E 
 
 THE LIBRARY 
 
 OF 
 
 THE UNIVERSITY 
 OF CALIFORNIA 
 
 LOS ANGELES
 
 REPORT 
 
 TRUSTEES OF THE DICK BEQUEST

 
 REPORT 
 
 TO THE 
 
 TKUSTEES OF THE DICK BEQUEST 
 
 ON THE RURAL PUBLIC (FORMERLY PAROCHIAL) 
 SCHOOLS OF 
 
 ABERDEEN, BANFF, AND MORAY 
 
 WITH SPECIAL REFERENCE TO THE HIGHER INSTRUCTION^ THEM 
 
 BY 
 
 S. S. LAUKIE, A.M., LL.D. 
 
 PROFESSOR OP tHE INSTITUTES AND HISTORY OF EDUCATION IN THE UNIVERSITY OF 
 EDINBURGH J VISITOR FOR THE TRUSTEES 
 t 
 
 EDINBURGH 
 
 Printed at the University Press by T. and A. CONSTABLE 
 Printers to Her Majesty 
 
 MDCCCXC
 
 Stack 
 Annex 
 
 Cage 
 
 u 
 
 TRUSTEES OF THE BEQUEST-MAY 1890. 
 
 C. B. LOGAN, Deputy Keeper of the Signet. 
 
 J. T. MOWBRAY, LL.D., W.S., Treasurer of the 
 Society of Writers to the Signet. 
 
 J. O. MACKENZIE, W.S. 
 EDMUND BAXTER, W.S. 
 SIR JOHN GILLESPIE, W.S. 
 JOHN COWAN, W.S. 
 JOHN BRUCE, W.S. 
 M. STUART FRASER, W.S. 
 JAMES MYLNE, W.S. 
 
 anb treasurer. 
 
 GEORGE BAYLEY, W.S. 
 
 Utsttar of 
 
 PROFESSOR S. S. LAURIE, M.A., LL.D.
 
 AT a meeting of the Trustees held on 26th May 
 1890 Inter alia, 
 
 " The Clerk mentioned that in terms of the Minute of 6th March, the 
 Report to the Trustees by Professor Laurie, the Visitor of Schools, had 
 been printed with a view to being published, and that proof copies were 
 some time ago sent to the Trustees for perusal. The Trustees, having 
 considered the matter, now resolve that the Report be published, that 
 500 copies be obtained, and that the Clerk retain, for future occasions, 
 all copies not required for distribution." 
 
 Extracted from the Minutes by 
 
 GEORGE BAYLEY, W.S., 
 Cleric and Treasurer.
 
 CONTENTS. 
 
 CHAPTER I. 
 
 PAGE 
 
 HISTORICAL SKETCH OF THE PAROCHIAL SCHOOL SYSTEM OF SCOT- 
 LAND RELATION OF THE DICK BEQUEST TO IT, AND GENERAL 
 PRINCIPLES OF ADMINISTRATION, .... 1 
 
 APPENDIX TO CHAPTER I. 
 
 Origin and Amount of the Bequest, . . . .16 
 
 Terms of the Bequest from Mr. Dick's Last Will and Testa- 
 ment, ....... 17 
 
 CHAPTER II. 
 
 EDUCATION ACT OF 1872, AND CODE PUBLIC TESTIMONY TO THE 
 
 EFFICIENCY OF THE SCHOOLS DOWN TO 1873, . . .19 
 
 CHAPTER III. 
 
 ACT OF 1872 AND CODE, continued ADMINISTRATIVE ADAPTA- 
 TIONS BY TRUSTEES EFFECT OF CODE SUCCESS OF THE 
 BEQUEST DOWN TO 1883, . . . . .26 
 
 CHAPTER IV. 
 
 THE BEQUEST FROM 1883 TO 1889. ALTERED SOCIAL CONDITIONS 
 THE ADVANCED WORK OF SCHOOLS TO BE NOW ESTIMATED 
 OTHERWISE THAN OF OLD, . . . . .41 
 
 CHAPTER V. 
 
 PAROCHIAL EDUCATION DURING THE PAST SIXTY YEARS PAST AND 
 
 PRESENT MS. REPORTS ON SCHOOLS COMPARED, . . 57
 
 Vlll CONTENTS. 
 
 CHAPTER VI. 
 
 PAGE 
 SCHOOLS SCHOOL-BUILDINGS SALARIES SCHOOLMASTERS 
 
 THEIR MERITS AND DEFECTS SUBJECTS TAUGHT MIXED 
 SCHOOLS, ....... 78 
 
 CHAPTER VII. 
 
 GENERAL REMARKS ON THE HIGHER EDUCATION IN THE SCOTTISH 
 
 PAROCHIAL OR PUBLIC SCHOOL NEW CODE, . . .93 
 
 APPENDIX. 
 
 I. RULES OF ADMISSION AND EXAMINATION OF SCHOOLMASTERS, 111 
 
 ii. EXTRACT MINUTE OF MEETING OF TRUSTEES held at Edin- 
 burgh on llth March 1876 ; with Table of Average 
 Rate of School Fees, . . . . .113 
 
 III. CIRCULAR FROM TRUSTEES RELATIVE TO CODE OF 1875, . 115 
 
 IV. STATISTICAL RETURNS FOR YEAR ENDING AUGUST 1889, . 117 
 
 V. EXAMINATION PAPERS, 1890, . . . .118 
 
 VI. PHARMACEUTICAL EXAMINATION, . . . .133 
 
 VII. ENTRANCE EXAMINATION OF TRAINING COLLEGES, . .133 
 
 VIII. EXTRACTS FROM THE GOVERNMENT CODE OF 1890, . .134 
 
 IX. PROBATE DUTY AND FEES, ..... 137 
 
 X. NEW SCHEME AS APPROVED BY HER MAJESTY, 1890, . . 138
 
 CHAPTER I. 
 
 HISTORICAL SKETCH OF THE PAROCHIAL SCHOOL SYSTEM 
 
 OF SCOTLAND RELATION OF THE DICK BEQUEST 
 
 TO IT, AND GENERAL PRINCIPLES OF ADMINI- 
 STRATION. 
 
 THE first Reformation Document of national impor- 
 tance bearing on the education of the Scottish people 
 is contained in the " First Book of Discipline, or the 
 Policy of Discipline of the Church," drawn up by 
 John Knox and others, presented to the nobility of 
 the kingdom in the year 1560, and afterwards sub- 
 scribed by the Kirk and Lords. This most interest- 
 ing of all documents in the early history of post- 
 Reformation education in Europe proceeds on the 
 preamble that it is the " office and duty of the godly 
 magistrate " so to " provide at the utmost of his power 
 how [the Church of God] may abide in some purity 
 in the posterity following." It maintains the duty 
 of the State to be " most careful for the virtuous 
 education and godly upbringing of the youth of the 
 realm," " for as the youth must succeed to us, so we 
 ought to be careful that they have knowledge and 
 erudition to profit and comfort that which ought to 
 be most dear to us, to wit, the Kirk and Spouse of 
 
 A
 
 2 HISTORICAL SKETCH OF THE 
 
 our Lord Jesus Christ." " Of necessitie it is," if this 
 end is to be attained, " that every several Kirk have 
 OEe Schoolmaster appointed, such a one at least as is 
 able to teach Grammar and the Latine tongue if the 
 town be of any reputation : if it be upland where the 
 people convene to the doctrine but once in the week, 
 then must either the reader or minister then appointed 
 take care of the children and youth of the parish to 
 instruct them in the first rudiments, especially in the 
 Catechism. 1 Further, we think it expedient that in 
 every notable town, and especially in the town of the 
 Superintendent, there be erected a Colledge in which 
 the arts, at least logick and rhetorick, together with 
 the tongues, be read 2 by sufficient masters, for whom 
 honest stipends must be appointed. Also that pro- 
 vision be made for those that be poore, and not able 
 by themselves nor by their friends to be sustained at 
 letters, and in special these that come from landward" 
 In this way the Eeformers believed that the youth, 
 being under the supervision of their own friends, 
 would be preserved from many evils, and the " great 
 schools or universities" be "replenished with those 
 that be apt for learning." No father of " whatsoever 
 estate or condition " is to be allowed to bring up his 
 children " according to his own fantasie " ; but all 
 "must be compelled to bring up their children in 
 
 1 Calvin's Catechism, translated in the Book of the Common Order. 
 
 2 The word legere was used in mediaeval times as meaning " to teach," 
 masters in the universities having before the invention of printing to read 
 or dictate, their scholars writing down what was dictated, and then get- 
 ting it up.
 
 PAROCHIAL SCHOOL SYSTEM. 3 
 
 learning and virtue." Provision for the poor is then 
 suggested. The subjects of instruction are to be the 
 Catechism and the Christian religion, including proper 
 forms of prayer, grammar, Latin, " the arts of philo- 
 sophy " and the other tongues, a portion of time being 
 given to those studies which bear directly on the future 
 business in life of the scholars. To learn reading and 
 the Catechism, and to start the grammar, two years 
 are stated to be sufficient ; then four years to learn 
 Latin, Greek, Logic, and Rhetoric. After this course, 
 the boy of apt parts was to enter upon University 
 studies, with a view to his future profession as 
 Minister, Doctor, or Lawyer, continuing these till he 
 was twenty-four years of age. 
 
 Such was the scheme laid down by the Reformers ; 
 but, though universally approved, it did not in the 
 then troubled state of affairs become law. 
 
 It is worthy of remark that all the leading aims 
 
 / <J 
 
 and principles which have characterised Scottish edu- 
 cation, and still characterise it, were embodied in the 
 first formal public document dealing with the subject 
 as a matter of national policy. The external organi- 
 sation of schools, the democratic universality of the 
 proposed system, the religious purpose which was to 
 animate the teaching, the provision for the free edu- 
 cation of the poor, the institution of bursaries to 
 carry boys of promising talents into the higher walks 
 of life, compulsion where needed, and the professional 
 character of the universities, all these things were 
 propounded by the Reformers and they still form the
 
 4 HISTORICAL SKETCH OF THE 
 
 text of all our -educational utterances on the platform, 
 and in the press. 
 
 Seven years after the appearance of the " First Book 
 of Discipline," the Scots Parliament 1 ordained that all 
 Schools " to burgh and land," and all Universities and 
 Colleges be reformed, and that all teachers, both public 
 and private, be " tried by the superintendents or visi- 
 toures of the Kirk." 
 
 It is clear from this that though the original scheme 
 had not been carried out, education had been making 
 considerable progress, and that " Colleges " that is to 
 say, secondary schools existed in many provincial 
 towns. The institution of elementary schools also 
 in connection with the parochial Kirks had been pro- 
 gressing. 
 
 At last, the Privy Council in 1616 2 ordered the 
 establishment of a School in every parish, at sight and 
 by advice of the Bishop of the diocese. This Act was 
 ratified by Parliament in 1633, 3 with the very im- 
 portant and significant addition that power was given 
 to the Bishops, with consent of the majority of the 
 parishioners (if the heritors i.e. landed proprietors re- 
 fused to act), themselves to plant the school and impose 
 a land tax for its maintenance, right of appeal to the 
 Privy Council being given to the heritors. 
 
 We find the General Assembly in 1642 recommend- 
 ing to Parliament the appointment of a Eeader and a 
 School in every Parish, from which we may infer that 
 
 1 Act, James vi., cap. 2, 1567. 
 
 2 Act of Privy Council, 10th December 1616. 
 
 3 Act 1633, cap. 5.
 
 PAROCHIAL SCHOOL SYSTEM. 5 
 
 many parts of the country had been slow to obey the 
 Act of 1633. 
 
 The Estates of Parliament, indeed, had again to in- 
 tervene in 1G46 1 in order to enforce the erection of 
 schools where they had not been already provided. 
 They enjoined the heritors to set up a schoolhouse, 
 to fix a stipend for a schoolmaster, and, they failing, 
 power was given to the Presbytery of the bounds to 
 take action. An Act of 1662 further required all 
 teachers, public or private, to obtain a licence from 
 the " ordinary of the Diocese." 
 
 Save in outlying or thinly peopled districts, we 
 may fairly conclude that Scotland was pretty well pro- 
 vided with the means of elementary education from 
 about 1633 onwards. 2 It was not till some time after, 
 however, that the good intentions of Parliament and 
 the Church were fully carried out. 
 
 After the abolition of Episcopacy and the return to 
 quieter times, education again engaged the attention 
 of the Legislature. The Act of 1696 provided that 
 a school should be settled in every parish by the 
 heritors and minister ; that the heritors should build 
 a commodious schoolhouse, and provide a salary, not 
 above 200 nor under 100 merks (5, lls. l^d.) ; and 
 that if the heritors when assembled could not agree, 
 the Presbytery should apply to the Commissioners of 
 
 1 Act 1646, cap. 17. 
 
 - The Records of Kirk Sessions contain constant references to the 
 schools in the earlier part of the 17th century as well as later. Mr. 
 Cramond of Cullen, one of the Teachers connected with the Bequest, has- 
 made many interesting researches in the Records.
 
 6 HISTORICAL SKETCH OF THE 
 
 Supply for the county, who, or any five of them, 
 should have power to establish a school, assessing the 
 heritors in proportion to their valued rent. 
 
 The next Parliamentary Act was passed in 1803, 
 and was fuller in its details. While increasing the 
 schoolmasters' stipends, and making them payable by 
 the heritors 1 as heretofore, it provided for the revision 
 of the money payment once in twenty-five years. The 
 average price of the chalder of oatmeal for the twenty- 
 five preceding years was to be struck by the 'Sheriff of 
 the county, and the salary of the schoolmasters fixed 
 according to this average by the heritors and minister. 
 The money- value of a chalder of oatmeal in 1803 was 
 200 merks, or 11, 2s. 2fd. The Act ordered that 
 the minimum payment to the schoolmaster should 
 thenceforth be the value of a chalder and a half, or 
 16, 13s. 5d., and the maximum payment the value of 
 two chalders, or 22, 4s. 5d. The parish minister of 
 the Established Church was appointed superintendent 
 of the parochial school, 2 but the real power was vested 
 in the Presbytery within whose bounds the school was 
 situated. Not only had the teacher elected by the heri- 
 tors and minister to compear before the Presbytery 
 (after having taken the oath to the Sovereign before a 
 Justice of Peace), and be examined by the members 
 of it as to the " sufficiency for his office, in respect of 
 morality and religion, and of such branches of litera- 
 
 1 Both the Act of 1696 and that of 1803 gave the heritors relief from 
 their tenants to the amount of one-half their proportion of the school-tax, 
 but, as a matter of fact, the majority of heritors never took advantage 
 of this source of relief. - Clause xix.
 
 PAROCHIAL SCHOOL SYSTEM. 7 
 
 ture as by the majority of heritors and minister [were] 
 deemed most necessary and important for the parish" ; 
 but on a complaint being made -to them against the 
 teacher by the heritors, the minister, and the elders, 
 of immoral conduct, neglect of duty, or cruelty, they 
 could, after satisfactory proof, censure, suspend, or 
 dismiss the schoolmaster. The Presbytery had also 
 the power of fixing the hours of teaching and the 
 length of the annual vacation, it being left to the 
 minister and heritors to determine the rate of fee to 
 be charged. Religion was one of the subjects required 
 by the heritors and minister to be taught, and the 
 orthodoxy of the teacher was guarded by his being 
 required to sign the Confession of Faith and Formula 
 of the Church of Scotland. The Presbytery had, of 
 course, a right of visitation. 
 
 In the fifth year of the reign of His Majesty 
 George iv., there was passed an " Act to amend an 
 Act for building additional places of worship in the 
 Highlands and Islands of Scotland" (5 Geo. iv. c. 90) 
 under which some of the too extensive parishes in 
 the remote regions of Scotland were divided, and 
 churches and parishes constituted. Following the 
 tradition as to the erection of a school in every 
 parish, " An act to facilitate the Foundation and 
 Endowment of Additional Schools in Scotland " was 
 passed in 1838. The new parishes went, and still 
 go, by the name of Parliamentary parishes, and 
 the schools erected under the Act of 1838 were 
 commonly called Parliamentary Parish Schools. The
 
 8 HISTORICAL SKETCH OF THE 
 
 Heritors, however, only provided a school and master's 
 house, and the salary was paid by the Imperial 
 Treasury. An obligation imposed in the Act of 
 1803 on parochial schoolmasters to teach gratis such 
 poor children as "the Heritors and Minister shall 
 recommend," was extended also to the Parliamentary 
 teachers. The next Act of 1845 simply remedied a 
 defect of previous Acts, by giving the Commissioners 
 of Supply for the county power to appoint a teacher, 
 on failure of the local authorities to do so within a 
 limited time. 1 
 
 The next Act of Parliament of any importance is 
 dated 1861. It increased the salaries of the school- 
 masters to a minimum of 35 and a maximum of 
 70, and substituted for the religious and ecclesias- 
 tical Test a general Declaration by the teacher-elect 
 that he " would never endeavour, directly or indi- 
 rectly, to teach or inculcate any opinions opposed to 
 the Divine authority of the Holy Scriptures, or to the 
 doctrines contained in the Shorter Catechism, and 
 that he would faithfully conform thereto in his teach- 
 ing. Further, that he would not exercise the func- 
 tions of his office to the prejudice or subversion of the 
 Church of Scotland as by law established, or the 
 doctrines and privileges thereof." 
 
 The examination of schoolmasters-elect was by the 
 same Act transferred from Presbyteries to Boards of 
 Examiners appointed by the Courts of each of the 
 
 1 The short Acts of 1854 and 1857 merely regulated the mode of ascer- 
 taining and fixing the salaries of parochial schoolmasters.
 
 PAROCHIAL SCHOOL SYSTEM. 9 
 
 four Universities respectively, each examining body 
 Laving an area assigned to it. 
 
 The censure, suspension, or dismissal of a school- 
 master for neglect of duty was transferred to the heri- 
 tors and minister of each parish, after taking into due 
 consideration a report by one of Her Majesty's Inspec- 
 tors of Schools, but it had to be concurred in by the 
 Presbytery of the bounds. 
 
 The power of censure, suspension, or dismissal for 
 immoral conduct or cruelty was transferred to the 
 Sheriff of the county. 
 
 The power of censure, suspension, or dismissal of 
 the master for religious teaching in contravention of 
 his declaration, was transferred from the Presbytery 
 to a Commission to be appointed in each case of com- 
 plaint by a Secretary of State, their judgment taking 
 effect only after receiving the Secretary's approval. 
 
 The heritors had always been empowered to assess 
 themselves for more than one school. By the Act of 
 1861 they were empowered also to assess for a female 
 school, but in no case could the parochial assessment 
 exceed 110 in all for educational purposes. 
 
 The remaining alterations and amendments of pre- 
 vious legislation it is not necessary to detail in this 
 place. It is only necessary further to note the fact 
 that the powers of visitation by the Presbytery were 
 not repealed, and that Clauses xm. and xix. of the Act 
 would have remained inoperative, if the right of Presby- 
 terial visitation had not been presumed by Parliament 
 to exist and to be exercised by the Presbyteries.
 
 10 THE PAROCHIAL SCHOOL SYSTEM : 
 
 The reader will notice the protection granted to the 
 teacher in the free exercise of his office. He was 
 virtually appointed ad vitam aut culpam. 
 
 The preceding paragraphs give a short outline of the 
 history of the Scotch Parochial School system, to which 
 the Dick Bequest Trustees had to adapt themselves, 
 without, on the one hand, rousing the jealousy of the 
 various parties interested in the management of the 
 schools, viz. the teacher, the heritors, the parish mini- 
 ster, and the Presbytery ; or, on the other hand, fail- 
 ing to give effect to the testator's wishes by securing 
 the co-operation of all connected with the parochial 
 schools in promoting their advancement and elevation. 
 The purposes of the Testator will be found in the note 
 appended to this chapter. It will suffice for the pur- 
 poses of this Eeport to summarise the leading prin- 
 ciples of administration which the Trustees devised. 
 
 It was contended by many in the North that an 
 equal division should be made of the annual free 
 proceeds of Mr. Dick's endowment, withholding the 
 benefit of it only from such teachers as notoriously 
 failed to discharge their duty. To have done this 
 would have been to convert the Bequest into a 
 charity. The Trustees, on the contrary, held, and 
 have always held, that the money which they dis- 
 tribute annually is not a charitable or eleemosynary 
 endowment, but a reward for good scholarship and 
 efficient teaching. That they were right in taking this 
 view of the Bequest is clearly shown by the terms of
 
 ITS RELATION TO THE DICK BEQUEST. 1 1 
 
 ]\Ir. Dick's Testament, in which the Trustees are em- 
 powered to pay the income to " such one or more [of 
 the schoolmasters], in such proportions, and generally 
 to dispose of the said income among them in such 
 manner as to the Trustees shall seem most likely 
 to encourage active schoolmasters, and gradually to 
 elevate the literary character of the parochial school- 
 masters and schools"; and further, "to increase, 
 diminish, or altogether to discontinue the salary or 
 allowance to be from time to time made to all or 
 any." The Trustees accordingly were not only autho- 
 rised but manifestly required to apply the Bequest 
 to the encouragement of literary attainment in the 
 teachers of the three counties, of Aberdeen Banff, and 
 Moray to the promotion of efficiency in teaching, and 
 to the literary advancement of the schools. These 
 three objects they have kept steadily in view through- 
 out their administration. 
 
 To ensure the " elevation of the literary character " 
 of the schoolmaster, the Trustees imposed a stringent 
 examination on all claimants for participation in the 
 Bequest. The subjects were Latin, Greek, English 
 Grammar and Analysis, English Literature, History 
 (outlines, ancient and modern), Geography (mathema- 
 tical and physical), Physics, Arithmetic, Geometry, 
 Algebra, Trigonometry. 1 To those unacquainted with 
 Scottish education, it may seem that this was too high 
 a demand to make on teachers of rural parochial schools. 
 But if we bear in mind that, in consequence of the in- 
 
 1 See Appendix v.
 
 12 THE PAROCHIAL SCHOOL SYSTEM : 
 
 adequate development of the middle or secondary 
 school system in Scotland, the parochial schools have 
 from their first institution been expected to prepare 
 pupils for the universities, and that an university edu- 
 cation is accessible on fairly easy terms to almost all the 
 northern youth of Scotland who give signs of promise, 
 the Trustees will not be considered to have interpreted 
 in too strict a sense Mr. Dick's desire to raise 
 the literary character of the parochial schoolmasters. 
 That the standard of " pass " in the Dick Bequest ex- 
 amination is sufficiently high is testified by the fact 
 that graduates of Aberdeen are frequently cast in 
 their first attempts, and that marks of distinction 
 have seldom been obtained by any save those who had 
 been already favourably known at their university for 
 high proficiency in more than one department of study. 
 
 To raise the character of the instruction given in 
 the schools, the Trustees attached a certain number of 
 marks, bearing a money value, to the "higher sub- 
 jects" of instruction. 
 
 And finally, to secure the activity and efficiency of 
 the teachers, they empowered their Visitor to give a 
 certain proportion of marks for "merit in teaching," 
 and to deduct from the teacher's marks should there 
 be neglect of duty or inefficiency. 
 
 To insure the confidence of the Minister of each 
 parish, the Trustees communicated to him a copy of 
 all correspondence with the teacher which was of any 
 importance. 
 
 To insure the co-operation of Presbyteries and 
 remove their objections to the intrusion of an alien
 
 ITS RELATION TO THE DICK BEQUEST. 13 
 
 authority between them and the schools of which 
 they had legal superintendence, they were asked to 
 report annually on each school in detail ; this Keport 
 being accepted by the Trustees as an element in 
 forming their judgment as to its efficiency. The 
 wisdom which guided the early action of the Trustees 
 was justified by the event. 
 
 Up to 1855. the Visitor reported on each school 
 only once in three years, accepting for the intervening 
 years, save when strong reasons existed for doubting 
 or discounting it, the annual Eeport of the Presbytery 
 within whose bounds the several schools were situated. 
 In 1856, when I was appointed to succeed Professor 
 Menzies, it was resolved to visit the schools once 
 every two years. 
 
 Speaking of the period antecedent to 1872, the 
 result of these arrangements, in co-operation with the 
 bursary system of the University of Aberdeen, was that 
 the three north-eastern counties were provided with 
 a very high class of parochial schoolmasters all of 
 them, with two or three exceptions, graduates, and fully 
 competent to carry their pupils up to the gates of the 
 university. The problem of " a career open to talent 
 and accessible to the poorest "- paupers even when 
 they were of promising character, being instructed in 
 classics and mathematics and sent on to the univer- 
 sity was solved as it never had been solved in the 
 history of education in any country. The schools were 
 constantly referred to as models of the old Scottish paro- 
 chial schools which have done so much for Scotland. 
 
 Can we say the same now ? That is a question
 
 14 THE PAROCHIAL SCHOOL SYSTEM : 
 
 which will be considered in the subsequent pages of 
 this Report. 
 
 The Bequest came into operation in 1832, and I 
 may here say, that from that time to this the action 
 of the Trustees has been so entirely in accord with 
 the educational aims of all those in the North whose 
 opinion is most worthy of respect, that the adminis- 
 tration has been singularly smooth in its working. 
 
 The first change in the education of Scotland of 
 any importance as affecting the operations of the 
 Trustees was the extension of Parliamentary Grants 
 in aid to Scotland. This step on the part of the state 
 marks the beginning of the modern epoch. For 
 various reasons, unnecessary to detail here, the grants 
 were not at first taken advantage of by the statutory 
 parochial schools. Among other conditions of enjoy- 
 ing the Parliamentary augmentation of salary (15) 
 was this, that the heritors and minister (then consti- 
 tuting the School Board) should pay a salary of 15 
 in excess of the statutory minimum prescribed in the 
 Education Act. In 1860 (four years after my appoint- 
 ment), one-fifth of the teachers enjoyed the benefit of 
 this augmentation, and were, consequently, annually 
 reported on by the Government Inspector. After the 
 passing of the Act of 1861, already referred to, the 
 number of participants began gradually to increase. 
 
 The influence of the^Government Inspectors on the 
 education of the three counties was, so far as I could 
 observe, wholly beneficial ; in any case, there was no
 
 ITS RELATION TO THE DICK BEQUEST. 15 
 
 reason why the Government, the Presbyteries, and 
 the Dick Bequest Trustees should not co-operate. At 
 the same time, it was clear enough that a new power 
 had intruded itself into the educational system of the 
 country, and, whereas the Visitor of the Trust had 
 been up to this time the sole lay and professional in- 
 spector in the north-eastern counties, he had now to 
 reckon with a new state of things, all the more diffi- 
 cult to contend with that the Government represen- 
 tative inspected annually, whereas the Dick Bequest 
 representative " visited " only once in two years. 
 Fortunately, there was no occasion of conflict. The 
 two agencies worked quite harmoniously ; and, for 
 myself, I found the attention which 'the Government 
 Inspector was under obligation to pay to questions of 
 school- organisation and to the instruction of the 
 initiatory classes, a distinct advantage. It enabled 
 me to give a larger proportion of my time to the 
 higher classes and subjects. 
 
 In the Eevised Code of 1864, however, it was pro- 
 posed to reduce all Government grants to schools by 
 the amount of any endowment which they enjoyed. 
 The Trustees saw that this would virtually convert 
 their grants into a mere substitute for rates, and 
 deprive them of all influence on the higher education 
 of the country. They took energetic action along 
 with others interested in education, and the result 
 was the withdrawal of the ill-advised provision. 
 
 The above narrative, supplemented by the Note
 
 16 THE PAROCHIAL SCHOOL SYSTEM 
 
 appended, brings down the history of the Bequest in its 
 relation to the parochial system to the date of my 
 Report of 1 8 6 6, and virtually to 1872. Since the latter 
 date, the changes in the Code issued from year to 
 year in terms of the Act have been so numerous that 
 the Trustees thought it right to postpone the issuing 
 of any further public Report till now, when they are 
 on the eve of changes of an important kind, and have 
 gained sufficient experience of the new conditions of 
 rural education to enable them to estimate correctly 
 their effect on the working of the Trust. 
 
 APPENDIX TO CHAPTER I. 
 
 ORIGIN AND AMOUNT OF THE BEQUEST. 
 
 The founder of the Dick Bequest was James Dick, Esq., 
 of Finsbury Square, London. He was born of respectable 
 parents, in the burgh of Forres, Morayshire, upon 14th 
 November 1743. No authentic particulars of his early years 
 have been obtained ; but he is said to have received an 
 excellent education. At the age of nineteen he went to the 
 West Indies, and entered a mercantile house at Kingston, 
 Jamaica, where his talents and industry soon gained for him a 
 share in his employer's business. After twenty years he re- 
 turned to England with a considerable fortune, to which by 
 judicious speculation he made large additions. 
 
 Mr. Dick died on 24th May 1828, bequeathing nearly his 
 whole fortune to the maintenance and assistance of "the 
 Country Parochial Schoolmasters " in his native county of 
 Elgin or Moray, and in the neighbouring counties of Banff 
 and Aberdeen. 
 
 The Bequest amounted, in 1833, to a capital sum of 
 113,147, 4s. 7d., which was afterwards increased to 118,787, 
 11s. The annual income fluctuates with the rise and fall of 
 the rate of interest upon land securities in Scotland ; and the
 
 AXD THE DICK BEQUEST. 17 
 
 free annual revenue, after deducting all expenses of management, 
 has varied since 1835 from 5489, 6s. 10d., to 3326, 17s. 3d. 
 The amount divided among the schoolmasters in 1889 was 
 3785, 17s. 6d. 
 
 The following is the passage of Mr. Dick's Will relative to 
 the Bequest : 
 
 Terms of the Bequest, from Mr. Dick's last Will and 
 Testament, dated 18th May 1827. 
 
 " And it is my will, that the said Principals and Professors l 
 shall pay the interest, dividends, and annual produce of such 
 securities, from time to time, as the same shall become due, to 
 the Professors of the Faculties of Arts and Divinity in the 
 said Colleges for the time being, to be by them applied in 
 manner, and subject to the regulations hereinafter mentioned, 
 to the maintenance and assistance of the Country Parochial 
 Schoolmasters, as by law established, in the three counties of 
 Aberdeen, Banff, and Moray, excluding the royal burghs; it 
 being my wish to form a fund for the benefit of that neglected, 
 though useful class of men, and to add to their present very 
 trifling salaries : And with regard to the distribution of the 
 income arising from the said fund, and to the selection of the 
 objects to be benefited thereby, I wish the following rules to 
 be observed : First, That the Country Parochial Schoolmasters, 
 by law established, in the three counties of Aberdeen, Banff, 
 and Moray, exclusive of the royal burghs, shall alone be 
 entitled to the benefit of the said fund ; Secondly, That the 
 income thereof be applied in such manner, as not in any 
 manner to relieve the Heritors, or other persons, from their 
 legal obligations to support Parochial Schoolmasters, or to 
 diminish the extent of such support, and so as not to interfere 
 with the rights or power of Heritors and Presbyteries over 
 Schoolmasters, or the schools intrusted to their care, as the 
 same rights or powers are by law insured to them ; Thirdly, 
 That the said Professors for the time being shall have full 
 power to pay and distribute the income of the said fund, from 
 time to time, to or among all or such one or more of the 
 Parochial-Schoolmasters aforesaid, in such proportions, and, 
 generally, to dispose of the said income among them, in such 
 manner as to such Professors shall seem most likely to 
 
 1 This nomination having been revoked by Mr. Dick, the selection of 
 Trustees was settled by proceedings in Chancery after his death. 
 
 B
 
 18 DICK BEQUEST ADMINISTRATION. 
 
 encourage active Schoolmasters, and gradually to elevate the 
 literary character of the Parochial Schoolmasters and Schools 
 aforesaid; and, for these purposes, to increase, diminish, or 
 altogether to discontinue, the salary or allowance to be from 
 time to time made to all or any of such Schoolmasters, without 
 being accountable for so doing : And I particularly recommend 
 the said Professors to pay great attention to the qualifications 
 and diligence of the several Parochial Schoolmasters, for and 
 in superintending the education of Students in the said 
 Colleges, during the intervals between the sessions hereof, and 
 for and in preparing youths for the said Colleges, taking 
 care, at the same time, that the common branches of education 
 are properly attended to at the said Parochial Schools; and 
 in order to enable the said Professors to perform the several 
 trusts aforesaid more easily, I authorise them to appoint a 
 proper person, from time to time, as they shall see fit, to act 
 as their Clerk, who shall be' properly qualified, and fully 
 competent to such office, and to allow such Clerk such a 
 salary as the said Professors shall think fit, and with power to 
 them to remove any such Clerk, whenever they think proper : 
 And I empower the said Professors for the time being to 
 manage and dispose of the funds to be paid to them generally, 
 in such way as shall seem to them best calculated to effect the 
 purposes aforesaid." 
 
 After certain legal proceedings referred to in pre- 
 vious Eeports, the Administration of the Bequest 
 was vested in the Keeper and Deputy-Keeper of the 
 Signet, the Treasurer of the Society of Writers to 
 the Signet, and eight Commissioners, chosen by and 
 from among the Commissioners of the Signet. The 
 headquarters of the Administration have conse- 
 quently always been in Edinburgh.
 
 CHAPTER II. 
 
 EDUCATION ACT OF 1872, AND CODE PUBLIC TESTI- 
 MONY TO THE EFFICIENCY OF THE SCHOOLS DOWN 
 TO 1873. 
 
 THE "Education (Scotland) Act, 1872," which 
 removed the Parochial Schools from the control of 
 the Established Church and its Presbyteries, consti- 
 tuted School Boards, elected by the ratepayers, in every 
 Parish and Burgh. The duty of these Boards was to 
 see that adequate provision was made for the educa- 
 tion of all children ; and they were empowered to levy 
 rates for the maintenance of schools, when additional 
 revenue was required over and above what was yielded 
 by the fees of scholars and the annual Government 
 grants. 
 
 I have nothing to do with that Act here save in 
 so far as it bears on the administration of the Trust. 
 But, before proceeding to consider this, it is necessary 
 to record the position held by schools participating in 
 the Bequest at the time of the passing of the Act. The 
 books of the Trustees, including my own annual MS. 
 Reports, afford materials for ascertaining this ; but 
 there is less reason for having recourse to these, be- 
 cause I am able to refer to a volume which contains 
 the authoritative results of the inquiry of an inde-
 
 20 ROYAL COMMISSION 
 
 pendent Commission. For in the same year in which 
 the Education (Scotland) Act was passed, a Royal 
 Commission was issued, designated the "Endowed 
 Schools and Hospitals Commission" the first of a 
 series of Commissions, instructed and empowered to 
 deal with the Endowments and Charities of Scotland, 
 in so far as these were wholly or in part educational. 
 The powers of the first (or Colebrooke) Commission 
 were limited to inquiry and report. 
 
 In their Report of 1875, p. 121, the Commissioners 
 say: 
 
 " The purpose of the testator, James Dick, Esq., who 
 died in 1828, was 'to add to the present very trifling 
 salaries' of the parish schoolmasters in his native 
 county, Moray, and in the neighbouring counties, 
 Banff and Aberdeen. 
 
 " But he expressly laid down rules that this should 
 be done so as ' not in any manner to relieve the heri- 
 tors or other persons from their legal obligations to 
 support parochial schoolmasters, or to diminish the 
 extent of such support ' ; and ' in such manner as 
 shall seem most likely to encourage active school- 
 masters, and gradually to elevate the literary charac- 
 ter of the parochial schoolmasters and schools.' And 
 more particularly he desired his Trustees ' to pay 
 great attention to the qualifications and diligence 
 of the several parochial schoolmasters for and in 
 superintending the education of students in King's 
 and Marischal Colleges during the intervals between 
 the sessions thereof, and for and in preparing youths 
 for the said Colleges.'
 
 AND THE DICK BEQUEST. 21 
 
 " This purpose and these injunctions of the founder, 
 his Trustees have kept steadily in view, with great 
 success. The average total remuneration of the parish 
 schoolmasters who share in the Bequest has increased 
 from 55, 12s. 4cl. in 1833, to 134, Os. 4d. from 
 local sources, or including Parliamentary grants to 
 156, in 1873. The average accommodation of their 
 houses also has been enlarged, at the expense of the 
 heritors, from three rooms, to six. This enables some 
 of them further to add to their emoluments by receiv- 
 ing boarders from the towns, who are trained in the 
 parish schools to the age of 15 or 16, and are then 
 sent direct to the University. With such advantages 
 the general standard of attainments and efficiency 
 has been raised higher among the teachers of ele- 
 mentary schools in these three north-eastern counties 
 than in the rest of Scotland. They are all Univer- 
 sity men, and, with very few exceptions, graduates 
 in Arts ; a considerable proportion of them also are 
 licentiates in Theology ; and the qualification required 
 for sharing in this Bequest is said to be higher than 
 the M.A. degree of Aberdeen. Her Majesty's In- 
 spector of Schools for the district, Dr. Kerr, being 
 asked, 'Do you think the effect of the [Dick and 
 Milne] Bequests has been to provide for these counties 
 teachers of a higher standard of educational acquire- 
 ments ? ' replies, ' There is nothing more certain than 
 that. Out of the 150 teachers in Aberdeen, Banff, 
 and Moray, at least 130 are Masters of Arts. You 
 will find that nowhere else in Scotland. . . . Else- 
 where in Scotland you will not find one in fifty/
 
 22 ROYAL COMMISSION 
 
 " The literary character of the schools, too, has been 
 raised. ' There are comparatively few schools/ says 
 Dr. Kerr, ' in Aberdeen, Banff, and Moray, in which 
 the higher branches are not well taught. Latin is 
 taught in almost all ; Greek in a considerable number, 
 and in some very well ; and the parish schoolmaster 
 does, in point of fact, train his boys up to the point 
 of going straight to the University. In many cases 
 the boy takes a quarter or half a year in the Old 
 Town Grammar School or in the New Town Gram- 
 mar School, to give point and direction to his work 
 before entering on the Bursary competition in Aber- 
 deen ; but a great many go straight from the parish 
 school to the University, and carry off bursaries. At 
 all events the foundation, the solid work, has been 
 done in the parish school.' 
 
 " There has been a marked increase," the Commis- 
 sioners go on to say, " in the proportion of pupils learn- 
 ing the higher branches. Since 1833 the percentage 
 of those learning Latin has risen from 4'6 to 7'6 ; 
 Greek, 07 to 1/5; Mathematics, 2 '6 to 4*5; and 
 French, which forty years ago was hardly taught at 
 all, is now learned by 2 '3 per cent. Nor does this 
 higher teaching by parish schoolmasters prevent their 
 giving equal attention to the elementary subjects. 
 ' I believe that was the case,' says Dr. Kerr, ' before 
 Government grants came in ; but as a considerable 
 portion of their income depends on the receipt of the 
 Government grant, and as that provides thoroughly for 
 the efficiency of the lower branches, I have no hesita-
 
 AND THE DICK BEQUEST. 23 
 
 tion in saying that the Parish Schools of Aberdeen, 
 Banff, and Moray will, even in the lower branches, 
 compete with any other schools in the country.' 
 
 " The acknowledged excellence of the schools, espe- 
 cially in the higher subjects, is due no doubt partly 
 to their close connection with the University of 
 Aberdeen, by numerous bursaries, as well as by these 
 graduate teachers. But, without the improved 
 salaries, few graduates would have cared to serve in 
 country parish schools ; and without such teachers 
 the bursaries would hardly bring up country lads 
 sufficiently prepared to attend the University classes. 
 
 "Thus the steady flow of youthful ability from 
 the country schools in this part of Scotland to the 
 University, and from the University to the learned 
 professions, including that of parish schoolmaster, is 
 in great measure owing to the bounty of Mr. Dick, 
 and to the judicious administration of this Endow- 
 ment. 'I do not think any fund/ says Dr. Kerr, 
 ' has done so much good. I know no fund that has 
 produced a shilling's worth for a shilling so fully as 
 the Dick Bequest.' 
 
 "The annual gross income is nearly X5000. 1 Of the 
 156 parish schools of these counties, all but twenty- 
 one take some share, but in amounts varying with the 
 degree in which the teachers satisfy the conditions 
 laid down by the founder. The power which the 
 Trustees exercise under the terms of the trust deed, 
 
 1 Considerably reduced now in consequence of the fall of interest on 
 first-class securities.
 
 24 KOYAL COMMISSION 
 
 'to increase, diminish, or altogether to discontinue 
 the salary or allowance to be from time to time made 
 to all or any/ is found to have an excellent effect in 
 stimulating teachers to attain and to retain the 
 highest rate, not for the mere money value, but as a 
 mark of honourable distinction. The most charac- 
 teristic feature of the management is the unequal and 
 variable distribution 'That payments are graduated 
 according to merit, and may change every year.' 
 The lowest amount received by a teacher from the 
 Bequest in 1873 was 23, 8s. od., the average 32, 
 18s. 6d., the highest 49, 12s. 9d." 
 
 Such was the estimation of the schools of the 
 Bequest by a public and independent authority. 
 
 The Report which contains the above passage was 
 printed in 1875, but a reference to the evidence on 
 which it was based shows us that it was an estimate 
 of the schools as in 1872-73. The Trustees will, I am 
 sure, agree with me in thinking that the above 
 judicial utterance pronounced by a Royal Commission, 
 after evidence, is of considerable value in the History of 
 the Trust. It places beyond question what the Trustees 
 themselves well knew, from the reports annually laid 
 before them by me, that the encouragement which 
 they gave to the higher instruction in the parochial 
 schools had, up to that date, been attended with the 
 most satisfactory results. 
 
 During the ten years which preceded 1872, the 
 number of parochial schools taking advantage of
 
 AND THE DICK BEQUEST. 25 
 
 Government grants had much increased, and the 
 English Revised Code of 1862, against the policy of 
 which much has been justly written, was applied 
 or, perhaps it might be more strictly correct to say, 
 used by Her Majesty's Inspectors when reporting 
 on schools in receipt of augmentation of salary from 
 the Government. But it was only after 18*72 that all 
 the schools were brought, by the statute of that year, 
 under Government inspection, and grants of money 
 made on the " results " of the examination of individual 
 scholars. It was only after this date, consequently, that 
 the action of the central Government, by means of the 
 Code of the Privy Council Committee on Education 
 (which I shall in the sequel speak of as the " Education 
 Department") began to tell directly, in any marked 
 way, on the work of the parochial schools of Scotland.
 
 CHAPTER III. 
 
 ACT OF 1872 AND CODE, continued ADMINISTRA- 
 TIVE ADAPTATIONS BY TRUSTEES EFFECT OF 
 
 CODE SUCCESS OF THE BEQUEST DOWN TO 1883. 
 
 THE Act of 1872 having thrown the schools of 
 Scotland on the ratepayers for pecuniary support, in 
 so far as the fees of the scholars, and the Parliamen- 
 tary grants taken together, failed to provide adequate 
 funds, the Trustees had to consider the relation of 
 the Trust to the new School Boards. One of the 
 primary conditions of being admitted on the list of 
 participating schools had from the first been that the 
 money paid by the Bequest to the teacher should 
 not relieve the local rates. Had this condition not 
 been scrupulously enforced, the Bequest would have 
 become virtually a gift to the heritors and taken 
 into consideration by them in fixing the salaries 
 of the masters. It could not have had any in- 
 fluence in raising the salaries, and so giving induce- 
 ments to thoroughly competent men to seek the 
 office of schoolmaster. Accordingly, the Trustees, 
 on the 18th March 1873, issued as the result of their 
 deliberations a modification of the " Conditions of
 
 EDUCATION ACT AND DICK BEQUEST TRUSTEES. 27 
 
 Admission of Schools" up to that date in force. 
 The modified conditions were as follows : 
 
 (l.) That the School Board shall have bound 
 themselves to pay to the Schoolmaster of 
 such School, out of the School Fund, a sum 
 not under 80 annually as Salary. 
 (2.) That the School Board, under powers to that 
 effect contained in section 53 of the Act, 
 shall have entered into contract to pay to 
 the schoolmaster, in addition to the foresaid 
 sum of 80, the whole fees exigible from 
 or on account of scholars attending such 
 School; and that the Table of Fees fixed 
 by the School Board shall be approved of 
 by the Trustees. 
 
 (3.) That the School Board shall have further 
 provided for the schoolmaster a Dwelling- 
 house and Garden of the annual value of 
 10, or shall have otherwise agreed to pay 
 to him out of the School Fund, over and 
 above the foresaid allowance of 80 and 
 fees, a money compensation to the extent 
 of the said sum. 
 
 The Trustees further guarded their free action by 
 re-enacting that " notwithstanding admission to parti- 
 cipation, it shall in every case be in the discretionary 
 power of the Trustees to increase, diminish, or alto- 
 gether discontinue the allowance to be from time to 
 time made to any one or more of such schoolmasters 
 without being accountable for so doing."
 
 28 THE EDUCATION ACT AND 
 
 " The Rules of admission and examination of school- 
 masters " were at the same time slightly modified to 
 meet the new state of things. (Appendix I.) 
 
 When the School Boards came more fully to realise 
 their responsibilities, those representing populous 
 centres found that the continued maintenance of 
 several small schools in the same parish was expen- 
 sive, and at the same time not so efficient as the com- 
 bination and grading of the schools. In view of such 
 action, the Trustees had to issue a new declaration of 
 the minimum emoluments of the schoolmaster, as it 
 would have been unreasonable to allow the Head- 
 master, whom alone they recognised, to draw all the 
 fees of the combined schools. Accordingly in March 
 1876 they passed a Minute fixing the minimum salary 
 of the Headmasters of these large schools at 200 
 per annum, in addition to a house and garden ; and 
 further protected the Trust by enacting that the 
 expenditure on the school and staff should always 
 exceed, by at least 60 annually, the total emolu- 
 ments from school fees, Government grants, and 
 local endowments taken together. (Appendix II.) 
 
 These new regulations have been in operation down 
 to the present date (April 1890). So far as regards 
 the Act. The Code drawn up annually by the Educa- 
 tion Department, for the regulation of the Government 
 grants, was, and continues to be, practically itself an 
 Act of Parliament, being submitted to the House, 
 and passed before it can take effect. The Code, 
 accordingly, is a powerful educational instrument, and 
 demands from me a brief explanation.
 
 THE DICK BEQUEST TRUSTEES. 29 
 
 The system of Government grants-in-aid to schools 
 had grown up gradually from 1839, and had given 
 a powerful stimulus to education in England a 
 stimulus not felt in Scotland till after 1843. A 
 Commission was appointed in June 1858 presided 
 over by the Duke of Newcastle, to inquire into the 
 whole system. This Commission, which reported in 
 1861, found inter alia that the fundamental arts of 
 Reading, Writing, and Arithmetic received too little 
 attention in the primary schools of England. To 
 correct this evil and others, to which it is unneces- 
 sary here to advert, the " Revised Code " was invented, 
 and issued on the 9th May 1862. The new principle 
 animating this Code, whereby the educational defects 
 "of schools were to be remedied, was payment for 
 results" results in respect of regularity of attend- 
 ance and quality of teaching. The grants earned 
 by regularity of attendance were subject to a deduc- 
 tion, if the scholars failed to reach a certain specified 
 standard in Reading, Writing, and Arithmetic. The 
 modifications made in this Code from time to time 
 may be passed over. It is right to point out, how- 
 ever, that the Inspectors were still required under 
 the Code to report on the school-instruction as a 
 whole ; but, as the income of the school depended 
 chiefly on the individual examination in Reading, 
 Writing, and Arithmetic, these subjects naturally en- 
 gaged all the powers of the teacher, and compelled 
 him, if he were to retain his post, to produce what 
 were little more than mechanical results, and to 
 regard all effort to educate his pupils or to carry them
 
 30 THE EDUCATION CODE AND 
 
 beyond the requirements of the Code as a waste of 
 time. One modification, early introduced, was the 
 making of individual grants for instruction in each 
 of the three essential subjects, instead of deducting 
 for failures to pass from the sum-total of the grant 
 earned. 
 
 Much dissatisfaction was felt with this mode of 
 appraising school work, not only by teachers but by 
 all who had paid any attention to the objects and 
 methods of education. 
 
 After the passing of the English Education Act of 
 1870, an attempt to allay this dissatisfaction was 
 made. The Code was altered and improved, and went 
 now by the name of the "New Code." By this Code, 
 issued in 1871, grants were made on account of in- 
 struction in other subjects than Reading, Writing, and 
 Arithmetic. These other subjects were called " Specific 
 Subjects," and were thus enumerated : Geography, 
 -History, Grammar, Algebra, Geometry, Natural Philo- 
 sophy, Physical Geography, the Natural Sciences, 
 Political Economy, Languages, or any definite sub- 
 ject of instruction extending over the upper classes. 
 Numerous modifications have been made from year 
 to year on this Code ; and since the institution of 
 the Scottish Office and the placing of the education 
 of Scotland under Scottish control, it has certainly 
 been very much improved. Still the essential prin- 
 ciple of " payment by results " of individual examina- 
 tions (except in the Infant and two lowest classes) 
 remained operative till this year, though largely
 
 THE DICK BEQUEST TRUSTEES. 3 1 
 
 modified by the grants made on the average attend- 
 ance. It was the "New Code" which was applied 
 to Scotland by the Act of 1872, and the Trustees had 
 to consider their relations to the altered conditions 
 of school education brought about by it just as they 
 had to meet the changes made by the Act itself. 
 
 The Code, I have said, was a powerful instrument in 
 itself, and when we consider that the grants obtainable 
 under it were far in excess of any payment which the 
 Trustees could make, it will be seen that it threatened 
 the basis of operation of the Bequest. Its power was 
 further increased by the fact that Her Majesty's In- 
 spectors examined the schools annually, whereas your 
 Visitor saw them only once in two years. The pub- 
 licity, moreover, of the proceedings of the Boards, at 
 which the results of the official inspection and the 
 grants earned were made known in full detail, made 
 it of supreme importance that the teachers should 
 have a good Government record. Prior to the pass- 
 ing of the Act a certain proportion of schools, as I 
 have already mentioned, had put themselves under 
 Government inspection, with a view to the augmenta- 
 tion of the teacher's salary; and this had been beneficial 
 as a whole. The case was now very different. A large 
 part of the income of the school was now dependent 
 on the annual report of Her Majesty's Inspector. 
 Your Visitor had been, prior to this date, the chief 
 lay educational authority in the North-East, but he 
 had now to face the influence of a Government 
 official, supported by large pecuniary resources.
 
 32 THE EDUCATION CODE AND 
 
 It was accordingly an anxious question, To what 
 extent will the action of the Education Department 
 promote or retard the higher education in the schools ? 
 Everything manifestly depended on the conditions to 
 be satisfied in order to earn the Government grants. 
 
 Passing by details which would be out of place in 
 the present Report, it is enough to say that the grants 
 were made to depend on the average attendance, and 
 on the number of children who passed an individual 
 examination in fixed Standards of elementary attain- 
 ment in Reading, Writing, and Arithmetic. There 
 were six such ' standards ' above the Infant stage ; and, 
 subsequently, grants were also made for geography, 
 grammar, history, and other subjects. The Act of 
 Parliament, however, enjoined the Department to 
 maintain the standard of instruction hitherto aimed at 
 in Scottish parochial schools. The Department pro- 
 fessed, and still professes, to do this by the intro- 
 duction of " specific subjects/' among which are Latin, 
 Greek, Mathematics, French, German, and making 
 grants of 4s. for every pupil who passes certain 
 " stages " in these subjects ! That is to say, a school 
 with an average attendance of 100 might gain for 
 average attendance for "Standard" and " Class" passes 
 about 90 a year ; while, allowing for five or six 
 pupils in Latin, as many in Mathematics, one in 
 Greek, and two or three in French, it might add to 
 its income the magnificent sum of 3 ! It would 
 have been impossible, it seems to me, more success- 
 fully to have given an ostensible obedience to the
 
 THE DICK BEQUEST TRUSTEES. 33 
 
 instruction in the Act, while utterly defeating its 
 purpose. 1 
 
 The certain results of such a course of procedure 
 were patent to any one practically acquainted with 
 the working of schools, and the difficulties with which 
 masters have to contend in their relations to parents, 
 School Boards, and Inspectors. Attention to the 
 higher branches began to slacken all over Scotland, 
 and thus, while the question of the " ladder," which 
 was to connect the clever poor boy with the higher- 
 walks of life and the universities, was more written 
 about in periodicals and talked about in Parliament 
 than in any previous period of the history of educa- 
 tion in this or any other country, the " ladder " which 
 Scotland already had was being quietly cut away by 
 the very men who talked, with the silent acquiescence 
 of the men who wrote, and by the direct action of 
 the men who administered. 
 
 The three years following the Act of 1872 were 
 anxious years for the Bequest ; and I myself began 
 to suspect that its days were numbered. Was 
 it possible that the higher elementary education 
 in country schools could survive in the face of 
 such odds, even in the north-east of Scotland, which 
 had the advantage of a local university holding out 
 a helping hand to all by means of its numerous 
 open bursaries ? Could the Bequest, with its limited 
 
 1 The terms of Clause 67 of the Act are : " Provided that due care shall 
 he taken by the Scotch Education Department in the construction of such 
 minutes that the standard of education which now exists in the public 
 schools shall not be lowered, and that as far as possible as high a standard 
 shall be maintained in all schools," etc. etc. 
 
 C
 
 /?4 THE EDUCATION CODE AND 
 
 resources, now very small relatively to the total income 
 of the school, counteract the tendency of the Code ? 
 
 Meanwhile, before going further, let it be noted, 
 and cordially recognised, that the Act and Code accom- 
 plished a most important work. They secured better 
 buildings, and more adequate apparatus, better school- 
 masters' houses, and a better organisation and classi- 
 fication of pupils. Nor was this all ; for by requiring 
 a minimum teaching staif and proper attention to the 
 junior classes, they made it possible, were proper 
 encouragement given, to secure even better results 
 than formerly in the higher classes. By so doing 
 they rendered great assistance to the Bequest ; espe- 
 cially by enabling the Visitor to take for granted 
 adequate instruction in the " Standards," and to de- 
 vote his attention more exclusively to the furtherance 
 of the higher branches. 
 
 While in the above important respects the Code 
 was of great advantage to education, the intellectual 
 character of the schools and the higher instruction in 
 them unquestionably suffered. During the three years 
 that followed the Act I found a steady decline in the 
 advanced subjects, partly caused, however, by the fact 
 that the teachers all able men, and quite alive to 
 their duties were engaged in adjusting themselves 
 to the new requirements of Government. 
 
 This question of advanced instruction in elementary 
 schools is of vital interest to the whole kingdom. The 
 prosecution of the higher branches in elementary 
 schools is a matter of much more importance than as
 
 THE DICK BEQUEST TRUSTEES. 35 
 
 merely providing a means whereby clever boys, sons 
 of poor parents, may find a career for themselves 
 suited to their attainments and capacities. For, where 
 the higher subjects are taught, the instruction given 
 throughout the whole school is benefited by it. The 
 standard, also, of what constitutes education in the 
 eyes of parents is so raised that they continue their 
 children at school after they have obtained what satis- 
 fies parents elsewhere. Statistics abundantly prove this. 
 It seems to me that popular education may be almost 
 regarded as a failure and a waste of money and power, 
 if we cannot secure, for a fair proportion of the pupils, 
 what may be called advanced elementary instruction. 
 
 Owing to the visible decline and threatened ex- 
 tinction of higher instruction, the Trustees, at my 
 suggestion, issued a circular to the teachers in 1876, 
 informing them that the Visitor was authorised in 
 future to assign a larger proportion of marks for 
 " merit in teaching " than formerly, and that in 
 allocating these marks, " while keeping in view the 
 general intellectual and moral character of each school 
 as the basis on which a judgment will be formed on its 
 merits, greater weight than has hitherto been the case 
 will be given to the successful teaching of the higher 
 branches, more especially those which are comprised 
 in the first year's course at a Scottish University." 
 (Appendix III.) 
 
 I do not wish to blame the teachers for the sudden 
 fall in the higher branches which called forth this 
 circular. They were adapting themselves, as I have
 
 36 ROYAL COMMISSION OF 1878 AND 
 
 said, to new conditions. The issuing of the circular 
 above quoted coincided with the time at which they 
 had found, after three years' experience, that they 
 could comply with the Code (now that they under- 
 stood its demands) and at the same time give renewed 
 attention to the higher subjects. The fact, also, that 
 from 1876 onwards I devoted my time in the schools 
 (except where they were small) solely to the examina- 
 tion of pupils above the Fifth Standard helped doubt- 
 less to recall the teachers to a proper conception of 
 their duty. The result was an almost immediate 
 improvement. At this point I am again materially 
 aided in my survey of the Bequest by a public and 
 independent authority. 
 
 In 1878 the second Koyal Commission l in connec- 
 tion with endowments was appointed, with special in- 
 structions to "submit for the consideration of the 
 Scottish Education Department the conditions accord- 
 ing to which, in their opinion, the Parliamentary Grant 
 for Public Education in Scotland may be most advan- 
 tageously distributed for the purpose of promoting 
 education in the higher branches of knowledge in 
 public and State-aided schools, especially in those 
 districts in which there are no higher-class public 
 schools." In their Eeport, published in 1881, the 
 Commissioners record the issue of their inquiries in 
 1878, and these, in so far as they refer to the higher 
 subjects of Latin, Greek, French, and Mathematics, 
 are very interesting and instructive. 
 
 1 Called "The Endowed Institutions (Scotland) Commission."
 
 THE DICK BEQUEST TRUST. 3V 
 
 lu answer to a circular issued by the Commissioners 
 to all Scotland, three- fourths of the teachers who 
 replied gave it as their experience that the higher 
 subjects of instruction were disappearing from paro- 
 chial and other elementary schools. Returns at the 
 same time taken up showed the following remarkable 
 result. The total number of those who had in 1878 
 passed in the three stages of the higher subjects in 
 parochial or " public " schools was given as follows : 
 
 In all Scotland. 
 
 Mathematics, . 1595 
 Latin, . . . 3230 
 
 Greek, . . .196 
 French, . .1589 
 
 Of these totals the following had passed in the three 
 north-eastern counties within which the Bequest is 
 operative, viz. Aberdeen, Banff, and Moray : 
 
 Mathematics, . 240 
 Latin, ... 793 
 
 Greek, . . 103 
 
 French, . . 224 
 
 As the counties in question contain only about a 
 tenth of the population of Scotland, the total number 
 of passes in Scotland, had the proportion who passed 
 in the Dick Bequest district been attained elsewhere, 
 would have been : 
 
 Mathematics, . 2400, instead of . 1595 
 
 Latin, . 7930, . 3230 
 
 Greek, . 1030, . 196 
 
 French, . 2240, . 1589 
 
 Again, the number of pupils studying the higher 
 subjects beyond the third stage in Scotland was 1507. 
 Of these 408 were in the schools of the Dick Bequest 
 district. An equal proportion in the rest of Scotland 
 would have shown 4000 beyond the third stage in-
 
 38 ROYAL COMMISSION AND 
 
 stead of 1 5 7 as returned. The total number of scholars 
 returned as preparing for the University was 574, of 
 whom 198 were in the Dick Bequest district. Had 
 the rest of Scotland shown the same proportion the 
 total number would have been 1980 instead of 574. l 
 
 These results were, I think, conclusive as to the 
 superiority of the parish schools in the north-east of 
 Scotland, and bore testimony to the success with 
 which the Dick Bequest Trust had contended with 
 the depressing influences of the Code. 
 
 But this was not all. A return of the number 
 of elementary schoolmasters in Scotland who were 
 graduates was also called for. The total number given 
 in the Keport 2 was 205, and of these 134 were in the 
 Dick Bequest district. Had the rest of Scotland been 
 able to show a similar proportion, the total number of 
 graduate teachers in elementary schools in Scotland 
 would have been 1340 instead of 205. 
 
 A further return handed in at the request of the 
 Commission by the late Professor Black, as represent- 
 ing the University of Aberdeen, showed that, during 
 the twenty years ended 1879, of the highest fifty 
 bursars annually (i.e. university entrance " scholars ") 
 an average of 20 '4 had come direct to the university 
 from the parochial schools or after a very short period 
 of preparation at a secondary school. We have to 
 add to this proportion of " scholars" those who were 
 fitted for the university by the parochial schools, but 
 
 1 P. 201 of Report of Commission (1881). 
 
 2 Endowed Institutions Report, 1881, p. 201.
 
 THE DICK BEQUEST TRUST. 39 
 
 found other means than competition bursaries 1 of 
 carrying on their studies. 
 
 Whether, then, we compare the work done in the 
 schools with that done in the rest of Scotland, the 
 attainments of the schoolmasters with those of 
 teachers in other parts of Scotland, or the preparation 
 of boys for the university with that which obtained 
 elsewhere, the schools in the Dick Bequest district 
 had a record down to 1879 which, notwithstanding 
 the temporary lapse after the first introduction of 
 the Code, showed that they were far ahead of the 
 other rural schools of Scotland, and were in as high a 
 state of efficiency as when reported on by the Royal 
 Commission in 1872. Education in the higher 
 that is, the " university " subjects had everywhere 
 been going down in rural schools save in the three 
 counties where the tendency downwards had been 
 successfully counteracted by the operation of the Dick 
 Bequest. 
 
 The figures I have given conclusively show the 
 superiority of the north-eastern schools down to 1879 ; 
 and this not only in respect of the grade of school- 
 masters and the character of the higher work done : 
 for the whole work of the school, as is notorious, was, 
 and to the best of my knowledge still is, better done 
 in those schools which have a good record in the higher 
 branches than in schools of humbler aims, while the 
 moral and intellectual influence, on the minds of the 
 
 1 P. 205 of Report.
 
 40 
 
 SUCCESS OF THE DICK BEQUEST. 
 
 young, of schools aiming so high under masters so 
 competent cannot be measured by any figures. 
 
 To come down to a more recent date. The follow- 
 ing table shows the actual number and percentage 
 studying advanced subjects in 1883 for 50 years 
 previously : 
 
 
 -g j- 
 
 
 NUMBER LEARNING 
 
 PERCENTAGE OF 
 THOSE ENROLLED. 
 
 PERCENTAGE OF 
 AVERAGE! DAILY 
 ATTENDANCE. 
 
 
 S >> 
 
 
 
 
 
 
 
 
 1 
 
 YEAR. 
 
 ll 
 
 o cS 
 
 2 
 
 
 
 o A 
 
 
 
 
 
 
 
 * 
 
 O c 
 
 
 60 
 
 *- S 
 
 C5 
 
 
 
 ft 
 
 A ^ 
 
 cS 
 
 ft 
 
 ^ 
 
 ~ a 
 
 e- fl 
 
 ^ - cS 
 
 
 || 
 
 >S 
 
 S 
 
 
 
 r, 
 
 O ~ 
 
 s s 
 
 53 
 
 a 
 
 
 
 = 1 
 
 s 
 
 
 a IE 
 
 
 H- 
 
 4 
 
 Jj 
 
 d 
 
 S 
 
 o 
 
 
 53 
 
 C3 
 
 
 o 
 
 faO 
 
 .g 
 
 
 3 
 
 o ,.^0 
 
 
 
 
 S 
 
 
 
 
 S 
 
 
 
 
 
 
 
 1833 
 
 10,465 
 
 6976-6 
 
 279 
 
 488 
 
 81 
 
 9 
 
 2-6 
 
 4-6 
 
 0-77 
 
 0-86 
 
 3-99 
 
 6-99 
 
 1-10 0-12 
 
 1843 
 
 12,795 
 
 8530 
 
 592 
 
 557 
 
 80 
 
 44 
 
 4-6 
 
 4'3 0-62 
 
 0-34 
 
 6-94 
 
 6-52 
 
 0-93 0-51 
 
 1853 
 
 12,653 
 
 8435-3 
 
 556 
 
 715 
 
 140 
 
 47 
 
 4-39 
 
 5-6 1-1 
 
 0-37 
 
 6-59 
 
 8-47 
 
 1-65 0-55 
 
 1865 
 
 15,979 
 
 10,652-6 
 
 612 
 
 969 
 
 178 
 
 57 
 
 3-8 
 
 6-0 
 
 1-1 
 
 0-35 
 
 5-74 
 
 9-09 
 
 1-67 0-53 
 
 1883 
 
 24,123 
 
 14,908-8 
 
 1036 
 
 1922 
 
 311 
 
 699 
 
 4-2 
 
 7-9 
 
 1-2 
 
 2-89 
 
 6-94 12-89 
 
 2-08 ! 4 -(58 
 
 The remarkable increase in the modern higher sub- 
 jects, and the steady increase in Latin, Greek, and 
 modern languages, will be noticed. 
 
