per-centage of such Children attending no School. N.B. — In this Table, the total number of Children of School Age, viz., above 4 and under 15 years (Census 1861), is assumed as an approximation to the number of Children who should be at School ; and, accordingly, where the per-centage of Scholars on the Roll (col. 2) is low, it would indicate a deficiency of education:— which deficiency is farther shown in col. 4 by the remainder of the per-centage in col. 2 being there set down. COUNTY. (1.) Aberdeen Argyll, Ayr, Banflj Berwick, Bute,.. Caithness Clackmannan, Dumbarton, Dumfries, Edinburgh, Elgin Fife Forfar Haddington, Inverness, Kincardine, Kinross Kirkcudbright, Lanark, Linlithgow, Hairn) • Orkney, Shetland, Peebles Perth Eenfrew, EosB and Cromarty Roxburgh Selkirk, Stirling Sutherland, Wigtown, Total, > ^ •2 => £ "2 =« "^ a o ^ o fljs — c S o S 3 o (2.) 66 65' 61 67 75' 67 58 69 57' 71 65 67' 71 73' 68' 62' 63' 63' 73 59 71' 64 64 32 69 71 58' 67' 67' 78' 67' 69 61 65-5 ■iSS S CO > (3.) 21-2 26-9 35-2 30-4 24-6 16-7 18-8 23-8 33-5 15-9 32-0 31-1 32-4 33-8 28'4 12-8 27-8 35-6 34-2 24-3 24-0 26'1 6-6 30 31-5 34-6 331 19-8 20-8 300 27-8 32-6 25-4 26-9 -gCQ Oo (4.) 33-1 34-1 «3-8 32-9 24-7 32-3 41-1 30-5 43-0 28-9 34-1 32-9 28-9 26-7 3t-8 37-6 36-6 36-5 26-1 40-8 29-0 35-4 35-9 67 '5 30-7 28-8 41-1 32-8 330 21-3 32-9 30-8 38-6 34-0 44 TABLE showing — for each County of Scotland— the Per-centage of Cliildren of School Age (above 2 and under 15 years), as at the Census of 1861, who are Scholars on the Roll, as given in the Registrars' Statistics; the Per-centage of such Children who are Scholars on the Roll of Schools receiving Government Aid ; and the Per-centage of such Children attending no School. COUNTT. B EO 'o SgpH ■S'S'3 §=3 S r^ © o a ba PM & o a 3 • ri ° jao2 Oo (1.) (2.) Aberdeen, Argyll Ayr, - Banff, Berwick, Bute Caithness Clackmannan, Dumbarton, Dumfries Edinburgh, Elgin Fife, Forfar, Haddington, Inverness, Kincardine Kinross, Kirkcudbright, Lanark, , Linlithgow Nairn Orkney Shetland, Peebles, Perth Eenfrew, Boss and Cromarty Roxburgh, Selkirk Stirling, Sutherland Wigtown Total, 54-5 54-3 49-1 54-4 67-4 55-7 47-7 55-8 45-8 58-4 53-7 54-9 57-9 59-9 55-8 51-5 52-4 51-9 60-5 46-9 56-0 53-6 53'1 26-5 56-2 58-6 47-7 54-9 54-6 63-4 54-2 57-6 50-8 (3.) 53-3 17-2 22-2 28-3 24-7 220 13-7 16-1 19-1 26-9 130 26-1 25-4 26-8 27-6 23-2 10-6 22-9 29-1 28-0 19-3 18-9 22-6 5-4 2-4 25-6 28-5 26-8 16-2 17-0 24-1 22-4 27-1 210 (4.) 21-9 45-5 45-7 50-9 45-6 32-6 44-3 52-3 44-2 54-2 41-6 46-3 45-1 42-1 40-1 44-2 48-5 ■ 47-6 48-1 39-5 53-1 44-0 46-4 46-9 73-5 43-8 41-4 52-3 45-1 45-4 36-6 45-8 42-4 49-2 46-7 45 TABLE showing, as to each County of Scotland, the Eatio of existing Schools (as given in Eegistrars' Statistics) to the Population (within the parts of the County embraced by such Statistics) ;' and the proportion of Government aided Scholars (as given in Eegistrars' Statistics) to the Total Number of Scholars (as given in such Statistics). COUNTY. (1.: Aberdeen, ArgyU, .. Ayr,. Banff, , Berwick, Bate Caithness, Clackmannan and Kinross, Dumbarton, Dumfries Edinburgh Elgin and Nairn, Fife Forfar, Haddington, Inverness, Kincardine Kinross {see Clackmannan), Kirkcudbright, Lanark Linlithgow Nairn (see Elgin) , Orkney, and Shetland, Peebles, Perth, Benfrew Boss and Cromarty, Boxburgh, Selkirk, Stirling, Sutherland Wigtown, o ^ • '43 « ^ .2 fl o (2.) Total,., 344 325 670 361 400 441 373 577 660 375 466 389 556 540 418 355 352 433 733 604 291 510 313 370 696 429 447 385 534 326 411 460 ■e-a U > o . OCQ ® (D g-^ a (3.: 31-6 40-8 57-6 45-4 32-7 24-7 33-7 40-2 58-7 22-3 43-6 45-7 45-5 46-1 41-5 20-6 43-8 4'6'2 411 33-7 lo's 9-2 45-4 48-6 56-1 29-6 31-1 38-1 41-5 47-1 41-4 41-1 46 a J|i- s u SJ u a S « NcO'-'-^i>05oasocou:5(NOOc^o:it*iCc^'*o»C[>-i>-Cic^cr)t>-i— coc^cD 1 (m J3sr5 :^^^^^:^'(^j?3:g4^^^^^^xococo»0'^-^-*-^coTiHcO'*co-^iO-^mTt< j -^n 2 « Oi "f § E^ Pc] ©to O H > §3 §3 1 1 H ^^ TjiO':J<0'-'OD-OOrDCDTjH(N030'^CDTtCOt>*HM . \oooc^coioiot-i>c-oa>aoot--tLDioai[>a5t>-cD'^cocoCTscocDooQO"^i> oo -'*C^C:iiOCOtOQOC^i-lOt>^e3CDl>T^OC^CO-<^OSQOI> h* =8 a l-^(^^OlOO-*<^:l^-o^a:Jr^cO'^cococooico\c^■=i^05CiO'■*'^HlO[:-1-tcO(^^o 1 m 1 II ^!:ccO'MCOi>uO"^a:.o-^coi>ioocD,ooiciOTj*eo I(M I i-H-^COCQr-l T-H COCSlCO!MCMO(N(Mi-l iO 00 ,S COOlr^C:iOI>7--ir-icO(NcqOi-i(N»CtN<:0(N (MCOCD 00 CQ -u 0-43 I>rH0005t>'*(:OC5COOGOO(M r-(__-^ ,-H (£. CO (M i-H^":© COC-'-!OOi-H CT-T^CC I> b rH -rir CO CO r-T ^^ CO " o i-H ,-( i-l T-H .-( CO CD rH ll Ir-OiHl>I>i005t0Tt0a.-iT-({N-r-Has\0CNC0O-C0(N 03 ^ O t>-Q0(JiCDCDD~^OrHC00S00»0O'X)C0Tjit>C0O05C0CS«3 O^ 3 COfNCOCOi-HCDOiC^lCsasQOCOlOOOO-^COCOCOOeC'COQOG^t'ODt-COiHasO cn M CO lO "X" ■<:i^ (M T-H 1-H CO (N »OtDC0O0S00t>i-HC0Mri CD'CO l>COCO"<^»OT-iCTiCOTt< a < 0} 10 1 H OOTHCOrHQOCOOStD»C05i--IOI>'01h-05l>lOCOcDI>Cqi>50QOCOiHtO.--(b-U^ CD ^ OS'^Oi-ICOffQ i-H (MtNOltMClt-i-HCOrH C5CO'-' r-i OO-^CN TflfffllN T-H rH iH tH ■piv? a3tUUJ9AO£) C0-^\OTjlC0OOOvn0>(M00[r-00iCi0C5CD'^I>O00i-HOt-O"^l>^0saiT-H X gujAIS 081 S[ooqog (M I> .-H Tt< CM 1-1 (M tH CO CM CM (M 1-1 CO Cfl '::}^ (N CO CD -i t-l n i ,s S5 5 o n" a H ^ H 6^ ° St^ 2 -a -H '^ ^ g 1^ ca ^ <1 13 O rH o OJ Eh i-:5PP aj PI 1 2 02 9-^ CO ^ og CO r- ■2" ^3 ■3 rf °J CO r-( (M w 00-*< 00 10 J . m 10 10 ■^ CO 10 iC ^ M 10 CO (M : t-H : TH T-l tH i-i ^ c CO (N Th ^ tH (N vo *-• " PI 13 , , . . . . § "J <« pqW siqoSJO-OK : : : -^ - c -a 3 g trt S s Biqosjo -oji)^ : : : ■ • : : 10 CO O" SI •s W » to ! 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P. and other f cT - O S 'ii 05 tD 1 j^ f H - o p: '^ • : i __ o f 61 = " : : 1 i • at " CO to CO 480 162 12 6 204 17 6 -3- o 00 651 5 4 78 492 10 781 11 5 332""o OS . CO CO • I ; ; 1 : : : '' : : : : : i : i : 1 : : : : | : : : i i i : i : f : : : : : : : : : : : : : : : : I ; ; : I 1 1 i : , . / 1 I : : : : : : : : : : : : : : : : : : : : : : : : : ; ; : : : : : I : i ; : • • ; : : : : : : : : : ; ! ; : = = : 1 : ; 1 : ! ; 1 • : : : : I : : : 1 : : 1 : : 1 = 1 ; i : ; • : : : : : : : : : : : 1 : ; : I : : i : : : : : : : : I : : : : : I : : 1 : ; : ; 1 : i : : : I ^ : \ _ ^ o : : ; : : : : oo CO o o • I ■ : i ! = : : : : : : : : : ; : I : : : : o^ (M f 1 I-" ; 1 : ; 00 CM CO : : : » : : : : 03 en : : : ^ : : : : -sr 1 i 1 i- : 1 : : l> : : : <^ : : : : rs> : '^ :<=> : : : : o CO 1 1 1 1 : : ! : o : ; lO : : : : : O S o : : CO : : : : : CO "o" o CO CO : = ; ; : : 1 : : ; -^ : : : : : ^ : : ■* : : : : ; *<# co CO CO CO CO o coo O (MO iH : rH .-1 : : : : CO O (M r-l CO i-H r-t CO 2 TT O O CO O CO O O T-l o CO o as oi ' * " t:** "^ o w : : : iM T-t I to CO : : : : '^ \ CO iH lo i> : : .CO aa i-H mi; : I ; i i ; i I = : i : : : o ; o : : : : : : ' CO o o o CO 1 : : i I : = : : " : : : ■ : : : : : c^ : : : : : : cq —a! 00 -^ i : 1 1 = : = l> o CO o o ^'' '' o o T-l CO CO '4<. o O »0 o (M o S ■ ! i ; : = ; CO oS : : : r if: 00 o : : : : : : : o Parochial and Side, Parliamentary, ... Church of Scotland Tree Church a. P. and other Presbyterians,... Episcopalian, Eloman Catl\olio,.., Undenom, etc., ... Total,... ^ J ::S »- : cT ^ 4- mtAm ^ ^ i'^ ij : : : i I BEBWICK, ... IS I ■ o -S- fi 62 ^- O 00 ^ •s '* r-l o •* o*. ■s- i 60 '"* . o o I> CO W CO O CO -^ I> a 00 : t- ■^ : ^ o O CO '• -^ s p CD CM H ^ " (M CD -.^ t- (m" ^^■" -« _w o o o o ■ o 1! : o o o : : o o c« . • • lO o o o § =1* t-( BinoBjo-oH : : : ■ -e Ji : : : • EC a^ =rt Biqosjo-oM : : : : : : ; : 'e 1 D m G O '-a ■ . • • : : : : : : : BHoe ■»« : : : : : : : • : : : : : : : : Gaelic School Society. '« „• : . : : : : : : 1 i : : i : i ; ^ sraasjo- M : : : ; : : : : 1 : : • : : : : : : CO 'B o o ^'E . <»- •*:o| *'»' '.'.', : : : : : : 00 00 H o g O .if^ --tj Cm o.s.s snosjo-oji : : | _I : : : : :::'-' ^ ■xs o i-H CO o f-l CO o o =*! ' trt 1-1 '"' 1 ow^a ■ eitiosjooH : : 1 : • • • • ; : CO : : : : : CO OJ ^. O =0 o o CD ->*< -* o ■^ ca lO -H o o f- 00 (M O 00 rl< CO a s « r^ : : t-H : cc c^ O CO Oi CO CO o !rt 2 "^ CN c^ ■^ CO CO CO ^ ^r o cN : i-i : 1-H : CO o -* Biqosjo-OM " CO a _ *5 . -w (2.) Lor of the Treasur under Cap. 8 »■ : : : : : : : : : : : : : =rt "Mosjo'ON : : : : : : : : 1 ; : : : ; ; : : : : ■ S -e- ° o o o J-g o : : : : o o . . . o \a lO \r5 ^ ^ a be 1 '■9.2. J t 0-1 : '^ : ■a » i CO m CO Parochial an Parliamenta Church of Sc Free Church U. P. and Presbyteri Episcopalian Roman Cath Undenom., e B Parliamentar Church of Sc Free Church U. P. and Presbyteri Episcopalian Roman Cath Undenom., e H |Zi .... H O O i O -a 53 ^ r^ 9 ■^ CO to O CO o O CO (M O rH O : w : TH 1-1 iH t- ' t- l> ' -rt* 00 CO to CO c* \o ^ Oi iH 1-1 to 1-1 CO 1-1 00 CO 1-1 1,985 10 1,445 16 8 4,389 11 3 780 17 11 516 1,684 15 00 o" CO O to CO o O O b- t- o 1-1 ; 1-H : : iH 1-H to CO ' CO ' CO CO CO 00 to -* CO -^ £N CO rH 1-H CO CD 1-H CO M.I iill : : 1 : : 1 : ■'• i i : i \ ': ': \ : 1 = ; i = = i 1 : : 1 I i I : : : : ; ; ; ; I I t I : : : : i : 1 i ; : : : : : : : | : : till 1 1 : : : 1 1 ; 1 i 1 I 1 : • 1 : : : : : : : : : : I : : : ': : : : : : = I : : : : : : : : : : 1 ■^ : : : : : : : to to : : ; : : i = i : : : : : : : : i> : : : : : : : I> : i : • 1:1: ': = : : : i = = : = : : : : : : : : o :::: Hi. o o CM CO • o = i : : 1 : i^ o o o o CO o o 1-H CO 1 : i • 1 : •- 1-1 : : : : : : : t^ (M : : : : : : : ^ . - . . . . . 1-H CO 21512 5 to 1-t to 1-H CI . . . "^ :::^ 3 o ^ to ' ' ' CO CO o to CO CO r-t :. : : 2 : i \ W^ • ■ • CO : : : : : : : ^ : . : : CO : : : ^ : : : : "4* o : : o : : : : | * * 00 CO o o 00 CO : : o : : : : : ' ' o (M O o o : : o : : : : : * ' to CO o o to CO : -.^ : : : : I "■yn' 1 -"^^ : : : : I C^ : : CO : : : : : CO 01 19 8 II 811 01 tS' 01 198 8 91 66 8 I 69E o o to CO o ■^ 00 CO 1-H o o CO CD CO O O to T-( : 1-1 : rH i-H itH ' to to O CD 05 CD • to CD rH (M ^ CO Tp O CD CO O 1-H rH CO O cq t- o lit* ' O CO * CO 'to tH CO lO to iH rH CO 1- -^ o to rH OS CO o i-H ■ lO t> * i-H i-H CO iH . CO (M C5 • CO CO • 1-H CO CD 1-H . C• 1^3 CD t- O ' ' ' CO CO E> O CO I— ( en. to ' ' ' CO o 'as to CO O ^ \ •: ■■ : i = ; to to S = ; : = 1 1 : IS (ra : : : : : : : N Parochial and Side, Parliamentary, Church of Scotland Free Church U. P. and other Presbyterians,... Episcopalian, Roman Catholic, ... Cndenom., etc., ... Total,... Ill14li| oT :^ : §3 : : : : : i p P 1- rt -H -o 54 i -^ - 2S ■" o o CM GO CD 05 O CO to ^ 4- 3 60 00 iC O O C<1 l>- c* •-' ; tH rH : o C« CO (M (35 '^ T— ( CM iO (M ■«*l T-l O CD H Ci) 1-1 50 (M lO Oi ^ tH ■^ to CO tr- rt4 t-l O t- •^ r-< L-^ CO rH CO -F" ■■ a . 13 CO ■=« sxqogjo-o^ : : : : : : . : ! : Z • I ! I I ^ 13 e s 00 2 '^^ snogjo-ojj : : : : : • : : : ; : 1 = 1 : 1 = 1 ; 1 ^ 13 pq ^1 Co • : 1 • : : : : '■ '■ = «inosjo-oN 1 • : : : : : : : : : : : : : : TS »r •J S-& oo- ; ; r : : i- : : • » ■=tt 1 BKoejo -OH : ; 1 • 1 : : I • : : : : : : 1 : ■s- • • oi 13 o [H g M ^o 1 00 : : : : : : : : : : : o o n o O . G a a i g o o CM o "iqasjo-oN : : : : : : : : : ; : : ; ; :- " 5 "co d o .a .2 13 o o o o F.C.Ed, and Lac Assooiat : -. ^ : : : : ■^ : : ■<-' T-H 1 t^ ■^ t- ^ ^ IM CO o CO o rH smog jp -Oil : : CO CO ■ "3 T3 o o o . o . o o =rt ' o o ' o o _ Efiqosjo -o^ : '"^ : '-' : i " : : ; 1 i CO r^ CM OO o o «o -^ O y-i O 130 CO •D >— ( "il ^ lO O O M t- OO '-' tH a i CO CO -^ Ol Tj< T^ O iC O TjH r-( O C30 CO CO l^- "^ CO rH CO 5 CO ■^ (M T^ T-. I> CO CO , Oi OD : rH :io CO smasjo -ONCa ■ ^ c^ : (M CO o OT eo : : : : : : : : : h-l si ot t Treas unc 1 &2 Cap. =rt »iitoejo-oK 1 ; ; i : : : : ; = = ■ i 1 ^ ; 1 : ■^ s "o -<:t< ^ " ■* i-^l ^«| Cs as (M (M =rt s CM d W CO CO SUPS JO -ON g : : I CO S : : : : ! : : 1 00 -no • ^, •o : n : S ■ d : 23 m M ■■■s OQ . u :• CO S :':5 m .. o ^ g^ al and entary of Scot urcb, and § 1=3^ 1 ns entary, of Scot and S ^'S P 5 "m yteri alian Cath m., e yteri alian Cath m, et o 3 a^Q . M o w a £ S oa S y-sof^ esb cop an eno ^4 oj rf.a S. • taoSD M^^ >-i f-i o o o Ct ;*< 65 1575 16 8 162""5 519 14 4 lis 4 170 18 4 CO 1617 12 11 98 1099 11 8 2062 .12 4 104"i3- 4 28 1057 10 CO CO 1242 3 4 168' 18 4 572 14 1 90" 10 78 10 ■ CO »o : : I : : : ; : I : = : : i 1 i : 1 , : : : : : { : : i : : i : = = 1 : : : : : : : : : : : : : : : : : :::::::: : : : : : i : I : : : = i i : : : I : : 1 : I : I : : : : : : : : : ; = ; = 1 : : : : 1 : i : 1 : : i i : i | ; 1 i : : : i : : : : • : : : : s : = ; i = i ; = i : : : : : : : 00 co : : : : : : : ^ « : o o o t-1 : : : : : : : 0- ' CD 10 = = ; = ■ • =^ : : : • : : !- - .... - • • era . . . . . : . (7Q OS CM : : : : : : : co | co 1 s = : i^ : 1 ; i : 2 o 1—1 CO 00 . . . ^ 1-1 - - [>■ 10 00 ' ■ ' C3^ CO g iH : : :- : i 1* t- : ■ : t^' ; " : : : : : OS : : : : CM : : : Oi : : : : OS ; _ : : CO : : : : : CO "0" CO CO : : CO r : : : . CO • • CD ■ : : : : . . CO . .... CD CO :':"': : : : : 1— ( rH r-1 00 CO 164 16 8 162"'5 336 2 6 1 13 4 160 18 4 o lO .-( (M 00 216 13 4 33611 8 488 5 104 13 4 28 107 10 CO i-H — < CO C^ 1-1 226 3 4 155"i8 4 382 8 5 90 10 30' 'io to : CO 00 : : ^ «3 CO t- ; CO : 00 : OS : o <^ o^ 05 CO CN to '*-<** Cf! CO CD CO CO -* c^ CO IS oo o S -t^ oo o o 0? ; • ; • : ; : : t-o : : : th iH -■^ T-H bo erf ■=« l-^ IM |m , , . • • i-l C3 • • ' o iC • • • . . T-l - t- T-H g o a'I'y ■W 05 1-H ,. oJ in < ^=^^ ■nog JO -Oil : : : '^ ^ :••:;::! • : : ■ T-H T-H 'A : : : ; : ; : : : siqoBjo-oij : : : ; : : : : : : : : ! 1 = = M -« ° o o o o ca 00 ^ 2 CD ^ 1—5 o o o o '>:t^ is fo r- o : : N : \o CO : oi : w ca -^ c^ CO 00 - oo =rt ■^ Tj* (M (TJ i-f stuagjo ■oh'^ : : CO '. ^-* CD CM '(DO T-H . T-H : i-i : CO CO CO -tJ ■^^ l^g-IESS : : : : : : : : : (M CO CO OS o t- o »0 lO CO IM w CD 261 202 330 310 O o 2 \ \ I ': ; i i i ^ : : : : : : : : o . 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VI - o ffmosjo-oji . : : -^ g P3 -^^-gl : : : : : : H =rt 1 S smaSJooK . : : : i« fl ■13 o T-l o P O* tS.s.s dO 6 OS . CD 03 1 ^11 fe ""^ =1* rH Biqogjo-OH 1 : : "30 : : : CO =sg1;so 'S : o : o Ch Scot Com. Lad AsE =1? § s Blips jn -Oil : : (^ (M OJ ,■ ■s ^ OD -t CO CO GO r-( CD ,_ 9 s w T-l : 1-1 l> CM lO 6" t! ^ O (M r-l CO 00 £5. Unas JO ■oh"' : "^ CO rl : CO m - *: T3 (2.) Lord of the Treasury under 1 & 2 Vic Cap. 87. ■« I '. '. : siqaSJOON ] : : : : %i 13 ■= ^ w O . . . o ^n lO lO =rt -* ; Tjf d. K BiqoBjo -ojiS : : ; : ^ ■'r^ . o C.-).^ 4 il fi 1 Designation Assisted Scho Parochial and Si Parliamentary, . Church of Scotia 1^ Episcopalian, . Roman Catholic^ Undenomination >^ izT El O O 1 63 BURGHS. Table showing the Proportion of the Yearly Value or Eental (according to the Valuation Eoll) to the Population as at the Census of 186 1^ in the Parliamentary and Eoyal Burghs of Scotland. N.B. — The yearly rental of each Burgi is . not specified in the Table, p. 45. The Calculations below are based on the Valuation as given in Oliver and Boyd's Ahnanacfor 1867 (the figures for which are supplied by the Town-Clerks of the respective Burghs), — such Valuation being, in most cases, applicable to the year 1866-7. BUEGH. Population in 1861. Yearly Value or Eental. ^>m Aberdeen, *Airdrie, *Ann*n , Anstruther, Easter, .. Anstruther, Wester, *Arbroath, *AyT, Banff, Bervie, Brechin, fBurntisland, Campbeltown Crail, Cromarty ,Cul!en CnlrosB *Cupar-Fife, Dingwall, , Dornoch Dumbarton , «Dumfries Dunbar Dundee Dgnfermline, Dysart, "Edinburgh, Elgin FalHrk, Forfar Forres ^ Fortrose, fGlasgow, Greenock, Haddington *Hamilton Inveraray, Inverkeithing, Inverness, 73,805 12,922 3,473 1,178 367 17,593 18,573 6,781 952 7,179 3,143 6,033 1,211 1,491 3,543 517 5,029 2,084 647 8,253 14,023 3,796 90,417 13,506 8,066 168,121 7,543 9,030 9,258 3,508 928 394,864 42,098 3,897 10,688 1,075 1,817 12,509 £179,072 20,024 8,620 3,951 1,521 48,081 47,809 9,937 1,852 11,271 10,688 15,022 3,000 1,906 2,993 1,257 13,386 5,704 651 25,599 33,043 10,287 313,942 30,634 13,113 1,003,793 20,925 22,862 18,197 7,796 6,590 1,808,430 181,158 12,696 26,450 3,130 2,894 40,603 £2-4 1-5 2-4 3-3 4-1 2-7 2-5 1-4 1-9 1-5 3-4 2-4 2-4 1-2 0-8 2-4 2-6 2-7 1-0 3-1 2-3 2-7 3-4 2-2 1-6 5-9 2-7 2-5 1-9 2-2 71 4-5 4-3 3-2 2-4 2-9 1-5 3-2 * Exclusive of Railways. -j- Including Railways and Canals. BUEQH. *Inveriirie, Irvine, Jedburgh, Kilmarnock, .... Kilrenny tKinghorn, tKintore, Kirkcaldy Kirkcudbright, . Kirkwall, Lanark, Lauder Leith, Linlithgow Lochmaben, Montrose, Musselburgh, .. Kairn, New Galloway, North Berwick, Oban, Paisley, f Peebles Perth Peterhead, Pittenweem Port-Glasgow, .. *Portobello, Queensferry Eenfrew, Rothesay, Eutherglen, St. Andrews Sanquhar Selkirk *Stirling Stranraer, Tain Whithorn Wick Wigtown Total,. Population in 1861. Yearly Value or Bental. 2,520 ,7,060 3,428 22,619 2,145 1,426 568 10,841 2,638 3,519 6,384 1,137 33,628 3,843 1,194 14,663 7,423 3,827 462 1,164 1,940 47,406 2,045 25,250 7,541 1,671 7,214 4,366 1,230 3,412 7,122 8,062 5,176 1,754 3,695 13,707 6,273 1,779 1,623 7,475 2,101 1,260,149 £6,832 13,854 9,652 46,490 3,500 3,695 1,930 31,396 6,094 6,247 9,306 2,223 192,922 , 6,633 1,927 37,700 18,296 7,428 823 4,701. 8,422 117,196 6,703 75,611 17,387 4,790 24,200 26,030 1,606 6,488 28,662 18,304 21,0^8 2,437 ' 10,626 43,672 13,062 4,066 2,787 4,461 6,273 £4,822,046 £2 '3 1-9 2-8 20 1-6 2-5 3-3 2-8 2-3 1-7 1-7 1-9 5-7 1-7 1-6 2-5 2-4 1-9 1-7 4-0 4-3 2-4 3-2 2-9 2-2 2-8 3-3 6-9 1-2 1-9 4-0 2-2 4.0 1-3 2-8 3-1 2-0 2-2 1-7 0-5 2-5 £3-8 * Exclusive of Eailways. t Including Eailways and Canals. 65 COUNTIES. Tabie showing the proportion of the Yearly Value or Rental (according to the Valuation Eoll), and of the Acreage, to the Population as at the Census of 1861, in the several Counties of Scotland. N.S, — The population and the yearly rental of each County stated below ex- clude those of the Burghs. The Calculations are based on the Valuation and Acreage, as given mOliver and JBoyd's Almanac for 1867 (the figures for which are suppled by the Sheriff-Clerks of the respective Counties), such Valuation being, in most cases, applicable to the year 1866-7 ; and on a Return from Mr. Dods, Assessor of Railway and Canal Property in Scotland. Aberdeen, Argyll, Ayr Banfij Berwick, Bute , Caithness Clackmannan Dnmbartou, Dumfries, lEdinbnrgh, Elgin, .". Fife Forfar, Haddington, Inverness, Kincardine Kinross Kirkcudbright, Lanark, Linlithgow, Nairn Orkney and Shetland, Peebles, Perth Renfrew, Ross and Cromarty, ... Roxburgh Selkirk Stirling, Sutherland, Wigtown, Total, Yearly Qtalto 11861. d.) goo Population (18 eluding Boy Parliamen Buigha Yearly Val Bental (excl Royal and P mentary Buj Proportion of Value or Be Population i (Per Hea ill 111 Proportion of to Population (Per Hea 137,135 ^£684,460 £4-9 1,260,625 9-1 70,676 357,432 5-0 2,083,126 29-4 150,719 891,942 5-9 650,166 4-3 48,891 184,021 3-7 439,219 8-9 35,476 343,609 9-6 309,375 8-7 9,209 42,133 4-5 109,375 11-8 33,636 103,841 30 455,708 13-5 21,450 92,992 4-3 29,744 1-3 43,781 266,685 6-0 189,844 4-3 55,434 501,110 81 722,813 13-0 60,459 494,823 8'1 254,300 4-2 31,644 177,764 5-6 340,000 10-7 99,194 667,361 6-7 322,031 3-2 65,415 524,569 8-0 668,750 8-6 28,777 284,814 9-8 185,937 6-4 76,379 237,348 31 2,723,601 35-6 33,514 219,892 6-5 252,260 7-5 7,977 58,581 7-3 49,531 6-2 89,395 299,552 7-6 610,734 15-5 199,646 1,264,273 6-3 631,719 31 33,572 212,847 6-3 64,376 1-9 6,238 29,350 4-7 137,500 22-0 60,546 , 78,193 1-2 988,873 16-3 9,363 128,004 13-6 226,488 24-1 107,733 850,701 7-8 1,814,063 16-8 77,431 421,643 5-4 160,000 1-9 75,124 210,991 2-8 2,016,375 26-8 50,691 399,325 7-8 460,938 90 6,754 73,005 lO-S 170,313 25-2 79,189 397,607 50 298,578 3-7 24,599 58,660 2-3 1,207,188 49-0 32,098 183,962 5-7 326,736 10-1 1,812,145 £10,741,490 £5-9 20,051,165 11-0 SUMMARY OF VALUATION. Royal and Parliamentary Bnrghs (as in separate Table), Counties (as above). Total VAtnATiON fok Scotlasi), £4,822,045 10,741,490 £15,563,535 LIST OF PARISHES or DISTEICTS in which the means of Education appear to be Deficient, as indicated in the ' Statistics relative to Schools in Scotland.' County. Parish or Registra- tion District. Nature of Deficiency. ABERDEEN ARGYLL Aberdonr . Alford . Cairuey Davlot EUon . . . Fraserburgh Gartly . . Logie Buchau Longslde . Loumay . . Methlic . . Mouquhltter Oyne . . . Pitsligo . Savoch . . Tough . . Ardchattau An Elementa/ry School needed in the District of Oladaw — Pop. 80. A strong wish to have a Boys' School erected in the village of Alford. The school at Windyraw is altogether insufS- cient for the attendance. It is five miles from the Parish School, and three miles from any other. A school for needlework and domestic economy much wanted. Much need of a school near Rannieston — Pop. c. 700; but in the milage of Ellon, education is impeded by too many schools. ' The district of Phingask and Pera/himeir is without 'school accommodation — Pop. c. 350. No school in the district of Dnmbulg and Tdl- lathrowie, which is from one and a-half to four miles distant from the nearest school — Pop. 249. No school on the south side of the river Ythan —Pop. 340. Another school required for a district with a Population of about 300 or 400. School accommodation inadequate in the dis- trict of Kininmonth — Pop. upwards of 1000. _ ■ ; Accommodation at TAj-oopmair insufficient. The Parish Minister states that the District of Oreeness and WaqglehiU is in want of an additional school — Pop. upwards of 250. [See Registrar's Remarks^ P. C. Minister is of opinion that a Female School is much needed in the village. Female School accommodation for Moseheariy insufficient. There are five Female Schools, but, with one exception, (Pittulie), they are wretched places. F. C. Minister is of opinion that a Soys' School is much needed in Sose- Accommodation insufficient in districts of QuU- q'uox (pop. u. 400) and Greenbrae (pop. c. 300). Parish Minister thinks that a Female School is much needed. Scattered population (consisting of farmers, ■foresters, and shepherds), far from any school. 67 County. Parish or Ee^stra tion Diatnot. Nature of Deficiency. ABGYIi— Confd Insular. Ardnamurclian— (1.) Ahabaole (2.) Aeisai» .. (3.) Sdnakt or , Steontian. Campbeltown .. Glenorcliy . Inveraray . EUcaImonell,etc. (2.) .KlLBERSr EUfinan EllmalUe Ellmodan Kilmore and Kil- bride. I.ocligoilliead,etc.. (1 .)LOOHGOILHEAD (2.) KiLMOEICH ... Morvem North Enapdale Saddell, etc. — (1.) Saddell BOWMOBE JUKA Eilchomau EUdalton EUfinicIien and Eilvlckeon. Eilninlan and Kilmore. POBTNAHAVES ••> Salen... Island of Shona, lias no school — Pop. 100. Glenuig School (No. 6) closed a considerable time ago, owing to the poverty of the people — 40 children ready for school. Scattered population, from four to fourteen miles from any school. No school in the district of GlenJmrich and Pollock — Pop. between 40 and 50. Rural district (pop. 300), without a school. {See F. 0. Minister's Kemarks.) No school at Blackmount—PoT^. 80. Side school at AucJmacarron diseontinved in 1863 —Pop. 70. District of Glenshirra seven miles from nearest school — Pop. 50. Parochial School closed since 1842. {See Note.) The district of Ardmamach and MeMaUoch, with a population of 117, has no school. An itinerating teacher would be useful in two outlying districts, thinly inhabited by shep- herds. Fourteen families are from three to eight miles from the Parish School. {See Note.) Oban very inadequately supplied with schools. The northern district of Kilmore has no school — Pop. 153. School needed in Glenooe. {See Note.) Several families of shepherds and fishermen, at too great a distance from existing schools. Two districts unprovided with the means of education ; but there is not a sufiicient num- ber of scholars to warrant the establishment of a school. A Parochial School was sup- pressed on the passing of the Burgh and Parochial Schools Act. Accommodation insufScient for the district of Ulva. Parish School inconveniently situated. District of LynboU has no school — Pop. 250. District of Ardlussay has no school — Pop. 72. District of Kennachrach has no school — Pop. 44. District of Tormisdale without a school — there are between 30 and 40 children in this dis- trict. , . , . About 30 children at Kintrore, which is six miles from the nearest school. District of Orihun has no school — Pop. 80. The nearest school is six miles distant. Island of Oometra is now without any school. It is fifteen miles from the Parish School, and thinly populated. A new Parliamentary School would tully meet the wants of the district, i District of Ardura has ho school— Pop. 71. 68 COUNTT. ASG7IL, Insular — Contd. AYR . BANFF BERWICK Parish or Eegistra- tion District. Tyree— (1.) Ttkee (2.) Coll . Ardrossan — (1.) Old Ae- BROaSAN (2.) NewAk- DROSSAH. A3fr.. Auchinleck Belth Dairy Dalrymple.. Galstou Klrkoswald Largs. Straiten., Aberlour Nature of Deficiency. Banff (Land- ward.) Boyndie Keith Mortlaoli .... Coldstream .., Ecclea Hillipol Parochial School, inconveniently situ- ated. Two districts where schools are much needed ; population 150 and 200 respectively. People very poor. (See Note.) The farmers in rural part of parish have often complained of want of school accommodation. The F. C. Minister's remarks, that " taken as a whole, this place is miserably deficient in respect of its present means of education." (See Note.) School accommodation of Wallacetown (pop. 5545) wretchedly bad and insufficient. (/See Note.) The Ministers of the Established Church add, that " there is no provision for the education of the middle class." There is a district at the east end of the parish where there is only an occasional teacher — Pop. under 20 persons. Schools disadvantageously situated. A district of hill country, containiug seven or eight farms, without the means of education. (See Note.) The Iferse Mining Company have a school, but no teacher at present. F. C. Minister thinks there is need for an addi- tional school in the town. F. C. Minister thinks a school is needed in the district of Maidenhead — Pop. 300. {See Note.) School accommodation veiv insufficient for the quoad sacra parish of Skdmorlie. There is only one school in the parish, and it is both inconveniently situated, and very small. Accommodation at second (or Patna) Parochial School quite inadequate. (_See Bev. Mr. M'Fadyen's Note.) No school at Oraigellaohie — population con- siderable. Accommodation at EdirmUlie school very bad — Pop. c. 750. A school required in the district of Ord — Pop. c. 500. Schools disadvantageonsly situated. Landward parts of Banff and Boyndie (pop. from 300 to 400) from two to three miles from any school. The school accommodation in the village of NewmiU is of the most miserable descrip- tion ; no better, indeed, than it was forty years ago. District of Kininme without a school — Pop. 300. Accommodation insufficient in Olen- rinnes — Pop. 500. U. P. Minister states that there is need of an- other school for lays, with moderate fees. {See Note.) School accommodation at LeitkoJm insufficient — Pop. nearly 700. 69 County. BUTE . CAITHNESS DUMBARTON DUUFBIES EDINBURGH ELGIN . . FIFE. Parish or Esgistra- tion District. Lochranza ... Canlsbay Halkirk Reay Kirkintilloch Dunscore Eskdalemulr Timdergarth.. Mld-Calder . Stow Nature of Deficiency. Aberuethy and Eincardiue. Bobarm . Dallas . DuTHIIi Edinklllle . Elnloss Rafford Abbotshall Collessle .. Cupar Dysart Eennoway.. Kingliorn .. School required at Pirnmill — Pop. c. 350. No school in the districts ot SlicHy and Schoolery. — Pop. c. 150. No school in the district of Strathmore — Pop. 108 ; nor in Bannerhirk — Pop. c. 300. Two districts in need of schools, viz., (1.) Brutster and Shurrery — Pop. c. 150 ; and (2.) Brawlbin—Fop. 155. See Eegistrar's Note, with reference to the school in the district of Badenheath. The Parochial School at Glenesslin (No. 3) in- conveniently situated. District of Black Mak, from four to six miles from Parish School ; ahout 10 children able to go to school. School accommodation insuificient. No school in the district of Oaueewayend (pop. 91), ahout six miles from the Parish School. The first three schools inconveniently situated. The Kegistrar urges the erection of an endowed School, to supersede the two Adventure Schools (Nos. 4 and 6) in the districts of Tid- loch and ffarJiK, which are taught only during winter and part of spring — Pop. 504. No Boys' School in the district of Forgie, six miles from the first Parochial School, Pop. 150. Two districts requiring an elementary School ; hut population so thin and scattered as to be unable to support a teacher. The accommodation in all of the existing schools quite insufficient. District of Halfdavoch {See School No. 5) has not sufficient school accommodation — Pop. 103. ,. , The village of Findhorn insufficiently supphed with school accommodation — Pop. 893. Schools inconveniently situated — three schools within a gunshot of each other. Looking to the population (between 800 and 900), at least one other school seems neoes- The Female Industrial department has hitherto been taught in a room in the teacher's house, as there was no separate class-room. The Parish Minister states that there is no school in the village of Oimar-Muir—Pov. 212 ; inhabitants poor ; a Side School would be a great convenience. {See his Note.) Some of the schools are not well situated; some are set up as rivals to others. The F. C. Minister states that the village of Kennoway and surrounding hamlets have insufficient school accommodation, {bee his Th.eUndward part of the parish has no school whatever-Pop. 905. The F. C. and U. P. 70 GOUNTT. FI¥E—Contd. FOBFAR HADDINGTON INVERNESS Parialx ,or> Eegistra- tion District. IisLrgo. Arbroath Carmylle Edzell., Forfar Kiugoldrum , Lethuott and Navar. Untrathen Locblee Tannadlce.. Prestonklrk .... WMttinghame . Bolesklue, etc.— (1.) BOLEBKIME Cromdale — (1.) CKomdale (2.) Inveballan Cro7 & Dalcross Glenelg — (2.) K.NOYDAKT KUmonivaig — (1.) Glenqaeky Nature of Deficiency. Kllmorack., Ministers state that, for twenty-one years-, there has been neither a Parochial nor Burgh School in Kinghoi-n. ^ ' There is only one school in the northern dis- trict of the parish (the population of which is nearly 500), and it is both too small and inconveniently situated. Two • additional schools required, viz., in the Fergus Squa/re and Ladyhan districts. {See Kegistrar 8 Remarks upon the large number of Adventure Schools, etc.) The Eey. Mr. Dunn (E. C. C.) states that the school accommodation for the Catholics is in- sufficient. Diitymoss, with a population of 300, is without a school. The existing schools are placed too ' near each other. A new school is required for the district in which No. 4 (Bridge-End of Dalschamphy) is situated — Pop. c. 250. The school is at present held in a hovel. Registrar says it would be desirable to have another school within the burgh. The district of Pearsie has no school accom- modation — Pop. 87. Westwater School {attendance fourteen) is only taught in winter. It is five miles from the ■ Parish School— Pop. 40. No school in the district of Slackwceter — Pop. c. lOO; f^eeNote.) No School in the upper district of the parish — Pop. 59. {See the Notes of the Registrar and the Episcopal Clergyman.) See P. C. Minister's Note with reference to Burnside Side School (No. 2). Forty-three of a population, in a small corner of the parish, are three and a half miles from Parish School. From 50 to 60 of a population, in the Lammer- moor district of the ' parish, are from three to six miles from any school. • T Twenty fa,milies ; the nearest four miles from any sbhool. A district with a population of 500, insufficiently accommodated. " Orannichan School " (No. 5) insufficient for district ; only open for four months in each yiear. Several districts of parish in need of schools. District of Loch Hournside in need of a school j about 'eighteen families in district. Scattered population of fifteen families, all ill off for schooling. Dilitript of Aigaa — ^pop. 300-^urgently requires ' a school. 71 CODNTY. Parish or Eegistra- tiou District. INVERNESS— Cowtd. Insular. KINCARDINE Eiltarllty . KINROSS KIRKCUDBRIGHT Moy and Dala- Tossle. Duiriulsli Harris Kilmnir — (2.) STENaCHOLL Portree — (l.)PORTOREE ... (2.) Haas AY ... Sleat Small Isles SoDTH Snizort . South Ulst— (1.) Benbeoula Bancliory-Deven- ick— (2.) POBTLETHEN Banolioiy-Teman Fetteroalm .... Fetteresso — (2.) COOKKEY . Nature of DefioienoT. School aocommodatfon insufficient for the wants of the district. Two districts, with about twenty children in each, in want of schools. One good school needed to replace the two dilapidated schools at Boag and Harlosh — Pop. 707, generally poor. The district of Borve — pop. 150 — has no school. F. C. School inconveniently situated. One district, three miles from Parish School, has no school — Pop. 150. Other two schools, dilapidated and insufficient. District of Kyle-Sona — pop. c. 100 — has no ■school, and no road to nearest school, four miles distant. District of Aird — pop. 500 — has no school. The Islands of Muck, Kum, and Canna^ — pop. 50, 50, and 120 respectively — have no schools. Thirty-nine families in the district of Treas- land and Olachamis without school accom- modation. Permanent school needed on east coast of the Island, to supersede the occasional services of a private teacher engaged by the people. Nigg Fossoway and TulUDole. Orwell Carsphaixu Crossmichael .. Dairy Kells The schools of JDownies and Findon are very deficient in accommodation. Registrar and Parish Minister state that the northern district of the parish — pop. 360 — has no school. The F. C. Minister states that it has a school, and does not require another, there being, in addition, a school at each extremity in other parishes. A population of about 120 has no school. Sufficient number of schools, but inconveniently situated. The village of Torry — pop. 600— and two miles from Parish School — has no school. School at Cove unsuitably situated. A district, containing the village of PowmiU — pop. c. 300 — has no school. Nearest schools three miles distant. Accommodation inadequate; partially _ sup- plied by convenient schools in other parishes. Fourteen families at Wbodhead Lead Mine, four miles from Parish School, have no school. Accommodation insufficient, (^ee Registrar's Note.) Schools disadvantageously situated for popula- tion. Scattered population, in need of schoohng ; hut no district that would support a teacher, or warrant the erection of a school. 72 County. Parish or Eegiatra- tiou District. LANARK LINLITHGOW . NAIRN . . . ORKNEY . . Avondale Barony — Speinqbubn Shettleston ill) BothweU — (2.) HOLYTOWN Caxmunnoc]:.. Camwatli ... Nature of Deficiency. Carstairs .. Ckawfoed., Dalserf — (1.) Lakkhall Dalzlel .. Dunsjrre Govan — (2.) Paktick .. New Monkland (Landward.) Bathgate Cawdor . Eday & Phabay Kirkwall Bousay and EgU- say. St. Andrews Sanday Sandwick South Ronald shay and Burray Stromness Eastera district of parish— pop. 500 to 600— has no school. Too many schools close to Parish School. School buildings generally very deficient. One school at Hogganfidd, utterly insufiScient in accommodation. Holytown Bridge and Milnwood OoUiery — ^pop. 400 — has no school. Village oi Bvsby inadequately supplied. School needed at Haywood — pop. 350 ; nearest school — a Priv. Adv. — is l| miles distant. Sixteen families in northern part of parish have no school. Scattered population of 84, eight miles and up- wards from Parish School. Very inadequately supplied with schools. (See Eegistrar s Note.) Larger schoolhouses wanted. A population of 38 — fifteen being children — are four miles from Parish School. According to population, should have more schools. Three districts in need of schools, or better accommodation. Two additional schools required ; one to accom- modate Polkemmet Eow — ^pop. c. 200 — where there is only a Priv. Adv. School (held in a kitchen), and the other to accommodate Hardhill and Bathville Rows — ^pop. c. 300 — where there is no school. Seven families beyond the reach of existing schools. Insufficient school accommodation at present, but a new General Assembly School is in course of erection. A district on the border of the parish — pop. 200 to 300— in need of an Elementary School. The Island of Weir — pop. 70 — has only four months' tuition annually, by a "mere youth." A permanent school required, instead of two temporary Priv. Adv. Schools. Too many small schools in undue proximity to the larger schools. F. C. Minister states that a district on the border of the parish — pop. c. 200 — is in need of a school. A scattered population inadequately supplied. Accommodation of Parish School insufficient for attendance. The Island of Swonay — ^pop. 46 — has no school. One school closed m consequence of poverty of inhabitants, owing to bad herring fishing. Schoolhouses generally wretched. From damp and want of ventilation, the teacher of the Society School has, it is feared, been rendered an invalid for life. 73 ConHTT. Farisli or BegiBtra- tion Distnct. ORKNEY— Cbnta!. SHETLAND PEEBLES PERTH Walls, etc. — (1.) Walls ... (2.) Flotta ... BresBa7, etc. (2.) Bdkra and QnAKFP ... Nature of Deficiency, Delting Dunrossness, etc, (1.) DUNKOSSNESS (2.) Sand WICK AND CnNHINaSBDESH (3.) Faik Isle Petlar, etc. — (1.) Fetlae . (2.) NoKTH Yell Mid and Yell. Nestiko . South NoTtluuavliie .. Sandsting and Althstlng. TlHSWALL Unst General want of school accommodation in the district. School premises past repair. School indispensably necessary for Quarff, where the Parish Minister has, for some years, given instruction to all who are able to attend. Great need of additional accommodation. District of Bigtonr—-po'p. from 800 to 1000— has no school ; five miles from the nearest school. Two districts — ^pop. c. 400 each — in need of schools. There are two Adventure Schools in one of these districts, but they are only open for four months in the year. No school for more than a year — pop. 300 ; fifty children ready to attend. The poverty of the people makes it impossible for them to support a school without assistance. Another school required, to accommodate a district with a population of 253. About thirty-five children not at school. Two districts without schools — pop. about 70 each ; four miles from any school, and no roads. Great want of additional and better school ac- commodation. District of South Nesting— ^o^. 500— has no school. General want of schools. General want of schools. Walls, etc- f2.) Sandsess 3.) Papa Stotie Eddlestone .. Innerleithen., Traquair Bendochy , Crieff Logleralt .... MonzleTalrd . General want of schools. One district, where there is at present an Ad- venture School, is in need of an efficient school. Sewing School for Girls needed. Sewing School for Girls needed. One district — pop. 140 — with no school within three miles. Parochial School accommodation quite inade- quate. School so overcrowded as to be in- jurious to health. Oairdirona and Xaflaie— pop. c. 200— have no school within three miles. Parish School inconveniently situated. Three districts— pop. 20, 17, and 96— distant from two to four miles from any school. A population of 35, in the district of Dwiteavr- lach, has no school accommodation. About twenty children without a school, the nearest schools being cut off by an interven- ing river. Three houses beyond the range of schools. 74 COUHTT. FStLIK—Oonid. RENFREW . . ROSS AND CRO- MARTY Insular. Parish pr Eegietra- tibn District. Nature of Defidency* Tenandkt.. Johnstone., Alness Applecboss Contln Edderton Fodderty Galrlocli — (1.) Northern DistKict. (2.) sobtheen DlSTKICT. GlensUel Elltearn... Kincardine Elntail Enockbain Locbalsh .. District of Borenich — pop. 40 — has no school. School at Glen of FincasUe too small for population. Decided want of proper schools and means of education. Two districts, South and Otenglass — pop. 250 and 130 respectively — without schools. Two districts — -pop. of each from 150 to 200 — eight' and five miles from the nearest school- Two districts — ^pop. c. 100 and 120 — nine and ten miles respectively from the nearest school. -Peani ' district, about five miles from nearest school. About twenty children. A population of 200 without a school. aboiit 500 — without and Oove — pop. 380 -in need of school ac- Lochbroom — (1.) LOCHBEOOM (2.) COI&ACH . Nigg Tain Tarbat UrcLUhart and Logle-Wester Barvas ..... Caklowat.. Stornoway Dig Three ■ districts — pop. schools.' Two districts, 'Melvaif, and 170 respectively oommodation. Eight families without school accommodation. Two districts, Mountgerald and Glare — with a pop. of 450 and 300 respectively — have no school accommodation. StratJicarron — pop. 20,0 to 300 — ^requires a school. New school buildings much needed at AcJinaJuinet and Oylde. At the latter place "a boy is at present engaged teaching." Glenelohaig — pop. 120 — has no school. Some schools might be differently looaied. A population of 80 in need of school accommo- dation. The miserable accommodation at Strathoshaig School is very prejudicial to the interests of education. One teacher had his health permanently injured, and the one last appointed declined ' to stay from the same cause. The School is consequently vacant. Several districts in need of schools. {See Eegistrar's Note.) The island of Tanera — ^pop. 98 — ^has no school. Fishing village of Shanmmsk — pop. 171— has no school. Nearest school two and a half miles distant, but none of the children attend it. ! Twb districts insufficiently accommodated. {See Eegistrar's Note.) Schools inconveniently situated. Schools inconveniently situated. Existing schools sufficient in number,' hut " utterly wretched in- accommodation. The accommodation in the schools of Tolsta and Shawibost is miserably insufficient. The accommodation in several of the schools is very insufficient. Two districts, Lochrouy and EarsTiader — Pop. 277 and 75 — ^liave never had the benefit of an English school. 75 County. Pariah or Eegistra- tion DistnCt. Nature of Deficiency. ROXBURGH . SELKIRK . . STIRLING . . SUTHERLAND WIGTOWN . . Ancrum A population of 60, three miles from any school. A district school required at Cesaford. Average attendance at an Adventure School, formerly taught there, about 38. Three cottages on the fai-m of Dodburn, four miles from the nearest school. Four dwellings, four mEes from a school. Allan Water district, enclosed by >■ range of hills — Pop. 63 — is from four to six miles from Parish School. Accommodation of Parish School " extremely deficient." Schools sufficient in number, but defective in accommodation. Oamelon Village School, almost ruinous, and utterly inadequate. The district of Unapool — Pop. 74 — is nine miles from any school. District of Coriuie and Rlmbrech has insuffi- cient school accommodation — Pop. c. 200 — four miles from nearest schools, and no roads. The inhabitants are only able to support an inferior teacher for a few months in winter. Two districts — Pop. 151 and 98 respectively — are insufficiently supplied. A scattered population in Strathnaver, about 200 in number, has no school accommodation. A population of 200, spread over nearly 300 square miles, has no school accommodation. Several shepherds and gamekeepers beyond the reach of schools. No school at LamgweU — Pop. 80. (At a con- siderable distance from the other schools in the parish.) Schools too near each other. Accommodation of Parish School | inadequate. A good school also needed to supply the place of the Adventure Schools, where the teaching is inefficient and fluctuating. A mooriand district, with a scattered population of 66, is five miles from the nearest school. Eckford Soutlidean Teylotland Galashiels Falkirk ABsynt — (1.) Kjrktos. Criecli— (1.) BONAK ... Farr^- (1.) KiKKTON... Kildonan Lairg Rogart Klrkcolm 76 LIST OF PAEISHES in which there appears to be a Surplus of Schools. CODNTT. Parish or Registra- tion District. ABEKDEEN . CAITHNESS . DUMBARTON . EDINBUK6H . ORKNEY . . SUTHERLAND Cluny Ellon Too many schools, and these inconveniently situated. See Note, p. 66, supra. If properly placed, the two Parish Schools and a Side School would meet the wants of both parishes (i.e., Leochel and Cnshnie, now united). At present there are six schools. A superabundance of schools. In some parts of the parish there are too many schools for the population. Two schools too many for the wants of the parish. It has been the Registrar's conviction for ten years past that this parish is over-schooled. (See his remarks upon the religious difficulty.) See Note, p. 72, supra. Too many schools. The number of schools exceeds the require- ments of the district.' Leochel-Cuslinle BonhUl Cumbernauld ... Newbattle Saitoat Dornoch 77 bO I DD •n d tJ cj JX ■o o 60 a >• u 03 o rt o C3 ^ w •t^ 03 IQ JS -?. ,S3 ti ^ i i S 1 O 1 □ CO o CQ i. «^ CO •|i gS i ■a ■* '14 i a i a M ■ ll ... 6 Schs. unaided. Free Ch. Soh. 1 m. from Par. Sch. a ED s 1 •3 a a CQ jq u 02 -§ 02 1 g 1 GO a HtN i-H 1 ■3 CQ 1 a a -s J^ Q fH '3 OS 02 m 1 EH 1 ~i 03 fi ■1 1 1-i 1 J 8 < < 78 ■ d .3 ^ J g . -f . Sch. 2 ms. from Par. Soh. The owed Soh. are close to the Par. Sch. w 1 1 S -1 02 -i 02 1 I CQ a a 1 1 4 § cq 4 1 .1 ^, Ph o § . li CO PL, d 1 •5 c a t £ 1 T EC E ■ 02 a 1 ■ cr t- a p. 1 p c p i i i . 1 J ' i ^ CO i s 3 CO ? 4 ^ 02 02 d 1 ^1 1 ^ : ^ c S a © = O 13^ -gl ^.S -i t: • 1 ■is a 202 •73 la :i CO 'T3 1 '5 •g m o o 02 D2 OH 1 a Jzi , CO -<:t< * Szi tN -# !zi (N !zi . CO O , i-l (N C^ • < ■ • • CO o~ * CO -^ ■* i : tH rH tH : fa c ^ ; -2. -Hrt . . , . ^ • • • d , g M • ' • < *i . , tH . , ^ t ^ • CO • A . 1-1 . , . . 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Oi to CO CO tM o 1 '• * i : r-( • * Tti : "■ ■* o . . rH 01 ':ca ; ■* CO ^ f£> • cyi CO 00 1 CO 1 Tl l-( r-l rl iH : r^ rH T-H '■ rt — ! ' tj B o t>> 1 1 : |: 1 2 s 'a ■a k1 ^ 1 1 g 1 to ' ^ i ^ ^ 1 § ^EH 1 g i 0^ O Ph s Ph. Ph — li 80 DQ i s ■i d 1 § ■i m -3 1 a 1 1 •3 ta -S CQ CQ a CD a OQ .§02 ■3 t ^2 cc-o o CQ 1 1 s •s CQ d •1 a tn 1 CO 5 Schs. unaided. Soo. for Prop. Sch. 80 yds. from Par. Sch. ; F. C. Sch. ^ of a m. from Par. Sch.; E. C. Soh. 3 ms. ; and Embo Sch. 1\ ms. from Par. Sch. 1 a .-3 3 1 Sch. unaided. * This Sch. and P. 0. Soh. are 2 ms. from Par. Sch. t This Sch. is 4J ms. from Par. Sch. o d ■i CQ Ph 1 a C8 =°^ 1! "! a OOQ |2; CO 1 13 a' 03 •3 CQ d 1^ II -Si 1-) Eh 1 1 o u 1 CQ d -a p •3 = l-s COM i a g ■4 3 : oo ; •: • : ■* «> r-l 1 I CQ : : : : tH .£3 iH .^ ^ : : 'o O .3 O I : : : : 1 I i 1 : i i ; ; : : ■ ; : l" 00 (M 1 00 lO CO 03 [> CO ^ CO CO d - I *H ^ -■a - -I 1-H »H I-l ? : : g3 I CO CO CO tH : !52 ^ ; : d 1 1 -< : « -1- T-l : : ^ CM »C3 CO CO to CO CO CO 1 g - rH r-t rH t-i rH TH - I iH W OS 1 1 a J c ■> c a £ P 1 ] c 1 J _« 1 Ph p: 1 \ 1 1 CQ 81 Ifel Cll « r/j ^ 9 r"? r4 H g Izi K ^ "A "■a 11" •Sit,!" a ^ a ^ t p A. O cflM i'SliS Ph'O mm Ml ■M s .3 .S f I £ «| °-S St-* Q U O bC 3-s> •rEE^ « o ^ Gt2 ® ^ '.-sill >itJ O C B II 12 1 ^•a- " 5 rt ^ ^ SO"!, (JS"»- 5 .S o S S S'S 2 3 .So «-•§* 82 ii. circulak accompanying the schedule. Education Commission, 51 Queen Street, Edinburoh, Novemher 1864. Sir, — I am directed by the Commissioners appointed by Her Majesty to inquire into the state of Education in Scotland to transmit to you the enclosed Schedule. You will be good enough to ascertain how many Schools are situated in your district, by personally visiting them ; and you will fill up the various columns of each Schedule on the occasion of such visit, and sign it with your name. Where there is a registration district distinct from the parish, you will limit your return to such district, and mention the fact in your Report. You will call upon the Minister of the denomination most nearly connected with each school, and request him to examine the Schedule. If he agrees with the statements contained in the Schedule, you will request him to sign it. If, on the other hand, he objects to the statements, you vpill request him to fill up and transmit to the Commissioners in Edinburgh the duplicate Schedule in his hands. As soon as the Schedules signed by you have been transmitted to me in a complete state, you will be entitled to remuneration according to the following scale, viz. : — If you have personally visited 5 Schools, or less than 6, you will be entitled to the sum of 5s. If the Schools are 6, or less than 10, which you have personally visited, 10s. If the Schools are more than 10 which you have personally visited, 15s. Besides these sums, 6d. a mile will be allowed for travelling (wherever travelling is necessary), in addition to the money actually expended for postage. You will be good enough to return this Schedule complete within three weeks after this receipt. I have the concurrence of the Registrar-General for making this request. — I am. Sir, your obedient Servant, Patrick Cumin, Secretary. III. — Circular accompanying the Schedule. Education Commission, 51 Queen Street, Edinburgh, November 1864. Rev. Sir, — Referring to the enclosed Circular, I have the honoui: to transmit the Schedule to which it refers, and to express the hope of the Royal Com- missioners that you will give your assistance in having it correctly completed. — I am, Rev. Sir, your obedient Servant, Patrick Cumin, Secretary. Instructions to the Assistant-Commissioners. Education Commission, 51 Queen Street, Edinburgh, Februwry 1865, SiK,-^The Commissioners appointed by Her Majesty to inquire into the Schools in Scotland having appointed you to be an Assistant-Commissioner in that in- quiry, direct me to recommend the following instructions to your attentive con- sideration. It is right to mention that the duties assigned to the Commissioners are to inquire into the Schools in Scotland ; and in particular — (1.) Parochial Schools ; (2.) Burgh Schools ; (3.) Schools receiving Grants from Funds Voted by Parlia- ment ; (i.) Middle Class Schools and others not being Adventure Schools, and not receiving Grants from Funds voted by Parliament; (5.) Normal and Train- ing Schools ; (6.) Adventure Schools, in so far as the Commissioners may consider _ material, and to report generally in regard to the same ; and, in particular, to report as to whether the Funds voted by Parliament are applied in Scotland in the way most beneficial for the interests of the people, and to make any sugges- Schook ""Tf!^ '^' W"<='^«'»i thereof, or in regard to the state of the said calculat'edTo i,^?. "^'fge^^nt. and emoluments thereof which may appear calculated to improve the education of the people in Scotland. surve7nfX Ti ^l?"*^ necessary to attempt to discharge these functions by a fnr thl^ }^ °{ Scotland, and the Assistant-Commissioners are appointed tor the purpose of makmg inquiries in selected districts. n„P<=?;'in=nf rV-^'f^''^'!'^* y"^ '^"'y i^ '=<'°fi"ed to the investigation of the StT fS •'n"' '"*° ^^"^'^ y"" ^'■^ directed to inquire, and you will report the resurt to the Commissioners, with fulness and accuracy, and without regard to its ,t tr^£'// "^ '"PP???d, upon any of the questions relating to Education which at present occupy pubhc attention. frn^ fv!,?r* v^^r '""l^y ^^ extensive, it will be your duty to collect evidence i^?^i;!ITl ^^ ^ 'i"^?^' mcludmg the clergy of the various denominations, Stf^ vw ^"^^ and schoolmasters, working men and women, and the parents of the children who attend the various Schools of the district. You have no power to compel persons to answer your inquiries, and you must be careful m all cases to assure those with whom you communicate that the Commissioners will scrupulously respect all private interests. Ihe Commissioners have ahready obtained through the Registrars a consider- *?. "S?"? of information, and the Circulars which will be supplied to you wiU, when filled up under your direction, in great measure complete the information required with respect to the Schools in Scotland. But it is considered necessary, by the exammation of a certain number of Schools, to check these returns, and to test the quality of the education which they supply. 1. You will distribute certain Circulars to the various Schools, and you will transmit them, when filled up, to the Commissioners. The Circulars sufficiently explain themselves. 2. You will be supplied with a Statement (calculated from" the census of 1861) of the estimated number of children between (he ages of 3 and 16 living in the district. You will ascertain the number of Schools in it, and the amount of accommodation which they afi'ord ; the number of Scholars in attendance at the time of the inquiry, their ages, and the average period of their attendance. These data will enable you to determine the number of children within the district for whom no means of education are provided, or whose parents are unwilling to avail themselves of such means as already exist. 3. If it should appear that any considerable number of children do not attend any School, you will endeavour to ascertain the cause of this state of things. Is it because the number of Schools is inadequate ; or because the Schools are so situated as not to be within reach of those who need them ? Or is it because the parents consider the teachers incompetent, or because they difier in religious belief from the conductors of the Schools within their reach, or because a particular course of religious instruction is enforced, or because tliey cannot afibrd to pay the School- fees demanded, or to forego wages earned, or the services rendered by their children? In illustration of this subject, you will inform yourself as to the age at which the labour of children becomes a source of profit in the district. You will inquire whether it often happens that girls are kept at home for the discharge of domestic duties in consequence of the mothers being employed elsewhere in daily labour. You will also inquire into the efficiency of any Infant School in the district, and ascertain whether the supply of such Schools is deficient. You will inquire whether the average period of the attendance of children is longer, and whether the number of children is larger, at good Schools than at inferior Schools ; and you will also, as opportunity may ofier, pay attention- to the working of what is called the half-time system of education. It will also be of importance to ascertain how social and economical changes influence the demand for education on the part of the parents. If large works, involving a demand for intelligent labour, have been established in the neighbour- hood, it will be right to ascertain whether that circumstance has impressed upon the parents the value of education, and increased the attendance at School. If there is a great demand for children's labour, does the attendance at School fall oif ? If the demand diminishes, does the attendance increase ? or is it the fact that when wages are high, the children are kept at School ; and that when they are low, the children are removed ? It is also desirable to inquire whether the 84 poor show a jealousy of, or a preference for, any particular system ; whether Parochial, Non-Parochial, or Adventure Schools are the most popular ; whether, cceteris paribus, a School under Inspection, or in connexion with a religious denomination, is, as such, more or less popular than others which are not so ; or whether it is a matter of indifference to parents how Schools are managed, so long as they afford an education which suits them. Various schemes have been propounded for the purpose of increasing the attendance of children at School. A discussion upon these schemes wUl be found in the Report of the Commissioners appointed to inquire into the state of popular education in England (vol. i. p. 192). Your attention is directed to this discussion, and particularly to that part which discusses the practicability of establishing what are called Education Tests. 4. You will ascertain whether new Schools have been built in rich districts, whilst poor districts have remained destitute of the means of Education. It is stated that the funds voted by Parliament for the purposes of Education are often applied to the establishment or support of Schools which are not required, or which would not have been required if pre-existing Schools had been equally applicable to all classes. You will inquire into the truth of these statements, and report the result to the Commissioners. 5. If there are any Factories, Print-works, or Mines, you will inquire into the mode in which the education of children employed in such works is supplied. If there are any Ragged Schools within the district which supply gratuitous education, food, or clothing, you will ascertain the class of children admitted into such Schools, the means adopted for excluding those who have no claim to such exceptional privileges, and how far such means have proved practically successftd. Your attention should be directed to the case of children receiving parish relief. You will ascertain where they are educated, and whether proper care is bestowed upon their education. 6. In the case of districts which are not urban, you will visit a sufficient number of the Schools, including the Adventure Schools, to supply the Commis- sioners with the means of judging of their efficiency. And it is especially impor- tant to ascertain the condition of the children in Schools aided, or inspected although not aided, as compared with those attending Schools neither inspected nor aided by Parliament. In conducting your examinations, you will direct particular attention to the elementary branches of Reading, Writing, and Arith- metic, so as to enable the Commissioners to form a correct opinion whether the elementary branches are efficiently taught, or are neglected by the Schoolmasters. It is said that of late years the study of the Classics in Parish Schools has diminished. It is important to ascertain how far this statement is correct ; whether the Schoolmasters are capable of teaching Latin and Greek ; and whether these branches are generally taught. You w3l also ascertain what books are in most general use for lessons in reading ; what subjects are selected for oral lessons by Teachers ; whether they are mainly chosen with a view to practical utility. You should also inquire how far the cultivation of taste is made an object of education ; whether Singing, Music, and Drawing are taught to any extent. The Commissioners desire to ascertain what is in practice the difference, if any, between the course of religious instruction pursued by the different religious denominations : whether or not parents of one religious denomination send their children to Schools in connexion with other denominations : whether any special provisions are made by the parents in such cases, and whether, in practice, such provisions are enforced. You will also attempt to ascertain which parts, or what description of education, the parents value the most, as directly improving the practical capacity or pro- spects of their children ; and if they approve of, or object to, industrial training. 7. You will observe the general plan of the School Buildings, and their con- dition as to accommodation, ventilation, repair, etc. ; you will also observe the desks, seats, and other apparatus of the Schoolroom. It is alleged that the law regarding the repair of Parish Schools is defective ; you will inquire into the truth of this assertion, and report to the Commissioners any cases in which diffi- culties on this subject have occurred. 8. You will ascertain, if possible, the operation of the system of School Pees. Your attention has already been directed to the question. Whether the poorest classes are excluded from the Schools by the amount of the fees demanded ? You 85 will also ascertain whether gratuitous Education is furnished in any of the Schools withm the district, and state the effect of this system on Masters, Parents, and Scholars. In the case of Endowed Schools, you will ascertain the amount of such endow- ment, and how it is expended. With respect to those Schools which enjoy the benefat of aid from the Trustees of the Dick, Ferguson, Milne, or other Bequest, you will endeavour to ascertain the effect of such assistance. 9. You will inquire into the general condition of Schoolmasters and School- mistresses in the district ; what has been their education ; whether they hold Certificates from Training Colleges, or other bodies which grant certificates ; and whether the Masters have attended the Universities. You will also inquire what other occupation, if any. Schoolmasters and Schoolmistresses followed before they adopted the profession of teaching ; and whether at present they follow any other occupation. You will also endeavoiu- to ascertain whether those Masters who have been educated at Normal Schools are superior to those educated at the Universities, or under another system ; and whether they are disposed to devote too much time to the higher branches, and to neglect the elementary branches of Reading, Writing, and Arithmetic, or vice versa. It is also desirable that you should ascertain whether it is preferable to employ assistants or pupil-teachers ; and whether there is any diflSculty now in obtaining pupil-teachers. You will direct attention to the supply of, and demand for, Schoolmistresses. It is stated that in remote districts, where the population is much scattered, and the children can be collected with difficulty, a Schoolmistress might supply the place of a Schoolmaster, and at a much smaller salary. Attempts have been made in such districts to provide .education for the people by means of itinerant teachers, or by young students who spend a few months in teaching, and the rest pf the year at the University. You will inquire into the success which has attended these eflTorts. You wiU pay attention to the manner in which Schoolmasters are elected — whether the electors exercise their privilege with a pure regard to the interest of the Parish ; whether they leave their duties practically to the Minister ; and whether the Heritors and Minister contrast favourably or unfavourably with other Boards of Electors. You will also direct your attention to the tenure of the Office of Parish Schoolmaster. It is asserted that the difficulties in the way of dismissing inefficient Masters are great, and that further legislative provision is required for the purpose. You will carefully note any cases in which such difficulties have occurred, and report them to the Commissioners. In connexion with this part of the subject, your attention is directed to the Acts of Parliament which have been lately passed on this subject. In the Parochial Schools, the Schoolmaster is under the superintendence of the Heritors, the Minister, and of the Presbytery. It is important to ascertain the extent of the superintendence to which the Schoolmaster is subject, and the mode in which it is practically exercised. As to Non-Parochial Schools, you will endeavour to ascertain the tenure upon which the Masters hold their offices, the manner in which the Managers exercise theu: powers of election and superintendence, and the effect which the exercise of such powers has upon the efficiency of such Schools. You will also ascertam whether the Managers are disposed to interfere unduly with the Schoolmaster ; and whether in this repect the position of the Parochial Schoolmaster is preferable to that of other Masters. 10. The Assistant-Commissioners must be careful in collecting and sifting the evidence before attempting to form any general conclusion. Shoidd they find it impossible to obtain satisfactory evidence upon any point, they must report it to the Commissioners. . You will put yourself in communication with the other Assistant-Commis- sioners engaged m this inquiry, and with those of Her Majesty's Inspectors who may be employed within the districts. It will be your duty to bring together the separate experience which each of those officers can supply. In conclusion, the Commissioners wish you to understand that these instructions are intended to guide, not to limit, your inquiries ; and they wiU be glad to learn from you any facts which may tend to elucidate the subject which Her Majesty has directed them to investigate.— By order of the Commissioners, ■* "^ Patrick Cdmin, Secretary. 86 Instructions to the American Assistant-Commissioner. April 4, 1865. Sir, — It has been considered advisable by the Commissioners appointed by Her Majesty to inquire into the education given in schools not comprised within the scope of Her Majesty's recent Commissions on the state of popular education and on certain public schools, and by the Commissioners appointed by Her Majesty to inquire into the Schools in Scotland, that an investigation should be made into the system of education which prevails in the United States of America and in Canada. The Commissioners having appointed you to conduct this inquiry, we are directed to give you the following instructions : — 1. You will ascertain to what extent schools are provided for the people by laws passed for that purpose, and to what extent the means of education are left to be supplied by the voluntary efforts of individuals. You will inquire whether parents are under any legal obligation to have their children educated ; if so, whether those who neglect this obligation are subject to any penalty 5 and whether the result is the prevention or diminution of juvenile delinquency. You ■will state not only the provisions of the law on these subjects, but also the manner in which it is enforced, and the extent to which it is practically operative. 