"Say, for example, that the institution wants models to illustrate descriptive geometry, or combinations of wheelwork on different applications of steam, I would have students study the best designs, discuss them with their professors, make careful drawings, and then carry them out practically.

"If, for example, a model of a low-pressure steam-engine is wanted, I would have the student,-a young man who, having learned something of the trade elsewhere, now purposes to perfect himself, and make himself a master mechanic. I would have him study the best drawings of engines in Armengaud or other leading works; then make as careful drawings and as large, for his model as for a steamship engine; study the proper relations of parts as regards size and place; calculate closely the movement of valves; estimate power and work to be done; and then in this shop, I would afford him facilities to construct the perfect model thus designed.

"In this way, students would acquire, at the same time, the theory of machines, knowledge of their most a proved construction, practice in drawing, judgment in adjustment of parts, skill in manual labor, and in many cases, make a model which could be sold for enough to repay, partially or entirely, the time and labor expended upon them.

The institution itself would be thus able to purchase of its students for its cabinet, models, agricultural, and mechanical construction, more cheaply than it could import them, and at the same time aid meritorious and needy students. Do you not see, my friends, that even half a dozen master mechanics and mechanical engineers every year thus taught would be worth more to the State than a hundred half educated young men ?

"This is the first legitimate thing to do. After that, if some simple branch of mechanical labor could be found, which would enable a large number of young men to support themselves by more unskilled work, whether at the simplest forms of cabinet or tool making, or the like that might be tried, but it should never be allowed to jeopardize funds designed for practical and scientific education."

6. Labor, not of Educational Value in itself, but entirely for Self-Support, in Shops erected for the Purpose.-From the first, I have opposed any interference with such an experiment by the University, and the trustees have acquiesced in such opposition. They have felt, with me, that such an experiment ought to be tried by private enterprise. Hence our honored founder is developing a plan from which he hopes success. Having purchased the right to the immense waterpower of the river which skirts the northern boundary of the University farm, he purposes to afford facilities for the erection of shops where simple and easily manufactured articles of various sorts, such as cabinet-ware, boxes, shoes, &c., may be produced, partly by machinery, and partly by student and other labor. This plan awaits development.

7. Student-Labor in various Positions to which Persons from the Outside World are generally called.—Our library, already numbering 25,000 volumes, and the librarian having important duties as professor, we employ, instead of one assistantlibrarian at full salary, from four to six under-graduates, filling out the day between them, and paid at the regular rate per hour. To a certain extent, the same policy is carried out in the janitor's work, in the care of the laboratory, in the writing in the offices of the president and business superintendent, and in the students' dining-hall.

The question will now be asked,-How well do students succeed in carrying on their studies, while thus giving time to work?

The simple answer is found in the fact, that the majority of the working students maintain the highest standing in their studies. Prize after prize has been taken by them over the heads of men not encumbered with manual labor.

It may also be asked,—How are the working students regarded by the others? Are they not looked down upon by the more wealthy and well-dressed?

The answer is found in the fact, that these working students are very gener

ally regarded as the most desirable associates in societies, clubs, &c. It is very hard for a young man to be looked down upon out of class by young men who in class have to look up to him. Indeed, it is very nearly impossible.

So far have we, during these two years, developed this system. It is still an experiment, and environed by many difficulties. It has been found necessary to arrange our schedules of lectures, examinations, and recitations so that all come before 14 o'clock P. M., leaving the afternoon to work and laboratory practice.

We have also had to make in favor of students in the labor corps, an exception to the rule requiring every student to carry on at least three studies steadily, and various difficulties have arisen, still we are reasonably satisfied with our success, and we shall press on. It should be constantly borne in mind that this system has been in operation but two years and three months, and that it has been but one, among many problems, pressed upon us.

I hope much from our attempt, still I would as yet hesitate to recommend any other institution to try the experiment. It remains to be seen whether the same labor, care, and expenditure, differently directed, would not produce results of greater benefit. But we have tried to do this and not to leave the other undone. Before closing, permit me to notice a misapprehension of our efforts, both by parents, and young men who wish to support themselves, but are utterly incapable of any manual labor useful to us. I quote from the address above referred to:

"One father and mother brought their young gentleman, who could do nothing any where else. He had whittled out a toy, very simple to the eyes of the world generally; very wonderful to the eyes of his fond parents. On the strength of this toy, it was evidently expected by them that he could get an education in books by droning over them, learn the use of tools by playing with them, support himself while thus amusing himself, and mend his morals and manners while engaged in that branch of practical agriculture known as 'sowing wild

oats.

Another young gentleman, city-bred, sickly, weakly; who had not the experience of any skilled labor; who had not the strength for any unskilled labor, wished to support himself by work while pursuing his studies; but when he discovered that work makes a man tired, wears his fingers, and soils his clothes, he withdrew, making the air vocal with his complaints.

"Another, with no available trade, no aptitude for labor, offered to favor the institution with his presence, if he could learn a trade, carry on his studies, and save enough to board, lodge, and clothe himself, beside sending twenty-five dollars a month home to his parents.

These are actual cases, and types of many others.

"I repeat it, our duty is not to do such work as this. We are not to establish a reform-school, nor an intellectual alms-house. We should take sound, manly, capable young men where the farms, the shops, and the public schools leave them, and give them back to the country, strong to develop and increase the resources of neighborhoods, states, and nations. I repeat, this is to-day the most pressing material need of this land."

Into this attempt, we are fitting our system of voluntary student-labor. Our outlay upon it in all its branches, has averaged about ten to twelve thousand dollars a year, and I think it may be safely estimated that it has returned us, in valuable and necessary products, within a very small percentage of what the ordinary systems of labor would have given us, while it has attracted a considerable body of most earnest young men, and aided them in prosecuting studies from which they would otherwise have been probably deprived.