 Down to 1883, accordingly, I am justified in saying 
 that the Trustees were administering the Trust with 
 excellent results. 
 
 1 I.e. about two-thirds of total enrolment. For want of returns of 
 averages till within the last ten years, the average has to be estimated 
 except for 1883.
 
 CHAPTER IV. 
 THE BEQUEST FROM 1883 TO 1889. 
 
 .ALTERED SOCIAL CONDITIONS THE ADVANCED WORK 
 
 OF SCHOOLS TO BE NOW ESTIMATED OTHERWISE 
 THAN OF OLD. 
 
 IN the last chapter 1 have brought down the history 
 of the Bequest to 1883 ; and it is manifest that, after 
 recovering from the temporary lapse in 1873-4-5, the 
 higher subjects were prosecuted up to that date more 
 successfully than ever, in spite of the depressing effects 
 of the Government Code. 
 
 The question now to be answered is, " Has the 
 Bequest continued, during the past six or seven years, 
 to accomplish its purpose of maintaining the standard 
 of education as it unquestionably did up to 1883 ?" 
 Here I must be allowed to make some explanation of 
 the altered circumstances under which the schools 
 have now to do their work as educational institutions. 
 
 It is well known in Scotland that the bursary 
 system in the University of Aberdeen has been or- 
 ganised with much wisdom, and forms a contrast to 
 the more irregular and less ordered system in other 
 universities. The bursaries also are more numerous
 
 42 ALTERED SOCIAL CONDITIONS 
 
 in proportion to the number of students than in 
 other universities. The annual competition takes 
 place in October, and is a common meeting-ground 
 for all the clever boys from 15 to 19 years of age in 
 the north-east of Scotland who seek an university 
 education, and who are unable to meet the expenses 
 of it. It is a competition, and the list is issued in 
 order of merit, the higher bursaries being assigned 
 (except in a few exceptional cases where the terms 
 of a trust-deed govern) to those highest on the list. 
 The publication of the results in the daily journals is 
 a matter of great public interest, and no issue of the 
 newspapers throughout the year is scanned with so 
 much attention, especially in the rural districts, as 
 that which contains the result of the annual conflict 
 of young intellect. Even those who do not mean to 
 accept bursaries feel it to be a point of honour that 
 they should compete, succeed, and then decline. 
 
 For long this bursary competition was the sole 
 standard whereby the education given in grammar 
 schools and in parochial schools was measured. Up 
 to the date of this Report it may be said that it is 
 still the chief standard ; but it is a mistake to sup- 
 pose that it is now the sole standard. The extension 
 of facilities for travel, the throwing open of posts in 
 the lower branches of the Civil Service, the institu- 
 tion of Training Colleges for those who mean to be 
 teachers, the examinations under the Law Agents Act 
 and of the Pharmaceutical Society, have all now to 
 be taken into account, if we are to measure fairly the
 
 AS THEY AFFECT THE TRUST. 43 
 
 amount of higher work done by the rural schools. It 
 is manifest that we must look at all these examina- 
 tions, if we are to estimate, with any approach to 
 accuracy, the extent to which higher education in the 
 parochial (rural public) school is carried, and not to 
 the bursary examination alone. 
 
 Nor is this all ; for the Code, by compelling the 
 organizing of schools in six standards or classes above 
 the infant stage, now affords a means of ascertaining 
 to what extent boys and girls are carried beyond the 
 sixth standard, and are receiving higher instruction. 
 It is only the picked or more ambitious boys who 
 seek an outlet for their activities in some form of 
 professional or quasi-professional training. The higher 
 education, meanwhile, is shared in by a very much 
 larger number who settle down in their native par- 
 ishes, or, if they leave them, follow the ordinary work 
 of life as artisans, tradesmen, and clerks. Those, 
 accordingly, who come out from the mass, and can 
 be followed to public examinations, university or 
 other, do not represent the whole of the good work 
 done, but merely indicate it. Of a class of 12 boys and 
 girls receiving instruction beyond the sixth standard, 
 it may be that only one seeks a career which enables 
 us to follow him and put him into a statistical table; 
 but it is correct to say that all those in the ex- sixth 
 classes are receiving what in former times would 
 have been called advanced instruction. 
 
 Other changes than those above alluded to, caused 
 by altered social conditions, have to be taken
 
 44 ALTERED SOCIAL CONDITIONS 
 
 into consideration. The good railway service in 
 the vicinity of Aberdeen and other towns has led 
 those boys and girls whose parents can afford the 
 railway fare away from the rural schools to the 
 larger and more important schools to be found in 
 populous centres, where secondary instruction is more 
 fully organised, and where the country pupils may 
 mix with others of their own educational and social 
 standing, and enjoy the benefits of generous rivalry. 
 The teachers of the small rural schools complain of this 
 bitterly. But it is inevitable. It is due to a change 
 in social conditions which it is impossible to contend 
 against with any chance of success. In the interests 
 of this or that rural school the change is a subject 
 for regret, but in the interests of the education of the 
 people generally it carries with it more good than 
 harm. This, at least, may be conceded ; and at the 
 same time it must be admitted that the rural schools 
 which have given these pupils their start in learning 
 must be allowed the credit of them. 
 
 With these altered conditions, I can easily 
 understand how it is that in some of the smaller 
 rural schools I often fail to find Latin, French, 
 and Mathematics where I used to find them. In- 
 spectors of schools to whom, by the by, teachers 
 frequently do not even mention the existence of 
 advanced boys (especially when they are beyond the 
 third stage of the Code), unless they be men who 
 are known to be themselves in earnest about the 
 higher education of the people have sometimes
 
 AS THEY AFFECT THE TRUST. 45 
 
 reported that the higher subjects are disappearing. 
 They fail to take note of the changes to which I have 
 above referred. They also fail to understand that in 
 thinly-peopled districts a school may be discharging 
 fully its function in the matter of the higher subjects 
 though for two or three years in succession no boy 
 can be found in it preparing for the university or 
 fora secondary school. It is manifestly unreasonable 
 to expect a continuous flow of such boys in country 
 parishes : they are not to be had. The parish intellect 
 is lying fallow for a year or two. But if the master is 
 competent to give the higher instruction, if he is also 
 most desirous to give it, and if as opportunity arises he 
 may be relied on to give it, and if thus every boy or 
 girl of more than average ability gets it, what more can 
 be expected or desired ? Sometimes for two or three 
 years in succession I find no boy in the "university 
 subjects" in small rural schools, and then I find one or 
 two who, after they have been duly prepared, dis- 
 appear, leaving their places vacant for a time until 
 others arise to follow in their footsteps. So it must 
 always be in thinly peopled rural parishes. But, 1 
 repeat, so long as these schools are taught by men 
 who are capable of giving advanced instruction, and 
 are desirous to give it, a great deal has been gained 
 for the education of the country. 
 
 One thing, however, may be safely affirmed, that if, 
 for two or three years in succession, no pupils are 
 found beyond the sixth standard, the fault lies with 
 the master : in any case, the school is not one to which
 
 46 ALTERED SOCIAL CONDITIONS 
 
 the Dick Bequest money should go. Whether these are 
 learning Latin and Mathematics or not is a matter of 
 quite secondary importance. The fact alone of supreme 
 interest is that they are receiving more advanced 
 instruction than that included in the Government 
 standards, and so, when they leave school, are adding 
 to the number of well-educated citizens. The propor- 
 tion, accordingly, of pupils beyond the sixth standard 
 is, in these days of altered conditions, perhaps the 
 chief evidence that a school is doing the work which 
 the Trustees are desirous to promote. 
 
 Still another point of some importance has to be 
 taken into account. Owing to the increase of 
 population, and the still greater increase of good 
 secondary instruction (especially since the reform of 
 Gordon's College, Aberdeen), the competition for 
 university bursaries is more severe than formerly, 
 and it is becoming every year increasingly difficult for 
 country boys to succeed. Accordingly, it has now to 
 be recognised that the success of the parochial schools 
 must be measured only partially by university suc- 
 cesses and other public examinations, and to a larger 
 extent than formerly by the number who are passed 
 on to the secondary schools. Already, and for many 
 years, owing to the increased severity of the annual 
 competition, it is customary for boys anxious to gain 
 bursaries to spend from five to ten months at some 
 secondary school before engaging in the competition, 
 or at some parochial school of an exceptionally high 
 standing, such as Keith, Huntly, Aberlour, Mortlach, 
 and Fordyce. They lodge with some friend ; or, if
 
 AS THEY AFFECT THE TRUST. 47 
 
 they have no frieiids, they manage to get along with 
 the minimum of outlay necessary to sustain life. 
 
 Finally, the study of Latin and Mathematics, and 
 during the last twenty-five years, Greek, has been 
 regarded as the sole test of the existence of the higher 
 instruction in parochial schools. We must now, 1 
 think, disabuse our minds of this exclusiveness in 
 measuring a school. Advanced English, Science in- 
 telligently taught, French, German, all subjects of 
 recent importation, have now to be taken into 
 account. 
 
 The above remarks will satisfy any one concerned 
 practically with the work of education that the suc- 
 cess of the higher education in the Dick Bequest dis- 
 trict must now, and for the future, be measured in a 
 much broader way and by more various tests than the 
 narrow test which those would apply who think that 
 the be-all and end-all of school life is Latin prose 
 composition and success at the Aberdeen bursary 
 competition. What we want to do is to educate the 
 people, not to make ministers, or doctors, or lawyers 
 of boys who would live lives as worthy and as useful 
 to the State in some (so-called) " humble " sphere of 
 social activity ; while, at the same time, we give a fair 
 chance of rising to the cleverest boys and girls who 
 afford evidence (to use the old Scottish phrase) of 
 " pregnant pairts." 
 
 Were I asked to give my own general impression, 
 apart from figures, of the standard of education in the 
 Bequest counties during the past seven years, I should 
 say unhesitatingly that the standard of previous periods
 
 48 
 
 RESULTS TO 1889. 
 
 had been more than maintained in 8 per cent, of the 
 schools, if we take the larger view of advanced instruc- 
 tion to which I have referred, and do not confine our- 
 selves to the "university subjects" alone. At the 
 same time, I should have to admit that some rural 
 schools which formerly gave attention to the higher 
 subjects have ceased to do so, owing to the influence 
 of the various circumstances (social and other) which 
 I have explained ; and, further, I rather fear that it is 
 not probable that some of these schools, especially 
 those in the vicinity of central schools, will ever 
 again profess advanced instruction. 
 
 Without reference to figures I make the above 
 statement as the result of my personal intercourse 
 with the schools : and the statistics which the 
 Trustees have taken up for 1889, without reference 
 to this Report, but in the ordinary discharge of their 
 duty, bear me out. They are as follows : 
 
 
 
 
 
 
 
 PERCENTAGE OF PERCENTAGE OK AVERAGE 
 
 
 ^5 
 
 c 
 
 v-: 
 
 
 
 THOSE ENROLLED. DAILY ATTENDANCE. 
 
 n ' 
 
 YEAR. 
 
 3 s 
 
 "o 
 
 60S 
 * a 
 
 a) 
 
 
 1 
 
 , .. 
 2g .2 
 
 
 
 
 o 
 
 
 la 
 
 
 
 11 
 
 5 
 
 1 
 
 O 
 
 S* 1 
 
 c 
 
 ^ S | 
 
 03 
 
 !J 
 
 ^ S 
 
 
 W 
 
 
 a. 
 
 
 
 1 
 
 cj 
 HJ 
 
 S -3 S 
 
 '!! 
 
 .C 
 03 
 
 M 
 
 -- c 
 
 
 
 
 5 
 
 
 &< 
 
 M 
 
 
 
 1889 
 
 20,988 
 
 13,788-6 1071 1684 
 
 236 
 
 948 5-1 
 
 8-0 
 
 1-1 ! 4-5 
 
 776 
 
 I'-'-L'l 
 
 | 
 
 1-71 6-S7 
 
 These returns show a slight decline in Greek and Latin 
 as compared with 1883 (vid. p. 40), 1 and an increase 
 in mathematics and modern lanoamo-es. 
 
 O O 
 
 Explained above.
 
 RESULTS TO 1889. 49 
 
 But such returns do not, by themselves, in my 
 opinion, measure the higher work of the schools. I 
 have stated in the immediately preceding pages how 
 that work should be measured ; and with a view to 
 give effect to my own views on this important point, 
 I drew up two Schedules of inquiry, and have now 
 to record the information thus obtained : 
 
 The circular sent to the teachers with these 
 schedules was as follows : 
 
 4 HILL STREET, 
 EDINBURGH, June 18, 1889. 
 DEAR SIR, 
 
 Dick Bequest. 
 
 In view of the proposed Scheme which will modify the ad- 
 ministration of the Dick Bequest Trust, the Trustees are 
 anxious to obtain information for their Eecords, which they 
 hope you will help them to secure. 
 
 I append a Schedule of Queries A and B, and I shall be much 
 obliged by your returning it to me with Answers on or "before, 1st 
 July. Yours truly, GEO. BAYLEY. 
 
 My object in Schedule A was to check the Keturns 
 usually given for a whole year by ascertaining the 
 actual numbers present in the last week of June. At 
 Whitsunday many of the older boys and girls leave 
 school, and I wished to take up figures for what I 
 considered to be the most unfavourable week through- 
 out the year the third week of June. The result 
 was, that in Standards beyond the 6th the percentage 
 that week was 9*28 ; in Latin 9*1 ; in Greek 1*5 ; 
 French 4'5 ; German '07 ; Mathematics 5 "2. This I 
 consider to be highly satisfactory. 
 
 D
 
 50 RESULTS TO 1889. 
 
 As the queries in Schedule B are of a kind not 
 yet put so far as I know in any country, I shall quote 
 them in full. 
 
 B. During the ten years ending 31st December 1888. 
 
 1. How many Pupils have gone direct from your school to 
 the University as Bursars or at their own charges 1 
 
 2. How many have gone to the University (as Bursars or 
 otherwise) after spending a period of not more than ten months 
 at a Secondary School ? 
 
 3. How many have gone from your School to a Secondary or 
 High School, and entered not lower than the Third Class 1 
 
 4. How many have gone direct, or after a very short interval, 
 to any of the following Examinations, and passed ? 
 
 (a) Law Agent's Examination. 
 (&) Pharmaceutical. 
 
 (c) Medical Preliminary. 
 
 (d) Training College. 
 
 (e) University Junior Local. 
 (/) University Senior Local. 
 
 (g) L.L.A. St. Andrews Examination. 
 
 (h) Any other Examination, such as the 
 
 S. Kensington May Examinations. 
 
 REMARKS : 
 
 Note. If you have not been ten years in your present School 
 perhaps you would endeavour to obtain the required informa- 
 tion. 
 
 I shall now give the results of the inquiry made in 
 Schedule B as further and important evidence of the
 
 RESULTS TO 1889. 51 
 
 extent to which the schools participating in the Dick 
 Bequest enable promising boys and girls, who, without 
 the aid of parochial schools of a higher class, would 
 never receive any education beyond the rudiments, to 
 pass into higher walks of life in which they may 
 both advance themselves, and render service to 
 society. 
 
 Within the ten years ending 31st December 1888, 
 209 boys went direct from the parish schools to the 
 universities, and 156 went to the universities after a 
 brief stay of from three to nine months at a secondary 
 school in all 365 ; in other words, an average of 
 more than thirty-six per annum from 122 schools 
 scattered over the three counties. For myself, I do 
 not wish to see a better record. A number much 
 in excess of this would indicate that boys were 
 not pushing themselves forward under the influence of 
 a laudable ambition, but were being forced forward to 
 their own ultimate loss. Now a very easy university 
 entrance examination might explain these numbers, 
 and detract from the merit of the schools. But, 
 though there is no statutory matriculation examina- 
 tion qualifying for admission to the University of 
 Aberdeen any more than there is at Oxford or 
 
 
 
 Cambridge, there is virtually such an examination, 
 and a very good one. The boys I am speaking of, 
 cannot, save in a few cases, afford to enter the univer- 
 sity without bursaries; these bursaries, of which I 
 have already spoken, are competitive bursaries, and the 
 standard in Latin, Greek, and Mathematics is, taken
 
 52 RESULTS TO 1889. 
 
 all round, as high as that of the "Previous" or 
 " Little-go " in Cambridge, which may be taken after 
 a student has matriculated for a course of graduation 
 study lasting three years, whereas, in Aberdeen, the 
 students who pass have still before them a course of 
 four years before they can take the degree of M.A. 
 
 But this university record, satisfactory as it is, is 
 only a partial indication of the work done by the 
 parochial schools ; for some are not included who 
 went forward to the Medical Preliminary, a much 
 easier examination, however, than the Arts Bursary 
 examination. Moreover, times have changed since 
 the only pathway from the plough or the forge to 
 occupations requiring higher qualifications was the 
 university. The examinations 1 for admission as 
 apothecaries' apprentices (the Pharmaceutical exami- 
 nation), the " University Local " examinations (Junior 
 and Senior), the Law Agents' examination, the exami- 
 nation for admission to Training Colleges (this chiefly 
 taken advantage of by girls), and for the L.L.A. of 
 St. Andrews University, have all been sought, and 
 passed by pupils direct from the parochial schools. 
 How does it stand with these numerous outlets for 
 clever boys and girls ? 
 
 Pharmaceutical examination, . . . .121 
 University Junior Local, . . . . .116 
 Senior . .47 
 
 Law Agent's examination, . . . .66 
 
 Training College examination, .... 188 
 L.L.A., St. Andrews, . 
 
 Total, . . 546 
 1 For a note as to these examinations, see Appendixes.
 
 RESULTS TO 1889. 53 
 
 Or an average of about 50*5 per annum. That is to 
 say, including the university examination, an average 
 of 8 6 '5 boys and girls annually are passed on from 
 the rural schools to the more skilled occupations and 
 the professions. 
 
 To the above record might be added the South 
 Kensington examinations, which have been attended 
 by 1720. I do not include them, however, because a 
 considerable number of the candidates received in- 
 struction in the evening ; but they are rightly to be 
 taken into account in estimating work done by the 
 masters participating in the Dick Bequest. 
 
 It has to be borne in mind that these Returns are 
 from rural parochial schools, the towns of Aberdeen, 
 Peterhead, Banff, Elgin, Forres and Fochabers being 
 excluded. At the same time, it has also to be noted 
 that the schools in the rural districts include the 
 following centres of population : Fraserburgh, popu- 
 lation 6600 ; Inverurie, population 3075 ; Keith, 
 population 4400 ; Huntly, population 3600, in each 
 of which centres there is one participating school. 
 
 Now these numbers mean much more than at first 
 sight appears. For every boy or girl, whose family 
 circumstances admit of their going forward to the 
 above examinations, there are several who are 
 scarcely inferior to them, but who stay behind in their 
 native places to add to the sum of local intelligence. 
 A high educational aim in parochial schools almost 
 necessitates, and certainly encourages, the formation 
 of classes beyond the sixth standard of the Code.
 
 54 RESULTS TO 1889. 
 
 Thus the outstanding success of a few implies the 
 advanced instruction of many. The answers to 
 Schedule A show that there were found in the third 
 week of June 9 '2 8 of the pupils above the sixth 
 standard. 
 
 It seems to me, that rural schools which can show 
 such a record must be regarded as coming up to the 
 requirements of the most exacting educationist, if he 
 takes into his consideration the many obstacles to 
 the prolonging of school attendance beyond the com- 
 pulsory standard, which social conditions everywhere 
 make inevitable. 
 
 How is it, it may be said, that in the face of such 
 facts, there has been a widespread impression that 
 the schools of the North-East have been degenerat- 
 ing ? This is mainly due to the rashly expressed 
 opinion of a few who fail to find in some particular 
 school in which they received their own education the 
 same amount of Latin and Mathematics as they them- 
 selves acquired there when boys. These "laudatores 
 temporis acti" are the victims of two erroneous 
 inferences, (l) That all the schools of the three 
 counties were in those golden days as good as that 
 which they were fortunate enough to attend : (2) that 
 all the existing schools are as inferior as the particular 
 school which they now find to have degenerated. 
 
 As a matter of fact, the extent to which the schools of 
 Morayshire, taken overhead, carry advanced instruc- 
 tion, was never higher, never quite so high as it has been 
 during the past ten years, while the schools of Banff-
 
 RESULTS TO 1889. 55 
 
 shire (the premier county of Scotland in the matter of 
 education), never, as a matter of fact, came within 
 sight of the excellence they have attained during the 
 past ten years. As to Aberdeenshire, however, I regret 
 to say that I do not think progress has been made ; 
 indeed, as regards Latin and Mathematics, there has 
 been a decline ; although not at all a serious one. This 
 is due to causes some of which are not of a permanent 
 kind. It so happens that one of the best of the 
 schools has not taken advantage of the Bequest, 
 while two others, which stood high, are in the hands 
 of aging men, whose energies have begun to decline, 
 and who will ere long give place to younger men. 
 Again, the vicinity of a large number of the schools to 
 Aberdeen, and the excellent railway facilities which 
 are afforded, take boys and girls into the capital daily. 
 From Inverurie, for example (sixteen miles from Aber- 
 deen), twent) 7 - to thirty go and come by train daily, 
 and these, as a matter of course, belong to the class 
 of regular attenders, and are the children of parents 
 prepared to make great sacrifices for their children's 
 education. They are consequently a great loss to the 
 parish school. 
 
 The question of the advance or retrogression of 
 rural schools is a very important one for Scotland, 
 and in the interests of history, as well as of the 
 Bequest, I shall in the next chapter add to the 
 evidence given in this chapter by taking the actual 
 MS. Reports as they stand on the shelves of the
 
 56 RESULTS TO 1889. 
 
 Trustees, and summarising the information which 
 they yield. 
 
 Meanwhile, I may sum up the results of this chapter 
 as follows : The * university ' subjects have ceased to 
 be taught in a few of the smaller rural schools, and 
 they are either gone or going in schools within easy 
 reach of important educational centres. But in all 
 other parishes the results are better than ever, especi- 
 ally in Banffshire. The qualifications for success at 
 the university competition, however, are now higher 
 than they used to be, and poor country boys who, 
 twenty-five or thirty years ago, would have succeeded 
 easily, have now increasing difficulty in doing so ; and, 
 consequently, the proportion of country boys entering 
 the university direct from the parochial schools will 
 be found probably (but of this I am doubtful) to be 
 smaller than formerly. There are now, however, many 
 outlets other than the university for clever, well- 
 educated boys of which ample advantage is taken. 
 The teaching of modern subjects has extended in a 
 very remarkable way, and the number staying beyond 
 the sixth standard has also increased. The general 
 conclusion is that the state of the higher parochial 
 education in the three counties, taken in the aggre- 
 gate, is at present much more satisfactory than ever 
 it was in the history of the Bequest, especially if we 
 take into consideration the greatly improved educa- 
 tion of girls, in which there has been a change amount- 
 ing to a revolution.
 
 CHAPTER V. 
 
 PAROCHIAL EDUCATION DURING THE PAST SIXTY-FIVE 
 YEARS. PAST AND PRESENT MS. REPORTS ON 
 SCHOOLS COMPARED. 
 
 IN preceding chapters I have spoken of the paro- 
 chial schools only in so far as they have been influ- 
 enced by the Dick Bequest since 1833, and I have 
 brought the narrative down to 1889. But I have 
 not entered into the question of the character and 
 methods of the instruction in the schools at the time 
 the Bequest came into operation. This is a very 
 interesting subject. Scotland has always boasted, 
 and justly boasted, of its parochial system. It was 
 the only country in Europe which carried out the 
 Lutheran programme, and enacted a complete system 
 of schools for the people. The beneficial effect of the 
 early instruction given, supplemented by the weekly 
 preaching on high doctrinal points, for the reception 
 of which the minds of the people had been prepared 
 in school, is beyond all question. Vigour and large- 
 ness of intellect have characterised the Scottish 
 peasantry, and young Scotsmen of very humble origin 
 have been enabled to gain for themselves positions of 
 wealth and repute in the United Kingdom and the
 
 58 PAROCHIAL EDUCATION DURING 
 
 Colonies, which were quite beyond the reach of the 
 poorer citizens of any other nation. And yet, when 
 we inquire into the subjects taught and the modes of 
 procedure, we are compelled to admit that the edu- 
 cation given in these schools was very inadequate, as 
 measured by any modern standard, unequally distri- 
 buted, and characterised by absence of method and 
 indefiniteness of aim. 
 
 It would be out of place here to endeavour even 
 to sketch the progress of elementary education in 
 Scotland from the days of the Reformers, but it is 
 quite pertinent to this Report to state what the Trus- 
 tees actually found when they first began their ad- 
 ministration, and also to quote the school experience of 
 one who was himself, for a brief period, a teacher under 
 the Bequest, and who speaks of his own school-days in 
 Aberdeenshire in 1826 under a teacher who had held 
 office for about fifty years. We shall be thus carried 
 back more than a hundred years from the present time. 
 
 The writer to whom I refer, 1 in certain "Remini- 
 scences" which appeared in a Journal in 1884, 
 speaking of the parochial schoolhouse in which he 
 received his education, says : " The dimensions were 
 34 by 14, and the height of the side walls 6 feet." 
 A portion of the room was partitioned off, "along 
 each side stood a long flat table or desk, with a form 
 attached on each side, so that the scholars sat facing 
 one another. A considerable space was thus left 
 vacant in the middle of the floor, and there stood 
 
 1 Dr. Andrew Findlater, afterwards a teacher under the Bequest and 
 subsequently Headmaster of Gordon's Hospital, Aberdeen, thereafter 
 Editor of Chambers' ft Cyclopaedia.
 
 THE PAST SIXTY YEARS. 59 
 
 the master's chair without any desk. The fire 
 burned on an open hearth : there was no flue, the 
 smoke issuing by the usual luni. A part of the 
 schoolroom space was taken up with a pile of peats. 
 This store we kept up by each scholar bringing a 
 peat every morning under his arm. In cases where 
 the father had a cart, a load was sent in the course 
 of the season instead of the daily peat. The floor 
 was of earth, and usually well worn into holes. The 
 duty of removing the ashes, kindling the fire, and 
 sweeping the floor devolved on a censor appointed 
 weekly. The sweeping was mostly confined to the 
 middle space of the floor ; the dust under the desks 
 was rarely disturbed, and generally lay about an inch 
 deep. The rafters and balks supporting the tiles were 
 naked ; the walls were without lath, and so far as I 
 remember, unplastered." In Professor Menzies's MS. 
 Report for 1833, 1 find mention made of many school- 
 houses similar to this. Frequently they were thatched, 
 and a wooden floor was considered to be a luxury. 
 Some buildings of this class survived even when I 
 began to visit in 1856, and of the schools existing at 
 that date, I doubt if one in twenty would now be 
 recognised by the Education Department as a school- 
 house, although they were all very superior to Aber- 
 dour School in 1826. In the Highlands and Islands 
 again there were many such school-houses five-and- 
 twenty years ago, and I have often examined classes 
 on floors much wetter than the ground outside, and 
 with a puddle between myself ^and the class, the 
 benches on which the children were sitting consisting
 
 60 OLD MS. REPORTS OX SCHOOLS. 
 
 in a few cases of planks of wood thrown ashore from 
 some wreck by the Atlantic, and resting on large 
 rough unhewn stones. When writing, the children 
 had to go down on their knees, arid place their copy- 
 books on the rough uneven planks. 
 
 The master who taught in the humble schoolhouse, 
 to which the " Reminiscences " above quoted refer, 
 was also a representative of a very common type in 
 Scotland. He had received an university education, 
 and was a licentiate of the Church. 
 
 The teaching in schools generally began with the 
 cover of the Shorter Catechism, on which were 
 printed the letters of the alphabet, large and small, 
 followed by certain unmeaning syllables such as bo, 
 hi, bu, ab, ib, ob. It is a curious instance of the sur- 
 vival of what is practically dead, that thousands of 
 Shorter Catechisms are to this day annually published 
 with the cover unaltered, as if it were a part of a 
 Scotsman's religious faith. In some parts of Scotland 
 a " brod " took the place of the cover of the Catechism, 
 that is to say, a flat piece of wood onwhich the alphabet 
 was pasted. This " brod " was utilised by the pupils 
 for many purposes besides learning, and not uncom- 
 monly as a weapon of offence and defence. After 
 the alphabet, the pupil was introduced either to the 
 Catechism at once, or to the Proverbs of Solomon, 
 and then to the more difficult books of the Old Testa- 
 ment. 1 " A few of the older boys were considered 
 
 1 Years after this graduated course of instruction had ceased in the 
 parish schools, the mistresses of some dame schools continued it; fre- 
 quently, however, omitting Nehemiah as " not essential to salvation."
 
 OLD MS. REPORTS OX SCHOOLS. Gl 
 
 to be beyond the Bible class, but for their reading- 
 lessons no fixed text-book was appointed. They were 
 allowed to read from any book they chose to bring 
 with them." In other schools, I find from Professor 
 Menzies's Report of 1833, "collections" were read by 
 the older boys, such as " Scott's Beauties," and about 
 1840 "Collections" become general. 1 
 
 The pupils read the Bible verse about, and then 
 were asked to spell the more difficult words. " I do 
 not think," says the writer of the "Reminiscences," 
 "that I ever heard Mr. Craik [the old schoolmaster 
 referred to] ask the meaning of a word or a sentence, 
 or offer to explain the one or the other. The reading 
 was miserably bad, not showing a spark of intelli- 
 gence of the sense, and the master never read a 
 sentence to show how it ought to be done. The 
 scholar stumbled through his verse as best he could, 
 and when he came to a word he could call nothing, 
 he was whipped. 2 We were supposed to learn our 
 lessons in our seats, that is, to mumble them over, 
 and when we came to a difficult word, we stood up, 
 and spelled it aloud, when the master told us how to 
 pronounce it. The crack feat of the class was to read 
 the 10th chapter of Nehemiah without stumbling." 
 
 Arithmetic (I speak of Scotland generally) was 
 begun with the Bible Class, or " Biblers," as they were 
 
 1 Andrew Thomson's, MacCulloch's, and the Scottish School-book 
 Association's. 
 
 - This recalls the more considerate procedure of the dame in Elgin, 
 who, when her pupils came to a difficult word of which she herself was 
 ignorant, used to say, ' ' Never mind that ane, my dawtie : just pit your 
 thoom on't, ca' it ca.pale.ery, an' gang on."
 
 62 OLD MS. REPORTS ON SCHOOLS. 
 
 sometimes called. Rules quite unintelligible and un- 
 explained were written down by the boys, and sums 
 worked, the way of working being sometimes shown 
 by the master, more frequently got from some older 
 boy. In none of the schools (save here and there 
 under an exceptional schoolmaster) was arithmetic 
 advanced. Even in 1833 I cannot find that there 
 was anything professed beyond the Rule of Three. 
 
 "In the curriculum of Aberdour School," says the 
 writer of the " Reminiscences," " neither grammar, 
 history, nor geography formed a part. I fancy I had 
 an idea, picked up by chance, that the world was 
 round, and had heard the names of various countries ; 
 but in what direction they lay, or anything else about 
 them, I knew little or nothing. My notions of 
 chronology may be gathered from this, that when I 
 wrote on my copybook ' A. F. his book, say June 15th, 
 1823 years,' I used to wonder what it was that was 
 so old as all that." 
 
 When the writer of the "Reminiscences" was 
 transferred to a school under a young man with all 
 the new lights, he found no difference, save that he 
 there met with a Reading Book, and that he was in- 
 troduced into the " mysteries of Lennie's Grammar/' 
 " But here, as in every other primary school of the 
 time, there was no attempt at oral instruction on the 
 part of the master." 1 
 
 The writer's old teacher, however, like the great 
 
 1 There are many other evidences of the state of education in the Scot- 
 tish parochial schools confirmatory of the above. Among others the 
 Government Reports of Dr. Gibson in 1841-4 on the Presbyteries of 
 Fordyce and Aberdeen.
 
 OLD MS. REPORTS ON SCHOOLS. 63 
 
 majority of parochial schoolmasters, had, with all his 
 defects, a very satisfactory knowledge of Latin, and two 
 sons of a farmer were under instruction, at the time 
 that he was at the school, one of them going subse- 
 quently to Aberdeen and becoming a medical man. 
 It is unquestionably the fact that in 1833 Professor 
 Menzies found in two-thirds of these badly-housed 
 schools Latin teaching, and occasionally, but very 
 rarely, Greek. The teaching was frequently careless, 
 negligent and inexact, but not more frequently so, 
 perhaps, than in schools of much higher pretensions 
 in our own days. But the number of these Latin 
 pupils was never great, because none received such 
 instruction in old days except those who were more 
 than usually clever and ambitious, and had a more or 
 less vague purpose of continuing their studies. 
 
 The discipline in the schools was severe, but 
 accepted, by scholars as well as teacher, as part of the 
 order of nature. The latter kept the former learning 
 by heart what was in the book, and if they did not do 
 it thrashed them well. But " the chief day for indi- 
 vidual punishment," says the writer already quoted, 
 " was Saturday, when we had to repeat the Shorter 
 Catechism and prescribed tasks of psalms and para- 
 phrases. This was not got over, you may be sure, 
 without abundance of palmies and tears." Scotland 
 has always plumed itself on the " godly upbringing of 
 the young " ! Professor Menzies in his Reports of 1 833 
 scarcely ever adverts to the discipline of a school, 
 save in the sense of the external order maintained. 
 
 Scottish, parochial education, then, in 1826, as con-
 
 64 OLD MS. REPORTS ON SCHOOLS. 
 
 ducted by a schoolmaster of nearly fifty years' stand- 
 ing, may be accepted as a fair enough picture of 
 Scottish education in the rural districts generally. 
 There were, of course, many better schoolhouses and 
 better schools, but the majority were fairly well re- 
 presented by Aberdour. Bible and Catechism learned 
 at the cost of many tears but never understood, the 
 reading in some cases of collections of literary extracts, 
 arithmetic of an elementary kind done by rote, no 
 geography, no grammar, no music, no sewing, nor any 
 other subject save Latin, which was taught to the few 
 who desired it, and formed the avenue to the higher 
 
 * o 
 
 education of the university the sole outlet to the great 
 world. The masters themselves were the best part 
 of the system, being almost always men of excellent 
 character who had spent some years at an university. 
 In very many cases they were, like Mr. Craik, licen- 
 tiates of the Church, and, in almost all cases, their 
 moral influence was good, and doubtless also their 
 intellectual companionship was stimulating to the 
 older boys. 
 
 Professor Menzies's earliest Reports (1833-6), from 
 which I have already partially quoted, confirm the 
 above view of the parochial education of the past. 
 He himself had come under the influence of what was 
 then called the explanatory or " intellectual " method, 
 which was trumpeted as a great discovery. The other 
 great educational "discovery" of that time was the 
 monitorial system, introduced by Bell and Lancaster
 
 OLD MS. REPORTS ON SCHOOLS. 65 
 
 simultaneously, and this also my predecessor rightly 
 (for his time and circumstances) advocated, although 
 he modified his views in 1844. In the larger schools, 
 I find, it was quite common for the masters to em- 
 ploy monitors to " hear the children say" their lessons, 
 a practice which might be resumed with advantage. 
 
 Professor Menzies very frequently adverts, in his Re- 
 ports, to the barbarous and uncouth pronunciation of 
 the pupils, and to a large extent of the teachers them- 
 selves, and is sometimes vexed at the way in which 
 the teacher defends his peculiarities. One teacher in- 
 sists on pronouncing " good " gild, and after an alter- 
 cation produces a pronouncing dictionary, in which it 
 is rightly stated that the u in put, push, and pull, is to 
 be pronounced like oo in good and stood. The teacher 
 was of course in the habit of saying put, push, pull. 
 
 In almost every Report, also, he laments the absence 
 of the " intellectual " method above referred to, which 
 simply meant getting the pupils to attach a meaning to 
 what they read. I find, however, that in a certain 
 number of schools, geography and grammar had been 
 thus early introduced, though studied by few of the 
 pupils ; and the former subject almost always without 
 maps. A few of the more active-minded and younger 
 schoolmasters had however, under the influence of 
 modern ideas, struck out ways of their own with a 
 view to stimulate the intelligence of the children. One 
 master is spoken of who taught his pupils to examine 
 themselves a kind of self-dialectic. For example, he 
 prescribed a certain number of words in the lesson to 
 
 E
 
 66 OLD MS. REPORTS ON SCHOOLS. 
 
 be looked up in the dictionary. The class then stood 
 up and each spelt a word, and then said aloud to him- 
 self, " How many syllables ? " (Answer given aloud 
 by himself to himself.) " Which syllable accented ? " 
 (Answer given.) " Is accent acute or grave? " (An- 
 swer given.) " What is the signification "?" (Answer.) 
 
 As an illustration of the unintelligent procedure of 
 a master, otherwise highly spoken of, and who pro- 
 fessed the "intellectual system" (!), he reports "that 
 the lesson read in my hearing began at the top of a 
 page in the middle of a sentence, where there was no 
 pause in the sense nor even a comma." 
 
 Bible instruction is spoken of in 1833 in general 
 terms always, and as rarely intelligent. In one parish 
 (but that within the Celtic border), Professor Menzies 
 found a pretty custom existing, when the " Biblers " 
 stood up, they opened the Bible, and then all bowed 
 gravely before beginning to read. 
 
 Occasionally, Professor Menzies records that he 
 found geometry, and in one case what was locally 
 called " the smaller mathematics," viz. mensuration. 
 But this latter must have been more extensively 
 taught than Professor Menzies was aware of, for 
 all over Scotland the schoolmasters used to be 
 frequently employed as land-measurers. 
 
 The discipline was, as I have already pointed out, 
 severe, but it had occurred to one teacher that he 
 might give rewards as well as punishments ; for when 
 Professor Menzies inquired who those boys were who 
 were digging and raking in his garden, he replied that
 
 OLD MS. REPORTS ON SCHOOLS. 67 
 
 " they had been allowed to work as a reward, a species 
 of excitement which he finds very powerful and advan- 
 tageous." There was considerable sagacity in the 
 master who saved his own pocket, and, at the same 
 time, illustrated the common saying, that a teacher 
 may make anything a reward which he chooses to call 
 by that name. 
 
 In 1833 Professor Menzies found geography and 
 grammar very rarely taught ; and indeed, for many 
 years of my own visitation, these subjects used to be 
 taught in many schools only to a very restricted 
 proportion of the pupils, who formed a separate class 
 and paid a separate fee. A separate fee was also 
 charged for writing, arithmetic, Latin and Greek, 
 and indeed these separate fees were common down to 
 1872, and had a very hurtful effect. 
 
 The above account of the parochial schools in the 
 north-east explains why the examination of the schools 
 by my predecessor and myself, and the reports on 
 the shelves of the Trustees, dealt so much with 
 the ordinary subjects of instruction until Govern- 
 ment inspection became fully operative in 1873. 
 It also explains to those who may closely examine 
 the principles on which the Bequest was adminis- 
 tered, why it was that from the beginning of the 
 administration, arithmetic, grammar and geography 
 were classed along with Latin, Greek, and mathe- 
 matics, as " higher subjects," and a certain number 
 of marks assigned to them. By so doing, the trustees 
 made it the interest of the teachers to have as large
 
 68 OLD MS. REPORTS ON SCHOOLS. 
 
 a number of pupils as possible in these subjects, and 
 thus compelled earlier initiation into them. 
 
 If any one should take the trouble to read the volume 
 of MS. Reports of 1833, and then take up that for 1841 , 
 he will be struck by the remarkable advance which the 
 schools had, within that short period, made in respect 
 of intelligent teaching, and by the growing numbers to 
 whom geography and grammar were taught. Gradu- 
 ated school-books began to appear in the schools of 
 the north-east, as in Scotland generally, and with these 
 a better classification of the pupils. Latin was more 
 extensively taught, but improvement in the general 
 work of the schools, and not the increase in the number 
 of Latin or mathematical scholars, is the conspicuous 
 characteristic of the reports. Indeed, of fifty-four 
 schools visited in 1841, only twenty-four present Latin 
 pupils, and these are, with few exceptions, not beyond 
 the Caesar stage. These are the actual facts down to 
 1841. The proportion of those in Latin and mathe- 
 matics and Greek increased steadily during the fifteen 
 years that followed (see Table, p. 40) ; and the increase 
 continued up to the date of my last Report (1866). 
 
 How has it been since 1 The answer is that this in- 
 crease, both in quantity and quality, continued from 
 1866 to 187 2, when there was the sudden decline for a 
 few years caused by the new Act and Code, as ex- 
 plained in preceding pages. The higher branches of 
 Latin, Greek, and mathematics began to recover about 
 1876, and are now more widely spread than they 
 were in 1833, or any year since ; if we add the modern
 
 LATEST REPORTS ON SCHOOLS. 69 
 
 higher branches, such as French and German, it is be- 
 yond all question that the north-eastern counties are 
 in a far higher condition educationally than they ever 
 were. There is a slight, a very slight, reduction, as 
 I have already stated, of the number of purely agri- 
 cultural parishes in which Latin and mathematics are 
 to be found beyond the initiatory stages, chiefly be- 
 cause railways take the boys, after a certain age, daily 
 back and forward to the more populous centres, the 
 parishes within twenty miles of Aberdeen specially 
 suffering from the proximity to the excellent schools in 
 that northern capital. But this reduction is not a re- 
 duction as compared with what existed in 1833, 1841, 
 1856 or 1866 ; but only as compared with the state 
 of things seven or eight years ago, and, w T hile affecting 
 the number of schools teaching the higher subjects, 
 has not affected the aggregate number studying them. 
 I would not be supposed to detract from the merits 
 of the teachers of the earlier part of this century. 
 Then, as now, in the north-east, parochial school- 
 masters generally were a body of men of sterling 
 character, of sound education, and exercising a local 
 influence almost equal to that of the minister of the 
 parish : they were university men of a partial or com- 
 plete curriculum in Arts : they were competent to 
 instruct in Latin up to the university stage, and they 
 regarded it as one of their chief duties, as well as 
 glories, to do it. But there were not a few who 
 cared nothing for these things, and those who did 
 care, could not always find promising material. They
 
 70 LATEST REPORTS ON SCHOOLS. 
 
 had also to work single-handed, and had all the classes 
 to teach from the Infant upwards. Without the 
 higher branches they had enough to do, arid they did 
 it generally to the best of their ability. Far be it 
 from me to depreciate their labours. I merely wish 
 to ascertain facts and to indicate the solid claims of 
 the present against an imaginary past. In short, 
 things have been improving, not retrograding, both 
 as to the educational standing of the north-eastern 
 schoolmasters, and the work they do. 
 
 I have given .above the actual experience of my 
 predecessor in 1833 and in 1841 as taken from his 
 own MS. Reports. I took the latter volume from 
 among the first ten years of the Bequest at random, 
 and I now take to compare with it my own MS. 
 Reports laid before the Trustees in 1889-90. What 
 do we find? In 1841-42 (which shows a state of 
 things in advance of 1833) 52 out of 115 schools 
 presented Latin scholars to be examined by the 
 Visitor: in 1889-90 85 schools out of 115 presented 
 Latin scholars. Few of these schools, it is true, pre- 
 sented boys in a more advanced stage than Csesar, but 
 a larger proportion of them, nearly twice as many, did 
 so than in 1841. Still greater advance is shown in 
 Greek and mathematics, and when we add the new 
 higher branches of French and German, the progress 
 made is notably great. 
 
 One or two quotations from the Reports themselves 
 will give a nearer view of the schools. I shall take, 
 so as to avoid the temptation to select, the first five
 
 LATEST EEPORTS ON SCHOOLS. 71 
 
 schools visited by me in April 1889, and give extracts 
 from my Kepovts on them : 
 
 A. School. 
 
 Mr. A. has always held a very high position on the Bequest, 
 and I find that he is still worthy of the position assigned 
 to him. . . . Drawing and singing from notation are taught 
 throughout the whole school. There are always to be found 
 here French and Latin classes. The master, however, cannot 
 now find time to carry the Latin pupils beyond the Caesar 
 stage. After that stage, he has to advise them to go to the 
 neighbouring town. 
 
 B. School. 
 
 Here there were [out of 129 present] twenty beyond the 
 sixth standard. Four of these were preparing for the Univer- 
 sity Local Preliminary Examination, three for Senior Univer- 
 sity Local Examination certificates. . . . There are four who 
 have passed the second [Code] stage in Latin. . . . carefully 
 taught. . . . The master meets the advanced pupils after 
 hours. ... In French three girls had made good progress, 
 having passed the third stage of the Code. 
 
 [The A. and B. schools are in purely agricultural parishes.] 
 
 C. School 
 
 This is a large and busy school. It is situated among 
 a fishing population, and it is exceedingly difficult to get boys 
 or girls to stay beyond the sixth standard. There are only 
 20 ex-sixth at present. . . . The master has never failed to 
 aim high, and has always a few studying the higher branches. 
 One boy made a good appearance in Greek the Anabasis. 
 Five pupils in Virgil made a good appearance. Seven younger 
 pupils in Ca3sar made an exceedingly good appearance. 
 
 Mathematics : Two professed two books of Euclid and nine 
 in a junior class professed 15 propositions of B. I. They all 
 did exceedingly well. 
 
 Six girls read from a French play well. They had made 
 considerable progress. . . . The higher department of the 
 school is in a very creditable state. 
 
 D. School 
 
 Three boys in Virgil translated satisfactorily. Parsing only fair. 
 One boy in Greek fair.
 
 72 LATEST REPORTS ON SCHOOLS. 
 
 Eight boys in Caesar loosely taught. 
 
 ... In Mathematics two boys professed three books, and a 
 junior class one book, of Euclid very fair. 
 
 Mr. D. aims high, and is an indefatigable teacher, but he has 
 a disposition to be satisfied with results which appear to be 
 higher than they really are, the knowledge being somewhat loose. 
 
 E. School (a small school). 
 
 One boy was sitting apart working for the Pharmaceutical 
 Examination. 
 
 Another boy professed two books of Euclid, and was reading 
 Virgil in Latin and had begun the Greek grammar. Good in 
 all, 
 
 Mr. E. may be trusted to have boys in advanced subjects in 
 this purely rural district if it is at all possible to get them. 
 
 These Reports speak for themselves, and I could 
 quote equally favourable results in about 50 out of 
 62 schools visited. 
 
 I may be allowed to select, as a particularly good 
 specimen, the tenth school visited by me, situated in 
 a purely rural district a district so sparsely populated 
 that in the immediate vicinity of the school there seem 
 to be no houses at all. The attendance was only 8 5, and 
 I shall give the whole of the first part of the Report. 
 
 F. School. 
 
 The sixth standard (8 in number) and the ex-sixth (also 8 
 In number) read together exceedingly well. It is a pleasure to 
 hear such reading, and a still greater pleasure to see the intelli- 
 gent and lively faces of the pupils. 
 
 Grammar and Analysis good. 
 
 Composition excellent. 
 
 In Latin there were four classes. The highest (3 pupils) 
 reading Cicero's De Senectute, the whole of which they have 
 studied. They translated with accuracy and ease. [I ought to 
 have added that their parsing was very good. The junior 
 classes I only partially heard. They were well taught.]
 
 LATEST REPORTS OX SCHOOLS. 73 
 
 In Greek, the same class had read four books of the Anabasis, 
 and were thoroughly well taught. 
 
 In French, four reading a French play were in all respects most 
 satisfactory. There were also junior classes in French and Greek. 
 
 Five in Geometry had gone through one book of Euclid, and 
 on examination responded with great readiness ; also they 
 worked equations in Algebra. 
 
 It is difficult to speak too highly of the work done in this 
 school. 
 
 That of 1 1 5 schools Latin should be found only in 
 85 may seem an unsatisfactory result. But it has to 
 be borne in mind that the higher subjects are always 
 offered to the children of the parish, that the master 
 is always capable of teaching them, and desires to 
 teach them, and that consequently a school which 
 does not profess the higher branches one year may 
 do so the next. 
 
 I am anxious not to overstate the case, and conse- 
 quently, without selecting, I shall now extract from the 
 Eeports on the first six schools visited by me in 1890, 
 as, perhaps, on the whole less favourable than 1889. 1 
 
 A. ScJiool. 
 
 With an average attendance of 72, I found here ten ex-sixth 
 pupils. This is highly satisfactory. The class read very well, 
 and with spirit, from The Merchant of Venice. The intelligence 
 exhibited was very satisfactory, and the parsing and analysis good. 
 
 There are three Latin classes. The highest two boys in 
 Caesar made a good appearance both in translation and in 
 parsing. 
 
 There are two classes in Mathematics the highest about the 
 
 1 It may be mentioned that the schoolmasters, although they know the 
 period of my annual visitation, do not know the day on which I shall 
 visit them.
 
 74 THE PROGRESS MADE, AND 
 
 middle of Euclid, B. I., and also working equations. They 
 made a very good appearance. 
 
 One girl in French read exercises with ease and accuracy, 
 but is not accustomed to parse (!) 
 
 The instruction generally throughout the school is highly 
 intelligent, and the teacher's manner is quiet and effective. 
 
 B. School. 
 
 This is a school which has only on two occasions presented a 
 boy in higher subjects, and they did exceedingly well. It is not 
 indeed to be expected that a school within two miles of the 
 preceding school should profess more than the ordinary Code 
 work ; and at present there are none in the higher subjects. 
 
 C. School 
 
 This school is in a district where it is very difficult to get 
 advanced pupils. It well illustrates what a change of master 
 can effect, that for many years I could find only a small sixth 
 standard. Now, with an average attendance of about 60, there 
 are six in the ex- sixth. 
 
 Reading intelligent : Grammar and Analysis very fair. 
 
 Two boys professed a book of Csesar, and construed with care 
 and accuracy, exhibiting a very satisfactory knowledge of syntax. 
 There are also two boys in a Junior Latin class. 
 
 The two senior boys had just finished the first stage in Greek, 
 and knew their declensions and conjugations fairly well, and 
 translated and parsed short sentences. 
 
 The same boys worked on the blackboard the 36th proposi- 
 tion of Euclid B. I., selected by me, correctly, and with full 
 understanding. 
 
 D. School. 
 
 This was a school humble enough in its pretensions eight or 
 nine years ago, until the master received a hint to exert himself. 
 . . . There were, with an average attendance of 72, 13 in the 
 ex-sixth. They read from Scott's Marmion with intelligence, 
 and the majority of them had a good knowledge of Grammar 
 and Analysis. 
 
 Three boys professed B. I. of Euclid, and did well. The 
 master teaches with intelligence. They also worked simple 
 equations.
 
 SUCCESS OF THE DICK BEQUEST. 75 
 
 Three in Caesar, B. VI., were satisfactorily taught. They had 
 also passed Stage I. in Greek, but were rather shaky in their 
 conjugations. 
 
 Two girls read from Lamartine's Jeanne $Arc well, and parsed 
 well. 
 
 E. School. 
 
 The average attendance here is 99, and the number in the 
 ex-sixth is six. 
 
 There was a rudimentary Latin Class of six, all of whom had 
 passed the first stage before the Inspector. 
 
 One boy, more advanced, professed B. I. of Caesar. Very well 
 taught. 
 
 The same boy professed 25 props, of Euclid B. I., and knew 
 his work thoroughly. 
 
 The English was very good, Mrs. Browning's "Cry of the 
 Children " being very well read. Intelligence good : parsing 
 and analysis thoughtful. 
 
 F. School. 
 
 This school was broken up owing to an epidemic. I found 
 the average attendance to be 122. Seven in the ex-sixth; 
 three in the second stage of Latin and French, and also in the 
 Second Book of Euclid. 
 
 G-. Scliool. 
 
 Average attendance 105. Ten in the ex-sixth. There are 
 no higher pupils except one girl in the third stage of French. 
 This has always been a well-worked school, but it does not 
 carry the children far into the higher subjects (except French). 
 On the other hand, it has always been characterized by a good 
 spirit and by a diffused general intelligence. The master 
 speaks of now resigning. 
 
 These extracts from my Reports will perhaps suffice. 
 I may add, however, that of the next five schools 
 visited, three presented very good advanced pupils. 
 In one of them seven boys read from the 22nd book 
 of Livy and the JEneid, B. III., "translating with 
 the greatest ease and accuracy." Five read from
 
 76 SUCCESS OF THE DICK BEQUEST. 
 
 B. II. of the Anabasis. Six professed B. I. of Euclid. 
 The teaching in all these subjects was of the highest 
 quality. 
 
 The general result is that out of 123 rural schools, 
 at present connected with the Bequest, 90 are teaching- 
 advanced subjects. In many of the others advanced 
 subjects are found as opportunity is afforded. Evidence 
 of the progress which this result shows superabounds. 
 In the first year of my own visitation (1856) I found 
 Latin only in 58 out of 123 schools : in only eleven 
 instances beyond Caesar. I found Greek in only 
 eleven schools, French in only five, Mathematics in 
 seven. These are the facts. 
 
 I have now shown by public authoritative docu- 
 ments, by the statistics of the Bequest, and by reference 
 to the MS. Eeports, the nature of the higher instruction 
 given in the north-eastern counties and the steady 
 progress made from 1833 to the present time. 
 
 Some who look with little favour on linguistic 
 studies may say, " What avails a little more or less of 
 Latin and Mathematics in parochial schools ? " The 
 answer is that these subjects represent advanced 
 instruction generally, including English, and that 
 they exercise a potent influence on the intellect of 
 the whole school, and raise the standard of education 
 in it. The chief result of the whole system accordingly 
 is a higher level of intelligence in the young of each 
 parish. Another most important result is the open- 
 ing up of a path to the higher walks of life to all : 
 even the gypsy waif and the pauper have their oppor- 
 tunity. This is not said rhetorically. Numerous
 
 SUCCESS OF THE DICK BEQUEST. 77 
 
 ministers, teachers, and physicians come out of these 
 schools. Many have held professorships in Scot- 
 land, and some are now holding Fellowships in the 
 southern universities, who owed their start in life to 
 the higher education of these humble rural parochial 
 
 o 
 
 institutions. 
 
 With these facts before them, the Trustees will be 
 able to judge whether the statements, rashly made in 
 certain quarters, that the Bequest had of late years 
 failed to maintain the old standard in the North, are 
 trustworthy. The "good old times," when the Be- 
 quest began its work, were " bad old times " as com- 
 pared with the state of things at the present moment 
 of writing. The Code has, in its tendency, been de- 
 pressing : l the Education Department, while doing 
 much to improve education and to diffuse it among 
 the masses in the schools, has not done anything to 
 maintain the parochial " standard," that is to say, the 
 parochial aim, in Scotland generally, by encouraging 
 the university subjects ; but, spite of these things, 
 whether we look to the class of schoolmaster or the 
 work which he does, the schools have not declined 
 but improved in the three north-eastern counties : 
 this, I think, mainly because of the counteracting in- 
 fluence of the Dick Bequest. I conclude this chapter, 
 as I concluded the last, by saying that the schools, at 
 this moment, are taken all round in a more efficient 
 state than any parochial schools ever were in the whole 
 course of the history of Scotland. 
 
 1 See, however, p. 102.
 
 CHAPTEK VI. 
 
 SCHOOLS SCHOOL-BUILDINGS SALARIES SCHOOL- 
 MASTERS THEIR MERITS AND DEFECTS SUBJECTS 
 TAUGHT MIXED SCHOOLS. 
 
 IN the three counties of Aberdeen, Banff and Moray, 
 outside the county towns, there are 123 civil parishes, 
 and there are also, at the present moment, 123 
 parochial schools participating in the Dick Bequest. 
 Where parishes have been divided quoad sacra, there 
 are sometimes two schools within the limits of the 
 old civil parish while again there are a few civil 
 parishes which, for various reasons, have not taken 
 advantage of the Bequest. The number of the schools 
 on the Bequest is less now than it was in 1 8 7 2 by twelve 
 schools, and shows signs of decreasing. The cause of 
 the decrease is the unwillingness of a few of the less 
 enlightened School Boards to comply with the condi- 
 tions laid down by the Bequest. The general result, 
 however, is that there is no part of the three counties, 
 whose residents are not within sufficiently easy reach 
 of a school in which the higher instruction may be 
 obtained. 
 
 The School Boards have, with very few exceptions, 
 met in the most liberal way the requirements of the 
 Act of 1872 as to schoolhouses. These are good and
 
 SCHOOL BUILDINGS. 79 
 
 ample. The apparatus for teaching is also, speaking 
 generally, adequate. The dwelling-houses, with two 
 or three exceptions, are good, such houses as any 
 graduate-teacher may be well content to inhabit. 
 
 The emoluments of the teachers, apart from the 
 Bequest, which yields an addition of from 20 to 
 45, according to merit, average 140 per annum, 
 in addition to a house. There are 31 teachers who 
 have more than 150 a year, apart from the Bequest, 
 and a house. The average payment from the Bequest 
 was last year 30, 8s. 2d. 
 
 The arrangement whereby the fees of the school 
 are paid to the teacher was disturbed in 1889 by the 
 allocation of the Probate Duty by Parliament to the 
 partial relief of fees. The Trustees, having con- 
 sidered the whole question so far as it might affect 
 the emoluments of the teachers, resolved to require 
 that payments should be made to teachers by School 
 Boards of an amount not less than the average sum 
 received from fees for three or five years, as might 
 be thought best in each case. (App. ix.). 
 
 Of the 123 teachers 112 are graduates of an uni- 
 versity, and have further passed the Dick Bequest 
 Examination. Two of them have been honoured by 
 their universities with the degree of LL.D. 
 
 The emoluments, it will be seen, apart from the Be- 
 quest, are only slightly in excess of those of other rural 
 schools in the more fertile districts of Scotland, and the 
 question naturally arises, How do those parishes secure 
 the services of men of exceptionally high qualifications ?
 
 80 THE SCHOOLMASTERS. 
 
 The answer is to be found chiefly in this, that the Dick 
 Bequest has so fostered the higher education in parochial 
 schools, as to send larger numbers of students to the 
 university of Aberdeen from rural districts than 
 could in ordinary circumstances have been sent, and 
 that the university, having educated these men, 
 thus produces a supply of graduates who are well 
 content to return into the country districts and hold 
 the office of a public schoolmaster. Had there been 
 no university easily accessible, the Dick Bequest 
 would have accomplished little. I think it will be 
 also admitted that the mere fact that the schools they 
 hold are known as "Dick Bequest" schools, has 
 operated to make the position and status of the paro- 
 chial schoolmasters more attractive in the north-east 
 than elsewhere. It has been a brevet of rank. These 
 teachers are all men of high character, of good ability, 
 and sound education, men with whom any " gentle- 
 man and scholar" can sit down and converse on terms 
 of equality. They are, with singularly few excep- 
 tions, devoted to their work, and have conferred and 
 are conferring incalculable benefits on the children of 
 the three counties. 
 
 Another question will naturally be put by those 
 familiar with education in less favoured places How 
 do these men manage to do so much more and higher 
 work than the majority of teachers elsewhere ? The 
 answer is that the boards have, in very many cases, 
 shown their intelligence by allowing one pupil-teacher 
 in excess of the Code requirements, or, where a pupil-
 
 THE SCHOOLMASTERS. 8 1 
 
 teacher would have sufficed, they have appointed a 
 female certificated assistant. Thus, at an additional 
 expenditure of from 15 to 30 per annum, the board 
 has come to the help of the master. In such graded 
 schools as Keith, Dufftown, Huntly, and Fraserburgh, 
 the head-master is practically set free for the higher sub- 
 jects alone. These schools are technically parochial or 
 " public " schools, but with a higher or " secondary " 
 department. This separate department would be 
 classified as a high school of the third grade, if one 
 were to classify the high schools of Scotland as they 
 are sometimes classified abroad. 
 
 But in very many schools, the master has only the 
 usual amount of assistance, and, where this is the case, 
 it is impossible for him to fulfil the requirements of 
 the Code, during the ordinary school day, and at the 
 same time teach more than the " first stage " * of Latin, 
 Mathematics, French, etc. But so imbued are the 
 masters even those in this position as to staff with 
 the true spirit of their profession, that they are 
 always ready to meet their advanced boys and girls 
 before and after the regular school-hours. Boys 
 nearing the university stage will frequeotly, too, be 
 welcomed by the master at his house in the evening, 
 there to continue their reading. And so intimate is the 
 connection subsisting between the country school and 
 the university, that these same boys, after having been 
 a year at the university (and even in some cases two 
 
 1 Latin accidence ; 15 propositions of Euclid and the beginnings of 
 Algebra ; French accidence. 
 
 F
 
 82 THE SCHOOLMASTERS. 
 
 years), are to be found during the summer sitting in 
 a corner of the school-house by themselves preparing 
 for next session's work under the master's direction. 
 In the remote, poor, and elevated village of Tomantoul, 
 " Liddell and Scott " is as familiar a sight to the pupils 
 spelling their way through an elementary English 
 book, as it is to the gilded youth of Eton or Harrow. 
 There, too, girls and boys of the poorest classes have 
 more than once passed during my visit from the 
 perusal of Shakespeare to Racine, from Racine to 
 Virgil, and from Virgil to Euripides. 
 
 It will be seen, accordingly, that this higher instruc- 
 tion is not a question of time, staff, and opportunity 
 alone. All over Scotland a slight excess of staff over 
 the Code requirements is common. It is a question 
 of the class of teachers employed. Round this one con- 
 sideration, indeed, all educational questions everywhere 
 centre. A graduate, who has himself shown the solid 
 qualities necessary for working his way up from a 
 humble social grade to the position he holds, is not 
 an ordinary graduate. In the deepest and highest 
 sense of the word he is an " Honours' man." He 
 brings with him to his work a moral and intellectual 
 force which it is difficult to over-estimate. Through 
 this mental force it is that he is enabled to predispose 
 the minds of his pupils for advanced instruction : 
 through this he is able to accomplish more, with very 
 raw material, in a brief time daily, than a less educated 
 and intellectual man could possibly accomplish even 
 with the best intentions : his resources are not so soon 
 exhausted.
 
 THE SCHOOLMASTERS. 83 
 
 Then as to the boys and girls. They are studying 
 the higher branches because they ivish to study them. 
 The law of natural selection has been going on, 
 and they are the elect minds of the school. Their 
 learning is with them a very serious business. Again 
 and again has it been my lot to examine classes not 
 only in Latin, Greek and Mathematics, but also in 
 Shakespeare and Milton, the pupils of which brought 
 to their literary work a brightness of eye, an eagerness 
 of intelligence, and a readiness to appreciate linguistic 
 expression and aesthetic beauties, which have made the 
 apparently prosaic work of going from school to school 
 refreshing in a high degree, and worth any expenditure 
 of labour. And all this the work of one quiet man with 
 numerous classes to attend to, and no consciousness 
 that he is doing anything extraordinary ! This is 
 education. Many have doubted what a good educa- 
 tion can accomplish for the people : no one can spend 
 an hour or two in one of the best of these schools and 
 retain the doubt. 
 
 To the poorest and most neglected this education is 
 offered. Is there any Visitor of schools in the world 
 who is able to say, as your Visitor can say, that he has 
 examined in Virgil and in Greek boys on the pauper- 
 roll? 1 
 
 Nor do the masters always limit themselves to the 
 school. They frequently form evening classes in con- 
 nection with the Science and Art Department (vid. 
 p. 53), mostly for the teaching of the only technical 
 
 1 One such, not to speak of others, examined about thirty years ago, 
 afterwards held a responsible position in India with a large salary, the 
 old master told me.
 
 84 THE SCHOOLMASTERS. 
 
 subject which has a proper place in country schools 
 I mean agriculture. When the able and energetic 
 Professor of Agriculture in the University of Edin- 
 burgh opened autumn classes for teachers, which 
 could be attended during the school vacations, the 
 north-eastern counties sent a large quota. And when 
 he formed in 1888 an "Institute of Scottish Teachers 
 of Agriculture," of 143 country members in all Scot- 
 land 93 were from the "three counties." 
 
 That class of parochial-minded politicians who 
 grudge salaries which may attract able men, will find 
 in the north-east that such men do much more than 
 merely teach the school. The influence of a high- 
 class elementary schoolmaster is felt through the 
 whole district. In one parish he is the soul of the 
 volunteer movement, in another of a literary, in a 
 third of a choral, society. He is looked up to as an 
 educational representative and a social force, and not 
 merely as a school teacher. And are we not to recog- 
 nise the educative influence which a man of superior 
 ability and learning exercises. "Adest quoque ipse 
 vultus," says Bacon, "et aspectus virorum gravium, 
 quod facit ad verecundiam et teneros animos etiam 
 a principio conformat ad exemplar." 
 
 Let me add that the influence of the Bequest is not 
 restricted to the schools which participate in it. These 
 have fixed the standard of education for the other 
 rural schools around them and raised the general level. 
 Still less is the education, as I have more than once 
 pointed out, restricted to those who themselves take 
 advanced instruction. It is felt in every part of the
 
 THE SCHOOLMASTERS. 85 
 
 school. A boy in an ordinary elementary school, who 
 has scraped through his fifth standard and gone to 
 work, has his intellectual conceptions for ever limited 
 by what he himself has accomplished. In the north- 
 eastern counties the same boy would go out into the 
 world with very different notions of what education 
 meant : and this itself would be a kind of education, 
 for he would know that he was not educated. 
 
 But what of the ordinary Code 'standards' in 
 the schools which profess the higher subjects ? Can 
 the primary subjects be efficiently taught when the 
 teacher's powers are drawn off to subjects which pro- 
 perly belong to the sphere of secondary education ? 
 In 1881 I wrote thus: "An examination of the Blue 
 Book issued by the Board of Education (now extinct) 
 shows that the Dick Bequest schools gain more per 
 head from the Parliamentary grants for the ordinary 
 subjects of the Code than rural schools in the rest of 
 Scotland." The materials of comparison are not now 
 available in the same form, but I have good reason to 
 know that there is no change. 
 
 As regards the teaching of the ordinary subjects and 
 that of the school as a whole, nothing can be better 
 evidence of the advance which schools have made 
 than this that twenty -five years ago there were pro- 
 bably a dozen things which I would have thought it 
 my duty in such a Eeport as this to impress on 
 the northern teachers which may now be omitted as 
 superfluous. Organisation, classification, infant-teach- 
 ing, slate-writing, writing from dictation, composition, 
 singing, are now universally recognised characteristics
 
 86 THE SCHOOLMASTERS. 
 
 of a school, and on the inculcation of these I had in 
 earlier years to expend much energy. For many years 
 the Department has imposed them, but not till they 
 were becoming usual in Dick Bequest schools at the 
 instance of the Trustees : in these things, indeed, as in 
 many other matters, such as the introduction of Time- 
 tables (1857), the Bequest administration has been a 
 pioneer. The Education Department, spite of many 
 errors, has done excellent work. Centralised State 
 authority can always determine with success the ex- 
 ternals and machinery of education ; and these are 
 often as essential to a good school as the "fitting" of 
 an engine is to its doing the work for which it has 
 been designed. Such matters being settled once for 
 all, the teacher is then set free to think of methods of 
 teaching, and he can afford to concentrate his powers 
 on the education of the minds committed to him. 
 There is much that is mechanical in all school-work, 
 and this is best done by mechanical means : the rest 
 has to do with the influence of mind on mind, and is 
 dynamical. For this, mere machinery can do nothing. 
 
 Religious instruction, I may say, has not declined, 
 but, owing to the better organisation of the classes, is 
 better given than it used to be, although I am well 
 aware that some teachers treat this part of their work 
 in a perfunctory way during the two months pre- 
 ceding the Inspector's annual visit. 
 
 As to the subjects taught in the schools : I have 
 shown what the " higher subjects " are Latin, Greek, 
 Mathematics, French, and German, and, I may add, 
 advanced English. The ordinary subjects of school
 
 SUBJECTS TAUGHT. 87 
 
 instruction are contained in the Government Code, 
 the substance of which is to be found in Appendix 
 vin. In that Code we now have, after twenty-eight 
 years of discussion and hostile criticism, an excellent 
 scheme of elementary education. 
 
 The "higher subjects" to be recognised in the 
 future by the Trustees will require fresh considera- 
 tion. The claims of elementary science can scarcely 
 now be resisted. In the ordinary classes up to the 
 sixth standard "science" simply means object-lessons 
 organised and graduated. This all approve of. As 
 soon as pupils pass the sixth standard it is possible to 
 teach them botany and agriculture in a practical way, 
 and to give these subjects true educational value. So 
 with physiography. After many inquiries, however, I 
 have been led to the conclusion that if chemistry is to 
 be taught to boys barely fourteen years of age so as to 
 be educative in its character, the teacher must avoid 
 the South Kensington examinations. To pass these 
 in chemistry demands rote- work from the yet unde- 
 veloped minds of boys. The Scotch Department, it is 
 to be hoped, will take the guidance of the elementary 
 school, so far as science as well as other subjects are 
 concerned, into its own hands. 
 
 A graduated scheme of object lessons, drawing, and 
 organised manual work conducted in some wooden 
 shed attached to the school, represent all that the 
 elementary school can do for technical instruction up 
 to the fourteenth year. And even after that age, 
 agriculture and botany are the only technical sub- 
 jects which can be advantageously taught in country
 
 88 THE SCHOOLMASTERS. 
 
 schools. Several schools have already made a good 
 beginning in these subjects. Science is usually classed 
 by writers on education as a " realistic " subject ; but 
 it is realistic only when it deals with realities familiar 
 to the senses of the pupils. 
 
 I have spoken of the merits of the teachers : what 
 are their shortcomings 1 In answer to this I shall 
 bring together defects which are never found all to- 
 gether, but singly in various schools. 
 
 The chief defect of the teachers is, during the first 
 two or three years of their incumbency, a want of 
 method and an insensibility to its importance. Al- 
 though exception has always to be made of the more 
 distinguished masters, it may be safely said that the 
 want of the early study of method hampers the activity 
 and full usefulness of the great majority all their lives. 
 This is especially conspicuous in their examination on 
 a reading lesson and in the range of their ideas as to 
 what may be effected through the ordinary elementary 
 instruction of the school. Very often when the mode 
 of examining is good, it is (to use a Scottish phrase) 
 " more by luck than good guidance/' 
 
 In the department of school-management there is, 
 almost universally, a curious insensibility to the use 
 to which older pupils may be put in occasionally 
 lending a hand in the more mechanical work of the 
 lower classes. 
 
 The conception which very many have of geography 
 and the method of teaching it is often narrow and 
 unenlightened. 
 
 Then the higher class of work which the teachers aim
 
 MIXED SCHOOLS. 89 
 
 at, if they do not always accomplish it, has led them 
 frequently to regard the Code as a burden, and to con- 
 tent themselves with fulfilling its requirements to the 
 letter, and so getting rid of it. No doubt the Code has 
 been itself to blame for this barrenness. But if the 
 work even of the old Code, with all its faults, had been 
 taken up in a liberal and generous spirit, much more 
 might have been made of it by teachers so intelligent : 
 
 For example, the old Code drops writing from dicta- 
 tion at Standard IV., and demands elementary compo- 
 sition in V. and VI., the spelling to be estimated along 
 with the composition. This was a manifest blunder 
 in the Code, which should, of course, continue dictation 
 as a separate exercise, along with the higher exercise 
 of composition. But is this any reason why a sensible 
 teacher should imitate the Code and drop the teaching 
 of writing from dictation ? 
 
 In geography the Code demands in Standard VI. a 
 knowledge of the World generally and especially of 
 the British Colonies; but is this any reason why 
 the knowledge acquired in Standards IV. and V. 
 should not be constantly revised 1 
 
 In Arithmetic, let me say emphatically, there is far 
 too much of the arithmetic of figures and too little 
 of the arithmetic of things. It is the latter which 
 truly disciplines the mind, and at the same time 
 brings the work of the school into close relation with 
 the work of life. 
 
 Further, why do teachers, themselves so intelligent 
 and well-read, not introduce everywhere school 
 libraries (they do exist in a few schools), classify
 
 90 MIXED SCHOOLS. 
 
 the books in accordance with the " standards," and 
 issue them to the children 1 Why also are they con- 
 tent with Keading-books which cannot, in any ade- 
 quate sense, introduce a boy either to his native 
 language or literature ? 
 
 Finally, why do teachers who now happily have 
 singing in their schools, and have to present "secular" 
 songs to the Inspector, think it a waste of time to 
 teach the children to sing good hymns and chants ? 
 It does not "pay" at Dover House, but what of that? 
 Why, too, should worthless sentimental songs be so 
 often, and indeed generally, preferred to the national 
 strains of Burns and Lady Nairne and other Scottish 
 writers of genius ? The national life is fed on national 
 song and national events, which are as necessary to 
 the true growth of a rural Scot as porridge and milk. 
 
 These things are so often neglected, and many 
 other things are left undone, because the teacher has 
 never been led to ask himself the fundamental ques- 
 tions, What is the education of a human being ? How 
 am I, a schoolmaster, to educate him 1 Why do I 
 teach certain things ? How best am I to do it so as to 
 attain my purpose 1 What should the pupil, when 
 he leaves my school, be, in respect of his mental 
 equipment for the work of life, and, let me add, for 
 the enjoyment of life ? These are th,e questions which 
 young teachers have to put to themselves. I cannot 
 but believe that a large and generous training at the 
 University in the aims and possibilities of the school, 
 and in educational principles and methods, would 
 place teachers from the beginning on a higher moral
 
 THE VISITOR. 91 
 
 platform, enable them to answer these questions, and 
 to accomplish much for the education of the people 
 not hitherto thought of. 
 
 The preceding remarks, in so far as they refer to 
 the Government Code, were written before the im- 
 proved Code of 1890 was issued. But I leave them 
 as they were written, because they are equally applic- 
 able to the teacher under whatever Code he works. 
 
 Boys and girls are taught together in Scotland. 
 The schools of the north-east are, like schools else- 
 where in Scotland, mixed schools. If boys and girls 
 are taught together, under a teacher who keeps his eye 
 on the playground as well as the schoolroom, no harm 
 will come of the combined teaching which is not coun- 
 terbalanced by the educational advantages arising from 
 the girls of a parish having the benefit of a master's in- 
 struction. The chances of harm have been also much 
 lessened by the growing custom of employing a Female 
 Certificated Assistant to teach the lower part of the 
 school, as well as sewing and domestic economy. This 
 good custom has been due partly to the requirements 
 of the Code as regards sewing (a subject now placed 
 on an admirable basis by the Department), but chiefly 
 to the institution of a Training College for school- 
 mistresses in Aberdeen by the Church of Scotland 
 an example followed by the Free Church. The 
 Colleges were instituted not so much to meet existing 
 wants, as to make wants felt and to create a demand : 
 the experiment has succeeded. 
 
 Notwithstanding, I have a strong feeling (it may be
 
 92 THE VISITOR. 
 
 a prejudice) in favour of separate Girls' schools taught 
 by thoroughly competent mistresses. There are many 
 advantages in such a system, which I need not enter 
 into here; but it is certainly expensive in small parishes. 
 The objection to female schools which rests on the in- 
 feriority of the intellectual instruction given, as com- 
 pared with that given by a man-graduate, will be met 
 when women of a good social position in search of 
 " work " see in the duties of elementary school-keeping 
 the noblest vocation which they can follow, though 
 bringing little notoriety and less reward. The school is 
 the woman's true social work. Until that day arrives 
 the Scottish mixed system will continue to be the most 
 effective, provided a certificated mistress be part of 
 the staff. 
 
 As to my personal relations to the teachers, I can 
 say, in full confidence that the teachers will concur, 
 that these have been of the most pleasant kind. 
 The Minutes of the Trustees during the past thirty- 
 five years contain very few records of " cases." The 
 Trustees have scarcely ever, if indeed ever, been 
 involved in difficulties with the teachers. There is 
 no reason in the world why the visit of an examiner 
 should not be paid and received in the most friendly 
 way. Of this my long experience makes me quite cer- 
 tain, that a visitor of schools can accomplish little for 
 education unless he co-operates with the teacher in a 
 friendly and sympathetic spirit. Without such a spirit, 
 even knowledge and experience combined avail little.
 
 CHAPTER VII. 
 
 GENERAL REMARKS ON THE HIGHER EDUCATION IN THE 
 SCOTTISH PAROCHIAL OR PUBLIC SCHOOL NEW CODE. 
 
 IT is impossible to use the word " elementary " as 
 applied to statutory schools in Scotland (still less the 
 phrase, " schools for the poor," a phrase which ex- 
 presses the dominant English idea), without giving a 
 false impression of the parochial, now " public/' schools 
 to all save those who are personally acquainted with 
 the Scottish tradition. The word " primary " would 
 be a better word than " elementary," now that the 
 term " secondary " (borrowed from the French) has 
 been naturalised ; but even this term would be mis- 
 leading. The Reformers in the 16th century contem- 
 plated, as I have shown in Chapter i., a school in con- 
 nection with every kirk, in which grammar, i.e. the 
 elements of Latin, were taught ; but in " upland," by 
 which I understand purely agricultural parishes, the 
 minister or reader was to instruct the children in 
 the " first rudiments," especially the Catechism. As 
 these functionaries would be themselves acquainted 
 with Latin in those days, we may presume from 
 the context and other considerations that the words 
 " first rudiments " included even in such localities
 
 94 GENERAL REMARKS ON HIGHER EDUCATION. 
 
 the rudiments of Latin. The session records through- 
 out the 17th century have constant reference to the 
 Latin acquirements of the parish teacher. The " Col- 
 leges" contemplated were to be placed in the residential 
 town of the " superintendent," and were to take the 
 place of the mediaeval episcopal or cathedral canonical 
 schools. We then see that from the first a note 
 was struck, which ever since, and till now, has been 
 audible ; and the parish schools have never ceased to 
 regard the teaching of Latin as an essential part of 
 their national function. 
 
 The Latin language was in former days the only 
 pathway to learning, and the avenue to every profes- 
 sion. The Church through the whole of the middle 
 ages had looked to the children of the poor to contri- 
 bute the larger proportion of monks and of regular and 
 secular priests. Edicts, indeed, were sometimes passed 
 with a view to encourage the children of "freemen" 
 to enter the schools, so that a higher social class than 
 the sons of serfs (or those who were virtually serfs), 
 might be secured for the service of the Church ; but 
 there was always poverty to contend with. The 
 Eeformers, too, were well aware that it could only be 
 among the poorer classes that they could look for a 
 steady and continuous supply of the rank and file of 
 the clergy in the future as in the past. Hence, partly, 
 their zeal in instituting schools : I say partly, because 
 they also felt profoundly the necessity of instructing 
 the masses of the people in sound Biblical doctrine. 
 
 Other nations had their own way of bridging over
 
 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 95 
 
 the gap that separated the poor from education and 
 the service of the Church. They had the monastery 
 and cathedral schools (and, later, the Jesuit semi- 
 naries). Protestant countries had to find a substitute 
 for these ; but Scotland was the only country which 
 systematically set itself to the task, in the interests of 
 the people at large, and so gave effect to what may 
 correctly be called the Keformation educational idea. 
 
 The nobles appropriated so much of the Church's 
 patrimony, that it was impossible to give effect to 
 that part of the Reformers' educational scheme which 
 contemplated colleges (i.e. secondary schools), in 
 every "superintendent's" town. Thus the parochial 
 schools of Scotland became, along with the universities, 
 the sole educational agencies. There were, it is true, 
 Grammar or High Schools in the larger towns, and 
 a few elsewhere, survivals of pre-Reformation times. 
 These pre-Reformation schools had been connected 
 with cathedrals, abbeys, and Collegiate Churches. 1 I 
 may be allowed, in this reference, to quote an inter- 
 esting Note by the Lord Ordinary in the case of The 
 Presbytery of Elgin v. The Magistrates of Elgin, Jan. 
 16, 1861: 
 
 " That at an early period grammar schools were to be found 
 in the principal towns in Scotland appeare to be undoubted. 
 More satisfactory proof need not be sought than the well-known 
 statute of the Scottish Parliament in the reign of James IV. 
 (1494, c. 54) ordaining barons and freeholders to put their eldest 
 
 1 The fifth prebend of the collegiate church of Cullen, e.g., was re- 
 quired to keep a Grammar School, in which Singing as well as Latin was 
 to be taught.
 
 96 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 
 
 sons and heirs to the schools, and to remain at the grammar 
 schools till they have perfect Latin. That these schools were 
 generally connected with some cathedral or other ecclesiastical 
 body would be probable in itself, considering the state of learning 
 in the country, and that ecclesiastics were the only source to 
 supply teachers. It is a fact that the grammar school, or ' Hie 
 Schule' of Edinburgh was dependent on the Abbey of Holyrood, 
 as was also a grammar school in the Canongate. The burgh of 
 Edinburgh seems to have provided a school-house, and paid a 
 salary to the teacher. But the nomination of the master was in 
 the abbot. In Glasgow the school was under the control of the 
 chancellor of the diocese, who claimed power to prohibit teaching 
 within the burgh without his sanction, and this was enforced 
 by the bishop in a process before him by the chancellor (Regist. 
 Glasgow, p. 490). In Aberdeen the masters of the schools of the 
 burgh, presented by -the provost and magistrates, were collated 
 to their office by the chancellor of the diocese (Council Registers, 
 Spalding Club}. The schools of Perth and Stirling belonged to 
 the monks of Dunfermline (Caledonia). Those of Eoxburgh 
 belonged to the monks of Kelso, under a grant of David i. 
 (ibid.). Of other schools having their origin by royal foundation 
 or grant, or founded by the burghs out of their common good, 
 little appears to be known, and probably information is not 
 readily to be found. But the original foundations of the dif- 
 ferent royal burgh schools, as regards the parties establishing 
 them, may be thought a fit subject for investigation in this case. 
 The earliest notice of the school of Elgin is in the chartulary of 
 Moray (Bannatyne Club, x. 270). At a general convocation of 
 the canons of the cathedral church of Moray, the bishop presid- 
 ing, it was ordained that a school should be erected and built 
 in the town of Elgin, at the place previously fixed, and that a 
 fit person should be named by the chancellor of the diocese to 
 teach and instruct in grammar." 
 
 As a rule, however (though there were notable 
 exceptions, such as Montrose, Perth, Edinburgh), the 
 "Burgh" schools were little more than parochial
 
 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 97 
 
 schools " writ large " ; and indeed even as early as 
 the middle of the 17th century the country parish 
 school was frequently called a "Grammar" School. 
 Thus, for want of a proper system of intermediate 
 schools, the universities had to discharge the function 
 of " Secondary " schools. A certain amount of Latin 
 was to be obtained in most parochial schools ; but 
 the Latin necessary for following lectures delivered 
 in Latin, and for reading with facility Latin books, 
 was not to be had, speaking generally, outside the 
 university seats. An interesting illustration of this is 
 the fact, that when the University of Edinburgh was 
 founded in 1581, a tutor in Latin had within the first 
 year or two to be appointed in order to make good the 
 deficiencies in the young matriculant. This tutor was 
 regarded as doing " preparatory " work, and not the 
 university work of a College Regent. In short, at that 
 date and ever since, the universities have shown their 
 common-sense in adapting themselves to the wants 
 of the country. Unfortunately, the supplying of 
 these wants brought money into the coffers of these 
 institutions, which had only trifling endowments, 
 and became a substitute for adequate income from 
 other sources. Thus it was to the interest of the 
 universities to take no action with a view to the 
 organisation of a secondary school system. It is only 
 of late years that they have become alive to the 
 necessity of starting from a higher platform of attain- 
 ment in their matriculants. Indeed, this and the 
 bifurcation and development of the various depart- 
 
 G
 
 98 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 
 
 ments of human knowledge lie at the root of the 
 present demand for university reform in Arts. 
 
 These remarks, though apparently irrelevant to this 
 Report, are in truth closely pertinent to it, for it will 
 be at once evident to those familiar with Scottish 
 education that the direct connection which so long 
 subsisted between the parochial schools and the univer- 
 sities is now doomed, unless steps are taken to counter- 
 act the effect of causes everywhere in operation. The 
 rising standard of qualification for the university 
 removes it further from the parochial school. The 
 action of the Education Department also in demanding 
 so much more from the primary schoolmaster in teach- 
 ing the rudiments of general knowledge and in the 
 equitable diffusion of it among his pupils, imposes 
 a heavy though, doubtless, most productive task. 
 Again, the modern facilities of communication which 
 enable a portion of the population to frequent the 
 rising secondary schools in towns, take away the chil- 
 dren of the well-to-do. The schools connected with 
 the Bequest have already, as I have shown, felt these 
 changing circumstances, and had it not been for the 
 action of the Trustees they would, unquestionably, 
 at this moment be, as regards the higher instruc- 
 tion, in a position similar to that of other parts of 
 Scotland. In future there can be no doubt that the 
 chance of securing instruction in " university subjects " 
 to the son of the peasant, local tradesman, artisan, 
 crofter, and small farmer depends on the extent to 
 which the universities educate the schoolmasters of
 
 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 99 
 
 the rural districts, on the beneficial action of such 
 local endowments as that of the Dick Bequest, and 
 on the adoption of a generous national policy. 
 
 Much as this state of things is to be regretted, the 
 new educational conditions and the increasing resort to 
 secondary schools will be of immediate advantage to the 
 country at large, and may stimulate the much-needed 
 organisation of the secondary system of Scotland. The 
 universities had sunk so low in their junior classes that 
 there are, still living, men who entered the universities 
 of St. Andrews and Glasgow at the age of twelve ! 
 No doubt these were exceptional cases, but they are 
 none the less significant. This other fact is equally 
 significant, that in the first decade of this century the 
 University of Edinburgh protested against the intro- 
 duction of Greek into the High School of the Scottish 
 capital on the ground that it interfered with the mono- 
 poly of the Professor of Greek in the University. It is 
 not to be supposed, however, that the education given 
 in the Arts faculties of the Scottish universities was 
 at any time to be measured by the extreme youth or 
 un preparedness of the few : still less during the past 
 fifty years. The lectures of Hutcheson, Adam Smith, 
 and Keid must have been addressed to mature intel- 
 lects. Yet the above facts tell their own tale. 
 
 The inevitable consequence of the altered conditions 
 of university life, of which I have spoken, will be that 
 even those boys who have been fortunate in their 
 parochial schoolmaster will be under the necessity of 
 spending a year or more at some secondary school (as
 
 100 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 
 
 many already do) if they are to place themselves in 
 line with their fellow-students : still more will this be 
 necessary if they are to compete for bursaries, which 
 are, of course, indispensable to the poorer boys from 
 the country. Already the gradual raising of the 
 university standard has told against the poor through- 
 out all Scotland, and its effects, as I have before 
 stated, are visible even in the schools participating in 
 the Dick Bequest, though happily, as yet, to a limited 
 extent. This arrestment of a decline, elsewhere too 
 visible, has been due to the administration of the 
 Trustees. And it is a well-merited compliment to 
 that administration that the Endowments' Commis- 
 sioners, in so far as they have been free to regulate 
 parochial foundations, have followed in the footsteps 
 of the Trustees. 
 
 On the other hand, as regards the prospects of 
 the higher parochial education in Scotland generally, 
 there are several hopeful signs. The Endowed Insti- 
 tutions' (Scotland) Commission recommend in their 
 Report of 1881 the university education of intend- 
 ing teachers, and also " that in every parish there 
 should be at least one teacher qualified to give instruc- 
 tion in the higher subjects." And the Departmental 
 Committee of the Education Department (of which 
 Mr. Parker was Chairman) recommend " that in each 
 country parish a public school should be maintained, 
 as of old in Scotland, capable of preparing its best 
 pupils for university education." The Department 
 itself, slow to move, has yet recognised patent facts
 
 HIGHER EDUCATION IN PAEOCHIAL SCHOOLS. 101 
 
 so far as to have embodied in the Code the follow- 
 ing Article [21 (a)] : "The grant of 4s. per subject 
 for every clay scholar in the standards" is raised 
 to 10s. per subject in the counties of Inverness, 
 Argyll, Ross, Sutherland, Caithness, and Orkney and 
 Shetland, if "there shall be maintained at one or 
 more centres sanctioned by the Department a school 
 in which at least one teacher shall be a graduate in 
 arts or science of some university of the United King- 
 dom, and where, independently of such a teacher, there 
 shall be provided a staff, which, after a deduction 
 of thirty scholars from the average attendance, shall 
 fulfil " the other usual requirements. All these public 
 and authoritative acts point in the direction of foster- 
 ing the old parochial system in the interests of the 
 poor ; but, until the Department extends the above, or 
 some similar, article to all Scotland, and so promotes 
 the institution of central parochial (lower secondary) 
 schools, the upward movement will unquestionably 
 end in the good intentions with which it began. 
 
 The object of statesmen who have seriously taken 
 up the subject of popular education has been to give 
 as good an education, which practically means as 
 prolonged an education, to all grades of the people as 
 social circumstances permit. As a matter of fact, 
 however, it is only a small proportion of all the 
 children in the country who remain at school beyond 
 the compulsory standard, and Evening Continuation 
 Schools have consequently arisen and will continue to 
 increase in number, to make up the deficiencies of
 
 102 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 
 
 those who leave school prematurely. Now the sta- 
 tistics of the Dick Bequest show that, in the participat- 
 ing schools, as large a proportion of pupils continue at 
 school beyond the compulsory standard as is likely ever 
 to be found in any country without intolerable coer- 
 cion. How is this excellent result attained in the three 
 counties? Through the gradual growth of a high 
 educational standard among the people, and the tradi- 
 tion of it a standard largely due to the admini- 
 stration of the Bequest. All admit that it is only after 
 the compulsory standard has been passed that the 
 harvest of the earlier stages of instruction can be 
 reaped. If children can be induced to stay at school 
 till they have passed through an ex-sixth standard, 
 evening continuation schools and the large expendi- 
 ture of money and energy necessary to maintain them 
 become unnecessary, or they will take the form of 
 evening secondary schools. It is surely good national 
 economy, from whatever point of view we look at the 
 question, to spend money at the right time and in the 
 right way. And the right way, as the history of the 
 Bequest shows, is the encouragement of a high class of 
 master and of that advanced instruction which such 
 a master is always willing to give, more for honour 
 than reward. 
 
 This Keport covers the period down to December 
 1889, and consequently confines itself to the educa- 
 tional facts and conditions up to that date. It is with 
 much pleasure that I am able before concluding to
 
 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 103 
 
 point to the improved Code of 1890, for which the 
 country is indebted to Mr. Craik, the permanent 
 secretary of the Department. Grants are now to 
 be calculated on the average attendance at the 
 school and paid without individual examination. The 
 teachers are now set free to educate the children 
 within certain restrictions as to " standards," of course. 
 This change is favourable to the Dick Bequest and all 
 similar agencies. Hitherto your Visitor has had to 
 put himself in antagonism to the Code : now he can 
 co-operate with it, and further the objects which 
 Government has in view. If the Code does not yet 
 go so far as it ought, it will yet in its present form 
 have beneficial results, while at the same time laying 
 the foundation of further progress on true educational 
 lines. A little experience will doubtless suggest 
 modifications. Its ultimate success depends on the 
 prior training of the teacher, and on a strictly organ- 
 ised control of inspection. In fact the pressure of the 
 central authority will more and more be felt by the 
 Inspector, rather than by the teacher as hitherto. 
 Formerly the Inspector was the departmental hand 
 aud eye ; now, he is the departmental mind. He 
 has more freedom, and with this, necessarily, more 
 responsibility. 
 
 To conclude : It is not always safe to attempt to 
 forecast the future, but a few words may be ventured 
 in view of the preceding narrative. 
 
 It is manifest, I think, to any one who has read the
 
 104 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 
 
 preceding remarks, that the Trustees have been right, 
 in view of the altered social and educational condi- 
 tions, in regarding advanced instruction above the 
 compulsory standard, whatever subjects it may em- 
 brace, as qualifying for their recognition, while doing 
 the best they can to foster the specific university 
 subjects. The Trustees have widened, and will doubt- 
 less continue to widen, their view of the subjects which 
 may be regarded as constituting advanced instruction. 
 It is the higher education of the masses of the people, 
 not the university preparation of the few, at which 
 they have to aim. 
 
 It is equally manifest, I think, that certain social 
 and academic changes now going on will have to be 
 more and more recognised as inevitable. The greater 
 stress of competition with town-taught boys will, as I 
 have pointed out, make it increasingly difficult for 
 any save an exceptionally able master to send boys 
 direct from the country to the university trials. They 
 will have to go to centres of instruction within easy 
 reach of them as they are already partially doing. 
 The increase of the number of these centres is, accord- 
 ingly, of vital moment, and this is provided for in 
 the new scheme (Clause 29, Appendix x.). 
 
 But it does not follow that the university subjects 
 are necessarily doomed to extinction in the parochial 
 schools, if the Trustees have a free hand and the 
 Government Code continues to improve. The worst 
 that can happen is that at a certain stage of progress 
 in Latin, Greek, and Mathematics, the boys in purely
 
 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 105 
 
 landward districts will have to spend a year or so in 
 some such central school as I have indicated in the 
 previous paragraph. This necessity will doubtless 
 lessen the number of those finding their way to the 
 university, but it need not lead to the extinction of the 
 university subjects in the schools generally, especially 
 when we consider that ere long French and German 
 will be included among " university " subjects. If the 
 teaching of university subjects is wholly extinguished 
 in the rural schools, then it is clear that poor boys 
 of good ability, being unable even to begin the higher 
 work in their native parishes, will be permanently 
 excluded from all chance of entering the professions, 
 and that many valuable servants will be lost to the 
 State a loss which so great an Empire as ours cannot 
 well afford. Such a result would be a misfortune, 
 perhaps we may even say a calamity, both socially 
 and politically ; but I fear that even the influence of 
 the Dick Bequest and of all similar endowments will 
 fail to ward it off, if they have to resist the tendency 
 to degeneration single-handed and unaided by the 
 central authority. The Education Department, it 
 is to be hoped, will come to its help, and give full 
 effect, in some form or other, to the 67th Clause of 
 the Education Act of 1872, and to the oft-repeated 
 recommendations of successive Commissions.
 
 106 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 
 
 POSTSCRIPT. 
 
 The Educational Endowments' Commission, ap- 
 pointed in 1882, issued a Scheme for the future 
 administration of the Bequest which has now become 
 law. The Scheme, as approved by Her Majesty on 
 the 1st May 1890, will be found in Appendix x. 
 
 The Educational part of that scheme may be 
 summed up as follows : 
 
 I. Schools now on Bequest. 
 
 1. By clause 25, teachers benefiting by the Bequest 
 who were appointed to office prior to 1873 are secured 
 in an annual payment, amounting to the average re- 
 ceived by them during the six years prior to April 
 1890 ; provided that they are efficient, and that due 
 attention is paid to the higher subjects the payment 
 being subject to " deduction " should they cease to 
 "pay due attention to the higher subjects." 
 
 2. By clause 26, teachers appointed subsequently to 
 1873 are entitled to a payment of 15, provided they 
 are "efficient" and "pay due attention to the higher 
 subjects," and, in addition, they will receive capitation 
 grants for every child receiving efficient instruction in 
 the higher subjects the maximum grant to be 50 
 in all. . 
 
 II. New Cases. 
 
 1. Parochial or Public Schools. By clause 27, 
 grants from the Trustees are to be in future, as 
 vacancies in schools occur, paid to the School Boards on
 
 HIGHER EDUCATION IN PAROCHIAL SCHOOLS. 107 
 
 condition that the teacher be a university graduate, and 
 that the teaching staff shall be sufficient to enable the 
 principal master to give time to the higher branches. 
 The grants are (by clause 28) to be similar to those 
 fixed in clause 26, and paid on similar conditions as 
 to efficiency, &c. 
 
 2. Central Public Schools. By clause 29, the 
 Governors are (after the other purposes of the Bequest 
 have received due effect) empowered to make special 
 grants to School Boards of not less than 60, and not 
 more than 200 annually, to assist certain selected 
 centres in developing the higher department of their 
 schools, on certain conditions, among which are the 
 extent to which the grant is met by local rates, sub- 
 scriptions or donations, they further taking into 
 consideration (l) the number in Latin, Greek, and 
 Mathematics, (2) the extent to which efficient in- 
 struction is given in Mechanical Drawing and Science 
 subjects, (3) the adequacy of the staff. 
 
 \Capitation grants are not made applicable to these 
 central schools.] 
 
 Note 1. The only provisions which operate to prevent 
 grants from relieving the rates are contained (a) in clause 26, 
 in which it is provided that the schoolmaster's emoluments shall 
 not be less than those at present provided for him ; (/Q) sub- 
 section 3 of clause 27, which says " that the grant shall not be 
 applied in relief of any expenditure which the School Board might 
 reasonably be expected to incur out of the school fund. 
 
 Note 2. The efficiency, etc., of the schools may be ascertained 
 <; by examination or otherwise" (clauses 25 and 26) ; and "in 
 such way as to the Governors may seem best " (clause 28). 
 
 Note 3. " Higher subjects " are not defined.
 
 APPENDIX.
 
 APPENDIX. 
 
 I. 
 
 RULES OF ADMISSION AND EXAMINATION OF 
 SCHOOLMASTERS, ADOPTED 18TH MARCH 1873. 
 
 NOTWITHSTANDING the Trustees may have agreed to continue 
 or to admit a School on the Eoll of the Bequest, the School- 
 master's admission to participation in the Fund shall be subject 
 to the following further conditions, viz : 
 
 1. The Schoolmaster shall have passed the usual Examination 
 prescribed by the Trustees. 
 
 If he be the newly appointed Schoolmaster of a school, 
 already on the Roll, he shall attend at either the first or second 
 Examination immediately following his election ; and if a 
 Schoolmaster of a School which at the date of his appointment 
 shall be unconnected with the Bequest, then at either the first 
 or second Examination immediately succeeding the admission of 
 said school to the Roll. 
 
 2. In case of a Schoolmaster failing to undergo Examination 
 within the time required, he shall forfeit all claim to admission 
 during his incumbency. 
 
 3. A Schoolmaster, on going up for Examination, must at his 
 first attendance profess at least five branches of study, whereof 
 English, Arithmetic, and Latin must be three. 
 
 4. To gain distinction for eminence, a Schoolmaster must at 
 his first appearance profess all the subjects of trial ; and in case 
 of his success, an addition will be made to his allowance in 
 respect of " Scholarship," which he will retain throughout his 
 incumbency as part of his annual allowance. 
 
 The Trustees further, in cases of extraordinary proficiency
 
 112 REPORT ON EDUCATION. [APP. I. 
 
 displayed at Examination, may bestow a single donation in 
 money, as a mark of special approbation. 
 
 5. When a Schoolmaster's Examination extends beyond one 
 year, he must, within two successive years, profess all the 
 branches of study ; and if at the Annual Examination in those 
 years he be pronounced at least Fair in all the branches, his 
 Examination shall be held to be completed ; but if otherwise, 
 his Examination must be resumed under the conditions men- 
 tioned in the following Rule. 
 
 6. In the event of a Schoolmaster being found Deficient in 
 any one of the ten branches at the end of his second appearance, 
 then all his past appearances, with the exception of those marked 
 Good, shall be held null for every purpose ; it being open to him 
 again to compete for admission by passing through the Examina- 
 tion anew, but always in the same way and under the same 
 conditions, in conformity with these Rules, as if he had made 
 no previous appearance in any branch not marked Good. 
 
 7. Bad health shall be accepted as a sufficient excuse for not 
 attending the Examination ; but only if it be pleaded before- 
 hand, and a medical certificate produced. 
 
 8. The expenses of Schoolmasters attending the Examination 
 shall be paid for two years, but not longer. 
 
 9. No Schoolmaster can participate in the benefits of the 
 Bequest until he is twenty-one years of age. 
 
 10. From the date of a Schoolmaster completing his Examina- 
 tion, but not sooner, an allowance will be set apart for him, to 
 be paid in full, or at such a modified rate as the Trustees shall 
 determine after consideration of their Visitor's Report on the 
 condition of the Teacher's School. 
 
 11. Notwithstanding admission to participation, it shall in 
 every case be in the discretionary power of the Trustees to 
 increase, diminish, or altogether discontinue, the allowance to be 
 from time to time made to any one or more of such School- 
 masters, without being accountable for so doing.
 
 APP. II.] MINUTE OF TRUSTEES. 113 
 
 APPENDIX II. 
 
 EXTRACT MINUTE OF MEETING OF TRUSTEES held at Edinburgh 
 
 on \lth March 1876. 
 
 THE TRUSTEES resolved for the future to hold, as eligible for 
 admission to the Roll of the Bequest, Combined Schools, and 
 Schools organised into two or more Departments, where the 
 amount of Fees paid by or on account of the Scholars in 
 attendance at a,ny such School seeking admission shall exceed 
 120 per annum, provided that, in lieu of the emoluments 
 required to be secured to the principal Teachers of Schools 
 admissible to the Bequest under the Trustees' Code of Regula- 
 tions of 18th March 1873, the School Board making application 
 shall have complied with the following alternative conditions, 
 viz. : 
 
 1. That the School Board shall have secured to the Head 
 
 Master a salary of not less than 200 per annum. 
 
 2. That, in addition to the said salary, the School Board 
 
 shall have provided to the Head Master a dwelling- 
 house and garden of the yearly value of at least 10, 
 or otherwise bound themselves to pay to him an 
 equivalent in money for the want thereof. 
 
 3. That there shall be produced yearly to the Trustees 
 
 evidence to their satisfaction that the said emoluments 
 secured to the Head Master, together with the salaries 
 or allowances paid to the subordinate Teachers, when 
 taken together, exceed in amount by a sum not less 
 than 60 yearly in any case, or by a sum not less 
 than the emoluments ascertained to have been formerly 
 provided by the Heritors if exceeding that amount, 
 the total Income of the School derived from (1) the 
 School Fees, according to a Table to be approved of 
 by the Trustees; (2) the Government Grant earned 
 by the School; and (3) the annual Income from 
 Endowments or Funds for behoof of the Master of the 
 School over which the School Board may have powers 
 of administration, together with the annual value of 
 the Schoolmaster's Dwelling-house and Garden, if any. 
 Notwithstanding the compliance of any School Board with 
 
 H
 
 114 
 
 REPORT ON EDUCATION. 
 
 [APR ii. 
 
 the above requirements, the Trustees reserve to themselves the 
 same discretionary powers of admission or rejection as are 
 reserved to them under their Code of Regulations of 18th March 
 1873. 
 
 TABLE OF AVERAGE RATE OF SCHOOL FEES payable 
 by or on account of Pupils attending the PAROCHIAL 
 SCHOOLS in the Counties of ABERDEEN, BANFF, and 
 MORAY, in accordance with which the Trustees resolved 
 to fix the minimum Salary of Claimants for admission to 
 the Bequest at 80 yearly, in terms of Code of Regulations 
 adopted by them on 18th March 1873. 
 
 I. ACCORDING TO STANDARDS. 
 
 1. ELEMENTARY BRANCHES, viz., Reading, 
 
 Writing, and Arithmetic, with Eng- 
 lish Grammar and Geography. 
 
 Pupils preparing for or under Stan- 
 dard I., 
 
 Pupils under Standard II., 
 
 )) 5) 111., 
 
 J> !> 5) IV.,. 
 
 V. and VI., . 
 
 2. HIGHER BRANCHES, viz., Mathematics, 
 
 Latin, Greek, French, etc., 
 
 One Higher Branch, with or with- 
 out Elementary Branches, . 
 Two Higher Branches, do. do. 
 Three or more Higher Branches, do. 
 
 II. ACCORDING TO BRANCHES. 
 
 1. ELEMENTARY BRANCHES 
 
 Reading, ..... 
 
 Reading and Writing, 
 
 Reading, Writing, and Arithmetic, . 
 
 Reading, Writing, Arithmetic, and 
 Elementary Grammar and Geo- 
 graphy, 
 
 Reading, Writing, Arithmetic, and 
 Advanced Grammar and Geo- 
 graphy, 
 
 Per Week 
 
 Per Month 
 of 4 weeks. 
 
 Per Quarter 
 of 12 weeks. 
 
 s. d. 
 
 S. d. 
 
 S. d. 
 
 2 
 
 8 
 
 2 
 
 2| 
 
 10 
 
 2 6 
 
 3" 
 
 1 
 
 3 
 
 3 
 
 1 2 
 
 3 6 
 
 4 
 
 1 4 
 
 4 
 
 5 
 
 1 8 
 
 5 
 
 6 
 
 2 
 
 6 
 
 7 
 
 2 4 
 
 7 
 
 2 
 
 8 
 
 2 
 
 2 
 
 10 
 
 2 6 
 
 3 
 
 1 
 
 3 
 
 3| 
 
 1 2 
 
 3 6 
 
 4 
 
 1 4 
 
 4 
 
 2. HIGHER BRANCHES, same as under " Standards." 
 
 Note. The above Fees according to Branches are at the average rate 
 charged under the law as it formerly stood ; but, in respect of the require- 
 ments of the Education Code under the present system, it is a matter for 
 consideration by School Boards whether it will not now be necessary to 
 charge Fees for Elementary Subjects according to Standards only.
 
 APP. III.] CIRCULAR ON CODE OF 1875. 115 
 
 APPENDIX III. 
 
 Circular from Trustees relative to Code, 1875. 
 
 EDINBURGH, 5th October 1875. 
 
 DEAR SIR, 
 
 On the introduction of the new Education 
 Code, the Trustees, after consideration, came to be satisfied that, 
 if the Bequest was to continue to exercise the same influence as 
 heretofore in the promotion of higher education in the three 
 Counties, some changes must be introduced in working out the 
 annual division of the Fund. 
 
 They accordingly resolved to increase the number of marks 
 to Teachers for " Scholarship," to add 200 per cent, to the 
 number of Marks allowed for Scholars instructed in the " Higher 
 Branches " of Education, and increase the proportion of Marks 
 for " Merit in Teaching " from one-sixth to one-fifth of the 
 whole Marks forming the basis of the Annual Scheme of Divi- 
 sion. They have further, in consequence of the new Act provid- 
 ing for compulsory education, and for the payment by Parochial 
 Boards of School Fees for the children of indigent parents, 
 resolved to reduce the Marks allowed for the number of 
 " Scholars enrolled," and to eliminate from the Scheme any 
 allowance for " Gratis Scholars." 
 
 By these means the Trustees hope to secure that the Higher 
 Branches of education shall continue to be taught in all Schools 
 connected with the Bequest with the like care and success as in 
 former years. They at the same time wish it to be understood 
 that for the future Arithmetic shall be added to, and English 
 Grammar and Geography continued in, the list of Higher 
 Branches ; but that only where the Scholars are receiving 
 instruction up to the requirements of the Fifth and Sixth 
 Standards of the new Code. Of course, for the future, in the 
 allocation of Marks under the Statistical Head of the Scheme of 
 Division, due effect will as formerly be given to the successful 
 teaching of each one of the whole seven " Higher Branches." 
 
 I am also desired to explain that in allocating Marks for 
 " Merit in Teaching," while keeping in view the general intel- 
 lectual and moral character of each School as the basis on which 
 a judgment will be formed on its merits, greater weight than
 
 116 REPORT ON EDUCATION. [APP. III. 
 
 has hitherto been the case will be given to the successful teach- 
 ing of the " Higher Branches," more especially those which are 
 comprised in the first year's course at a Scottish University. 
 
 I am further desired to inform you that the Trustees, having 
 had it represented to them by the Visitor that it is often difficult 
 to ascertain whether the instruction in English is sufficiently 
 thorough and advanced, are desirous to point out to you that 
 the Classes must henceforth always afford in their English read- 
 ing the means of being tested in prose and poetical lessons, 
 didactic as well as narrative. 
 
 I am, Dear Sir, yours faithfully, 
 
 KOB T - BLAIR MACONOCHIE. 
 
 [Clerk to the Trust.] 
 To 
 
 Schoolmaster of
 
 APP. IV.] DICK BEQUEST RETURNS. 
 
 117 
 
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 SCHOOL FEES. 
 
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 118 REPORT ON EDUCATION. [APP. V. 
 
 APPENDIX V. 
 DICK BEQUEST EXAMINATION PAPERS. 
 
 2D AND 3D JANUARY 1890. 
 
 NOTICE. 
 
 To Candidates preparing for Examination in September 1890. 
 
 1. In Geography an acquaintance will be presumed with the 
 outlines of General and Physical Geography. But Candidates 
 will be expected to possess a more minute acquaintance with the 
 Geography of Europe, with that of Great Britain and Ireland, 
 and with that of Ancient Palestine. The examination will also 
 include questions in the Classical Geography of Italy, Greece, 
 and Asia Minor. 
 
 2. The examination on History and Chronology will relate to 
 (1) Bible History; (2) History of Ancient Eome The Empire 
 to AD. 325; (3) History of Great Britain in the second half of 
 the Eighteenth Century. 
 
 3. In the department of English, a general acquaintance will 
 be expected with the history of English Literature, its chief 
 epochs, and their characteristics. But the main object of the 
 Examination will be to test the Candidate's literary information 
 and appreciation in connection with a definite work prescribed 
 for study, and especially with reference to a passage selected 
 from it his knowledge of the sources, structure, etymology, 
 and syntax of the English language, with the application of the 
 principles of general grammar to the construction and resolution 
 of English phrases and sentences. The work which has been fixed 
 upon for the ensuing year is The Task of Couiper, Books in-iv. 
 
 4. The field of examination for September 1890 will be 
 limited in Latin, to Livy, Book v., and Virgil, Aen. vi., with a 
 Latin Version ; and in Greek to the Acts of the Apostles, Ch. 
 xv. -xxvin. ; Xenophon, Anabasis Book II. ; and the Odyssey 
 Book II. 
 
 5. With respect to Arithmetic, in addition to facility and 
 accuracy in calculation, a thorough familiarity with the theory 
 the ground and reason of the several rules and processes is
 
 APR V.] EXAMINATION PAPERS. 119 
 
 required. Special stress is laid on a thorough mastery of 
 Fractional Arithmetic, including approximative calculation by 
 means of Decimal Fractions. The study of some good text- 
 book on Arithmetic, such as Brook Smith's, is recommended. 
 
 6. In Geometry, Books I. II. in. iv. vi. and XL of Euclid are 
 required. It is not necessary that the Candidate should use 
 Euclid ; the questions will be so framed as to allow the use of 
 Wilson's text-books, which follow the arrangement of the Society 
 for the Improvement of Geometrical Teaching. If Wilson's 
 text-books be chosen, the Candidate will require to read Books 
 I. ii. in. and v. of the Plane Geometry, and Section I. of the 
 Solid Geometry. 
 
 In addition to the book work, the solution of a considerable 
 number of Exercises is necessary for thorough preparation. 
 
 7. In order to convey a definite idea of what is required 
 under the head of Physics, it has been determined to recom- 
 mend, in the meantime, the following text-books : for the 
 Dynamics of Solids and Fluids (Mechanics and Hydrostatics), 
 Blaikie's Elements of Dynamics ; for Optics, Geometrical Optics, by 
 Osmund Airy. In Physics, clearness as to the fundamental 
 ideas and a thorough hold of the theory of Physical Units, more 
 particularly the Centimetre Gramme Second System, now in 
 almost universal use, is insisted upon. The Candidate's accuracy 
 in these matters will be tested by simple numerical examples ; 
 but the solution of complicated problems will form no part of 
 the examination. 
 
 Candidates are strictly prohibited from bringing into the room on 
 the day of Examination any looks or MS. whatever. The infringe- 
 ment of this rule by any Candidate irill be held to vitiate his whole 
 examination. 
 
 EDINBURGH, January 1890.
 
 120 REPORT ON EDUCATION. [APP. V. 
 
 ENGLISH GRAMMAR AND LITERATURE. 
 
 COWPER'S Task BOOKS in. AXD ix. 
 EXTRACT A. 
 
 'Twere well, says one sage erudite, profound, 
 Terribly arch'd and aquiline his nose, 
 And overbuilt with most impending brows, 
 'Twere well could you permit the world to live 
 As the world pleases. What 's the world to you ? 
 Much. I was born of woman, and drew milk 
 As sweet as charity from human breasts. 
 I think, articulate, I laugh and weep, 
 And exercise all functions of a man. 
 How then should I and any man that lives 
 Be strangers to each other? Pierce my vein, 
 Take of the crimson stream meandering there 
 And catechise it well. Apply your glass, 
 Search it, and prove now if it be not blood 
 Congenial with thine own. 
 
 EXTRACT B. 
 
 Ill fares the traveller now, and he that stalks 
 In ponderous boots beside his reeking team. 
 The wain goes heavily, impeded sore 
 By congregated loads adhering close 
 To the clogg'd wheels ; and in its sluggish pace 
 Noiseless appears a moving hill of snow. 
 The toiling steeds expand the nostril wide, 
 While every breath, by respiration strong 
 Forced downward, is consolidated soon 
 Upon their jutting chests. He, form'd to bear 
 The pelting brunt of the tempestuous night, 
 With half-shut eyes and pucker'd cheeks, and teeth 
 Presented bare against the storm, plods on. 
 One hand secures his hat, save when with both 
 He brandishes his pliant length of whip, 
 Resounding oft, and never heard in vain. 
 
 1. What are the chief contents of the fourth Book of The 
 Taskl 
 
 2. Mention, and if possible quote, any of the descriptions in 
 that Book which illustrate the Satirical spirit of the Poet on 
 its gentler side.
 
 APP. V.] EXAMINATION PAPERS. 121 
 
 3. Point out in Extract B above particulars illustrating the 
 realism of the description. 
 
 4. Underline the words of Latin origin in Extract A. 
 
 5. Underline doubly the words of Saxon origin in the same 
 passage. 
 
 6. Analyse the Sentence in Extract B beginning with " The 
 wain," and ending with " hill of snow." 
 
 7. Give in English Prose the contents of Extract B down to 
 " jutting chests." 
 
 8. Explain the following expressions 
 
 (1) " Patriots bursting with heroic rage." 
 
 (2) " A dry but independent crust," 
 
 (3) " Man in society is like a flower 
 Blown in its native bed." 
 
 9. Give the marks of the personification of Winter in Book IV. 
 
 10. Out of what sources has the English language been 
 formed 1 Point out the difference between the changes going on 
 still and those of the time when the language was forming. 
 
 11. Explain what is meant by a complex sentence. What 
 names are given to its component parts 1 And what is the 
 function of the subordinate clauses ? 
 
 12. Point out the difference between the relatives "who" or 
 " which " and " that " ; and give sentences showing how you 
 would severally use them. 
 
 HISTORY. 
 
 1. Describe the effect on Israel of the wanderings in the 
 wilderness before the settlement in Canaan. 
 
 2. Give a general description of the age of the Judges. Name 
 the most celebrated, 
 
 3. What was the function of the prophet in Israel 1 What is 
 meant by teaching by prophetic action ? Give illustrations from 
 Scripture. 
 
 4. Give an account of the influences which helped to prepare 
 St. Paul for his work as Apostle of the Gentiles. 
 
 5. What were the early relations between Judaism and 
 Christianity ? Give illustrations from Scripture. 
 
 6. What was at first the general attitude of the Roman Empire
 
 122 REPORT ON EDUCATION. [APR V. 
 
 to the Christian Church ? When did it change 1 To what 
 causes was the change mainly owing 1 
 
 7. Name the Emperors of Rome who during the first 150 
 years of the Empire were notorious for or celebrated for 
 
 (1) Their persecutions of the Christians. 
 
 (2) Their wicked lives. 
 
 (3) Their personal excellence and virtue. 
 
 8. Relate the circumstances which led to England's taking 
 possession of India. Give an account of the career of the 
 General by whom the Conquest was mainly effected. Give also 
 a short account of Warren Hastings, his administration in India, 
 and his trial in England. 
 
 9. Relate the circumstances which led to the loss of our 
 Colonies in America. When did the war between the Mother 
 Country and them begin 1 When did it end ? Name one or 
 two of the chief engagements. 
 
 10. Give a brief account of William Pitt. 
 
 11. What were the chief ecclesiastical movements in Scotland 
 during the latter half of the 18th century. 
 
 GEOGRAPHY. 
 
 1. Give an account of the Zodiac with its signs. 
 
 2. How is an eclipse of the sun brought about? How an 
 eclipse of the moon 1 
 
 3. Explain what is meant by the Monsoons. Where do they 
 prevail, and what are their direction and character ? 
 
 4. What are the proportions of land and water on the surface 
 of the globe 1 What is the population of the globe, and how is 
 it chiefly distributed ? 
 
 5. Describe the general character of Central Asia. 
 
 6. Give an account of the most northern land on the globe, 
 as yet explored. 
 
 7. Describe the Baltic, the entrance to it, its gulfs, climate, 
 and mercantile value. Name the chief rivers falling into it, and 
 the chief towns at or near its shores. 
 
 8. Name the chief seats of the manufacture of textile fabrics 
 in Great Britain and Ireland, and state where they are situated.
 
 APP. V.] EXAMINATION PAPERS. 123 
 
 9. Describe the situation of the chief plains of Palestine, 
 naming them. What are the principal historical events con- 
 nected with the most northerly ? 
 
 10. Where was the river Kubicon, and what is its importance 
 in History 1 
 
 11. What countries were included under the name Graecia ? 
 Note the geographical relation of these countries to one another. 
 
 12. Sketch roughly the outline of Asia Minor, for the sake 
 chiefly of marking in the towns alluded to in the New Testa- 
 ment. Mark in these towns. 
 
 LATIN. 
 LIVY, BOOK v. 43. 
 
 To be translated accurately. 
 
 1. Galli quoque per aliquot dies in tecta modo urbis nequiquam bello 
 gesto, cum inter incendia ac ruinas captae urbis nihil superesse praeter 
 armatos hostes viderent, nequiquam tot cladibus territos nee flexures ad 
 deditionem animos, i vis adhiberetur, experiri ultima et impetum facere 
 in arceui statuunt. Priina luce signo dato multitude omnis in foro 
 instruitur ; inde clainore sublato ac testudine facta subeunt. Adversus 
 quos Eomani nihil temere nee trepide ad omnes aditus stationibus 
 firmatis, qua signa ferri videbant, ea robore virorum opposito scandere 
 hostem sinunt, quo successerit magis in arduum, eo pelli posse per 
 proclive facilius rati. Medio fere clivo restitere, atque inde ex loco 
 superiore, qui prope sua sponte in hostem inferebat, impetu facto strage 
 ac ruina fudere Gallos, ut numquam postea nee pars nee universi 
 temptaverint tale pugnae genus. 
 
 Omissa itaque spe per vim atque arrna subeundi obsidionem parant, 
 cuius ad id teinpus immemores et quod in urbe fuerat frumentum 
 incendiis urbis absumpserant, et ex agris per ipsos dies raptum omne 
 Veios erat. Igitur exercitu diviso partim per finitimos populos praedari 
 placuit, partim obsideri arcem, ut obsidentibus frumentum populatores 
 agrorum praeberent. Proficiscentes Gallos ab urbe ad Romanam ex- 
 periendani virtutem fortuna ipsa Ardeam, ubi Camillus exulabat, ffuxit ; 
 qui maestior ibi fortuna publica quam sua, cum diis hominibusque 
 accusandis senesceret indignando mirandoque, ubi illi viri essent, qui 
 secum Veios Faleriosque cepissent, qui alia bella fortius semper quain 
 felicius gessissent, repente audit Gallorum exercitum adventare atque 
 de eo pavidos Ardeates consultare.
 
 124 REPORT ON EDUCATION. [APP. V. 
 
 2. Parse and conjugate territos experiri sublato restitere 
 fibdere senesceret indignando. 
 
 3. Give the derivation of ruinas prodive strage frumentum 
 populatores exulabat. 
 
 4. Explain the construction (syntactic connection) of ultima 
 (4) nihil temere (7) ea (8) inferebat (11) indignando (21) 
 Feios (17). 
 
 5. Explain the expressions : sua sponte (11) per ipsos dies (16). 
 
 6. Give some account of Camillus. 
 
 7. State the position of Ardea and of Veii. 
 
 8. Give some account of Livy and of the sources from which 
 he drew his history. 
 
 VIRGIL : AENEID vi. 77-97. 
 To be translated accurately into English prose. 
 
 At, Phoebi nondum patiens, iramanis in antro 
 bacchatur vates, magnum si pectore possit 
 excussisse deurn : tanto magis ille fatigat 
 os rabidum, fera corda domans, fingitque premendo. 
 ostia iaruque domus patuere ingentia centum 
 sponte sua vatisque ferunt responsa per auras : 
 ' o tandem magnis pelagi defuncte periclis ! 
 Sed terrae graviora manent. In regna Lavini 
 Dardanidae venient ; mitte hanc de pectore curam ; 
 sed non et venisse volent. Bella, horrida bella 
 et Thybrim multo spumantem sanguine cerno. 
 Non Simois tibi nee Xanthus nee Dorica castra 
 defuerint ; alius Latio iam partus Achilles, 
 natus et ipse dea ; nee Teucris addita luno 
 usquam aberit : cum tu supplex in rebus egenis 
 quas gentes Italum aut quas non oraveris urbes ! 
 causa mali tanti coniunx iterum hospita Teucris 
 externique iterum thalami. 
 Tu ne cede mails, sed contra audentior ito, 
 quam tua te Fortuna sinet. Via priuia salutis, 
 quod minime reris, Graia pandetur ab urbe.' 
 
 1. Parse and conjugate excussisse fingit patuei'e defuncte 
 partus sinet reris pandetur. 
 
 2. Explain the construction (syntax) of immanis (77) terrae 
 (84) Latio (89) mails ($5) quam (96).
 
 APP. V.] EXAMINATION PAPERS. 125 
 
 3. Explain the reason for using the special forms : excussisse 
 patuere defuerint oraveris. 
 
 4. Graia ab urbe. What is referred to ? 
 
 5. fingitque premendo. What is the object to fingit ? 
 
 6. cum tu supplex. What is the force of cum 1 
 
 7. addita luno. Explain the reference and the force of addita. 
 1. Scan the lines 
 
 quas gentes Italum aut quas non oraveris urbes ! 
 causa mali tanti coniunx iterum hospita Teucris. 
 
 To be translated into Latin prose. 
 
 When he was made consul, he remained at home to increase 
 his resources by influencing the citizens, while the honours of 
 war lay with others. Volumnius did not regret the field of duty 
 assigned to him ; he had many successful combats ; and he 
 captured some cities from the enemy. He was lavish of the 
 booty that fell to him, and a liberality in itself agreeable was 
 enhanced by his courteous bearing ; by such influences he had 
 made the soldiers share toil and danger. Q. Fabius, as pro- 
 consul, fought a battle with the Samnite army. The issue was 
 not for a moment doubtful ; the enemies were routed and driven 
 to their camp ; and the camp itself could not have been held 
 but for the day being then well-nigh spent. Next day at dawn 
 the surrender began. 
 
 GREEK. 
 XENOPHON, ANAB. n. CH. iii. 17-23. 
 
 To be translated accurately. 
 
 1. 7Tt Se d.Trr]VTr]<rav aurois 01 TWV 'EAAryyuv or/xxr^yoi, lAeye 
 TT/DWTOS Tio-cra<ejOV77s Si' fpfJ-rj cecus roiaoV 'Eyto, & avSpes "EAAryves, 
 yeir<av OIKW Ty 'EAAaSi, KCU rei v/xas eTSov cis TroAAa 
 s, evpr)fj.a e7roiv)(ra.iJ,r)v, ci TTWS Swat'/zi^v Trapd 
 
 Sovvai e/zol a7TO(rt3(rai v/xas is T^V 'EAAaSa. olfjMi yap 
 av OVK d)(api(rT(as fj.oi <?X"J / OUTC Trpos vp.wv OVTC Trpo 
 'EAAaSos. ravra Se yvovs yTOV[j,rjv /^aaiAea, Aeywv O.VTW on 
 av /xoi x a / n/ C ol ' ro j ^ Tt avry Kvpov re. eTno~Tpa.TevovTa Tr/awros 
 /cai poT/jdeiav !x a)V <*-P- a T lJ ayyeAtji a^)iKo/i^v /cai fji.6vo<5 TU>V Kara
 
 126 REPORT ON EDUCATION. [APP. V. 
 
 TOWS "E A Ai^vas TeTay/xevwv OVK e</>vyov, dAAa StryAacra Kat o~vveju,ta 
 /3ao"iAet ev TO) v/xeTepw o~TpaTO7reSto, Iv^a /3ao~tAevs d<tKTO, 7rei 
 Kvpov aTreKTetve, Kai TOVS o-vv Kvpw f3ap(3dpovs cStw^a o~vv rowrSe 
 TOIS TrapovVi vvv yuer' ep;ov, otVep avrw etcrt TrtcrTOTarot. Kai Trept 
 /jiev TOVTWV VTreo-xero pxn /3ovXevo-e<rdai' kpevdai Se ^ 
 eA^ovra, TIVOS eVeKec IcrrpaTeucraTe ITT' avrov. KCU 
 VjU.iv />iT/Dtw5 a-TTOKpivacrdaij LVO, [J.OL evTrpaKTorepov y, lav Tt 
 dya^ov v/x,6V Trap' aiJToti 8ta-!rpd^acr6ai. :rpos raiJ 
 "EAArjves 6/3ov\evovTO' Kttl aTreKptVavro, KAeap^os 8' e'Aeyev 
 o{!re crw>jA$o/iev ws /3a<riXei TroAe/^yycrovTes OI!T' eVopevoyueftx eTri 
 ^8a(rtAea, dAAa TroAAas 7rpo<acreis Kvpos euptcr/cev, a>? Kat (ru e? 
 oicrOa, iva vp.a'i re aTrapacrKtwu? AdySot Kat ^as Iv^dSe dvaydyot. 
 7rei p.fVTOt TI^TI avrov ewpw/xev ev Seiva) ovra, r/cr'^vi'Orjfjiev Kai 0ov<; 
 Kat dv^ptoTTODS TrpoSowai aurov, ev TW irpocrdev xpova> Trape^ovres 
 avrovs eS Troteiv. ITTCI Se Kvpos TeOvrjKev, OVTZ /3acrtAet dvrt- 
 /jLeOa rfjs dp^Tjs OVT' eWtv OTOV eveKa (3ovXoifj.ed' av rryv fiacri- 
 \u>pav KaKws Troteiv. 
 
 2. Parse dTrTJVTrycrav l/iTreTTTWKOTas aTrocrwcrai r^rov\t.t]v 
 iKO/^Tjv StT^Aafra VTrecr^ero ewpw//.ev ycr^vvBrjfjifv. 
 
 3. Give the derivation of dju^ava ^o^etav evrrpaKTorepov 
 
 4. yetrwv OIKW rr; 'EAAdSt. In what sense is this said ? 
 
 5. Sovvat l/iot dTrocrwcrat. Explain the construction. 
 
 6. Give some account of (a) Tio-cra^epvr/s and (&) KAeapxos. 
 
 7. av OVK /cat $eovs ^as avrovs. Explain these expressions. 
 
 8. OTTIV orov eVexa. Explain this construction. 
 
 NEW TESTAMENT. ACTS OF THE APOSTLES, xix. 24-39. 
 
 To be translated accurately. 
 