2. You will inform yourself of the manner in which .the schools are supported, whether by any funds in the nature of endowment, or appropriation by the State or central Government, or by local taxation, or by subscription, or by School fees. If there are any funds appropriated by the State, you will ascertain 1 the source from which they are derived, whether from the sale or allotment of State lands, or from general taxation, or from any other source ; their amount, and the principle of their distribution among the various local bodies. If they arise, from special or local taxation, you will ascertain the principle and manner of its assessment, and its amount relatively both to the income of the ratepayer and to the other taxation of the country. And in all cases you will ascertain the average cost of the education of a scholar, and particularly its full cost to the parents. 3. With respect to the administration of the Schools, you will inquire into the relations which exist between the State or central Government and the local Government ; into the constitution of the local governing bodies ; into the rela^ tions between them and the teachers, and of the teachers among themselves and with their scholars ; into the extent to which mistresses are employed in schools for either or for both sexes ; into the character and frequency of any inspection or control by the governors ; into the qualifications, duties, and salaries of the teachers, the tenure of their oiEce, and the character and repute of their profession. 4. Theinternal organization mustdepend greatly on the mutual relations between different schools or classes of schools, how far they compete with or supplement one another, upon the ages and numbers of the pupils, and the degree in which both sexes and different ranks of life are associated in the same school. And here, the character of the lessons and exercises ; the way in which they are prepared, whether with or without assistance ; the method of teaching, whether conducted in large or small classes or by individual instruction ; the books and apparatus used ; the seasons and hours of school work, with their distribution among the different subjects of instruction ; the length of vacations ; the amusements and social life of the pupils ; the size and arrangements of the school buildings and playgrounds ; the supervision exercised over day scholars out of school hours, and the propor- tion of boarding schools to day schools, and of boarders to day scholars, are details of much interest and importance, which you should study in small and in large schools, in the country districts as well as in the thickly-peopled towns. You will ascertain the average attendance of the scholars, and the number of months or weeks of attendance during the year. You will also pay special atten- tion to the provision made for discipline and moral training. _ 5. With regard to the educational results, you will endeavour tO' examine either viva voce, or on paper, or in both ways, some of the ordinary schools as well as those of a more important character, to be present during the school work, and ascertain whether the subjects taught are taught with more or with less accuracy, and whether the result is a greater or a less degree of culture than in 87 the corresponding schools of this country. You will inquire info the effect of the association of scholars of both sexes and of different ranks of life in the same school. You will also investigate the effect of the school system and teaching on the formation of character, and their adaptation to the subsequent life of the pupils. 6. Lastly, you will inquire whether any and what provision is made for religious instruction; to what extent children of different religious denominations are taught in the same school, and what is the effect of this association both at the time and in after life ; and in what manner any difficulties that may arise from the existence of different religious denominations are met. Copies of the instructions addressed to the other Assistant-Commissioners under these Commissions, and of the questions and forms to be answered by the authorities of schools here, will be supplied you. Any information which you can obtain in this shape will have the advantage of being more readily comparable with the details of English and Scottish schools. Where you cannot obtain direct answers, these papers will serve to explain more fully the points to which the Commissioners' inquiry is directed, and to guide without usduly limiting your investigation. You must use your own discretion as to the particular places you visit, and schools you inspect, selecting such as may enable you to report with confidence on the general state of education, and the means used to har- monize its working, and secure its efficiency. The Commissioners consider that your inquiry may be completed in six months, and your Report in two months more. You are requested to address your Report ointly to the two Commissions. By order of the Commissioners, H. J. ROBT, Secretary to the Schools Inquiry Commission. P. CtTMI.V, Secretary to th Rev. James Fraser. Secretary to the Commission of Inquiry into the Schools in Scotland. 88 A BILL to Extend and Improve the ParocMal Schools of Scot- land, and to make further Provision for the Education of the People of Scotland. CONTENTS. PAGE 1. Definition of Terms, ....... 90 The Board of Edd cation. 2. Constitution of Board of Education, 3. Election by University Court, 4. By Commissioners of Supply, . 5. Death, Removal, Resignation, . 6. Members of the Board to be unpaid; 7. Secretary, 8. Paid Member and Chairman, 9. Meetings of the Board, Powers and Duties oe the Board. 91 91 92 92 92 92 92 92 10. Sub-Committees, ....... 93 11. Power to make Rules and Regulations, which shall Annually be laid before Parliament, ...... 93 12. The Board to make an Annual Report, and submit the same to the President of the Council, and such Report to be laid before Par- liament, ........ 93 13. Power to Exercise the Powers vested in the Treasury by Act 1 and 2 Vict. cap. 87, with respect to Parliamentary Schools, . . 93 14. Duty of Board to fix the Number of Schools necessary for each Parish and Burgh in Scotland, ...... 93 15. Power to appoint special Commissioners, . . . .93 Parochial and other Existing Schools. 16. Parochial, Side, and Parliamentary Schools to be Old National Schools, and to be managed as at present, . . .94 17. Existing Schools may be adopted by the Board, and shall be called Adopted National Schools, and managed as at present, . . 94 New Schools. 18. New Schools to be Established by Resolution of the Board, unless two-thirds or three-fourths of the School-committee of the Parish or Burgh refuse to concur therein, . . . .94 1 9. School Committee to prepare Plans and Purchase Existing Schools or other Premises, ....... 95 20. New Schools to be New National Schools, . . . .95 21. Gombined National Schools, ...... 95 22. Power of School Committee to elect Teachers, . . .95 , Union and Discontinuance oe Existing Schools. 23. Union of Parochial Schools, ...... 95 24. No Side Schools to be hereafter Established without Sanction of the Board, ........ 96 89 Conversion op Old or Adopted National Schools into New National Schools. 25. Mode of Converting Old National Schools, in which Salary is less than ofi vr J ^"IV ^^^ National SchooU, ... 96 M. Mode of Converting other Old National Schools into New National ^cliools, . . _ q„ 27. Mode of Converting Adopted National Schools into JV^ej,, National ochools, . . _ „„ 28. Kesolution to convert must be passed by a majority of two-thirds'; 00 V. and confirmed by the same majority, and by the Board, . 96 2y. jb'urther Proceedings, .... 96 30. Efifect of such Conversion, . ." .' . 96 31. National School-premises to be repaired by the Managers, and failing them by the Board, . 97 32. Enlargement of School-houses, .'.'"' 97 33. Power to Borrow Money for these Purposes, . ! " 97 34. Plans for BuUding, Enlarging, and Altering School Buildings, to be approved by the Board, ... 97 35. School Buildings of iVew A^aiioreaZ AScAoofo to be vested in the Schooi Committee, • . . . . 97 36. Conscience Clause, .... go School Committees. 37. Board to inform the Sheriff of the Resolution to Establish a New National School, and to fix the number of the School Committee, 38. Sheriff to prepare a List of Ratepayers in Three Classes, . . 98 39. Electors of School Committee, • .... 98 40. Election of School Committee, ..... 98 41. Duties of Sheriff after the Election, ..... 98 42. School Committees in Burghs, . . . . 99 43. Refusal of Ratepayers or Town Council to Elect or Nominate the School Committee, . . . . . .99 Oeeice-Beaeeks . 44. Meetings of School Committees and filling up of Vacancies, . . 99 45. Names of Members to be intimated to Board, . . 99 46. Appointment of Chairman, School Treasurer, and derk of every National School, ...... 99 Inspection. 47. Duties of H.M. Inspectors, ...... 100 Registeation. 48. Registration of National Schools, ..... 100 49. Register of Attendance of Scholars, . . . . .100 Existing Teachers. 50. Mode of getting rid of InefiScient Masters in Parochial, Side, and Parliamentary Schools, ...... 100 51. Retiring Pensions to Masters who have been removed in certain cases, 101 52. Disposition of Salary of Master during Period of Suspension, . 101 Tbaohees hereafter Appointed. 53. Tenure of Teachers' Office in National Schools to be upon such terms as may be agreed upon, ..... 101 54. All Teachers before being admitted as Candidates shall hold Certifi- cates of Competency from the Committee of Council, or from the University Examiners, . . . . .101 90 TJniveksitt Examinees. page 55. Examination by Examiners appointed by the University, . . ]01 56. Examiners to hold Office for Two Years, but may be reappointed, and Vacancies to be filled up, . ■ ■ .101 57. Board to make Public Eegulations with respect to University Examinations, . . • • • • ■ ^"^ 58. Candidates for the Office of Schoolmaster to be examined by such University Examiners as the Board may determine, . . 102 59. The Treasury to pay the Examiners, and their Secretary, . . 102 Withdrawal ok Suspension of Certificates. 60. Board to have power to withdraw or suspend Certificate, . . 102 61. Mode of ehforciug any Order of the Board Suspending or Removing a Teacher, . . . . . ■ • 103 Edueational Endowments. 62. Board to inspect all Endowed Schools for Elementary Education, the Trustees of Bequests to make no Grants, after a fixed period, to any Uncertificated Teacher, or to any School unless taught by Certificated Teacher, . . . . .103 Public Local Aid to National Schools. 63. School Committee to impose annually a School Assessment, . . 103 64-68. Mode of Kecovering Assessments, . . . 103, 104 Pakliamentary Grant. 69. Aid to Build or Enlarge National Schools, . . . .104 70. Grant for Maintenance, . . . 104 71. Mode of enforcing the Act; . . . . . .194 Schedule, prescribing the Kate of Parliamentary Grant, . .105 WHEKEAS an Act was passed by the Parliament of Scotland, in the First Parliament of King William, in the Year 1696, entituled, ' Actfor Settling ' of Schools, ' and whereas another Act was passed in the Session of the Forty- third Year of the Eeign of His Majesty King George the Third, Chapter Fifty- 43 Geo. III. c. 64. four, entituled,- ' An Act for making Better Provision for the Parochial School- ' masters, and for making Further Regulations for the Better Oovernment of the ' Parish Schools in Scotland,' and another Act was passed in the Session of the First and Second Years of the Beign of Her present Majesty, Chapter Eighty- 1 & 2 Vict. c. 87. seven, entituled, ' An Act to Facilitate the Foundation and Fndowm,mt of Addi- ' tional- Schools -in Scotland,' and another Act was passed in the Session of the 24 & 26 Tict Twenty-fourth and Twenty-fifth years of the Eeign of Her present Majesty, c. 107. Chapter One Hundred and Seven, entituled, ' The Parochial and Burgh School- ' masters (Scotland) Ai:t 1861 ;' and whereas it is desirable that the present system of Parochial Schools in Scotland should be extended and enlarged, and that Provision should be made for the Improvement of Existing Schools other than Parochial Schools, and for the Supply of Additional Schools throughout Scotland, Be it therefore enacted by the Queen's Most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Com- mons in Parliament assembled, and by the Authority of the same r Bennttiom. L In" this Act the following Words shall have the meanings hereby assigned to them ; — ■ Committee of ' Committee of Council ' shall mean the Committee of Her Majesty's Most CounoiL' Honourable Privy Council for Education. ' The Board.' ' The Board ' shall mean the Board of Education Established by this Act. ■Parochial School.' ' Parochial School ' shall mean and include every School Established or to be Established and Provided for under the recited Act of the Forty-third Year of the Reign of His Majesty George the Third, Chapter Fifty-four, or the ' Parochial 91 ' and Burgh Schoolmasters (Scotland) Act 1861,' and every School taught by a DefimHons. Teacher appointed under the Eleventh Section of the recited Act of the Forty- .ajde school third Year of the Reign of His Majesty George the Third, Chapter Fifty-four. xeacher.' ' Parliamentary School' shall mean any School Established or to be Established , puriiamentary under the said recited Act of the Fii-st and Second Years of the Reign of Her School.' Majesty, Chapter Eighty-seven. ' Proprietor ' shall apply to Liferenters as well as Fiars, and to Tutors, Cura- ' Proprietor.' tors, Commissioners, Trustees, Adjudgers, Wadsetters, or other Persons who shall be in the actual receipt of the Rents and Profits of Lands and Heritages, ' Burgh ' shall include and apply to Cities, Burghs, and Towns which are Royal ' Burgh." Burghs, or which send or contribute as Burghs to send a Member to Parliament. ' Limits of a Burgh ' shall mean the boundaries of any Burgh as the same are '.Limits of Burghs, ascertained and fixed under the Provisions to that effect contained in the ' Prisons ' (Scotland) Administration Act I860.' ' Town Councils ' shall include the Lord Provost or Provost or Chief Magis- ' Town Cotmcils. ' trate, and the Magistrates and Council of Burghs.' ' Landward Parish ' shall mean any Parish, the whole or any portion of which ' Laindward is situate without the Limits of any Burgh. Pansh.' ' The Limits of a Landward Parish ' shall mean any such Parish, exclusive of ' The Limits of such portions as may be situate within the Limits of any Burgh. Paru"^™* ' .Lands and Heritages ' and ' Valuation Rolls ' shall have the same meanings . L^^jig and as are assigned to these words in an Act passed in the Session held in the Seven- Heritages, teenth and Eighteenth Years of the Reign of Her Majesty, Chapter Ninety-first, 'Valuation Roll' entituled, 'An Act for the Valuation of Lands and Heritages in Scotland;' and another Act to Amend the same, passed in the Session held in the Twentieth and Twenty-first Years of the same Reign, Chapter Fifty-eight. ' Ratepayer of a Parish ' shall mean every Person whose name shall for the ' Batepayor of a time being appear as Proprietor or Tenant and Occupant of Lands and Heri- *"' ' tages within such Parish to any valne above Four Pounds on the Valuation- Rolls of any Coimty or Burgh, made up in terms of the Acts last hereinafter mentioned. ' The Heritors ' shall mean Heritors qualified in terms of the said recited Act ' The Heritors.' of the Forty-third Year of the Reign of His Majesty George the Third, Chapter Fifty-four. Constitution of 'The Board oi' Education.' n. A Board of Education shall be and is hereby established for carrying into a Board shall be effect the purposes of this Act, and the Board shall consist of the following Per- esUblisbed, and sons, namely— The Lord Provost of Edinburgh, the Lord Provost of Glasgow, SEdu'cItk^n^r"' the Lord Provost of Aberdeen, the Provost of Dundee, all for the time being y Scotland.' Con- Four Persons to be chosen in manner hereinafter mentioned, that is to say. One sUtution thereof. Person by the University Court of each University in Scotland, who may or may not be a Member of such University ; Three Persons to be chosen in manner hereinafter mentioned, that is to say, One Person by the Commissioners of Sup- ply of each of the Counties of Inverness, Perth, and Ayr; Three Persons, that is to say (to he naaned), together with One other Person whom it shall be lawful for Her Majesty by Writing, under the hand of one of Her Majesty's principal Secretaries of State to appoint,' and who shaU be Chairman ; and the Board shall be called ' The Board ' of Education in Scotland.' in. It shall be the duty of the University Court of each University in Soot- BlecUon by TTnl- land as soon as conveniently may be, and in no case later than Two Months after versity Court, the passing of this Act, and thereafter, from time to time to appoint respectively one Person as a Member of the Board, and the several Persons so appointed shall continue to be Members thereof during Three Years after the date of their respective Appointments, and until other Persons shaU have been m hke manner appointed in their room: • Provided that any of the University Courts may reappoint any one of the same Persons to be a Member of the Board, and fill up from time to time any vacancy which may occur by the Death, Resignation, or otherwise,_of any . Member appointed as last aforesaid. 92 By Coramissioners IV. It stall be the duty of tlie Commissioners of Supply of each of the of Supply. Counties of Inverness, Perth, and Ayr, as soon as conveniently may be, and in no ease later than Two Months after the x^assing of this Act, to hold respectively a Meeting, and at such Meeting to elect One Person as a Member of the Board, and the several Persons so elected shall continue to be Members thereof until the Annual Meeting of the said Commissioners, which shall be held on or about the Thirtieth Day of April next after the passing of this Act ; and the said Commis- sioners of each of the said Counties shall respectively elect, at such Annual Meeting held as aforesaid, and in every subsequent year. One Person as Member of the Board ; and the several Persons so elected by such Commissioners as aforesaid shall, in all cases, continue to be Members thereof, until other Persons shall have been in like manner appointed in their room : Provided that the said Commissioners of any of the said Counties may respectively reappoint any one of the same Persona to be a Member of the said Board, and fiU up from time to time any vacancy which may occur by the Death, Resignation, or otherwise, of any Member appointed by the said Commissioners. Death, RemoTsi, V. It shall be lawful for Her Majesty, Her Heirs and Successors, to re- and Resignation, move any of the three Members of the Board named in this Act, or the said Person to be appointed by Her Majesty as aforesaid, or any of those appointed in their room, and also from time to time to supply any Vacancy which may occur in the Board by Death, Eesiguation, Eemoval, or otherwise, of any of said last-mentioned four. Members of the VI, The Members of the Board shall derive no Profit or Emolument for the Board to derive no Discharge of the Duties of their Office, except as hereinafter mentioned, and shaU paid Member. ° not be personally responsible for anything done bona fide in the Execution of this Act, and in exercise of the powers therein contained; provided always that all the necessary Travelling Expenses of the Members of the Board, and Travelling and Office Expenses, and Expenses of Clerks and Messengers incurred in the discharge of the duties imposed by this Act, and sanctioned by the Board, shall be defrayed by the Commissioners of Her Majesty's Treasury, at such Hates as they shall think fit, out of any Moneys voted by Parliament for that purpose. Secretary. VII. It shall be lawful for Her Majesty, Her Heirs and Successors, to appoint a fit Person to be Secretary to the Board, and such Secretary, and every Secretary to be hereafter appointed, shall be removable from his Office by Her Majesty, on the application of the Board ; aud upon the Death, Eesignation, or Eemoval of any such Secretary, Her Majesty, Her Heirs and Successors, shall appoint a Secretary in the room of the Secretary so dying, resigning, or being removed. Paid Member and VIII. The said Person appointed by Her Majesty a Member of the Board and Cliuirman. Chairman, and his Successor, and the said Secretary, shall each receive an adequate Salary, at a rate to be fixed by the Commissioners of Her Majesty's Treasury, and to be paid out of any Moneys to be voted by Parliament for that purpose. Meetings of tbo I^- The Board shall meet at Edinburgh upon the day of Board to be held next, or upon the first convenient day within ten days thereafter, of which due twice a year. notice shall be given by the Secretary to each of the Members of the Board, and shall thereafter hold two general Meetings in each year, one upon the first in , and the other upon the first in ; and at such first meeting, and at all other meetings, to be held Three Members in pursuance of this Act, three Members shall be a Quorum, with power to act shali be a quwum. in all matters hereby committed to the Board, and the Board shall have power from time to time, to adjourn any Meeting, aud to hold Special Meetings at such time aud place as they may think fit, and it shall be the Duty of the Chairman of the Board, not only to attend at the General and the Special or Adjourned Meetings, but to give regular Attendance for the purpose of conducting the Business of the Board, provided that in case of the absence of the Chairman at any Meeting, the Members of the Board who are present may elect one of themselves to act as Chairman of such Meeting. 93 Powers and Duties of the Board. A. The Board shall have power, as often as they may deem fit, to appoint any Power to appoint two or more of their number as a Committee for the purposes of this Act, and if Co""""!**- more than two, to fix the number of such Committee that shall be sufficient to transact busmess ; and it shaU be lawful for such Committee in transacting the busmess committed to them, to exercise all the powers necessary for that purpose which are by this Act given to the Board ; and such Committee shaU be bound to report to the Board at such time or times as they shall direct, and failing such direction, shaU report to the Board at their next General Statutory Meeting. XI. It shall be lawful for the Board, from time to time, as they shall see Power of Board occasion, to make general Rules and Regulations for conducting the Business of '" "''''e Rules and the Board, and for exercising the powers and authorities hereby conferred upon Se^°'be°^nted'' them, and to alter such Rules and Regulations ; and such Rules, Regulations, and annually laid and Alterations, or a copy thereof, shall, in January of each year, be printed in before Parliament, such form as to show separately all Rules and Regulations cancelled or modified, and al New Regulations, and shaU annually be laid on the table of both Houses of Parliament within One calendar Month from the meeting thereof : Provided Eulea not to ope- that such Rules, Regulations, or Alterations as aforesaid, shall not have any effect "^^'^ nntil they or operation untU the same shall have been submitted to Parliament, and laid on b6ft,re''p™liament the table of both Houses for at least One calendar Month. for a month. XII. The Board shall make a Record of their Proceedings, in which shall be Board shall make entered Minutes of all Meetings held by them, or any Committee appointed by "■ ''^'""^. "' *«'' them, and aU Resolutions passed and Orders made by them, and all other matters submit an annual which the Board may judge proper; and the Board shall once in every year 'epon to the Presi- submit to the President of Her Majesty's Privy Council a General Report of their Sh'staUbeWd Proceedings, which Report shall contain in particular a full Statement as to the before Parliament. National Schools hereinafter mentioned in Scotland, and the Funds raised for Building, Enlarging, and Maintaining such Schools ; and every such Report shall be laid before both Houses of Parliament, within six weeks after the receipt of the same by such President of the Council, if Parliament be then sitting, or if Parliament be not sitting, then within six weeks of the next Meeting thereof. Xin. The Board shall be entitled to exercise all the powers and authorities Board to exercise which are now exercised by the Commissioners of Her Majesty's Treasury, under *" powers now or by virtue of the said recited Act of the first and second years of Her Majesty, Treasury underthe chapter eighty-seven, and the sums now vested in the name or names of such 1 & 2 Vict. c. 87, persons, as the said Commissioners of Her Majesty's Treasury may have nomi- menta^^s^ools. nated, shall be transferred into the name of the Board. XrV. It shall be the duty of the Board from time to time to ascertain and fix. To fix as to each as regards each Parish and Burgh in Scotland, what number of Schools is neces- ^'^^^^^f* sary in order to provide adequate means of instruction within such Parish or schools required. Burgh, and to decide with regard to each of such Parishes and Burghs whether any School or Schools in addition to the existing Parochial and Parliamentary Schools ought to be adopted or erected therein, under this Act, and for these purposes the Board shall have power to caU for the attendance of all persons, and for delivery of and access to all such documents as may seem to them neces- To make inquiries sary • and may by themselves or by those authorized by them, enter, inspect, ™d declare every and examine all Schools, Schoolhouses, and such other buildings as to them may erectedby tte ' seem expedient, and each of the Schools so adopted or erected by the Board, Board a ■ Natimai shall be deemed a ' National School.' XV For the purpose of enabling the Board to fix the number of Schools re- In order to do this, quired in any Parish or Burgh, and to ascertain the condition of the Sf ool f-'^^.^-ith^the Buildings, and the quality of the Education furnished in the Schools m Scotland, Lords of the Trea- and to conduct special inquiries or make special Reports, it shaU be lawful for sury, may appoint the Board, from time to time, to appoint one or more special Commissioners, upon ^P;^^?;^™""^- such terms, for such periods, and at such remuneration as may be sanctioned by the Lords of the Treasury; and such special Commissioner or Commissioners when appointed shall visit such Districts and enter and exa,mine such Schools, and render such Reports as he or they may be required to visit, enter, examine, and render by the Board. 94 Parochial and Parliamentary Schools ahall be Old National Schools, and shall continue to he managed as at present. Board, with the sanction of a majority of the trustees, managers, or proprietors of any school, may adopt any such school, which shall continue to be managed as at present, except so far as may be agreed upon. Consent of the Home Secretary in certain cases uu- necessary. Teacher to hold certificate of com- petency. Board may resolre to erect new schools, and such schools shall be erected unless two-thirds or three-fourths of the School Com- mittee of the parish or burgh object. In case proposal is rejected, the Board may come to a similar resolution after twelve months. In case the renewed resolu- tion is rejected, but Board resolves that the schools are not sufficient, the concurrence of the School Com- mittee is not re- quired. Parochial and other kxisting Schools. XVI. Every Parochial School and every Parliamentary School, is hereby de- clared to he a 'Nationcd School,' and shall, from and after the .passing of .this Act, be designated ' An Old National School,' and shall continue to be managed and regulated in. like manner as is provided in regard to such Schools by the Acts relating thereto, now in force, except so far as may be otherwise provided by this Act. XVII. It shall be lawful for the Board, with the sanction of the Trustees, Managers, or Proprietors of any School (other than an old National School), existing at or within years aftet the passing of this Act, testified by a De- claration to that effect, signed by a majority of such Trustees, Managers, or Pro- prietors, and upon such terms as may be agreed upon between the Board and a majority of such Trustees, Managers, or Proprietors, to resolve that any such School shall be adopted and established as a National School, and thenceforth such School shall be, and shall be designated 'An adopted National School,' and shall continue to be managed and regulated in like manner as it shall have been managed and regulated, before the passing of such Kesolution, except so far as may be agreed upon between the Board and a Majority of the Managers, Trus- tees, or Proprietors of such School, and except so far as may be otherwise pro- vided by this Act : Provided that a majority of the Trustees, Managers, or Pro- IJrietors for the time being of any such School, shall have power and authority to agree to such terms as may be proposed by the Board after hearing all parties in- terested, notwithstanding the Conditions and Limitations contained in any Feu- Charter or Disposition, or other Deed relating to such School : Provided also, that when a portion of any Parliamentary Grant shall have been, or shall be applied towards the erection of any School, such agreelment may be made without the consent of the Secretary of State for the Home Department for the time being : Provided also that no School shall be adopted as a National School, unless or until the Principal Teacher thereof shall hold or obtain a Certificate of Com- petency as hereinafter mentioned. New National Schools. XVIII. It shall be lawful for the Board from time to time to resolve that it is expedient that one or more New Schools should be provided, erected, and established in any Parish or Burgh, and to fix the Situation of such New School or Schools, and the Board shall direct such Resolution to be intimated to the Chairman of the School Committee (appointed or to be appointed as herein- after provided) of the Parish or Burgh within which it is proposed to provide, erect, and establish such New School or Schools, and if the said Chairman shall, within thirty clear . days after a day to be fixed by the Board, intimate to the Board, in .writing, that two-thirds of the Members of such School Committee, in case they shall be six, or that three-fourths in case they shall be four or eight, refuse to concur in such Kesolution, such New School or Schools shall not be provided, erected, or established, and thereupon such School Committee shall ipso facto be dissolved : Provided that after the expiration of Twelve calendar Months from the date of any such refusal, it shall be lawful for the Board to come to the same Kesolution, with such alterations in the terms thereof as may seem necessary, and to direct such renewed. Resolution to be intimated to the Chairman of the School Committee (appointed or to be appointed as hereinafter provided) of such Parish or Burgh as aforesaid, under the same conditions as afore- said: Provided also, that in case two-thirds or three-fourths, as aforesaid, of the Members of such last-mentioned School Committee shall refuse to concur in such renewed Kesolution, but it shall appear to the Board that the Accommodation in efficient Schools for the Children in such Parish or Burgh is defective,, it shall be lawful for the Board, in case there shall be an existing School-Committee in such Parish or Burgh, to issue an order directing such School-Committee forthwith to carry into effect such renewed Resolution, and in case there shall not be any such School-Committee as aforesaid, to nominate persons to act as a School Committee for such Parish or Burgh who. shall forthwith take such proceedings as are next hereinafter mentioned, and shall exercise all the Powers, and be subject to the same Rules and Regulations, as if such last-mentioned School Committee had been duly elected or nominated, and had concurred in such Resolution as aforesaid. 95 XIX. It ahaU be lawful for the School Committee of any Parish or Burgh School Committee within which it shall have been duly resqlved to provide.'erect, and establish J°^r„%S mich new School or Schools, and they are hereby required (unless the Board shall school, otherwise direct) forthwith to take the necessary Proceedings for the Erection or Establishment of such new School or Schools, and to obtain Plans and to pur- chase Ciround for .the necessary School Buildings, and a Teacher's residence (whenever such residence shaU, in the opinion of the Board, be required), or to purchase any existing School or other Premises that may be approved by the Hoard, and convert the same to School purposes ; and in order to enable the said bchool Committee so to do, the Clauses of the Laiids Clauses Consolidation (Scotland) Act 1845, with respect to the Purchase of Lands' by agreement, shaU be incorporated herewith, a^d the expression, the ' Promoters of the undertaking,' in the said Lands Clauses Consolidation Act shall, for the purposes of this enact- ment, mean the School Committee of any Parish oi: Burgh; and the majority of the Trustees, Managers, or Proprietors of any School, within any Parish or Bui^h, shall have power and authority to transfer the School-buildings, with the appurtenances and the furniture thereof, to the School Committee of such Parish or Burgh, upon such terms as may, with the sanction of the Board, be agreed upon, and such Agreement shall be carried into effect notwithstanding the Con- ditions and Limitations contained in any Feu-Charter or Disposition, or other Deed relating to any such School: Provided that, all Parties interested in any School which may, in the opinion of the Board, be subject to such Conditions and Limitations, shall have an opportunity of being heard by the Board. XX. Every such new School "when so provided, erected, and established, shaU New schools to be be designated and be 'A New National School,' and shall be under the manage- Sofa^indto be ment of the School Committee (appointed or to be appointed as hereinafter pror managed by School vided) of the Parish or Burgh withiu which such new School is situate. Committee. XXI. It shall be lawful for the School Committees of two or more Parishes, Combined Na- with the sanction of the Board, to agree together for the purpose of establishing a ''""*' ^^""^ new School or new Schools which shall be common to such ParisheSj and every such New National School ahsiH be and be designated a 'Combined National School ;' and every such Agreement shall specify the, number of the Members of the School Committee who shall manage such Combined National School or Schools, and the mode ia which such Members shall be Elected, and the proportion in which each of such Parishes shall, out of the School Assessment hereinafter mentioned, contribute towards the erection, establishment, or maintenance of any such Com- bined National School or Schools, and the Person appointed the Treasurer thereof shall, out of the said School Assessment levied in each of the said several Parishes, be eutitled to receive such sum or sums of money as niay from time to time be due according to the said Agreement : Provided always, that the School Committee of sueh Combined National School or Schools shall have aU the Powers which are hereby vested in any other School Committee for, the purpose of enabling them to erect, establish, or maintain a, New National School, or Schools, except so far as may be otherwise provided by this Act. ' . XXII. Every School Committee shall have power to Elect from time to time School Committee a Teacher or Teachers, and to fix his, her, or their Salary, and to determine the ^y «lect teacher. Branches of Education to be taught, and to adjust the School Pees in the Schools 'i ' managed by such School CDmmittee; subject nevertheless to the Provisions of this Act, and to the General Rules and Regulations to be made under the same by the Board, ' ' Union ofPakochial Schools, i XXiri. If it shall appear to the Board that one old National School is suffi- Parishes may bo eient for the Educational wants of two or more Parishes, the Board may, resolve, united for school with the consent of the Heritors and Ministers of such Parishes respectively, P"'?"'™- that such Parishes shall be united and form an United Parish as regards such School, and issue an order accordingly '. Provided always, that the Schoolmaster of every School which the Board, in pursuaucejof.siich resolution, shall order to be discontinued as a an old National School, shall b« entitled during his life to receive from the Heritors who are at the time of discontinuance liable in the same, the amount of Salary to which he shall be entitled by law at the dfite of sueh resolution. 96 without sanction of the Board. Board may under certain conditions convert any old National Scliool, Side Schools. mfnisie? are not to ^^^- I'i'om and after tte passing of this Act, it shall not be competent to the divide any salary Heritors and Minister to divide any Salary among two or more Teachers under the provisions of the said recited Act passed in the Session held in the Forty-third Year of the Eeign of His Majesty George the Third, without obtaining the sanc- tion of the Board, testified by a Resolution passed by them to that effect. POWBB TO CONVEET OlD AND ADOPTED NATIONAL SCHOOLS INTO NeW National Schools. XXV. It shall be lawful for the Board, after giving such notice as next here- inafter mentioned, to resolve that any old National School, whereof the Salary of the Teacher at the date of such resolution shall be less than the sum of Thirty- SThrteacher '■'"^^ ^^® Pounds from any source, exclusive of Fees and the annual value of any resi- less than £35, into denoe, shall be converted into and established as a New National School : Provided a New national that the Board shall have given to the Heritors of any such Parish Six Months' ' "" ' notice of their intention to pass, and an opportunity of being heard against, such resolution. Conversion of Old XXVI. It shall be lawful for the Heritors and Minister of any Parish, at a into nT ' N''i'°'°al Meeting sximmoned for the piirpose by their Clerk on the request of any Heritor, Schools. to resolve from time to time that any Old National School within such Parish, other than those last mentioned, shall be converted into and established as a New National School: Provided always, that the Conditions hereinafter mentioned shall have been fulfilled. Conversion of XXVII. It shall be lawful for the Managers, Trustees, or Proprietors, of any into^ew National Adopted National School, at a Meeting duly summoned for the purpose, to resolve Schools. from time to time that any such Adopted National School shall be converted into and established as a New National School : Provided always, that the Conditions hereinafter mentioned shall have been fulfilled. XXVIII. In case any such resolution to convert as aforesaid shall not have been passed by a majority of at least two-thirds of the votes represented at any such Meeting, no further proceedings shall be taken with respect to such conversion for the space of One Year following the date of such meeting ; but in case any such Resolution shall have been passed by a majority of two-thirds at least of such votes as aforesaid, it shall be lawful for the said Heritors and Minister, and for the said Trustees, Managers, and Proprietors respectively, at a Meeting to be summoned for the purpose in the manner herein provided, and to be held not sooner than Twelve Calendar Months after the date of such Resolution as aforesaid, to reconsider the same, and no other question shall be put to such last-mentioned Meeting, but ' Approve ' or ' Disapprove ' of the said Resolution ; and in case two-thirds at least of such votes as afo^fesaid shall be in favour of such Resolution, the same shaU be confirmed, and a copy thereof shall be transmitted by the Chairman of such Meeting to the Board, who shall forthwith consider the expediency or inex- pediency of the same. XXIX. In case the Board shall resolve that it is inexpedient to carry such confirmed Resolution into effect, no further proceedings shall be taken thereupon for the space of One Year following such Resolution of the Board ; but in case the Board shall resolve that it is expedient to carry such confirmed Resolution into effect, they shall transmit a copy of the Resolution which they shall pass to that efifect, together with a copy of such confirmed Resolution as aforesaid, to the Chair- man of the School Committee of the Parish or Burgh within which the Old National School or the Adopted National School, in such Resolutions referred to, is situated ; and in case there shall be no existing School Committee within such Parish or Burgh, the Board shall take such Proceedings as hereinafter mentioned for the appointment of such School Committee as aforesaid, and of a Chairman thereof J and unless such Chairman shall, within thirty clear days after a day to be fixed by the Board, intimate to the Board, in writing, that two-thirds or three-fourths,' as the case may be, of the Members of such School Committee refuse to concur in such Resolutions, such Old National School or such adopted National School shall be converted into and 'established as a New National School. MnvOTtedlnto"'* XXX. Every National School which shaU have been converted into and estab- New National lished as a New National School, shall, from and after a day to be fixed by the Schools shall be managed as such. Kesolution must be passed by a majority of two- thirds. Resolution to be reconsidered. Kesolution, if con- £rnied, to be trans- mitted to the Board. Power of Board to consider its expe- diency. If Board consider the Resolution ex- pedient, it is to be transmitted to the Chairman of the School Committee, who may r^ect or affirm it. Board, be maintamed and managed as a New National School : Proyided that the retired or acting School. Teacher of any Old National School which shaU nave been converted into and established as a New National School shaU after ^f rt "'^'^!