Part 35 (1/2)

Baird, C W _Huguenot Eh Schools of Scotland_

Hughes, Thos _Loyola, and the Educational System of the Jesuits_

Kilpatrick, Wm H _The Dutch Schools of New Netherlands and Colonial New York_

Laurie, S S _History of Educational Opinion since the Renaissance_

Ravelet, A _Blessed J B de la Salle_

Schwickerath, R _Jesuit Education; its History and Principles in the Light of Modern Educational Proble the Renaissance_

CHAPTER XV

EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS

III THE REFORMATION AND AMERICAN EDUCATION

THE PROTESTANT SETTLEMENT OF AMERICA Columbus had discovered the neorld just twenty-five years before Luther nailed his theses to the church door at Wittenberg, and by the tihly explored and was ready for settlement, Europe was in the midst of a century of warfare in a vain attempt to extirpate the Protestant heresy

By the tiious conversion had finally dawned upon Christian Europe and found expression in the Peace of Westphalia (1648), which closed the terrible Thirty Years'

War (p 301), the first permanent settlements in a number of the Ainnings of education in America, are so closely tied up with the Protestant Revolts in Europe that a chapter on the beginnings of As here as still another phase of the educational results of the Protestant Revolts

Practically all the early settlers in A the peoples and from those lands which had embraced some form of the Protestant faith, and many of them came to America to found new homes and establish their churches in the wilderness, because here they could enjoy a religious freedom impossible in their old houenots, many of whom, after the revocation of the Edict of Nantes [1] (1685), fled to A the coast of the Carolinas; the Calvinistic Dutch and Walloons, who settled in and about New Amsterdam; the Scotch and Scotch-Irish Presbyterians, who settled in New Jersey, and later extended along the Allegheny Mountain ridges into all the southern colonies; the English Quakers about Philadelphia, who calish Baptists and Methodists in eastern Pennsylvania; the Swedish Lutherans, along the Delaware; the German Lutherans, Moravians, Mennonites, Dunkers, and Refore numbers in the mountain valleys of Pennsylvania; and the Calvinistic dissenters frolish National Church, known as Puritans, who settled the New England colonies, and who, ave direction to the future development of education in the Aroups ca their ministers with them Each set up, in the colony in which it settled, ere virtually little religious republics, that through theious principles for which they had left the land of their birth Education of the young for membershi+p in the Church, and the perpetuation of a learned ations, from the first elicited the serious attention of these pioneer settlers

Englishlicans) also settled in Virginia and the other southern colonies, and later in New York and New Jersey, while Maryland was founded as the only Catholic colony, in what is now the United States, by a group of persecuted English Catholics who obtained a charter from Charles I, in 1632 These settlee As a result of these settle the early colonial period of American history, the foundation of those type attitudes toward education which subsequently so materially shaped the educational develop the early part of our national history

THE PURITANS IN NEW ENGLAND Of all those who ca this early period, the Calvinistic Puritans who settled the New England colonies contributed most that was valuable to the future educational development of America, and because of this will be considered first

[Illustration: FIG 107 MAP SHOWING THE RELIGIOUS SETTLEMENTS IN AMERICA]

The original reforland, as was stated in chapters XII and XIII, had been lish Prayer-Book had been issued to the churches (R 170), and the King instead of the Pope had been declared by the Act of Suprelish National Church The sah, had continued in the churches under the new regied aside frolish

Neither the Church as an organization nor its ious reforiance so lightly (R 183), and in consequence there ca nulish Church By 1600 the demand for Church reform had become very insistent, and the question of Church purification (whence the naland

[Illustration: FIG 108 HOMES OF THE PILGRIMS, AND THEIR ROUTE TO AMERICA]

The English Puritans, moreover, were of two classes One was a h” State Church, possessed of no desire to separate Church and State, but earnestly insistent on a simplification of the Church cerees of the old Romish-Church ritual, and particularly the introduction ofinto the service The other class constituted a roup, and had becoradually came into open opposition to any State Church, stood for the local independence of the different churches or congregations, and desired the coes of the Romish faith from the church services [2] They becaerland Both Elizabeth (1558-1603) and Jaroup, and land to obtain personal safety and to enjoy religious liberty (R 184) One of these fugitive congregations, fro for several years at Leyden, in Holland, finally set sail for Aan the settleations soon followed, it having been estirated [3] to the New England wilderness before 1640 These represented a fairly well-to-do type of ood educational advantages at hoations, they at once set up a coovernment, modeled in a way after Calvin's City-State at Geneva, and which becaland town [4] In tiland was dotted with little self-governing settlements of those who had coious freedom which had been denied theether in a colony federation, in which each toas represented in a General Court, or legislature The extent of these settlee

BEGINNINGS OF SCHOOLS IN NEW ENGLAND Having coious freedom, it was but natural that the perpetuation of their particular faith by means of education should have been one of the firstof their ho deeply iion, they desired to found here a religious commonwealth, somewhat after the model of Geneva (p

298), or Scotland (p 335), or the Dutch provinces (p 334), the corner- stones of which should be religion and education

[Illustration: FIG 109 NEW ENGLAND SETTLEMENTS, 1660]

At first, English precedents were followed Ho the Puritans, was naturally much employed to teach the children to read the Bible and to train theational worshi+p After 1647, town elelish ”dame schools”

(chapter XVIII), were established to provide this rudilish apprentice system was also established (R 201), and the ave similar instruction to boys entrusted to their care The town religious governanized theanized in old England, also began the voluntary establishland had done (R 143) before the Puritans rated The ”Latin School” at Boston dates from 1635, and has had a continuous existence since that tirammar school at Charlestown dates from 1636, that at Ipswich from the same year, and the school at Salem from 1637 In 1639 Dorchester voted: