Part 30 (2/2)
Efforts were also made to create Protestant schools in the Scandinavian countries In Denanized, and the sexton of each parish was ordered to gather the children together once a week for instruction in the Catechism In Sweden little was done before 1686, when Charles XI ordained that the sacristan of each parish should instruct the children in reading, while the religious instruction should be conducted by the clergy, and carried on by means of sermons, the Catechism, and a yearly public exae of the Catechism was made necessary for communion A Swedish law of this same time also ordered that, ”No one should enter thethe lesser Catechis received the sacraulation drove the peasants to request the erection of children's schools in the parishes, to be supported by the State, though it was not for ht about The general result of this legislation was that the Scandinavian countries, then including Finland, early became literate nations
THE REORGANIZING WORK OF MELANCHTHON Melanchthon, unlike Bugenhagen, was essentially a humanistic scholar, and his interest lay chiefly In the Latin secondary schools He prepared plans for schools in many cities and s which were Luther's native town, Eisleben (1525), and for Nure (1545) a (1552), and the Palatinate (1556) a States The schools he provided for Saxony may be described as typical of his work
In 1527 he was asked by the Elector of Saxony to head a codom and report on its needs as to schools In his _Report, or Book of Visitation_, which was probably the first school survey report in history, he outlined in detail plans for school organization for the State (R 161), of which the following is an abstract:
Each school was to consist of three classes In the first class there was to be taught the beginnings of reading and writing, in both the vernacular and in Latin, Latin grammar (Donatus), the Creed, the Lord's prayer, and the prayers and hymns of the church service In the second class Latin becahly learned Latin authors were read, and religious instruction was continued In the third class il, Horace, and Cicero) was given, and rhetoric and dialectic were studied
These were essentially humanistic schools with but a little preparatory work in the vernacular, and their purpose was to prepare those likely to become the future leaders of the State for entrance to the universities
How different was Melanchthon's conception as to the needs for education froen anizing and advising, and so well did such schools reat demand of the time for educational leaders that he has, very properly, been called ”the Preceptor of Germany” His as copied by other leaders, and the result was the organization of a large nuhout northern Ger and the Protestant faith were co (p 272) was one of the anized of this type, many of which have had a continuous existence up to the present By 1540 the process was begun of endowing such schools from the proceeds of old yin back to some old monastic foundation, altered by state authority to meet modern needs and purposes
EARLY GERMAN STATE SCHOOL SYSTEMS Melanchthon's Saxony plan was put into partial operation as a Lutheran Church school systeanize a co (R 162), in southwestern Ger of the German state school systems Three classes of schools were provided for:
(1) Eleht reading, writing, reckoning, singing, and religion, all in the vernacular These were to be provided in every village in the Duchy
(2) Latin schools (_Particularschulen_), with five or six classes, in which the ability to read, write, and speak Latin, together with the elements of ht
(3) The universities or colleges of the State, of which the University of Tubingen (f 1476) and the higher school at Stuttgart were declared to be constituent parts
Acting through the church authorities, these schools were to be under the supervision of the State
The exa was followed by a number of the smaller German States Ten years later Brunswick followed the saanization after the state-system plan thus established In 1619 the Duchy of Weimar added compulsory education in the vernacular for all children froe In 1642, the same date as the first Massachusetts school law (chapter XV), Duke Ernest the Pious of little Saxe-Gotha and Altenburg established the first school systeent and ardent Protestant, he attees of the Thirty Years' War, by a wise economic administration and universal education With the help of a disciple of the greatest educational thinker of the period, John Amos Comenius (chapter XVII), he worked out a School Code (_Schulic masterpiece of the seventeenth century (R 163) In it he provided for coulated the details of , and courses of study Teachers were paid salaries which for the tie, pensions for their s and children were provided, and textbooks were prepared and supplied free So successful were his efforts that Gotha became one of the most prosperous little spots in Europe, and it was said that ”Duke Ernest's peasants were better educated than noblemen anywhere else”