™™. ^e entitled, during his life, to receive from the School Committee { Q 1 "^^ within which any such converted School is situate, the same amount Salaries of tho ot ha^ry which he shaU be entitled by law to receive from the said Heritors at J^Srof con^ tne date^of such conversion: Provided also, that the said Heritors shaU not, verted echools. ^er the_appomtment of such School Committee, be liable to contribute, as heritors, to such School in respect to any Lands in the Parish within which suen school IS situate ; but nothing in this provision''shall reUeve them from contnbnting as Eatepayers under any other Provision of this Act. Maintenance and REPAra or National Schools. XXXI. The Heritors of every Parish, aad the Managers, Trustees, or Proprie- School premises to tors of every adopted National School, and every School Committee respectively, be kept in repair, shaU, m ^ time after the passing of this Act, maintain and keep in repair, or in t°SroaM3,Ttte case the Buildings shall have fallen into decay by accident or lapse of time, expense of the shall rebuild the Schoolhouses and Teachers' Houses respectively subject to their S™'t?e°Scho"o management, m such manner as shall be satisfactory to the Board, and failing Committee respeo- them, the Board may direct any National School and Teacher's House to be rebuilt '"^'y- or repaired in such manner and according to such plan as to them shaU seem ex- pedient, and shall be entitled to recover from the Heritors of any Parish, or from the Managers, Trustees, or Proprietors of any adopted National School, or from any School Committee respectively, the cost of such rebuilding or repairs. XXXII. It shall be lawful for the Board to issue an order directing the Heri- Enlargement of tors of any Parish, or the Trustees, Managers or Proprietors, or any School ^°'"'°' premises. ^ Committee respectively, to enlarge, in such manner as the Board may seem expe- dient, any Schoolhouse or Teacher's Residence subject to their management. XXXIIT. For the purpose of erecting or rebuilding any NewNational Schoolhouse School Committee or Teacher's residence, or of enlarging, altering, or repairing any New National sl"^ ^'^^^ P"'*'™ Sehoolliouse or Teacher's residence, the School Committee of any Parish or Burgh toeXS^tefor respectively are hereby authorized and empowered to borrow money ; and for repair any school the more effectually securing the repayment of the sum or sums borrowed with P'^^'o'ses. interest, it shall be lawful for the said School Committee to burden or charge the future assessments which they are hereinafter hereby authorized to impose with the amount so borrowed : Provided that any loan of money borrowed for the purposes aforesaid shall be repaid by annual instalments of not less in any one year than of the sum borrowed, exclusive of the payment of the interest on the same ; and for the purposes of such borrowing, the provisions of the Commissioners' Clauses Act, 1847, with respect to the mortgages to be exe- cuted by the Commissioners, except the eighty -fourth section thereof, are hereby incorporated with this Act, and the term ' Commissioners' used in those provi- sions shall, for the purposes of this Act, mean the School Committee. XXXrV. From and after the passing of this Act, no National Schoolhouse or pians for buiiaing. Teacher's residence shall be purchased or built, nor shall any National School- enlarging, or alter- house or Teacher's residence be enlarged or altered, nor shall it be lawful to im- mfae3'to°be''ap'- pose an Assessment or borrow money for such purposes, unless the Contract of proTed;b}r Board. Purchase or the Plan of such National Schoolhouse or Teacher's residence, or of such proposed enlargements or alterations, shaU have been submitted to and approved by the Board, and signed, subscribed, or endorsed by two Members thereof or the Secretary in attestation of their approval. XXXV. Every Schoolhouse or Teacher's residence connected with or pertain- sctooi premises ing to any New National School, shall be and is hereby vested in the School vested in School Committee (who are hereby constituted a Corporation for the purpose) of the °ay topose of " Parish or Burgh within which the same is situated : Provided that the School unnecessary build Committee may validly convey and dispose of all School Buildings vested or 'ogs- which may become vested in them, and which may, with the sanction of the Board, be found by the School Committee to be unnecessary for the purposes of this Act, and the money arising from such disposition shall be distributed by the Board in such manner as may seem to them just and expedient. G 98 Conscience CLAtrgE. Conscience Clausa. SJXXVl. Every National School shall be 6pen to children of all DenottainationS, S,nd any Scholar in sttth School may hie Vithdrawn from aiiy religions teaching or service to which his or her parents may on religious grounds object ; and if the Heritors, or Minister, or the Trustees, Maaagers, or ProI)rietors, or the School Committee having the management of any National School, or any Teacher thereof, shall, in the opinion of the Board, neglect or refuse to permit such ■withdrawal, such School shall in no caSe share in the Grant voted by Parliament for Education, and (if a New National School) shall not be entitled to any share in the School Assessment hereinafter ineiitioiied. School Committees. XXXVII. In every Landward Parish in which it shall have been duly resolved to establish a New National School (and in which there is no existing School Committee), the Board shall forthwitti intimate such Resolution to the Sheriff of the County within which such Parish is situated, and issue an Order iixing the number of Members of the School Committee of such Parish, which shall be Four, Six, or Eight, to be Elected as hereinafter mentioned, and also fixing the day on which the list hereinafter mentioned shall be annually completed and the day of such Election ; and such Order may be rescinded or varied from time to time by the Board, and shall be advertised in stich manner as the Board shall direct. XXXVIII. The said Sheriff, upon receiving intimation of such EesolutioU as aforesaid, and every year subsequently, shall Cause to be prepared a List of aU the Ratepayers of the Parish within which it is proposed to establish a New National School, and such Ratepayers shall be divided into, and shall each be entered in one only of, three classes ; the first class including all who shall be Proprietors of Lands or Heritages within the Parish whereof the yearly Rent or Value amounts to £100 or more, according to the Valuation Roll in force for the time being in the County ; the second class including all Ratepayers who shall be Proprietors of Lands or heritages within the Parish, whereof the yearly Rent or Value shall be less than £100 according to such Valuation Roll, as afore- said; and thethird class including all Ratepayers who shall be Tenants or Occupiers of any Lands 6r Heritages within the Parish. XXXTX. In every such Election, the persons appearing on such list in the said third class of Ratepayers in any such Parish shall elect half the members of the said School Committee (according to the number prescribed by the Boai'd), and the persons appearing on such list in the said first and second classes of Rate- payers shall together elect the remaining half of such members : Provided always, that the Board may at their discretion direct that the persons constituting the said first class, and the persons constituting the said second class shall respec- tively elect such a proportion of the said last-mentioned half, as to the Board may seem expedient ; and in such case the Board shall issue an order specifying such Proportion, which shall also be advertised in such manner as the Board shall direct ; and it shall be lawful for the Board to rescind such last-mentioned Order, and to alter it from time to time, as they shall think fit : Provided always, that one-half of the Members of any School Committee shall, in all cases, be elected by the said third class. XL. On the day so to be fixed by the said Board as aforesaid, and on the same day of the same month, or on the first lawful day thereafter of every third year subsequently, the persons entitled by this Act to elect any Member or Mem- bers of any School Committee shall meet for the purpose of electing such Mem- ber or Members ; and if they shall not agree in their choice, then it sh^U be lawful for the Sheriff, or for any person or persona appointed by such Sheriff for this purpose, to coUeot the Votes of the persons present and entitled to vote at such Meeting, and to declare (according to the number prescribed by the Board) those persons to be Members who shall appear to have a Majority of Votes, and in the event of an Equality, the Sheriff shall declare which person or persons shall be preferred. XLI. The Sheriff shall, within Three Days after such Election, intimate to every person who shall have been elected the fact of his Election as a Member of such School Committee, and shall also transmit to the Secretary of the Board the Name, Designation, and Place of Abode of every such Member; and the In Landward Parishes in which it has been re- BolTed to establish a New national School, the Board i^hall inform the Sheriff of the County, and lix the number of the School Committee and the day of election. Sheriff shall pre- pare a list of Rate- payers, divided in- to three classes : — (1.) Proprietors of j£100 and more yearly rent. (2.) Proprietors under that sum. (3.) Occupiers. Elector?. SlectioD. Duties of Sheriff after the Election. 99 Members so elected shall be the School Committee, and (in case any National School shall be established with such concurrence as aforesaid) shall remain in Office for Three Year^, or until the first meeting of the School Committee appomted in the third year next ensuing, and at each new Kleotiou any Member of such School Committee may be re-elected, . XLII. In every Burgh in Which it shall have been duly resolved to establish a InBnrghain New National School (and in which there, is no existing School Committee), basres'^lve^To the Board shall forthwith intimate such resolution to • the Chief Magistrate Bstabiish » Now or Administrator of the affairs of such Bui'gh, and shaU issue an Order fixing National S^ool, the number of the Members of the School Committee of such Burgh, 'which jAhe numb^rof shaU be Pour, Six, or Eight; and) the Town Council of such Burgh shaU Members of the meet on a day to be fixed by the Board, and on the same day of the same ^^^ °™'shall mouth, or on the first lawful day thereafter, of every third year subsequently, be nominated and shall nominate such number of persons to be Members of the said School triennially by tbe Committee as they are authorized to nominate, and shall intimate to any person Jh^^^'^gnJio*"* who shall have been nominated, the fact of his nomination as a Member of such for re-election. School Committee, and shall also transmit to the Secretary of the Board the Name, Designation, and Place of Abode of every such Member ; and the Members of the School Committee shall (if the New National School is established in such Burgh) remain in office until the first Meeting of the School Committee nominated in the third year next ensuing, and at each New Nomination any Member of such School Committee may be again nominated. XLirr. In case the Ratepayers in any Parish, or the Town Council of any Ratepayers or Burgh, shall respectively neglect or refuse to Elect or Nominate the Members of '^°'™. ''°'?°'J . the School Committee, which they shall respectively be directed by the Board to school Committee. Elect or Nominate, it shall be the duty of the Board to Nominate a School Com- mittee in such manner as they may think fit, and such School Committee shall exercise the same Powers, and continue in Office so long, and be subject to the same Rules and Regulations as if it had been Elected or Nominated by the Rate- payers or Town CounoU respectively. XLIV. Every School Committee shall hold their First Meeting at such place Meetings of School and on such day as the Board shall fix, and of the day and place of such Meet- Committees, ing due notice shall be given in such manner as the Board shall direct ; and every J^^°^' *" ** ?uch Meeting may be adjourned, and a majority of the Members for the time being :of every such Committee shall be a Quorum ; and in case of a Vacancy in any such Committee by Death, Resignation, or otherwise, the Vacancy so caused shall be filled up by Election or Nomination, which shall be on a day to be fixed by the Board, and conducted in like manner as hereinbefore is mentioned, and such Election or nomination shall be made by the same class of persons as may have elected or nominated the person who has caused the Vacancy ; and it shall not be held to invalidate the acts of any School Committee that no Election or Nomination has been made of the respective number of persons authorized to be elected or nominated. XLV. On or vnthintwo clear days after the day of the First Meeting of each Clerk of every School Committee, the Clerk thereof shall transmit to the Secretary of the Board ^^^mB^irf ° a Statement of the Name, Designation, and Place of Abode of each Member of of Names, etc., of the School Committee, whereof he is Clerk, and shall from time to time transmit Members, a Statement as to every Vacancy, and the Name, Designation, and Place of Abode of every person who may be appointed to supply a Vacancy in such School Com- mittee. Oiticb-Bbarbks. XLVI The Heritors and Minister of every Parish in which there is an Old Chairman, School National School, and the Managers, Trustees, and Proprietors of every adopted ^i;"^^";"^™*^^! National School, and every School Committee under this Act, shaU appomt from school, amongst themselves a Chairman, a Treasurer, and a Clerk of the Schools subject to their management respectively, and the person so appointed Chairman, whom failing, such Person being one of their number, as the Members present at any meeting shall appoint, shall preside at every meeting of such School Managers, and shall have both a delibera,tive and a casting Vote : Provided that every Member present at any meeting shall have one' vote, and any act done or resolu- tion adopted by a majority of the votes represented, at any meeting summoned by the said Clerk, shall be valid, except so far as may be inconsistent with 100 the Provisions of tlaia Act : Provided also that nothing herein contained shall he construed to repeal or modify the seventh or twenty-second sections of the said recited Act of the forty-third year of the reign of His Majesty George the Third, chapter fifty-four. Ikspection. H.M. Inspectors XLVII. It shall be the duty of any of her Majesty's Inspectors or Assistant- miMNluimal"""'' Inspectors of Schools now Acting in Scotland, or who may hereafter be appointed Bohools, and every by Her Majesty, or by the Committee of Council, to act in Scotland, and every National School g^^j^ Inspector or Assistant-Inspector is hereby empowered to enter and inspect once ever'yjear.' any National School in Scotland which he may be from time to time directed by the Committee of Council to enter and inspect ; and such Inspector or Assistant- Inspector shall, if required so to do by the Committee of Council, examine the Teachers and Scholars thereof, and draw up such report, and perform such duties as he may be directed to draw up and perform, and a copy of every such Report shall be presented by the President of the Council to the Board within one cal- endar month after it shall have been presented to the Committee of Council ; and every National School in Scotland shall be inspected by such Inspector or Assist- ant-Inspector once at least every Twelve Months, or as often as the Committee of But Inspector Council shall, by the Code hereinafter mentioned, direct : Provided that no In- m^reiriouTknow- sp''"*°'^ "^ Assistant-Inspector shall examine any Person in any National School ledge hut by re- in religious knowledge, unless he shall have been requested to do so by a majority luest. of the Managing Body of such National School. Rbgistbp. of National Schools and of Attendance. National Schools XLVIII. Every National School shall be Registered at the Office of the Board, shall be registered. ^^^ ^^.j^ Register shall contain the Names and Residences of the Heritors and Minister of every Parish, of the Managers, Trustees, and Proprietors of every Adopted National School, and of the Members of the School Committee of every Parish or Burgh, and shall set forth, in respect to each National School, the Individual Heritor, Manager, Trustee, Proprietor, and Member of the School Com- mittee who may be nominated Chairman, Treasurer, or Clerk. Register of XLIX. The Teacher of every National School shall keep a Register of the a's. Attendance of Scholars according to the form prescribed by the Board, and in case any Teacher in any National School shall wilfuUy neglect or refuse so to do, it shall be lawful for the Board to dismiss such Teacher, and to withdraw his or her Certificate of Competency. Existing Teachees in Old National Schools. 21st sect, of 43 L. The twenty -first section of the said recited Act of the Session held in the *^'=°- III- <=• SI. forty-third year of his Majesty George the Third, Chapter fifty-four, and the sects, of the Paro- fourteenth and nineteenth sections of the Parochial and Burgh School- chiai and Burgh masters' (Scotland) Act, 1861, are hereby repealed, and instead thereof. Be it f S*""!]' ndl' A*'t enacted, that in case it shall appear to the Board, from any Report furnished by 1861, repealed.' oue of Her Majesty's Inspectors of Schools in Scotland, or such other inquiry If the Board, upon as to the Board may appear expedient, that the Teacher of any Old National the'tScher°of*aa School, appointed before the passing of this Act, has become disqualified because Old National of infirmity or old age, for the due performance of the duties of the office, or that Kohool inoorapo- from negligence or inattention, or want of ability in mind or body, such Teacher unfit, they ma/ ^"'^ failed efficiently to discharge such duties, or has been guilty of immoral con- permit him to duct, or of cruel or improper treatment of the Scholars luider his or her charge, iB°uc"in order bus- ^^'^ Board may, if they think fit, permit such Teacher to resign the said office, or ponding or remov- may issue an order sxispending him or her for a period from such office, or remov- ing him from office, ing him or her from the same ; and such order shall be final, without appeal to, or review by, any Court, civil or ecclesiastical, on the ground that the Board has exceeded its jurisdiction, or that the case alleged has not been proved, or on any other gi'ound whatsoever ; and in every^such order the Board shall specify the period at which the person so suspended or removed as aforesaid shall quit pos- session of the Schoolroom, Schoolhouse, or other tenement which he or she may hold by virtue of his or her office, and, if they think fit, the person or persons to whom possession thereof is to be delivered, and in case of any order of suspension the Board shall specify therein the period (if any) at which the person so sus- pended as aforesaid may resume possession of the School premises. 