 1. ArjjMijrptov yap TIS dvo/tart, dpyvpOKOTros, TTOIWV vaous dpyvpovs 
 'Apr/xt8os Trapet^ero rots TX vt ' Ta '5 OVK dAty^v epyacrtav, ovs o-vv- 
 a^poiVas *<ai TOVS Trept ra roiavYa epydras erTrev ""AvSpes, 7rto-Ta(r^e 
 on CK ravrrys TTJ? epyao-tas 17 evTropta ^/ztv O~TIV, Kat ^fwpetTC Kat 
 aKOvere on ov /wvov 'E^)eo-ov, dAAa o-^eSov ir<i<rr)s Trj<s 'Acrtas 6 
 IlavAos OVTOS Tretcras fJ.fT(crTf](rev tKavov 6'^Aov, Aeywv on OVK eto-ti/ 
 ^ot ot Sta ^etpwi^ ytvo/xevot. ov /xovov Se TOVTO KtvSwevet i^/xtv TO 
 /zepos ets aTTcAeyjUov eA^etv, dAAa Kat TO Trys fteydA^s ^ea? 'ApTe/ai- 
 8os tepov ts ov^ev Aoyur$ryYai, /neAAetv TE Kat Ka^atpeto-^at TT]S
 
 APP. V.] EXAMINATION PAPERS. 127 
 
 /xeyaAeioTTjTOS aur^s, '"]v o\tj r/ Acri'a Kal f) oiKovaei'tj crefierai. 
 a/covcravrfs Se Kal yevouevot. TrAvypeis Ovp.ov e*cpaoi> AeyovTes, MeydAji 
 iy"ApT/xis 'E<rtan'. /cat 3rAlf<r0i}l| :roAts TV}S (rvy^v 
 re op.odvp.aSov eis TO OeaTpov o~vvapirdcravTe<s T*aiov Kal ' 
 Ma/ceSoVa9, crweKS^/xovs TOV IlaijAoi'. Ilai'Aov S j3ov\op.evov 
 et's TOV 8rjp.ov OVK LWV avrov ot fJM&Tfml' rives Be /cat TWV 
 v, oi'res arrw c^tAot, Trep.^avTes TT/SOS ai'rov TrapeKctAow ^T) 
 Souvat eavrov ei's TO Bearpov. aAAot /^iev ovv aAAo T6 ei<paov, ty 1 
 yap ij K/cA7;o-ia o-vyKe^vp.evri, Kal ol TrXeiovs OVK ij$eio-av riVos ei'eK'a 
 o-weAv^Av^eicraK IK Se TOU o^Aov o-vve/3t/?ao-av 'AAe^ai/Spoi/ TrpofBa- 
 AOVTWV avTov TWV 'lovSatcov, 6 Se 'AAe^avSpos KaTacretcras T>)V \elpa. 
 ly^eAev aTroAoyeto'^ai TO) Srjpw. cTrtyi'ovTes 8e 6Vt 'lovSaios eo~Ti 
 </><ov?) lyeveTO /Ata CK TravTWv wo-6 wpas 8vo K'/ja^oi'rwv, MeyaAr; 7} 
 "A/9TC/US 'E<^eo-twv. KaracrretAas Se rov o^Aoi' 6 ypayn/xareus (^Tio-tv, 
 "AvSpes 'E^)eo-iot, Ti's yap eo-Tiv av$pw7rwv os OTJ yii'wcr/fei TT)I/ 'E<e- 
 frtcov TroAiv vewKopov ovaav TT}S /xeyaAiis 'ApTep.ioos Kal TOV SIOTTCTOUS ; 
 ri/ OI/TWV TOVTWV 8ov eo-Tti' v)U,as Kareo-TaXp-cvovs 
 Kal p.r]8ev TrporeTes Tr/aao-creiv. ijyayere yap TOVS avSpas 
 TOTJTOVS oirre tepoo~t'Aovs ovre j3\ao~(f>'r)p.ovvTa i s TYJV Beov 7^/xwv. ei 
 //v ovv Ary/^T/Dios /cai 01 (rw aiV^J Te^vtTai e^ovo-tv Trpos Tiva 
 Aoyov, ayopaibt ayovTat Kat dvOvTraroi eto~iv, eyKaAaVaxrav aAAij- 
 Aots. 6 Se Tt TrepaiTepb) eTri^retre, ei/ ry evvo/xw KK\r)o-ia eT 
 
 2. Parse Trapei^ero) Tretcras eirXr]o-Orj eiwv o-vveAiiAv 
 KttTtcrraA/jievovs eyKaAeircoo-av. 
 
 3. Give the derivation of uVeAey/nov <ruy^vo-ews e 
 
 4. Explain the construction (syntax) offip.iv (line 7) f 
 TVITOS (line 10) eVtyvovTes (line 21) dyopaun (line 30). 
 
 5. Explain the reference of yap in lines 24 and 27 respectively. 
 
 6. Give some account of the "Apre/xis referred to. 
 
 7. Explain the meaning of 'Ao-ias "Ao-iap^wv Sto:rTovs. 
 
 8. Explain the allusions in vaovs dyopafot d 
 
 To be translated accurately into English prose. 
 
 'Aim voos 8e p,iv oibs dp.eLf36p.evo? irp<xreenrev. 
 
 ' vifsayopr), /^evos aV^eTe, TTOIOV eenres 
 al<r\vvtav, eOeXois Se Ke p.wp.ov dvdifsai.
 
 128 REPORT ON EDUCATION. [A PP. V. 
 
 crol 8' OVTL (AvrjcTTrj pes 'A^aiwv CUTIOI flcriv, 
 
 cIAAa <f>i\r) [A'lJTrjp, r/ roi Trepi KepSea otSei/. 
 
 TJSr] yap Tpirov ecrrlv e'ros, rd^a S' etcrt rkraprov^ 
 
 Trdvras ^v p 4'ATrei, KOL {iTTtcr^erat dvSpl l/cdcrTO), 
 dyyeAtas Trpoietcra' i/oos Se ot dAAa 
 n Be SoAov rovS' dAAov vt 
 
 tcrroi' tvt 
 ACTTTOV /cat Trepi/jLfrpov' a^>ap S' ly 
 
 ARITHMETIC. 
 
 1. If a, 5, c, ^?, be all integral numbers, and a =^& + c, shew 
 that the G. C. M. of a and b is the G.C.M. of b and c. Deduce 
 from this theorem a rule for finding the G. C. M. of two given 
 integers. 
 
 Find the G. C. M. of 183448 and 116104. 
 
 2. Find by means of the contracted processes for multiplica- 
 tion and division of decimal fractions the value of 
 
 6-318416392 x -0016875639 
 06731489322 
 
 to five places of decimals. 
 
 3. If a 100 dollars in gold be worth 105 dollars in paper 
 currency, and 4-87 dollars in gold be worth 1, find the value 
 of 5638 dollars (paper currency) in >. s. d. 
 
 4. Three partners, A, B, C, are to share a profit of 513, 
 10s. B has had twice as much money in the business as A but 
 only for half as long, and C, who has been a partner as long as 
 B, has had as much money in the business as A and B together. 
 Calculate each partner's share of the profit. 
 
 5. If 5 per cent, consols are as good an investment as the 3 
 per cents, at 92, find the price of the former stock.
 
 APR V.] EXAMINATION PA PEES. 129 
 
 ALGEBEA. 
 
 1. State the Algebraic Law of Distribution. 
 Express as a single fraction at its lowest terms 
 
 OC I 1 y 1 y2 I 
 
 Decompose into partial fractions 
 
 _ 
 
 (.*-!)(, + 1)-. 
 
 2. Show that if x pq be defined to mean the real positive value 
 of the g tt root of x p , x being a positive real quantity, then (x p!q ) rl> 
 = x^ 19 *, where p, q, r, s are all positive integers. 
 Show that 
 
 3. Show that a quadratic equation has in general two roots ; 
 and can never have more than two. 
 Solve the following equations 
 (a) 
 
 2xy = 18. 
 
 4. Show how to sum the series 1 + 2 + ... + n, I 2 + 2 2 + ... + n 2 ; 
 and indicate a process for summing any series whose n 01 term is 
 an integral function of n. 
 Sum the following series 
 
 1.5 + 2.6 + 3.7+ . . . to n terms. 
 
 5. Find an expression for the present value of an Annuity of 
 A payable in half-yearly instalments, which is to begin m years 
 hence and run for n years, compound interest to be allowed at 
 the rate of r%. 
 
 Work out the numerical result, as nearly as your table will 
 allow, when ^4 = 113, m=10, n=tc, r=l5. 
 
 6. Prove that the limit when w = oo of (1 + l/n) n is 
 
 1 + 1/1 + 1/2 !f 1/3!+ ..... 
 Find the coefficient of x* in the expansion of 
 
 log {(l- x -2x 2 ) l +*}. 
 
 What is the necessary and sufficient condition for the conver- 
 gency of this expansion ?
 
 130 REPORT ON EDUCATION. [APP. V. 
 
 GEOMETEY. 
 
 1. State the steps of construction for converting any given 
 rectilinear figure into a square of equal area ; and give a 
 demonstration of the last of them, viz. " To construct a square 
 whose area shall be equal to the area of a given rectangle." 
 
 To construct a rhombus whose side and area are given. 
 
 2. Show that the medians of a triangle are concurrent, and 
 trisect each other. 
 
 To construct a triangle whose medians are given. 
 
 3. State in logical sequence the definitions and fundamental 
 theorems in the elementary theory of the contact of straight 
 lines with circles, and of circles with each other : and prove, in 
 a manner concordant with your scheme, that, if two circles 
 touch, their point of contact lies on the straight line joining 
 their centres. 
 
 ABC is a triangle. Two circles each pass through A and 
 touch JBC in B and C respectively ; show that their common 
 chord is a median of the triangle ABC. 
 
 4. Show that the areas of similar triangles are in the duplicate 
 ratio of their homologous sides ; and indicate how this theorem 
 may be extended to rectilinear figures generally. 
 
 AD is the bisector of the angle A of the triangle ABC. BE 
 parallel to AC meets AD produced in E ; show that the area 
 ABD is a mean proportional between the areas ADC and BDE. 
 
 5. Show that, if a straight line be perpendicular to two in- 
 tersecting straight lines, it is perpendicular to every straight line 
 in their plane. 
 
 If the edge of a regular tetrahedron be 3 feet, calculate its 
 altitude to 3 places of decimals. 
 
 TKIGONOMETRY. 
 
 1. Give a full definition of the circular functions cos#, sin#, 
 tan#, cot#, sec#, cosecft 
 
 Show that they all have the period 273- ; and that tan0 and 
 cot0 have the smaller period TT. 
 
 Draw the graph of the function 
 
 ?/=l/(l x 2 coso;).
 
 APP. V.] EXAMINATION PAPERS. 131 
 
 2. Give a formula for all the angles that have a given sine. 
 Solve, as completely as you can, the following equation 
 
 cot20 cot0 + 2 = 0. 
 
 3. Prove for all values of A and B that 
 
 cos(A + )=cosA cos.6 sin A sin.5; 
 and show by transformation that 
 
 sin(A B)=sinA cosBcosB sinA. 
 Show that 
 
 iD sin (B-A) cos (B + A) 
 
 tan^ tan + cot4 cot2?= 4 b ^ OP - 
 
 sin 2 A sm 2B 
 
 If A + B + C=TT, show that 
 
 sinC* 
 
 + sinO 
 4. Prove that in any triangle 
 
 a = b cosC + c cosB ; 
 
 and deduce the expression for cos^f in terms of a, b, c. 
 Establish the following 
 
 r=a sec^A s'm^B sin^C*; 
 a cosA + b cosB + c cos(7=47? sin^4 sin.5 sin(7, 
 where r and R denote, as usual, the radii of the in- and circum- 
 circle. 
 
 5. If DEF be the feet of the perpendiculars from the vertices 
 on the opposite sides in the triangle ABC, show that the radius 
 of the circle circumscribing AEF is R cosA. 
 
 Find, as accurately as the tables supplied will allow, the area 
 of triangle whose base is 15-31 feet, and whose base angles are 
 31 25' 10" and 25 25' 25" respectively. 
 
 PHYSICS. 
 
 Not more than Five Questions to be attempted. 
 
 1. Define the units of velocity, acceleration, and momentum in 
 the centimetre-gramme-second system. 
 
 If a point move with uniformly accelerated velocity in a 
 straight line, find an expression for the space passed over in 
 terms of the initial velocity, the acceleration, and the time. 
 
 2. State Newton's Third Law of Motion. 
 
 If a mass of 10 kilogrammes, moving with a velocity of 5 
 metres per second, become suddenly imbedded in a mass of 23
 
 132 REPORT ON EDUCATION. [APP. V. 
 
 kilogrammes at rest, find the initial velocity with which the 
 combined mass will begin to move. 
 
 3. If two equal masses, each of 100 grammes, be hung at the 
 ends of a string passing over a massless frictionless pulley, and 
 a mass of 5 grammes be attached to one of them, deduce the 
 subsequent motion, using the principle of the Conservation of 
 Energy as much as you can. (g may be taken to be 981 in C. 
 G. S. U.) 
 
 4. Establish the rule for the composition of two parallel like 
 directed forces. 
 
 A triangular stool stands horizontally on three equal vertical 
 legs placed exactly at its corners. If a mass of P Ibs. be placed 
 at the centre of the inscribed circle, find the pressures exerted 
 by the three legs respectively. 
 
 5. Show how to find the pressure at any point of a liquid at 
 rest, carefully explaining what is really meant by the pressure 
 at any point of a liquid. 
 
 Explain the Action of the Syphon : and point out the limit 
 to its action. 
 
 6. Give a physical explanation of the use of the common 
 hydrometer in determining the Specific Gravity of liquids. 
 
 7. State Boyle's Law regarding Gases : and indicate how it 
 may be roughly verified. State some facts that at once show 
 that it cannot be universally true. 
 
 8. State the effect on the readings of a barometer of a small 
 quantity of air in the space above the mercury ; and explain 
 how the error in the readings could be allowed for, supposing 
 that it were possible to compare the defective barometer with a 
 standard one at one or two particular points. (You may neglect 
 the question as to temperature.) 
 
 9. Show how to find the geometrical focus of a small pencil 
 of rays falling perpendicularly on a concave mirror. 
 
 Trace the motion of the image of a small object which moves 
 along the axis of the mirror. 
 
 10. Explain how the focal length of a convex lens can be 
 determined when its refractive index and the radii of its bound- 
 ing spherical surfaces are given. 
 
 11. Explain generally the action of a prism upon a beam of 
 white light ; and describe any of the arrangements commonly 
 employed for obtaining a pure solar spectrum.
 
 APP. VI. VII.] EXAMINATION PAPERS. 133 
 
 APPENDIX VI. 
 
 PHARMACEUTICAL EXAMINATION. 
 
 SUBJECTS. 
 
 Latin. Grammar; Translation of simple sentences from 
 English into Latin ; Translation into English from Csesar, " De 
 Bello Gallico" Book I, or Virgil, "^neid" Book I. 
 
 In each examination paper passages from both of these authors will be given, but a 
 candidate is required to translate from, one o.uthor only. 
 
 Arithmetic. The first four rules Simple and Compound ; 
 Vulgar Fractions, and Decimals : Simple and Compound Pro- 
 portion; a thorough knowledge of the British and Metrical 
 Systems of Weights and Measures. 
 
 English. Grammar and Composition. 
 
 In awarding marks, Spelling and the quality of the Hand- 
 writing are taken into account. 
 
 APPENDIX VII. 
 
 ENTRANCE EXAMINATION OF TRAINING 
 COLLEGES. 
 
 English Composition, Parsing and Analysis. 
 Arithmetic, Euclid, Book III. 
 Mensuration of plane surfaces. 
 Algebra to quadratic equations (inclusive). 
 Application of fractions and proportion to interest, discount, 
 percentages, averages, and stocks. 
 The world generally. 
 
 The seasons, the sun, moon, and planetary system. 
 The tides. British History. 
 
 In addition all male pupil-teachers must choose one of four 
 languages (Latin, Greek, French, German), and will be examined 
 at the end of their 1st, 2d, and 3d years, according to the course 
 laid down in Schedule IV. for the 1st, 2d, and 3d years of study 
 in that lauguage. 
 
 In the 4th year, more difficult composition and grammar ; 
 with greater conversational facility (in the modern languages). 
 In the ancient languages, Virgil, dEn-eid, Book I, verses 1-304 
 (in Latin), Homer, Iliad, Book I. (in Greek). 
 
 The L.L.A. St. Andrews is of the same Standard as M.A. for the sub- 
 jects which it includes.
 
 134 
 
 REPORT ON EDUCATION. [APP. VIII. 
 
 APPENDIX VIII. 
 
 EXTEACTS FEOM CODE OF 1890. 
 
 Standards of Examination. 
 
 
 
 Standard 
 I. 
 
 Standard 
 II. 
 
 Standard 
 III. 
 
 Standard 
 IV. 
 
 Standard 
 V. 
 
 Standard 
 VI. 
 
 Reading.** 
 
 Easy Book, 
 not confined 
 
 Reading, easy 
 narrative. 
 
 Improved 
 reading of 
 
 Reading with 
 expression a 
 
 Reading with 
 expression a 
 
 Reading with 
 improved 
 
 
 to words of 
 
 
 plain narra- 
 
 passage 
 
 short pas- 
 
 expression. 
 
 
 one syllable. 
 
 
 tive. 
 
 from a his- 
 
 sage of prose 
 
 
 
 
 
 
 tory or other 
 
 or of poetry. 
 
 
 
 
 
 
 book in use 
 
 
 
 
 
 
 
 in the 
 
 
 
 
 
 
 
 school. 
 
 
 
 Writing. 
 
 A line from 
 
 (a) A short 
 
 (a) Five lines 
 
 (a) Eight 
 
 Writing from 
 
 A short letter 
 
 
 the same 
 
 sentence, ofi from the 
 
 lines slowly 
 
 memory the 
 
 on a subject 
 
 
 book, copied 
 
 not more same book. 
 
 read i out 
 
 substance of 
 
 to be pre- 
 
 
 in large or 
 
 than three slowly read 
 
 once, and 
 
 a short story 
 
 scribed by 
 
 
 half text, on 
 
 lines, froml out once, 
 
 then dicta- 
 
 or narrative 
 
 the Inspec- 
 
 
 slates or in 
 
 the same and then 
 
 ted from the 
 
 read out 
 
 tor. 
 
 
 copybooks, 
 
 book, slowly dictated by 
 
 same book. 
 
 twice by the 
 
 The form of 
 
 
 at option of 
 
 read out a few words 
 
 (fc) Improved 
 
 I nspcctor ; 
 
 composition, 
 
 
 managers. 
 
 once, and at a time. 
 
 small-hand, 
 
 spelling; 
 
 spelling, 
 
 
 
 then die- (b) Fair small- 
 
 to be shown 
 
 grammar, 
 
 grammar, 
 
 
 
 tated word hand, with 
 
 in copy- 
 
 and hand- 
 
 and hand- 
 
 
 
 by word. capital let- 
 
 books. 
 
 writing to 
 
 writingtobe 
 
 
 
 It) < Writing ters, and fig- 
 
 
 be consid- 
 
 considered. 
 
 
 
 large or half- ures, to be 
 
 
 ered. 
 
 
 
 
 text; copy- shown in 
 
 
 N.U. An exercise in dicta- 
 
 
 
 books to be copy-books. 
 
 
 tion may, at the discretion 
 
 
 
 submitted. 
 
 
 
 of the Inspector, be given 
 
 
 
 
 
 
 in place of either of the 
 
 
 
 
 
 
 above. 
 
 Arith- 
 
 Notation and 
 
 Notation and 
 
 No tatio n 
 
 Compound 
 
 Simple prac- Com pound 
 
 metic.! 
 
 numeration 
 
 numeration 
 
 and nume- 
 
 rules and 
 
 tice, bills of proportion, 
 
 
 up to 1000. 
 Simple ad- 
 
 up to 10,000. 
 (Simple addi- 
 
 ration up to 
 1,000,000. 
 
 reduction 
 (money, 
 
 parcels, and 
 simple pro- 
 
 vulgar and 
 decimal 
 
 
 dition and 
 
 tion and 
 
 Four simple 
 
 common 
 
 portion; 
 
 fractions, 
 
 
 subtraction 
 
 subtraction 
 
 rules. Ad- 
 
 weights and 
 
 easy sums in 
 
 and simple 
 
 
 of numbers 
 
 of numbers 
 
 dition and 
 
 measures). J 
 
 the four ele- 
 
 interest. 
 
 
 of not more 
 
 of not more 
 
 subtraction 
 
 
 men tary 
 
 
 
 than three 
 
 than ten fig- 
 
 of money. 
 
 
 rules of vul- 
 
 
 
 figures. In 
 
 ures. In ad- 
 
 
 
 gar frac- 
 
 
 
 addition, 
 
 dition, not 
 
 
 
 tions. 
 
 
 
 not more 
 
 more than 
 
 
 
 
 
 
 than five 
 
 eight lines 
 
 
 
 
 
 
 lines to be 
 
 to be given, 
 
 
 
 
 
 
 given. 
 
 with not 
 
 
 
 
 
 
 
 more than 
 
 
 
 
 
 
 
 four figures 
 
 
 
 
 
 
 
 in each line. 
 
 
 
 
 
 
 
 Multiplica- 
 
 
 
 
 
 
 
 tion by 
 
 
 
 
 
 
 
 single fig- 
 
 
 
 
 
 
 
 ures up to 6. 
 
 
 
 
 
 * Scholars may be examined in the work of any standard lower than that in which they are pre- 
 tented. 
 
 Reading with intelligence will be required in all the standards, and increased fluency and 
 expression in the successive years. It will be tested in the ordinary class books, if approved by the 
 Inspector ; but these books must be of reasonable length and difficulty, and unmarked. If they are 
 not so, books brought by the Inspector will be used. Standards i., ii., and iii. must have, at least, two 
 sets of reading books, and, unless a manual of history or geography, of sufficient length to serve as a 
 reading book, is used, a similar variety is necessary in the upper standards. 
 
 t The work of girls will be judged more leniently than that of boys. The Inspector may examine 
 scholars in Mental Arithmetic, suitable to their respective standards, in order to test their readiness 
 and accuracy. 
 
 t The tables to be learned include those weights and measures only which are in ordinary use, 
 viz. : 
 
 Weight. The ton, hundredweight, quarter, stone, pound, ounce, and drachm. 
 
 Length. The mile, furlong, chain, rod or pole, yard, foot, and inch. 
 
 Area. The square mile, acre, rood, pole or perch, the square yard, foot, and inch. 
 
 Capacity. Quarter, bushel, peck, gallon, quart, and pint. 
 
 Time. Year, month, week, day, hour, minute, and second. 
 
 The questions set will be such as need not involve the use of fractions. 
 
 Class Subjects. 
 In addition to the above Standards, Class Subjects, viz.
 
 APR VIII.] 
 
 NEW CODE SUBJECTS. 
 
 135 
 
 English, Geography, History, Needlework, and Elementary 
 Science, are prescribed but not enforced. The following is the 
 scheme of Class Subjects. 
 
 
 
 Standard I. 
 
 Standard II. Standard III. 
 
 Standard IV. Standard V. 
 
 Standard VI. 
 
 I. English, 
 including re- 
 
 To repeat 20 
 lines of sim- 
 
 To repeat 40 Intelligent 
 lines of poe- explanation 
 
 Intelligent Intelligent 
 explanation explanation 
 
 Intelligent ex- 
 planation of 
 
 petition and 
 
 ui ammar. 
 
 ple verse. 
 
 try and to of the pas- 
 know their sages read, 
 
 of passages of passages 
 read or re- read or re- 
 
 passages read 
 or recited, and 
 
 
 
 meaning, aud to point 
 
 cited, and to cited, and to to parse and 
 
 
 
 To point out out the su)>- 
 
 parse and parse and analyse sen- 
 
 
 
 uonns and ject, predi- ; analyse easy analyse easy tences of 
 
 
 
 verbs. 
 
 cate and ol>- simple sen- complex greater diffi- 
 
 
 
 
 ject in easy tences. sentences, culty and to 
 
 
 
 
 simple sen- 
 
 To recite and to show know the 
 
 
 
 
 tences. 
 
 with expres- by examples method of 
 
 
 
 
 To recite 
 
 sion 80 lines the use of forming Eng- 
 
 
 
 
 with expres- 
 
 of poetry each of the lish nouns, ad- 
 
 
 
 
 sion 60 lines and to know parts objectives, and 
 
 
 
 
 of poetry their mean- speech. verbs from 
 
 
 
 
 aud to kno\v ine. To recite each other. 
 
 
 
 
 their mean- 
 
 ! with expres- To recite with 
 
 
 
 
 ing. 
 
 
 sion 100 lines expression 150 
 
 
 
 
 
 
 of poetry: lines of poetry 
 
 
 
 
 
 
 and to know and to know 
 
 
 
 
 
 
 their mean- their mean- 
 
 
 
 
 
 
 ing, iiiir. 
 
 II. Geography. To explain a 
 plan of the 
 school and 
 
 The size and Physical and The Physical The Physical The geography 
 shape of the political geo- and Politi- and Politi- of the world 
 world. Geo- Kraphy of! cal Geo- cal Geo- generally, and 
 
 
 playground, graphical Scotland,! graphy of graphy of; specially of 
 The four car-, terms simp- with special the British Europe, ; the British 
 
 
 dinal points. 1 ly explain- knowledge 
 
 Isles. 
 
 with British Colonies and 
 
 
 The mean- ed.andillus- of the dis- 
 
 
 North 
 
 dependencies. 
 
 
 iug and use trated by t r i c t in 
 
 
 America 
 
 Interchange 
 
 
 of a map. 
 
 reference to which the 
 
 
 and Austral- 
 
 of produc- 
 
 
 
 the map of school is sit- 
 
 
 asia. 
 
 tions. Circum- 
 
 
 
 Scotland. uated. 
 
 
 
 stances which 
 
 
 
 Physical 
 
 
 
 determine cli- 
 
 
 
 Reographyof 
 
 
 
 mate. 
 
 
 
 hills and 
 
 
 
 
 
 
 rivers. 
 
 
 
 
 
 
 Standard III. 
 
 Standard IV. 
 
 Standard V. 
 
 Standard VI. 
 
 III. Elemen- 
 tary science. 
 A progressive 
 
 Common objects, such as A more advanced knowledge of the special divisions 
 familiar animals, plants, of the subject, 
 aud substances employed 
 
 course of sim- 
 
 in ordinary life. 
 
 
 
 
 
 ple lessons on 
 
 
 
 
 
 
 some of the 
 
 
 
 
 
 
 following top- 
 
 
 
 
 
 
 ics adapted to 
 
 
 
 
 
 
 cultivate ha- 
 
 
 
 
 
 
 bite of exact 
 
 
 
 
 
 
 observation. 
 
 
 
 
 
 
 statement, 
 
 
 
 
 
 and reasoning. 
 
 
 
 
 
 
 1. As a rule, the examination in the class subjects mentioned iii this Schedule will follow one of 
 the courses indicated in the Schedule. But if the Managers desire, they may submit to the Inspector 
 at his annual visit, and the Inspector may approve for the ensuing year, some progressive scheme of 
 lessons in these subjects, suited to the requirements of the scholars. In elementary science this 
 scheme may be so framed as to lead up to the teaching of scientific specific subjects. It may include 
 the subjects of navigation or the elementary principles of agriculture ; and a course of manual instruc- 
 tion, on a graduated system, may also be submitted. 
 
 2. If History is taken as a class subject a progressive scheme of lessons in it must be submitted to 
 the Inspector at his annual visit, and approved by him for the ensuing year. 
 
 3. In elementary Science a tripartite course is suggested for Standard III. and above, and it is re- 
 commended that the three divisions of the subjects should be taken in rotation. 
 
 (a.) Animal. St. III. General notions of the differences of structure of beast, bird, fish, insect, 
 and reptile. 
 
 St. IV. Classification with habits and uses. 
 
 St. V. (Man). Circulation, respiration, and alimentation. 
 
 St. VI. (Man). Bones, muscle, brain, nerves; the organs of sight, smell, touch, 
 
 hearing and taste. 
 
 <&.) Vegetables. St. III. Comparison of animal with vegetable life. General structure of a plant, 
 root, stem, flower, with specimens. 
 
 St. IV. Plant structure. Wood, bark, pith, cells. Uses of different parts of a plant. 
 
 St. V. Food and growth of plants. Exogens and eudogens. Formation of different 
 kinds of fruit. 
 
 St. VL Principles of classification with a general knowledge of the chief orders. 
 
 Germination, ferns, mosses. 
 
 (c.) Matter. St. III. Matter, organic and inorganic, elementary and compound. Its three in- 
 terchangeable states, solid, liquid, gaseous. The properties of matter. 
 
 St. IV. Energy indestructible. Force, inertia, momentum, gravitation, cohesion, 
 pro-chemical affinity, combination aud decomposition. Preparation and 
 perties of oxygen, hydrogen, nitrogen, and chlorine. 
 
 St. V. Heat. What it is ; effects of ; modes of ; thermometer. Reflection and re- 
 fraction of light. Dispersion of light by a prism. Microscope ; telescope. 
 
 St. VI. Magnets ; kinds, structure, uses. Mariner's compass. Electricity, kinds, 
 laws ; electroscope, electrophorus, telegraph. Lever, wedge, screw.
 
 136 
 
 NEW CODE CLASS SUBJECTS. [APP. VIII, 
 
 SPECIFIC SUBJECTS. 
 
 Specific subjects are also prescribed, for which there is a 
 grant of 4s. per subject for every day-scholar who passes in not 
 more than two of them. 
 
 Table of Specific Subjects of Secular Instruction. (See Article 21.) 
 
 
 1. 
 
 2. 
 
 3. 
 
 4. 
 
 5. 
 
 6. 
 
 7. 
 
 
 Mathe- 
 
 Latin. 
 
 Greek. 
 
 French. 
 
 German. 
 
 Principles of 
 
 Domestic 
 
 
 matics. 
 
 
 
 
 
 Agriculture. 
 
 Economy 
 
 
 
 
 
 
 
 
 (Girls). 
 
 1st stage 
 
 llgebra, no- 
 tation, ad- 
 
 Srammar, Grammar, 
 to the end to the end 
 
 Grammar, t<> 
 end of regu- 
 
 Grammar, to 
 end of regu- 
 
 The princi- 
 ples influ- 
 
 Tood, its 
 composi- 
 
 
 dition, sub- 
 
 of regular of regular! lar verbs. 
 
 lar verbs, 
 
 encing the 
 
 tion and 
 
 
 traction, 
 
 verbs, with verbs. 
 
 with simple 
 
 with simple 
 
 supply of 
 
 nutritive 
 
 
 Euclid, 
 
 simple ex- 
 
 exercises in 
 
 exercises in 
 
 plant food 
 
 value. 
 
 
 book I., 
 
 ercises in 
 
 
 transla- 
 
 transla- 
 
 in the soil, 
 
 Clothing 
 
 
 prop. 1 to 
 
 transla- 
 
 
 tion. 
 
 tion. 
 
 the neces- 
 
 and wash- 
 
 
 15, inclu- 
 
 tion. 
 
 
 
 
 sity for cul- 
 
 ing. 
 
 
 sive. 
 
 
 
 
 
 tivation, 
 
 
 
 
 
 
 
 
 and the cir- 
 
 
 
 
 
 
 
 
 cumstances 
 
 
 
 
 
 
 
 
 making til- 
 
 
 
 
 
 
 
 
 lage more 
 
 
 
 
 
 
 
 
 or less effec- 
 
 
 
 
 
 
 
 
 tive. 
 
 
 2nd stage 
 
 Algebra, to 
 simple equ- 
 
 Irregular 
 verbs and 
 
 Irregular 
 verbs and 
 
 Grammar, 
 and trans- 
 
 Grammar, 
 and trans- 
 
 The princi- 
 ples regu- 
 
 Tood, its 
 functions. 
 
 
 ations (in- 
 
 first rules knowledge 
 
 lation into 
 
 lation into lating the 
 
 The dwell- 
 
 
 clusive). 
 
 of syntax, of some 
 
 English of 
 
 English of more or less 
 
 ing; warm- 
 
 
 Euclid, 
 
 Know- ' easy Greek 
 
 easy narra- 
 
 easy narra- perfect sup- 
 
 ing, clean- 
 
 
 book I. 
 
 ledge of reading- 
 
 tive senten- 
 
 tive senten- ply of plant 
 
 ing, and 
 
 
 
 Delectus ' book. 
 
 ces. Ten 
 
 ces. Ten food; man- 
 
 ventilation. 
 