By the middle of the seventeenth centuryplan of organization Even Duke Albrecht V of Bavaria, which was a Catholic State, ordered the establishhout his real, and the Catholic creed, the schools to be responsible through the Church to the State
PROTESTANT STATE SCHOOL ORGANIZATION We see here in German lands a new, and, for the future, a very ies the Church had absolutely controlled all education Froan schools, in 529 AD, to the time of the Reformation there had been no one to dispute with the Church its cone's attempt at the stimulation of educational activity had been clearly within the lines of church control
Until the beginnings of thethe Crusades, the Church had been the State as well, and for long humbled any ruler who dared dispute its power In the later Middle Ages nobles and rising parliaainst the Church--warnings of a changing Europe that the Church should have heeded--but there had been no serious trouble with the rising nationalities before the sixteenth century Now, in Protestant lands, all was changed The authority of the Church was overthrown By the Peace of Augsburg (1555) each Gerht were to be permitted to make choice between the Catholic and Lutheran faith, and all subjects were to accept the faith of their ruler or erate
This established freedoave the in the person of the ruler, large or sress toward religious freedom as the world was then ready for, as Church and State had been united for so many centuries that a complete separation of the tas almost inconceivable It was left for the United States (1787) to completely divorce Church and State, and to reduce the churches to the control of purely spiritual affairs
The German rulers, however, were now free to develop schools as they saw fit, and, through their headshi+p of the Church in their principality or duchy or city, to control education therein We have here the beginnings of the transfer of educational control from the Church to the State, the ultimate fruition of which careat work of the nineteenth century It was through the kingly or ducal headshi+p of the Church, and through it of the educational systereat educational developht about by their rulers, and it was through the ruling princes that the German Universities were reformed [10] and the new Protestant universities established [11] Even in Catholic States, as Bavaria, the German state-control idea took root early Many of the important features of the s in these Lutheran state-church schools
[Illustration: FIG 96 EVOLUTION OF GERMAN STATE SCHOOL CONTROL]
2 _Anglican foundations_
THE REFORMATION AND EDUCATION IN ENGLAND The Reforland took a very different direction from what it did in Germany, and its educational results in consequence were very different In England the reform movement was much more political in character than in German lands
Henry VIII was no Protestant, in the sense that Luther or Calvin or Zwingli or Knox was He distrusted their teachings, and was always anxious to explain objections to the old faith The people of England as a body, too, had been onized by the exactions of the Roy; the new learning had awakened there soious reform; and the reformation eneral interest The change frolish Church, when made, was in consequence much more nominal than had been the case in Gerely carried out by the ruling classes, and the masses of the people were in no way deeply interested in it The English National Church merely took over most of the functions foreneral the sae of the parish churches, and the church doctrines and church practices were not greatly altered by the change in allegiance The changing of the service froe The English Church, in spirit and service, has in consequence retained the greatest resemblance to the Roman Catholic Church of any Protestant denomination
In particular, the Lutheran idea of personal responsibility for salvation, and hence the need of all being taught to read, land
By the time of Elizabeth (1558-1603) it had becolish as a people that the provision of education was a matter for the Church, and was no business of the State, and this attitude continued until well into the nineteenth century The English Church merely succeeded the Roman Church in the control of education, and now licensed the teachers (R 168), took their oath of allegiance (R 167), supervised prayers (R 169) and the instruction, and became very strict as to conformity to the new faith (Rs 164-166), while the schools, aside from the private tuition and endowed schools, continued to be ious sources, charitable funds, and tuition fees
Private tuition schools in time flourished, and the tutor in the home becaely did without schooling, as they had done for centuries before As a consequence, the educational results of the change in the headshi+p of the Church relate alrammar schools and to the universities, and not to ele a systeland was consequently left for the educational awakening of the latter half of the nineteenth century When this finally came the developious causes