101 LI. lu every case in which the Teacher of aoay Old National School, appointed Koiiring aUow- *'^*?'"'' tl'e passing of this Act, may have resigned or been removed from office ^^JfXhave uncler these provisions, the Heritors and Minister may grant to such Teacher a resigned or beoa +w™f. ^°'^*'"=e, payable during the remainder of his or her life : Provided, removed, that where such resignation or removal shaU not, in the opinion of the Board, he occasioned by any Fault on the part of the Teacher, the Heritors shall grant a retirmg allowance, the amount whereof shall in no case be less than two-third parts of the amount of the Salary pertaining to the said office at thedate of such resignation or removal, and shaU not exceed the gross amount of such Salary ; sad m case the full Salary shall not exceed Fifteen pounds, then such retiring aUowMice shaU be equal to the full Salary ; and in case the full Salary shall ex- ceed Fifteen poimds, but shall not exceed Twenty-two pounds Ten shiUings, then such retirmg allowance shall be equal to Fifteen pounds ; and every such retiring allowance shall be payable in all respects in like manner with the Salary of the LII. In every case in which the Teacher of any Old National School shall Salary during ms- have been suspended by the Board, the Salary of such Teacher, in respect of the P™™" "f l«=«=l>er. office, shall cease and determine from the date of such suspension until the next term of Whitsunday or Martinmas following the expiration of the term of Suspen- sion specified by the Board, and the Salary accruing during the said period shall be applied by the Heritors and Minister toward providing a Substitute for such Teacher during the period of such Suspension. Teachers in National Schools hekeajter Appointed. LIII. Every Person appointed, after the passing of this Act, to be a Teacher Tenure of the office m any National School, shall hold his or her Office during such Period of Time of teaoher here- and subject to such Conditions as may be agreed upon between such Teacher and appointed, the Heritors and Minister, or the Trustees, Managers, and Proprietors, or the School Committee having the management of the National School in which such Teacher may be employed, subject nevertheless to such General Rules and Kegulations as the Board may from time to time issue on the subject : Provided that no Teacher to be appointed hereafter to any National School shall be deemed to have acquired an interest for life by virtue of such Appointment ; but shall in default of amy specific Engagement hold his or her office at the discretion of the person or persons who appointed him or her. LIV. Every Person who shall, after the passing of this Act, be a Candidate Every teacher in a for the office of Teacher in any National School shall, before his or her admission National Scliooi as a Candidate, and as a condition thereof, and of his appointment to the office, Sof compScy be the holder of a Certificate of Competency, and every such Candidate shall be from Committee of considered as holding such Certificate who holds a Certificate of Merit from the s'S^yB^^miSra'^''' Committee of Council, or a Certificate from the University Examiners herein- after mentioned, UNrvEEsiTY Examiners, LV. It shall be the duty of the University Court of each University in Scot- Appointment of land, as soon as conveniently may be, and in no case later than Two Months uXrsUycJur't? after the passing of this Act, and thereafter from time to time, to appoint Persons to be Examiners of such as desire to obtain a Certificate of Competency, of such Persons being Professors in the Faculty of Arts of the Uni- versity. LVI. The Persons so appointed shall continue to be Examiners diu-ing two Examiners to hold years from and after the date of their respective appointments, and until other the office for two ■Persons shall have been in like manner appointed in their room : Provided that JtappolmeT^ ''° it shall be lawful to the University Court to re-appomt all or any of the same Persons to be such Examiners, and to fill up from time to time any Vacancy which may occur by the Death, Eesignation, or Disqualification of any of the Examiners ; and it shaU be lawful to each of the Persons so appointed to nomi- nate as his Deputy, with power to act as his Substitute in case of his absence at any Meeting of the Examiners, any Person who may have become a Graduate in Arts of any University not later than three years prior to such Nomination : Provided that such Nomination shall be approved by the Board, and the Exa- 102 tniners may appoint one of their number, or any one of their Substitutes, to act as Secretary. Board to make LVII. It shall be lawful to the Board to riiake, on or before the day regulations aa to ^f ^ g^^ thereafter from time to time, such Regulations as exarama i ^^^^ ^^^ ^^^ ^^ ^ regard to the Time and Manner and Standard of such. Exami- nations, and as to the Subjects to which the same shall extend, and to regulate the Notice to be given thereof ; and the said Regulations shall be published by Advertisement in such manner as the Board shall direct, and such Examinations shall be held within the Buildings of the University, and at such other Places, and at such Times as shall be fixed by the Board, Persons who in- LVIXI. Every Person, who intends to submit himself or herself to the tTniver- themselve^w^ni- ^^^^ Examiners, shall transmit his or her Name, Designation, and Place of Abode versity Examiners to the Secretary of the Board, and the Board shall thereupon issue an Order must send in their (Jirectjng. such Person to submit himself or herself to the Examiners of such ury'S the BoartiT" University as they may think expedient, and the said Examiners shall examine who shall deter- ' such Person as to his or her Fitness and Qualification for the Duties of the Office mme the parti- ^f Teacher, according to the Regulations issued by the Board, and being found who shall examine qualified, the said Examiners shall furnish to him or her a Certificate to that them. effect, subscribed by them or by a majority of their number, which Certificate shall be conclusive evidence that he or she has passed the required Examination, and has been found qualified for the said Ofiice, and a Copy of such Certificate shall be transmitted by the Exaniiners or their Secretary to the Secretary of the Board, who shall keep a Register of siich Certificated Persons, and' such Certifi- cate shall continue in force until it shall have been withdrawn or suspended by the Board. Treasury to pay LIX. It shall be lawful to the Commissioners of Her Majesty's Treasury to to each -^ ^^j. ^f g^y moneys which may be voted by ParKament for that purpose, the cx&iiniiisr for sSiCQ -'■*' •/ >/ u t/ x t. ' person examined, sum of to each of the said Examiners for and in respect of every Person examined by them under the Provisions of this Act, and also the sum of for each Examination to the Secretary of the Examiners. Withdrawal ok Suspeitsion of Cektiwcatbs. Power of Board to LX. It shall be lawful for the Board to issue an Order suspendimg or with- suspend or with- drawing any such Certificate of competency as aforesaid, in case it shall be made draw the Certifl- ^^ appear to their satisfaction, after such Inquiry by the Board as they may think in certain cases, fit, that the holder of such Certificate has not been in charge of a National School during Five consecutive Years immediately preceding such withdrawal, or has been guilty of any Immoral Conduct, or of Cruel and Improper Treatment of the Scholars under his or her charge, or that he or she is disqualified, because of Infirmity or Old Age, for the due performance of the Duties of his or her Of&ce, or that, from Negligence or Inattention, or Incapacity of Mind or Body, he or she has failed efficiently to, discharge such Duties,' and such Order as last afore- said shall be final, without Appeal to or Review by any Court, Civil or Ecclesias- tical, on the ground that the Board has exceeded its jurisdiction, or that th,e ' case alleged has not been proved, or on any ground whatsoever ; and every such Teacher whose Certificate shall have been suspended or withdrawn by the Board, ' shall forthwith cease to be a Certificated Teacher, and shall be removed from the Office of School-Teacher which he or she may then hold, and shall' vacate the Schoolroom and Schoolhouse and other tenement which he or she may hold by- virtue of his or ier office, aild shall cease to enjoy the -Emoluments attached to such School, and such Person shall not be eligible as a Candidate for such Office during the period of such Suspension or Withdrawal : Provided that no Certifi- cate shall be suspended for a longer period than sis months, and shall be renewed upon such terms as to the Board may seem expedient : Provided also, that when the necessity for withdrawing such Certificate shall not, in the opinion of the Board, be occasioned by any fault on the part of the School-Teaoher, the Heritors, in the case of any Old National School, and the School-Committee in the case of any New National School, shall grant a Retiring Allowance, the amount whereqf shall not be less than two-third parts of the Salary pertaining to the said Office at the date of such withdrawal, and shall not exceed the gross amount of such 103 SI h^lR f-'^^ *^^' ■^®"*°''^ ""^ School Gommittee shall have power to assess lot ic Ketiring Allowance in like manner as they may assess for the Schoolmaster's oaia,ry, or for the ' School Assessment,' hereinafter mentioned. Mode of Eotokoinq Oedek of Suspension ob Removal of any Tbachee. LXI. If any Teacher, contrary to any Order of the Board, shaU refuse or faU ?!f ?L«n?to^ to quit possession of any Schoolroom, Sohoolhouse, or other Tenement which he quit School Pie- °^. f, ™^y ^olfl ^y virtue of his or her office, it shaU be the . duty of the Sheriff m'ses to be footed of ae County within which such School Premises are situate, upon application KS^.' *'°"" made to ium by the Secretary of the Board, or by the Chairman of the Managers °'°^/lt °^*i School, and upon production, along with such application, of a cflpy ot the Order of the Board therein referred to, purporting to be signed by the becretary of the Board, forthwith to grant Warrant for Ejecting such Teacher from such School Premises on not less than ten nor more than twenty-one days' charge, which Warrant shall be enforced in common form, and shall not be liable to be stayed by Suspension, Reduction, or any other form of Process. Endowed Schools. LXII. It shall be lawful for the Board, by themselves or by those duly autho- Bodowed Schools rized by them in that behalf, to inspect every School or Institution which, in toba Inspected, the opinion of the Board, is established wholly or partially for the purpose of elementary Education, and which, at the passing of this Act, or at any time hereafter, may enjoy the benefit of any Mortification or Endowment or Grant from the Trustees of any Bequest for Educational purposes, and it shall not be lawful, after two years from the passing of this Act, for the Trustees of any Bequest for Educational purposes to make any grant from such Bequest to any No grant to bo Teacher in any such School or Institution as aforesaid appointed after the passing ™*''* by Trustees of this Act, who shall not hold a Certificate of Competency within the meaning aay uncertiStS of this Act, or to any School which is not taught by a Teacher holding such Teacher, or to any Certificate. School taught by such Teacher. Public Local Aid to New National Schools. ' School Assessment.' LXIH. The School Committee of every Landward Parish or Burgh in which School Committees a School Committee has been appointed shall once each year impose an Assess- 8°™^°!^'°^^' ment, to be called ' The School Assessment,' upon all Lands and Heritages within upon all lands and the Limits of such Parish or Burgh respectively, according to the yearly value heritages within thereof, as established by the Valuation RoU in force for the year of the Assess- t*™ji°'j^i^"^j„ ment, and that, at such a rate in every year as such School Committee shall deem National Schools, necessary, for the purpose of. defrs,ying the expense of providing, erecting, en- larging, and keeping in repair the Buildings and Teachers' Residences of or pertaining to the New National School or schools within such Parish or Burgh, or for which such School Committee may be bound to provide, and of paying the Salaries and retired Allowances of teachers in such New National Schools, as last aforesaid, including such sum as may be requisite to cover the estimated expense of Assessment, Collection, and Management, and any Arrears of preceding years, and of otherwise maintaining or contributing to maintain the New National Schools towards the maintenance of which any such School Committee may be bound to contribute : Provided always that no grant out of any School Assess- ment shaU be made hy any School Committee to any School, unless such School shall be a 2few National School, or a Combined National School, within the mean- ing of this Act : Provided also, that such Assessment shall in no case exceed in any year three-pence in the pound on the said Yearly Value of Lands and Heri- tages within the limits of any Ps,rish or Burgh. Recovery of Assessments. • LXrV. The several Assessments to be laid on in each year under the provisions Assessments to be of this Act shaU be payable respectively as for the period from Whitsunday in the Say to Whit ' year in which the same are imposed, to Whitsunday in the year immediately Sunday, and to ha following, and may be levied either on the Proprietor or Occupier of such Lands J*i* ^^JJ^^^'j^' ,, and Heritages; but the Proprietor, in the event of his paying such Assessment, by the occupier. ' shall be entitled to claim from the Occupier One-Half the amount thereof ; and the Occupier, in the event of his paying such Assessment, shall be entitled to deduct One-Half the amount from the Rent payable by him : Provided that if there shall be any deficiency in the funds available during any year for current 104 Expenses, tie same may be made good in imposing any subsequent Assessment ; and if there be any Surplus of Funds for current Expenses at the Term of Whit- sunday, the same may be applied to the current expenses of the ensuing Year. Premises not ex- "] LXV. In the case of Lands and Heritages let at a Kent not exceeding Four ceeding £i in Pounds per annum, or for a less period than Half a Year, Deduction shall be Soupiea °' allowed of the Assessment for each Period of Six Months from Whitsunday to Martinmas, or from Martinmas to Whitsunday, during -which any such Premises shall be unoccupied or not furnished. Exception on LXVI. The School Committee of any Parish or Burgh may, on the ground of ground of poverty. ^-^^ Poverty of any Person liable in Assessment tmder this Act, in respect of any Lands and Heritages in value not exceeding Four Pounds per Annum, remit, in whole or in part. Payment of the said Assessment by such Person, in such manner as they shafl. in their discretion think just and reasonable, but upon no other account whatsoever. Powers to recover LXVII. The whole Powers and Eights of issuing Summary Warrants for assessments. Keoovery of the Land and Assessed Taxes shall be applicable to the Assessments of this Act, authorized to be imposed and levied, and Sheriffs, Magistrates, Justices of the Peace, and other Judges shall grant Warrants for the recovery of such Assessments, in the like Form and under the like Penalties, as is provided in regard to such Land and Assessed Taxes and other Public Taxes ; and aU Assessments imposed in virtue of this Act shall in the case of Bankrujjtcy or Insolvency be paid out of the first Proceeds of the Estate, and shall be preferred to all other Debts of a private nature due by the Parties assessed. Disputes as to LXVIII. Any Dispute which may arise between the School Committees or any SleTbv Shorffl Person or Persons acting under them respectively, on the one part, and any Person holding himself aggrieved on the other, relating to any Assessment under this Act, which it may not be competent or convenient to try and determine in the Sheriff SmaU-Debt Court, shall be determined in a Summary Manner by the Sheriff of the County in which such dispute shall arise, or of the County in which the School is situate, in respect of which suoh Assessment is leviable ; and such Sheriff shall, on a written Petition being presented to him by any of the said Parties, appoint them to appear before him, and shall then investigate the matter in dispute in such way as he may think proper, and decide the same summarily ; and such Decision shall be final, and shall not be subject to Appeal or Review in any Court or by any Process whatsoever. Paeliamentaey Gbant. One-ttiira the sum LXDC. It shall be lawful for the Committee of Council, out of the sums to be 'ebuU^raeract^^' ^"^^1^% voted by Parliament for Education, to pay to the Treasurer of any anynational school subsisting National School in any Insular Parish of any of the Counties of Boss, shall be paid by the Inverness, or Argyll, or in the Islands of Orkney or Shetland, one-half, and in CounoU mit of Par- ^"y other Parish one-third the Sum which may be required to enlarge or rebuild lamentary grant, such National School or Teacher's residence, and to advance in the case of any such Insular Parish, one-half, and in the case of any other Parish or Burgh one- third the Sum which may be required for the Establishment or Erection of any New National School, and for the residence of the Teacher : Provided always, that such payments and advances shall be made under such conditions, and sub- ject to such general Rules and Regulations as may from time to time be laid down by the Committee of Council. Grant for Mainten- LXX. It shall be lawful for the Committee of Council to make to the Treasurer ™°^- of any National School, out of the sums annually voted by Parliament for Education, a grant according to the rate prescribed, and subject to the provisions contained in the Schedule hereto appended, and marked A ; Provided that no such grant as last aforesaid shall be made to any School in Scotland, -unless the same shall be a National School, within the meaning of this Act, Mode 01? ENPOEciiiTG this Act. Mode of enforcing LXXI. In case the Town Council of any Burgh, the Heritors of any Parish, or tUs Act'''™' °' ^^'^ Managers, Trustees, or Proprietors, or the Teacher of any National School, or any of the Members of the School Committee of any Parish or Burgh, or any other Person, shall refuse or neglect to do -what is herein or otherwise by law required of lOSL tnem, or in case any obstruction shall arise in the execution of this Act, it shall be lawful for the Board to apply, by summary Petition to the Court of Session, ""v,- 1^n°^ the Vacation of the said Court, to the Lord Ordinary on the Bills, which Court and Lord Ordinary are hereby authorized and directed in such case J 1,*'^^'^*™ ^^ *° ^''^ Court or Lord Ordinary shall seem just and necessary, t K ''^^?g°'e"* of s"oli Court, or of the Lord Ordinary, shall be final, and shall not be subject to appeal or review in any Court, or by any process whatsoever. SCHEDULE A. The Committee of Council, within three months after the passing of this Act, shaU issue a Code of Minutes and Regulations, according to which the sum of money voted by Parliament for Public Education shall be distributed in Scotland ; and the Committee in the course of each year as occasion requires, may cancel or modify any articles of the said Code, or may establish new articles, except as hereinafter mentioned, but shall not take action thereon, until the same shall have been submitted to Parliament and laid on the table of both Houses, for at least one calendar month ; and such Code of Minutes and Regulations in force for the time being shall contain no directions, or impose no conditions at variance with the regulations following, — {that is to say) Bule First. — The object of ParUament in voting such sum, as aforesaid, is to defray part of the cost of Educating the Scholars in National Schools in Scotland. Rule Second. — "No grant shall be made by the said Committee to any National School in Scotland, unless and until the said Committee shall have received a report from one of Her Majesty's Inspectors, or Assistant Inspectors, or such report as to the said Committee shall be satisfactory, that such school has during the previous year been taught by a master or mistress holding such certificate of competency as hereinbefore mentioned, and that such school satisfies the condi- tions, and has complied with the regulations in the said Code contained and in force for the time being. Bule Third. — The amount of such annual grant for the maintenance of any National school shall not, except as hereinafter mentioned, exceed half the amount of local contributions as hereinafter defined and shewn by the account of the Treasurer of the said School to have been appropriated during the previous year to its maintenance ; and the said account shall be kept in such form and audited in such manner as the said Committee may from time to time direct. Bule Fourth. — ^For the purposes of this Act, the following sources of annual income shall be taken to be local contributions (that is to say), — First, all sums derived from the legal assessment of the heritors of any parish beyond the minimum sum fixed by the Parochial and Burgh Schoolmasters (Scotland) Act (1861) ; Second, AU sums derived from voluntary subscribers ; Third, All sums derived from the trustees of any bequest or endowment, subject nevertheless to such rules and regulations as may be laid down in respect thereto by the said Code ; Fourth, AU sums derived from school-fees ; Fifth, All sums derived from the said School- Assessment. Bule Fifth.