 
 
 or other Transla- 
 first Latin tion of sim- 
 
 rages of a 
 French 
 
 pages of a 
 German 
 
 ures as sup- 
 plemental 
 
 
 
 
 reading- 
 
 pie seuten- conversa- 
 
 conversa- 
 
 sources of 
 
 
 
 
 book. 
 
 ces (three or 
 
 tion book 
 
 tion-book 
 
 plant food. 
 
 
 
 
 Transla- 
 
 four words) 
 
 approved 
 
 approved 
 
 
 
 
 
 tion of sim- 
 
 into Greek. 
 
 by Inspec- 
 
 by Inspec- 
 
 
 
 
 ple senten- 
 
 
 tor. 
 
 tor. 
 
 
 
 
 
 ces of Eng- 
 
 
 
 
 
 
 
 
 lish (three 
 
 
 
 
 
 
 
 
 or four 
 
 
 
 
 
 
 
 
 words) in- 
 
 
 
 
 
 
 
 
 to Latin. 
 
 
 
 
 
 
 3rd stage 
 
 Algebra, to 
 quadratic 
 
 The Latin The Greek 
 Grammar. ! Grammar. 
 
 Grammar, 
 and know- 
 
 Grammar, 
 and know- 
 
 The princi- 
 ples regu- 
 
 Food, its pre- 
 paration 
 
 
 equations 
 
 C se s a r de Xenoph- 
 
 ledge 1 
 
 ledge of lating the 
 
 and culi- 
 
 
 (inclusive). 
 
 Jiello Gal- on'sAnaba- 
 
 some easj 
 
 some easj 
 
 growth o 
 
 nary treat- 
 
 
 Euclid, 
 
 lico, book sis, book I 
 
 French 
 
 German 
 
 crops, anc 
 
 ment. 
 
 
 books I., 
 
 I. Some- Somewhat 
 
 book ap 
 
 book a p- 
 
 the varia 
 
 Rules for 
 
 
 It., and 
 III. Ele 
 
 whatlonger longer sen 
 sentences tencestohi 
 
 proved bj 
 Inspector. 
 
 proved by 
 1 nspector. 
 
 tions in 
 their yield 
 
 health, the 
 manage- 
 
 
 incuts o 
 
 to be trans- translated 
 
 Transla- 
 
 Transla- 
 
 and qual 
 
 ment of a 
 
 
 mensura- 
 
 lated from from Euc 
 
 tion of con 
 
 tion of con- ity. 
 
 sick-room. 
 
 
 tion. 
 
 English in 
 
 1 i s h i n.t o 
 
 versatioual 
 
 versational | 
 
 
 
 
 to Latin. 
 
 Greek. 
 
 sentences 
 
 sentences 
 
 
 
 
 
 
 into 
 
 into Ger- 
 
 
 
 
 
 
 French. 
 
 man. Toler- 
 
 
 
 
 
 
 Tolerable 
 
 able cor-! 
 
 
 
 
 
 
 correctness 
 
 rectuess of 1 
 
 
 
 
 ( 
 
 of pronun 
 
 pronuncia- 
 
 
 
 
 
 
 ciation. tion. 
 
 
 
 Any other subject approved by the Department may be taken as a specific subject, provided that a 
 graduated scheme of teaching it has been previously submitted, and approved.) 
 
 If scientific subjects are taken, they must be taught mainly by experiment and illustration. If these 
 subjects are taught to children by definition and verbal description, instead of by making them exercise 
 their own powers of observation, they will be worthless as means of education. 
 
 It cannot, therefore, be too strongly impressed on teachers, that nothing like learning by rote will be 
 accepted as sufficient for a grant, and that the Examinations by the Inspectors will be directed to elicit 
 from the Scholars as far as possible, in their own language, the ideas they have formed of what they 
 have seen. 
 
 In any of the counties specified in Article 21 (o), Gaelic may be taken as a specific subject, provided it 
 be taught upon a graduated scheme to be approved by Her Majesty's Inspector, i
 
 APP. IX.] PROBATE DUTY AND FEES. 137 
 
 APPENDIX IX. 
 PROBATE DUTY AND FEES. 
 
 Excerpt from the Dick Beqiiest Trustees 1 Minute of 7th November 
 
 1889. 
 
 . . . The Clerk mentioned that several other School Boards 
 had been in communication with him as to what compensation 
 the Trustees would require to be paid to Teachers from the 
 Probate Duty Grant to be received by the Boards under " The 
 Local Government (Scotland) Act 1889 " in lieu of the School 
 fees in certain Standards which the Boards might abolish, and 
 that for the information of the Trustees he had obtained from 
 the Boards now referred to returns for the last five and three 
 years of the average of the fees received from Scholars which it 
 was intended to abolish. The Clerk also mentioned that from 
 these Returns it appeared that the averages for both periods 
 came to about the same sum, but that Professor Laurie, the 
 Visitor of Schools, had informed him that in some other Schools 
 connected with the Bequest this might not turn out to be the 
 case, owing to local circumstances. Having considered the 
 whole matter, the Trustees authorised the Clerk, in cases where 
 Boards inquire what compensation will be required in lieu of 
 fees to be abolished, to ask for Returns of the averages for the 
 last five and three years of the fees to be abolished, and on 
 ascertaining which amount would be fairest for the Teachers, 
 to state that the Trustees will agree thereto. Special cases, 
 however, to be brought before the Trustees.
 
 138 EDUCATIONAL ENDOWMENTS COMMISSION. [APP. X. 
 
 APPENDIX X. 
 
 Approved by Her Majesty in Council 1st May 1890. 
 
 No. 288. 
 
 Counties of Aberdeen, Moray, 
 and Banff. 
 
 EDUCATIONAL ENDOWMENTS (SCOTLAND) 
 COMMISSION. 
 
 Scheme under the Educational Endowments (Scotland) Act, 
 1882, for the Administration of the Endowment known as 
 the Dick Bequest, hitherto held and administered under 
 the last Will and Testament of James Dick, of Finsbury 
 Square, London, dated 18th May, with Kelative Codicil, 
 dated 27th November, both in the year 1827 ; decree of 
 the Court of Chancery in England, dated 22nd May 1830, 
 and Eelative Declaration of Trust, dated 13th September 
 and 23rd October, both in the year 1832. 
 
 Preamble. Whereas by said deeds and decree, certain funds and estate 
 were bequeathed and settled for educational purposes, which 
 funds and estate fall within the provisions of the Educational 
 Endowments (Scotland) Act, 1882; and whereas it appears to 
 the Commissioners under the said Act, after due examination 
 and inquiry, that in order to extend the usefulness of the said 
 Endowment, the administration thereof should be amended and 
 in some respects altered ; therefore the said Endowment shall, 
 from and after the date of this Scheme (being the day on which 
 Her Majesty, by order in Council, declares her approbation 
 thereof), be held and administered for the purposes, with the 
 powers, and under the conditions and provisions hereinafter 
 set forth. 
 
 Future 1- This Endowment shall henceforth be administered under 
 
 Adminis- this Scheme by the governing body hereinafter constituted, 
 
 trationof . J . LIT,,.!, r ^ TV 1 T> 
 
 Endow- which is hereby incorporated by the name of the Dick .Bequest 
 ment Trust.
 
 APR X.] EDUCATIONAL ENDOWMENTS COMMISSION. 1 39 
 
 2. From and after the date of this Scheme the whole rights, Transfer- 
 funds, and estates, heritable and movable, belonging to the property. 
 Endowment, or vested in the present governing body thereof, 
 
 shall be transferred to, and vested in, the governing body here- 
 inafter constituted, without the necessity of any new conveyance 
 or instrument. 
 
 3. The governing body, hereinafter called the governors, Constitu- 
 shall consist of thirteen persons, of whom Election of 
 
 Governing 
 Eight shall be elected by the Commissioners of the Signet, Body. 
 
 Two shall be elected by the Senatus of the University of 
 Aberdeen ; and 
 
 One shall be elected by the Chairmen of the School Boards 
 of Abernethy and Kincardine, Duthil and Eothie- 
 murchus, and the School Boards of Parishes and 
 Burghs in the Counties of Elgin and Banff, excepting 
 the School Boards of the Burghs of Elgin, Banff, and 
 Forres ; 
 
 One shall be elected by the Chairmen of School Boards of 
 Parishes and Burghs locally situated within the bound- 
 aries of the Parliamentary Division of East Aberdeen- 
 shire, excepting the Parish of St Fergus in Banffshire, 
 the Parish of Old Machar, and the Burgh of Aber- 
 deen; and 
 
 One shall be elected by the Chairmen of the School Boards 
 of the Parishes and Burghs locally situated within the 
 boundaries of the Parliamentary Division of West 
 Aberdeenshire, excepting the Parish of Gartly in 
 Banffshire, and including the Parish of Old Machar. 
 
 The governors may be elected by the several electing bodies 
 either out of their own number or otherwise. The governors 
 elected by the Commissioners of the Signet and the said Senatus 
 shall, in the case of the first election, hold office for a period of 
 five years, and thereafter until the first day of August after the 
 expiration of that period. The governors elected by the Chair- 
 men of School Boards shall, in the case of the first election, hold 
 office for a period of three years, and thereafter until the first 
 day of August after the expiration of that period. The 
 governors shall, in the case of all elections or appointments 
 subsequent to the first, hold office for a period of five years
 
 140 EDUCATIONAL ENDOWMENTS COMMISSION. [APP. X. 
 
 from and after the expiration of the term of office of their 
 predecessors, except as hereinafter provided. Each election, 
 except as hereinafter otherwise provided, shall be made at a 
 meeting convened and conducted according to the ordinary 
 rules and practice of the electing body. Any governor may be 
 re-elected or re-appointed. The first governors shall, except as 
 hereinafter provided, be elected or appointed as soon as con- 
 veniently may be after the date of this Scheme. The clerk or 
 other officer of the governors shall, at least one month before 
 the expiration of the term of office of any governor, give notice 
 to the proper electing body, and the electing body shall, as soon 
 as conveniently may be after such notice, elect a governor to 
 hold office from the expiration of said term. Any election not 
 made as aforesaid within three months from the date of this 
 Scheme, except in the case of the governors to be elected by the 
 Chairmen of School Boards, or from the date of the notice of 
 expiration of a term of office, or from the date of the notice of a 
 vacancy, as hereinafter prescribed, shall in that case be made by 
 the then existing governors. The governors to be elected by 
 the Chairmen of School Boards shall be elected by voting 
 papers, which shall be issued by the clerk or other officer of the 
 governors to each of said chairmen, and which shall be return- 
 able to said clerk or other officer within one month from the 
 date of issue. Each chairman shall vote as an individual, and 
 shall not have more than one vote in respect of being the chair- 
 man of more than one School Board. The election shall be 
 determined at the first meeting of governors held after the 
 return of said papers, and in the event of an equality of votes a 
 casting vote shall be given by said meeting of governors. In 
 the case of the first election directions shall be given to issue 
 voting papers at the first meeting of governors held under the 
 eighteenth section hereof. The time of issuing the voting 
 papers for all future elections shall be determined by the 
 governors. 
 
 Vacancies. 4. Any elected governor who shall intimate in writing his 
 resignation of office, or shall become bankrupt or incapacitated 
 to act, or shall, for the space of one year, omit to attend any 
 meeting of the governors, shall thereupon be held to have 
 vacated office. Every vacancy, whether occasioned by any of 
 the said causes or by death, shall be entered in the minutes,
 
 APP. X.] EDUCATIONAL ENDOWMENTS COMMISSION. 141 
 
 and, as soon as may be after the occurrence of such vacancy, a 
 new governor shall be elected by the body entitled as aforesaid 
 to make such election, who shall hold office only until the ex- 
 piration of the term of office of the governor in place of whom 
 he has been elected. Notice of occurrence of every vacancy 
 of the office of governor shall be given by the clerk or officer of 
 the governors as soon as conveniently may be to the proper 
 electing body. 
 
 5. The governors shall hold at least two ordinary meetings in Meetings, 
 the year, at such places or times as they may from time to time 
 determine. Notice of every meeting shall be delivered or sent 
 
 by post to each governor, by the clerk or officer of the governors, 
 seven days or such other time before the meeting as the gover- 
 nors may appoint. 
 
 6. The chairman or any two of the governors may, for any Special 
 cause which seems to him or them sufficient, require the clerk M 
 
 or other officer of the governors at any time to summon a 
 special meeting, by a notice in writing, delivered or sent by 
 post to the governors, which shall specify the business to be 
 brought before the meeting; provided always, that if such 
 meeting be summoned at shorter notice than that required for 
 an ordinary meeting, no resolution or motion carried thereat 
 shall take effect unless it is voted for by two-thirds of the 
 governors then in office, or confirmed by a subsequent meeting 
 held not less than seven days thereafter. 
 
 7. If at the time appointed for a meeting a sufficient number Adjourn- 
 of governors to form a quorum be not present, or if the business 
 
 at any meeting be not completed, the governors present may 
 adjourn the meeting to such day or time as they may fix, of 
 which notice shall be given in such manner as the governors 
 may from time to time appoint. 
 
 8. The governors shall appoint a chairman at the first chairman 
 ordinary meeting of the year, or at an ordinary meeting held at 
 
 such period of the year as they may from time to time deter- 
 mine. They shall make such regulations as they think fit for 
 supplying his place in the case of his absence. The chairman 
 shall hold office for a year, and shall be eligible for re-election. 
 
 9. At all meetings of the governors five shall be a quorum. Quorum 
 All questions shall be determined by a majority of those 
 present. The chairman of any meeting shall have a second or Deeds.
 
 142 EDUCATIONAL ENDOWMENTS COMMISSION. [APP. X. 
 
 Minutes. 
 
 Power to 
 Appoint 
 Commit- 
 tees. 
 
 Accounts. 
 
 Business 
 Arrange- 
 ments. 
 
 casting vote in addition to his deliberate vote. All deeds and 
 other writings, sealed by the corporate seal and signed by two 
 of the governors and their secretary or clerk, shall be held to be 
 validly executed on behalf of the incorporation. 
 
 10. A minute book shall be kept by the governors, and 
 minutes of all proceedings of the governors shall be entered 
 therein, including resolutions authorising writings or deeds to 
 be executed on behalf of the incorporation. 
 
 11. The governors may from time to time appoint a com- 
 mittee or committees of their own number for executing any of 
 the purposes of this Scheme, but no such committee shall consist 
 of less than three members. The quorum of committees and 
 the mode of conducting business at committee meetings shall be 
 regulated by bye-laws to be made by the governors. 
 
 12. The governors shall cause full accounts to be kept of the 
 capital, income, and expenditure vested in, received, and ex- 
 pended by them under this Scheme in such form and manner 
 as the Scotch Education Department shall from time to time 
 prescribe. Such accounts shall from and after the 31st of 
 December first occurring after the date of this Scheme, be kept 
 for each year from the 1st of January to the 31st of December, 
 and, after the same have been examined and passed by the 
 governors, an abstract thereof, in such form as the Scotch 
 Education Department shall from time to time prescribe, shall 
 be transmitted to the Scotch Education Department ; and, after 
 such audit as is hereinafter provided, shall be published by the 
 governors in one or more of the newspapers circulating in the 
 district. 
 
 1 3. The governors may, from time to time, make such arrange- 
 ments as may appear to them fit for the custody of all deeds 
 and other documents belonging to the Endowment, for deposit 
 of money, for drawing cheques, and also for the appointment of 
 a clerk or factor or other proper officer, to assist them in the 
 conduct of the business of the Endowment, at such reasonable 
 salaries or scales of remuneration as they may determine ; but 
 no governor acting as such clerk, factor, or other officer under 
 the provisions of this section shall be entitled to any remunera- 
 tion whatever except reasonable travelling expenses when these 
 are incurred in the service of the Endowment. All officers in 
 the employment of the Endowment shall hold their offices at 
 the pleasure of the governors.
 
 APR X.] EDUCATIONAL ENDOWMENTS COMMISSION. 143 
 
 14. Any money arising from the sale of timber, or from Casual 
 mines or minerals on the estates of the Endowment, or any P 11 * 8 - 
 other source which is temporary or occasional, shall be invested 
 
 by the governors, and form part of the capital fund of the 
 Endowment. 
 
 15. The governors shall have power to feu or lease the lands Powerto 
 and estates belonging to the Endowment at a fair rent or feu- Sel ^> Feu> 
 duty, or to sell and convey the same either by public roup or 
 private bargain, provided that the sale be authorised by a re- 
 solution passed at a special meeting, and affirmed by not less 
 
 than two-thirds of the governors for the time being ; they shall 
 have power to sell and realise all stocks, mortgages, and other 
 property belonging to the Endowment, and to discharge all 
 securities ; they shall invest the money obtained by such sales 
 or discharges in accordance with the provisions of the immedi- 
 ately succeeding section, except in so far as the same may be 
 required for the extinction of debt. 
 
 16. The governors shall have power to invest the Trust funds investment 
 in the purchase of any of the Government funds of the United of Fuuds - 
 Kingdom or India, or heritable or real property or feu-duties or 
 annual-rents in Scotland, or stock of the Bank of England, or 
 
 stocks or shares of any Indian railway guaranteed by the Indian 
 Government, or debentures or debenture stocks or preference or 
 guaranteed stocks of any railway of the United Kingdom paying 
 dividend on its ordinary stock, or to lend the same on the 
 security of heritable or real property in Scotland, or of rates or 
 assessments levied by authority of Act of Parliament, or on the 
 security of any of the investments before mentioned, or on 
 deposit receipt in any bank having its head office in Scotland, 
 and to vary and change all such investments at their discretion. 
 
 17. The accounts shall be audited in such manner as the Audit. 
 Scotch Education Department may from time to time prescribe, 
 
 and the cost of such audit shall be paid out of the funds of the 
 Endowment. 
 
 18. Within two months from the date of this Scheme, a First 
 meeting of the governors shall be held, upon the summons of 
 the Deputy Keeper of the Signet. At this meeting they shall 
 make arrangements for the conduct of business, and shall elect 
 
 a chairman, but they shall not at this, or any subsequent meet- 
 ing, transact any business that is not necessary for the immediate
 
 144 EDUCATIONAL ENDOWMENTS COMMISSION. [APP. X. 
 
 Transfer- 
 ence of 
 Admini- 
 stration. 
 
 Governors 
 may act 
 though 
 Governing 
 Body not 
 full. 
 
 Discharge 
 of Govern- 
 ing Body. 
 
 administration of the Endowment until the whole of the first 
 governors are elected. 
 
 19. The present governing body shall continue to exercise all 
 necessary acts of administration relative to the Endowment, and 
 shall have all powers necessary therefor, until the first meeting 
 of governors is held under this Scheme, and they shall, from 
 and after that meeting, or at such time not exceeding six 
 months therefrom as the governors may appoint, wholly cease 
 to exercise any right or power of administration over the 
 Endowment, and shall cause to be transferred to the governors, 
 in such manner as they may direct, all the books, deeds, and 
 papers, and all cash balances and movables belonging to the 
 Endowment. 
 
 20. Except as herein provided the governors for the time 
 being, if a quorum is formed, may act for all the purposes of 
 this Scheme, although the governing body as hereinbefore con- 
 stituted is not complete. 
 
 21. The governors shall have power to grant a full and 
 effectual discharge to the present governing body of the Endow- 
 ment, and to the individual members thereof, from all claims 
 competent against them in respect of the said Endowment, on 
 a satisfactory audit of the accounts of the said Endowment, and 
 on compliance with the provisions of the nineteenth section 
 hereof, and shall be bound, if required, to grant such discharge 
 on fulfilment of the said conditions. 
 
 22. All vested interests of individuals holding any office, 
 place, employment, pension, compensation, allowance, bursary, 
 or emolument under or arising out of the said Endowment, in 
 so far as the same were in existence at the passing of the 
 Educational Endowments (Scotland) Act, 1882, are hereby saved 
 and reserved, and in particular, and without prejudice to the 
 foregoing generality, the governors shall have power to continue, 
 so long as they may think proper, the allowance now being paid 
 to George Hepburn, sometime schoolmaster of Boyndie, but that 
 always under the conditions and obligations under which said 
 allowance is now paid. 
 
 Application of Income. 
 
 Application 23. The governors, after paying the necessary expenses of 
 ot Income, management, salaries, and the burdens and taxes affecting the 
 
 Vested 
 Interests.
 
 APP. X.] EDUCATIONAL ENDOWMENTS COMMISSION. 145 
 
 Endowment, shall apply the free income of the Endowment in 
 the manner hereinafter provided. 
 
 24. The district within which the Endowment shall be applic- District 
 able shall be the counties of Aberdeen, Moray, and Banff, with ^jf^E n . 
 the parishes of Abernethy and Duthil, but shall not include any dowment 
 part of the burghs of Aberdeen, Elgin, Banff, or Forres. 
 
 25. The governors may continue to pay to any schoolmaster Payments 
 within the said district, who is at the date of this Scheme, and *]^ Pav ~ 
 has been continuously from a date prior to Whitsunday 1873, Teachers. 
 in receipt of a grant from the Trustees of Dick's Bequest, an 
 annual sum equal to the average annual payment so received by 
 
 him from the Trustees of Dick's Bequest for the six years 
 immediately preceding the date of this Scheme, provided always 
 that they are satisfied, by such examination or inspection as they 
 may from time to time make, or otherwise, of his efficiency as a 
 teacher, and of the attention paid to the higher subjects of 
 instruction in his school; provided further that the said payment 
 shall be subject to deduction should the schoolmaster cease at 
 any time to pay due attention to the higher subjects, having 
 regard to the locality in which the school is placed and other 
 circumstances, and that such payment shall not in any case be 
 continued to any schoolmaster after he shall have ceased to be a 
 schoolmaster in a public school within the said district, and no 
 such payment shall be made to any schoolmaster in a school in 
 respect of which payments shall be made under the other 
 provisions of this Scheme. 
 
 26. The governors may pay to any other schoolmaster within Payments 
 the said district, who has been appointed to his office as school- 
 master at a date prior to the date of this Scheme, if they are 
 satisfied by such examination or inspection as they may from 
 time to time make, or otherwise, of his efficiency as a teacher 
 and of the attention paid to the higher subjects of instruction in 
 his school, a fixed sum of 15, together with a capitation grant 
 at such rate or rates as the governors may from time to time 
 determine, for every child that shall be receiving in his school 
 efficient instruction in the higher subjects, the efficiency to be 
 ascertained in such way as to the governors shall seem best, the 
 total of such capitation grants in any one school not to exceed 
 the sum of .35, in addition to the foresaid fixed sum of .15. 
 No such payments shall be made except on condition that the 
 
 K
 
 146 EDUCATIONAL ENDOWMENTS COMMISSION. [APP. X. 
 
 schoolmaster's emoluments shall not be less than are at present 
 secured to him by the conditions of the Bequest as now in 
 operation. The governors shall not make any payment under 
 this section to any schoolmaster after he shall cease to be school- 
 master in a public school within the said district, nor shall they 
 make any such payment to any schoolmaster in a school in 
 respect of which payments shall be made under the other pro- 
 visions of this Scheme. 
 
 Grants to 27. The governors may make annual grants to School Boards 
 Boards. within the said district, for the purposes of higher instruction, 
 under the following conditions : 
 
 (1) That there shall be a master in one of the schools 
 
 belonging to such School Board who shall be capable 
 of giving instruction in the higher branches, and shall 
 either be a university graduate, or shall have, before 
 the date of this Scheme, passed the examination, con- 
 ducted by the examiners of the present trustees of the 
 Dick Bequest ; 
 
 (2) That (a) in cases in which the school in which such 
 
 master is employed has an average attendance of 150 
 or more, the teaching staff shall, without the head- 
 master or such other master as may be specially ap- 
 pointed for the purpose of giving higher instruction, 
 be sufficient to meet the requirements of the Code up 
 to and including the fifth standard : and (b) in cases 
 in which such school has an average attendance of less 
 than 150, the teaching staff shall, without the head- 
 master or such other master as may be specially ap- 
 pointed for the purpose of giving higher instruction, 
 be sufficient, after a deduction of thirty from the 
 numbers in average attendance, to meet the require- 
 ments of the Code ; 
 
 (3) That the grant shall not be applied in relief of any 
 
 expenditure which the School Board might reasonably 
 be expected to incur out of the School Fund ; 
 
 (4) That no grant shall be made in respect of more than 
 
 one school in any parish or school district, except in 
 cases in which, at the date of this Scheme, there are 
 two schools within a parish or school district in receipt
 
 APR X.] EDUCATIONAL ENDOWMENTS COMMISSION. 147 
 
 of such grant. The governors in such cases shall have 
 power to continue both of such grants, under the 
 foregoing conditions, if they shall be satisfied that, 
 owing to the configuration of the parish or district, or 
 to the amount of the population, it would be prejudi- 
 cial to the higher education of the children in the 
 parish or district, to give up either of such grants. 
 
 28. The amount of the grants to be made by the governors, Reguia- 
 under the provisions of the immediately preceding section, shall Grant* 8 10 
 be made by way of a fixed payment of a sum which shall in no 
 
 case be less than 15 per annum, together with a capitation 
 grant at such rate or rates as the governors may from time to 
 time determine, for every child who shall be receiving, in the 
 school in respect of which the grant is made, efficient instruction 
 in the higher subjects, the efficiency to be ascertained in such 
 way as to the governors may seem best. The amount of the 
 capitation grant to be paid in respect of any one school shall 
 not exceed the sum of 35, in addition to the above fixed sum 
 of 15. 
 
 29. The governors may, in exceptional cases, and provided Exception 
 they have funds at their disposal after the preceding purposes g^** to 
 have received due effect, make grants of not less than 60, nor Boards, 
 more than 200, to assist schools, which are public schools, or 
 schools established or carried on under a scheme passed under 
 
 the Educational Endowments Act, 1882, in giving higher instruc- 
 tion in the said district. In selecting the schools to receive 
 grants under this section the governors shall take into considera- 
 tion the relative importance of the place as a centre for higher 
 education, the extent to which the school appears to be capable 
 of improvement for the purposes of higher instruction, by the 
 application of the grant, and the amount of the assistance 
 already given, or undertaken to be given in the locality, for 
 higher instruction either out of the rates or by voluntary effort. 
 These grants shall be given to the governing body of the school 
 on condition : 
 
 1. That there is a teacher or teachers in the school capable 
 of giving efficient instruction in Latin, Greek, and 
 Mathematics, and that the head teacher shall be a 
 university graduate ; and
 
 148 EDUCATIONAL ENDOWMENTS COMMISSION. [A PP. X. 
 
 2. That the governing body has already carried, or is pre- 
 pared to carry, the school, from its own, or from other 
 local resources, to as high a degree of efficiency as can 
 reasonably be expected under the circumstances, and 
 that the grant shall be applied in such a manner as to 
 increase the efficiency of the school for higher education. 
 
 Special grants may in addition be given for supplying models, 
 apparatus, and other appliances for scientific instruction. In 
 determining the amount of the grant the governors shall take 
 into consideration : 
 
 (1) The efficiency of the teaching staff for the higher sub- 
 jects, and the adequacy of the apparatus ; 
 
 (2) The number of pupils in the more advanced stages of 
 
 Latin, Greek, and Mathematics ; 
 
 (3) Efficient teaching of modern languages and mechanical 
 
 drawing, elementary mechanics, physics, chemistry or 
 natural science, provided always that no science teach- 
 ing be recognised for the purpose which is not accom- 
 panied by efficient experimental demonstration ; 
 
 (4) The extent to which the grant is met by local effort, 
 
 either out of the rates or by subscription or donations. 
 
 It shall be in the power of the governors, in making any annual 
 grant, to make conditions that the fees charged in the school be 
 not below a certain rate, and that the grant shall not be applied 
 to cheapen education to those able to pay for it ; that such an 
 amount of free education or education at a reduced rate as the 
 governors may prescribe be given to those requiring aid in 
 obtaining higher education ; and that the teaching staff be main- 
 tained on a satisfactory scale. The governors shall at once 
 reduce or withdraw a grant, if they are satisfied that it is not 
 being applied in accordance with the provisions of this section, 
 or the conditions made by them ; provided always that if the 
 governing body of the school have incurred any special obliga- 
 tions on the faith of the grant, it shall be competent to them to 
 appeal to the Scotch Education Department, and in that case 
 the consent of the Scotch Education Department shall be neces- 
 sary to the withdrawal or reduction of the grant. 
 
 30. The governors may appoint an inspector or examiner, or
 
 APP. X.] EDUCATIONAL ENDOWMENTS COMMISSION. 149 
 
 inspectors or examiners, who may report from time to time on 
 the working of the Scheme and on the schoolmasters or schools 
 receiving or applying for grants under the provisions of this 
 Scheme. The governors shall have power to pay any person or 
 persons so appointed such fees or salary and such sum in name 
 of expenses as they may consider reasonable. 
 
 31. The governors shall have power to set aside and invest Reserve 
 by way of deposit in bank or in such other manner as they find Fund< 
 suitable in the circumstances, a sum not exceeding at any one 
 
 time 1000 of the capital fund of the Endowment for meeting 
 any expenditure in the carrying out of this Scheme that may not 
 fall naturally or conveniently within the ordinary expenditure of 
 any year. They shall also have power to set aside such annual 
 sums as they may deem requisite for the purpose of keeping up 
 a fund of 1000 for the above purpose. They may at any time 
 use the capital of the said fund for such expenditure and also 
 for the purpose of temporarily meeting payments falling to be 
 made out of the income of the Endowment for which they may 
 not have income in hand at the time, but any part of the fund so 
 temporarily used for payments falling to be made out of the 
 income of the Endowment shall be repaid at or before the next 
 ensuing term of Whitsunday or Martinmas as the case may be. 
 They shall use the income derived from the said fund as part of 
 the ordinary income of the Endowment. 
 
 32. The residue of the free annual income, in so far as it has Residue of 
 not been applied under the provisions of this Scheme, shall be 
 invested by the governors as soon as it shall amount to 100, 
 
 and form part of the capital fund of the Endowment 
 
 General Clauses. 
 
 33. From and after the date of this Scheme, the Endowment, Endow- 
 except as otherwise herein provided, shall be administered and ^^ n \g. be 
 governed for every purpose exclusively in accordance with the tered in 
 provisions of this Scheme, notwithstanding any previous Act of a ccwl^nce 
 
 Parliament, Statute, Provisional Order, Charter, Deed, or with 
 T -i i Scheme. 
 
 Instrument relating thereto. 
 
 34. It shall be in the power of the Court of Session to alter Power to 
 the provisions of this Scheme upon application made to them, court of 
 with consent of the Scotch Education Department, by the Session_for
 
 150 EDUCATIONAL ENDOWMENTS COMMISSION. [APP. X. 
 
 governing body or any party interested, provided that such 
 alteration shall not be contrary to anything contained in the 
 Educational Endowments (Scotland) Act, 1882. 
 
 Power to 35. The governors shall have power to make such regulations, 
 
 Law* and" Bye-Laws, and standing Orders as they think fit, in so far as the 
 
 Standing same are not inconsistent with the provisions of this Scheme, and 
 
 ers- may alter or repeal the same, provided that such Kules, Eegula- 
 
 tions, and Bye-Laws shall be approved, altered, or repealed by a 
 
 resolution carried at a meeting, of which notice is given as 
 
 herein provided, and affirmed at a meeting, held with notice as 
 
 aforesaid, not less than fourteen days thereafter. 
 
 Additional 36. The governors may receive any additional donations or 
 Donations. en d owmen ts for the general purposes of this Scheme. They may 
 also receive donations or endowments for any special objects 
 connected with the Endowment which shall not be inconsistent 
 with, or calculated to impede, the due working of the provisions 
 of this Scheme. 
 
 Scheme to 37. The governors shall cause this Scheme to be printed, and 
 be printed. a C0 py to be given to every governor and officer of the Endow- 
 ment upon his entry into office, and copies shall be sold at a 
 reasonable price to all persons applying for the same. 
 
 Printed by T. and A. CONSTABLE, Printers to Her Majesty, 
 at the Edinburgh University Press.
 
 A 000167237 7 
 
 LIBRARY USE 
 ONLY