Very respectfully yours,

To HON. HENRY BARNARD.

ANDREW D. WHITE, President.

PUBLIC INSTRUCTION IN SCOTLAND.

AREA-POPULATION-EDUCATION.

SCOTLAND, originally an independent kingdom, but since the union of the crowns of Scotland and England on the accession of James VI of the former, to the throne of the latter as James I, in 1602, and the act of Union in 1707, an integral portion of the kingdom of Great Britain, occupies the division of the Island north of the Tweed, Solway Frith, and the Cheviot Hills. It has an area of about 30,000 square miles, with a length of 217 miles, and a breadth ranging from 43 miles to 125, not including numerous islands which line its coast, and constitute no small portion of the whole area. Out of 19,639,377 acres, only 4,438,137 are under cultivation. The population in 1861 was 3,062,294 distributed over three great divisions, differing in the natural configuration of the country, and the industrial condition of the people, viz. :—First, 1,487,276 in the Lowland Parishes: Second 80,000 in the Hebrides and Highland Parishes; and 1,012,270 in 79 Burghs (Parliamentary and Royal) and 289,057 in 78 Towns having each 2,000 inhabitants and upwards. In each of these subdivsions the organization of public schools differ, and will require separate treatment.

PUBLIC INSTRUCTION.

Public instruction in Scotland is secured through three great departments, which may be called Elementary, Secondary and Superior. Although not legally so designated, yet the institutions in each have a legal basis, though not very closely defined and limited, and the whole is without any efficient system of local or state administration, inspection, or control.

1. ELEMENTARY INSTRUCTION is provided in institutions of various kinds, the core of which is the national Parochial system, which in its germ, existed as early as the Christian Church in Scotland, and which took its present shape in the acts of the Privy Council in 1615, and of the Scotch Parliament of 1633, and of the Church of Scotland in 1689. these departments, although not exclusively, belong :

To

(1.) Parochial Schools which exist by operation of law in every parish, which together (917) cover the whole of Scotland outside of the boundaries of the burghs.

(2.) Side Schools, authorized by act of 1803, in parishes so situated

or so extensive that a single school can not adequately provide the elementary instruction for all the youth within their bounds.

(3.) Sessional Schools in the large towns, and burghs (each of which comprise one parish), which are managed by the minister and kirk Session, but may be regarded as belonging to the parochial system, in their class of pupils and studies.

(4.) Parliamentary schools, established since 1835, by an act of Parliament, by which the salaries of certain districts in the Highlands and Islands are paid out of a public appropriation.

To the elementary department belong a large number of non-parochial schools, such as (1.) the General Assembly Schools, of which there are 519 with 33,251 scholars; (2.) the Christian Knowledge Society Schools, of which there are 202, with 10,054 scholars; (3.) Free Church Schools, established under the Free Church Education Scheme in 1843, of which there are 617, with 48,860; (4.) Episcopal Church Schools of which there are 74, with 6,202 scholars; (5.) Roman Catholic Schools, of which there are 61, with 5,736 scholars; (6.) Subscription Schools; (7.) Proprietary Schools; (8.) Private Adventure Schools; (9.) Endowment Schools, including the Hospitals which have funds to the amount of £100,000. II. SECONDARY INSTRUCTION embraces :

(1.) Burgh Schools, or Grammar Schools, established by the Council or municipal authorities of Burghs created by Royal charter.

(2.) Academies, or Institutions, both in and out of Burghs, founded by subscription, and managed by directors selected from the subscribers.

(3.) Parochial Schools with advanced classes. To this department belong a large number of Private Schools, some of which are exclusively boarding or day schools, or a mixture of both, but all of them having elementary classes; also the Hospitals or endowed boarding schools for special classes.

III. SUPERIOR INSTRUCTION is given in four Universities, which have close connection with the schools and classes of Secondary Instruction. To the above department may be added:

IV. SPECIAL AND SUPPLEMENTARY SCHOOLS AND AGENCIES.

For thirty years, the friends of a truly national system of public schools-comprehensive enough to embrace citizens of all creeds and of all localities, no matter how remote, or how scattered the inhabitants may be, and good enough to realize the wishes of all classes of society for the education of their children-without ignoring the many excellent features of the old Parochial and Grammar Schools, which have given to Scotland in spite of many natural disadvantages, a high place among the prosperous nations of modern Europe-have labored strenuously for a reorganization. Out of these efforts has issued an Educational Commission, appointed in 1866, composed of twenty eminent and competent citizens, with the Duke of Argyll as chairman, from whose successive Reports in six volumes, we draw in literal extracts (slightly modified in a few instances) the following account of the systems, and schools of every kind now in operation in Scotland.

I. SYSTEM OF PAROCHIAL SCHOOLS.

HISTORICAL DEVELOPMENTS.

Originally, the schools in Scotland were closely connected with the religious establishments of the country. Long before the Reformation 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 to 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 " (or Discipline, drawn up by John Knox, on behalf of a Committee of the Reformed Church of Scotland in 1560-1) recommended that there should be a schoolmaster, "able to read the grammar and the Latin tongue," in every parish where there was a town of any reputation, 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 favorable inclinations of the Regent Murray, were powerful enough to resist the claim for restitution. But in the year 1567 the Reformed religion was established by law; and by an Act of the same year, c. 11, Parliament conceded to the Church their claim that the "superintendents or visitors" should have 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 shall be permitted to teach but such as should be tried by the superintendents or visitors of the Church. At this time, there was no legal obligation to support parish schools. But, as Dr. M'Crie says in his Life of Melville:—

As every minister was bound regularly to examine his people, it became his interest to have a schoolmaster for the instruction of the youth. At the annual 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.