— In any insular parish in the County of Ross, Inverness, or Argyll, or in Orkney and Shetland, or in any landward parish where respectively a School Assessment of 3d. in the pound shall have been levied and shaE yield either less than £30 per annum for every National School within the said parish, or less than 18s. per head on one-sixth part of the population of any such parish, according to the latest Census, it shall be lawful for the Committee of |Council to grant to the Treasurer of any National School situated within any such parish at the end of each year ;— (a.) any sum not exceeding twice the rate of grant (for the time being in force) per scholar, according to the average number in attendance throughout the year at the morning and afternoon meetmgs, not being less than 400, of their school ; and also any sum not exceeding twice the rate of grant (for the time being in force) per scholar, according to the average number in attendance throughout the year at the evening meetings, not being less than forty, of their (6. ) Also any sum not exceeding twice the rate of grant (for the time being in force) IcC for every scholar who has atteiCded' more than 200 morning Or afternoon meetings of their school, and who, being more than six years of age, passes an examination aooording to Article 48 of the Revised Code (1867), or who, being under six years, and present, except in United Schools (according to Article 138^ of the said Revised Code), on the day of examiaation, is reported by the Inspector to be in- structed suitably to its age, and in a manner not to interfere with the instruction of- the older ohildren ; . ... (c.) Also any sum not exceeding twice the rate of grant (for the time being in force) in respect to every scholar who has attended more than 24 evening meet- ings of their school, and who is subject to examination as aforesaid : Provided always, ths,t the total sum in any year granted by the said Committee for the maintenance of any such National School, situate in any such parish as in fids fifth rule specified, shall not exceed the sum of 16s. per Scholar, according to the average number in attendance at such school throughout the previous year. PLAlSr FOE THE CONVERSION OP THE PAROCHIAL AND DENOMINATIONAL SCHOOLS INTO NATIONAL SCHOOLS, PROPOSED BY ADAM BLACK. , The Chairmaii having asked me to state, in writing, what change I would propose in the management of the Parish schools, and of the Denominational and other schools ; I have in answer, to state, that it appears to me, from the evidence before us, we are warranted to conclude that, among those who have considered the question, there is an almost unanimous opinion that there ought to he a National system of education, as opposed to the present system. In our own Eeport, we state that of the 136 gentlemen who have given evidence, 99 were of opinion that a general system is both possible and expedient. Among these are 43 ministers and laymen of all denominations, 35 teachers, 2 inspectors, and Mr. Lingen, Secretary to the Privy Council on Education. Twenty-two take an opposite view, and 15 decline to give any opinion. On this ques- tion it would be unreasonable to expect perfect unanimity, or that ■those who for many years have had the management of the schools should think it desirable that their authority should be interfered with. The Assistant-Gommissioners, in concluding their Eeport, ask, ' Is there any reason why the education of a great country should be kept in an unsatisfactory state ? The country, as far as we could learn from the counties and parishes visited, is all but unanimous in answering that there is no reason. People of every class and of every religious denomination are agreed that Scotland is fully ripe for a National system/ In the face of such a statement, and in opposition to the great body of evidence, could we consistently recommend that no change should be made in the present management of the Parish schools .'' Almost all who have given evidence in favour of a National system, express their opinion that while the Parish school furnishes an excellent type for a National system of education, the electoral body, as at present constituted, is much too limited to secure the general confidence of the people. I believe Dr. Oandlish's opinion to be the prevalent one. His answer to the' question is, 'I say 'frankly, that a measure which did not liberalize the Parish schools ' a little more than they are now, would not settle the question, but 107 <' !i!i"\*i inevitably lead to future agitations; the managing body snould be made more wide and popular/ sohnT ^°* Propose to interfere with the framework of the Parish IhTji' J ?, ?^*^ *^® minister of the parish was not' a member of me jsoard till after 1803, yet, as it may be considered invidious now 10 exclude him, I would not object to his being continued. The nentors who bear tlie expense of the school, ought to be managers, agreeably to the origmal plan,iwith such amendments as have been lendered necessary by the lapse of time. And the tenants, who are also liable tor the expense, should have a voice in the management. It IS unreasonable that the scale of rental should be fixed by that which existed two hundred years ago, and calculated in Scotch money for m this way the £100 Scots will, in some instances, re- present thousands in sterling money, and in others hundreds. I would therefore propose that the rental qualification should depend upon the real rent, as entered in the present county rent-roll and that the qualification should be reduced to £50 sterling ; that the tenants paying £50 rent or upwards (they being also liable to the assessment for the support of the school) should form part of the managing board, which should not consist' of more' than say nine; the heritors electing five, and the tenants four; and in parishes where there are not five heritors receiving £50 rent, then that the- tenants should only send into the board a, numi ber equal to the number of heritors. This is a smaller infusion of the popular element than some may think requisite; but such ^ Scotland has been distinguish.ed above aU .the kingdoms of Europe for the general diffusion of education among its people, which it mainly owes to its parish schools. The germ of these institutions is to be found in the scheme proposed by that sagacious and energetic reformer John Knox, in his Book of Discipline, that a school should be established in every parish, a grammar school in every town, and a university in every city. The scheme, however, was resisted by the yapaoious barons, who had appropriated the patrimony of the Church to their own use. The education of the people had to wait for better times. An Act of Council was passed in 1616, empowering the bishops, in conjunction with the heritors, to plant a school in every parish, and this Act of Council was ratified by the Parliament of 1633, as follows : — ' The First Parliament of King Charles the First. ' Oto Sovbbaigne Lord, with the advice of the states, ratifies the act of secret .' council, dated at Edinburgh the tenth day of December, one thousand six hun- ' dred and sixteen years, made anent the planting of schooles, with this addition, ' That the Bishops in their several visitations shall have power, with consent of ' the Heritours and most part of the Parishioners, and if the Heritours being .' lawfully warned refuses to appeare, then with consent of the most part of the * Parishioners, to set down and stent upon every plough or husbandland, according ' to the worth, for maintenance and estabHshiug of the saids schools. And if any ' person ghall find himself grieved, it shaU be lawful to him to have recourse ' to the Lords of secret couneel, for redresse of any prejudice he may or doth ' sustain. And ordaine letters to be direct for charging of the possessours for the ' time, to answer and obey the schoolemasters of the duties that shaU'be appointed * in manner fores^d.' Another Act was passed in 1696 to the same effect, rendering it imperative Jipon the heritors of every parish to erect a school, and to provide a dwelling- house and a salary for the schoolmaster. The right of electing the teacher and. Sjiperintendiug the school was vested in {he whole body of the heritors of each parish. It was under this regimen, when the erection and maintenance of the schools 108 is tlie reverence that many have for the Parish schools, that strong objections would probably be taken to further interference with them. It is notorious that in most cases the management rests practi- cally with the minister of the parish. If bo, no system could be more denominational ; and it is quite natural if any sect, especially the minister of the sect, has the complete control and patronage in the management of affairs, that there will be a strong sectarian bias. By the Parish School Act in 1 861, the heritors were authorized to choose teachers from other denominations than the Established Church. Since then there have been seventeen vacancies in the Parish schools, but only one Dissenter has been elected for one of them. It is pos- sible, though not very probable, that in all the vacancies but one, no Dissenter was so well qualified for the office as a member of the Established Church, but surely the members of other denominations are justified in suspecting that they have not got justice. Dr. Buchanan, in his evidence, informs us ' there are jealousies among ' ecclesiastical parties not easy to be got over ; and there are also ' exclusive feelings, permit me to say, prevailing among those who ' hitherto have had the entire control of the Parochial schools ;' and I may add, the same exclusive feelings would exist among the Dissenting clergy if the control were left with them. If, then, we agree to leave the largest denomination in possession of aU its ex- clusive powers, it will be with a bad grace should we attempt to mould into National schools those of the smaller denominations. were vested in the lieritors and most part of the parishioners, that Scotland ac- quired its reputation for the general diffusion of education, and that the conviction was impressed upon all ranks of the duty of parents to train up their children in useful learning. In proof of its being the practice that the whole business of the schools was managed by the heritors, great and small, without distinction, I refer to a resolu- tion of the Committee appointed by the landed interest of Scotland in 1784, to oppose the BUI for increasing the Salaries of Parish Schoolmasters. ' Qth. The annual burden upon the landed interest and their tenants wiU be ' increased by £20,611, and, as in the whole of this business the smallest pro- ' prietor has an equal voice with the greatest, in many parishes combinations may 'be formed to vote the highest salary which they have it in their power to bestow ' on any friend or relation they may wish to provide for ; it may even be given ' to promote the education of jiersons who may become seceding ministers.' It was not till 1803, when the legislative power in Scotland was entirely in the hands of the large landed proprietors, that the law which had worked so benefi- cially was changed, and an Act passed by which the general body of the heritors were excluded from the management of the schools, and the whole power vested in the heritors of £100 valued rent ; while the other heritors and the tenants were stiE held liable for their proportion of assessment for th-e erection and maintenance of, the school, and for the salary of the teacher ; and by the same Act, the minister of the parish was then for the first time made a member of the Board, and the teachers placed under the jurisdiction of their respective Presbyteries. It'thus appears that it is to the system of parish schools, as they existed for two hundred years before the enactment of 1803, that Scotland is indebted for th6 general diffusion of education among her people, and to consider any amendments of the innovations introduced in 1803 as an interference with the ancient bene- ficent institution, is a mere deliision arising from an impression that the modern corruptions are the ancient constitution, and that to remove the corruptions is to endanger the fabric. 109 I shall take an opportunity to irfove the following resolutions, although I am by no means wedded to the precise terms or modes of proceeding which I have indicated, providing the managing board be more or less liberalized in accordance with a really National system of education. Parish Schools or Old National Schools. 1st, That the qualification of heritors be calculated, not on the old rental of £100 Scots, but on the real rent, as entered in the valuation roll of the county. 2d, That the qualification for an heritor or tenant to act as a manager of the Parish school be a rental of £50 sterling or upwards. 3c?, That the Board consist of nine members of £50 rental or upwards ; five to be elected by the whole body of heritors, and four to be elected by the tenants; and that if the number of' heri- tors in the parish of £50 rental should be less than five, then the tenants shall only elect a number equal to the number of heritors. 4ih, That the minister of the parish shall be officially a member of the board. Denominational and Other Schools. The great body of the evidence we have received is opposed to the existence of the Denominational system of education, and I believe Dr. Taylor testifies truly, ' that the people of Scotland — the * United Presbyterian Church, which comprehends about one-fifth of ' the population — have always declared their preference fora National ' system, and I know that a large number of the ministers and elders * of the Established Church hold the same view.' It is unnecessary to quote more of the evidence in favour of the National system as opposed to the Denominational. It appears to me self-contradictory to adopt the Denominational as National schools, and to leave them under the same sectarian eontrol as before, — some under the management of the ministers of the Free Church and the Deacons' Courts, others under the management of the United Presbyterian minister and his elders, and others under the management of their respective churches, — all as denominational as ever, and.yet supported by the public money in so far as they participate in the Privy Council grants. Mr. Lingen, the Secretary to the Committee of Council on Education, who is more thoroughly acquainted with the working of the whole system than any other man in the kingdom, says ' that these grants should be distributed ' by some local board in each parish or district ;' and Messrs. Kennedy and Purves, teachers themselves, say ' the general opinion ' throughout Scotland and of the Educational Institute is in favour * of a National as distinct from a Denominational system.' In establishing a new and general system of education, violent and sadden changes should be avoided ; but by granting three years for the Denominational and other schools to make arrange- no ments for conversion into National schools, there will be time to act deliberately and economically, and to carry on negotiations between the managers of the schools, the inhabitants of the district, and the Central Board; while the knowledge, that at the end of three years theGovernment grant will be discontinued to all butNational schools, would quicken their deliberations, and Private schools would be converted into National schools as from time to time it might be found desirable. Whereas if they were to be dighifie'd with the title of National schools, under the name cf Adopted Natiqnal Schools, and be supported by national funds from the Privy Council grants while, in fact, the denominational clergy and their sessions con- tinued to hold the power and the management, the sectarian sys- tem would be continued in a greater or less degree for an indefinite time. As soon as there is a disposition on the part of the managers of the Private schools to have them converted into National schools, there could be very little difficulty on the score of property in the school-houses, as any arrangement made with the Central Board would be to improve the school, and the managers could not insist on being paid for the building, if their school was neither to be discontinued nor injured, but to be improved. Almost all the schools have been erected by voluntary subscriptions, sometimes aided by Privy Council grants, and very few belong to individuals who could claim them as private property, and they would be con- ,tinued for the very purpose for which the money was contri- buted. Should, however, the managers in any case remain imprac- ticable, the school might be left with them as a private school unaided by public funds. ' ' It may be said that the conversion of Private schools to National would occasion a great loss, by the withdrawal of the large amount of voluntary subscriptions. But would there be any loss in sup- porting the schools by a rate ? The change would only be, that a permanent instead of an uncertain provision would be made for them, and all would have to bear their fair share of the burden; the liberal and generous would be somewhat relieved, and the parsimonious would be made to pay according to their means. Thus there would be no loss of funds to the country: the funds would only be provided on a fairer principle, the same as those for the support of the poor. Should it be said the parishioners may object to an assessment-^ it is quite likely that in some instances they would ; but without th? authority of the Central Board there could be no assessment; and if there was in the district sufficient provision for the education of the children, either by Private, Parochial, Subscription, or Endowed schools, neither the Board nor the iiihabitants would enforce the establishment of a National school and a rate. In many parishes, if sufficiently supplied by Parish, Endowed, or Subscription schools, n6 rate would be required, and in few or none would more than Id', in the £ of rental be assessed. The great difficulty will be with the Episcopalian and Eomatl Catholic schools, in both of which denominations the church an4 Ill the school are so interwoven that to regulate the sohooLis to inter- fere with the church and the, religious faith of the community, which is sure to be resented. But the number of Episcopal and Eoman Catholic schools is so sraall, and the amount of Govern- ment grants so moderate (about £6000 for both), it may be considered whether they may be left in their present position, dependent only on the_ Government grant, and under the conditions of the Privy Council, and without any claim on the local assessment. . But no schools, except those receiving the Government grant at present, to be entitled to the privilege in future. We are between the horns of a dilemma with these Episcopalian and Eoman Catholic schools. If we were to provide for them a eeparate and special denominational support, there wouid be an immediate and loud clamour against the proposition by the great body of the Presbyterians in Scotland, and probably among the ^-Nonconformists in England, and it would be so far a departure from" a- .^rational system, and a defect in the plan. On the other hand, if nolrrevi-sion were made for the religious, teaching of Epis- copalian and Eoman Catholic children, according to the method in which only these denominations wiU accept of it, although it may appear to us an unreasonable prejudice, yet if it is so strong as to be insurmountable, the children cannot be left Uneducated. It is undeniable that if the National schools were to. be managed by local committees, these committees would be composed almost always of nine- tenths of Presbyterians ; and among these there is a strong feeling against Popery, and not a favourable one to Prelaeyi and Parliament would certainly refuse to leave Episcopalian and Eoman Catholic children to the mercy of Presbyterian teaching. . .To meet the difficulty, I would propose that wherever there were more than ten in the school whose parents obj-ected to the religious teaching, that then the parents or guardians of those children may choose a teacher of religion in whom they have confidence, to whom a separate hour might be appropriated for this purpose, and even an allowance might be made to the teacher, proportioned to the time spent in the separate teaching. Without this it might be said that it was not enough that those who disapproved of it should not be obliged to be present at the ordinary religious lessons, but they would thus be denied all religious teaching, unless they had an opportunity of receiving it according to the faith of their fathers. Were this plan adopted, while it gave a consistency to the National feystem, it would in practice occasion very little inconvenience, as the number of cases in which separate religious teaching would be required would be very few. Of course any party may establish sectarian schools, provided they maintain them by their own means, but they should not be entitled to any national funds for their support. In some districts, where the population is large, and the property small or unproductive, it is proposed that the area of assessment may be extended. Some parties object to the application of Govern- ment money to purposes of education ; but as th6 funds distributed by the Privy Council are contributed by the nation at large, the 112 aid derived from Government grants may be considered as equiva- lent to extending the area of supplementary assessment over the •whole kingdom. I shall take an opportunity to move the following resolutions on Denominational schools. Denominational Schools. 1. That the managers of Denominational and other schools may retain them for three years under their present management, and be entitled to the Privy Council grants, on condition of their conduct- ing the schools according to the regulations of the Privy Council. 2. That at any time during the three years any of these schools may be converted into National schools on satisfying the Central, Board of their being suitable for the locality. y^^ 3. That at the end of three years, after the passing' of the Bill, any school v^hich has not been converted into a National school shall cease to participate in the Privy Council grants. 4. That no school (excepting National schools), established after the passing of this Act shall be entitled to participate in the Govern- ment grants. 5. That in districts where National schools are established, they shall be managed by a local board, consisting of members to be elected by heritors of £ rental, as entered in the county valua- tion roll, and elected by the parochial board. : 6. In National schools no child shall be compelled to be present at any religious teaching contrary to the expressed desire of its parents or guardians. 7. Industrial schools should be established in towns or cities where necessary for educating and training deserted and vagrant children in religious and secular instruction and industrial habits, which schools should be maintained from the local rates, under the supervision of the magistrates or burgh authorities, who should lay down the rules and conditions under which they should be conducted, and appoint the committees for their management. It is with much reluctance that I have ventured to submit to the Commis- sioners the foregoing observations and resolutions, but the subject is so mo- mentous, and the responsibility so great, that I should have felt it a dereliction of duty if I had not laid before them a statement of the arrangements which I consider essential for the accomplishment of the object for which the Commis- sion was appointed ; — and if the present opportunity be not improved, it may be long before another is afforded for procuring. a National System of Education for Scotland. A. B.