colony was evidently in earnest in this matter, and the schools contemplated in the law were generally established; but there are indications in the course of subsequent legislation that great difficulty was met with in the attempt to hold them up to even a moderate standard of efficiency.

The four colonies, Massachusetts, Connecticut, New Hampshire, and Maryland, bravely kept up some sort of colonial system of education down to the time of separation from the mother country. The schools were "free schools" in intention. In theory, if not always in practice, they offered instruction in Latin, and pointed forward to the higher education. For the last fifty years of the period, for reasons which will be considered further on, the chariot drave heavily. It was not simply that the colonies were degenerating intellectually. New times had come, and with them the need of a new education and new educational institutions.

BIBLIOGRAPHICAL NOTES

There is need of compact histories, in English, of the chief educational systems of continental Europe, and of Scotland and England. One finds, moreover, a great dearth of source-books, such as would make possible a full and reliable comparison of the development of those systems with that of our own.

For Holland we have the scattered items of information in the writings of MOTLEY and of MATTHEW ARNOLD, in COUSIN's famous report, in DE WITT'S Introduction to DUNSHEE, School of the Reformed Protestant Dutch Church, in PLUGGÉ, Education in the Netherlands (Circ. Inf., no. 2, 1877), and in NUSSBAUM, Education in the Netherlands (Rept. Comr. Ed., 1894–95, p. 475 ff.). The articles on education adopted by the Synod of Dort are given in English translation in DE WITT'S Introduction.

For Scotland we have two important works:

EDGAR, JOHN. History of early Scottish education. Edinburgh, 1893. Pp. 12333; and

GRANT, JAMES. History of the burgh and parish schools of Scotland. London, 1876. I., pp. 16 + 571.

There is much information packed in this little pamphlet:

GORDON, THE REV. A. L. The system of national education in Scotland; its origin, its nature, and results. Being the substance of a report of a committee of the Synod of Aberdeen, ordered by the Synod to be published. With notes and illustrations. Aberdeen, 1839. Pp. 59.

For colonial systems, the works consulted have already been referred to under Chapter III.

CHAPTER V

LATER COLONIAL SCHOOLS

THE seventeenth century was marked by several stages of colonial development, corresponding to rather sharply defined epochs in the history of the mother country. The violent changes which characterized that age left their impress on colonial society, and affected the course of colonial education. These successive stages cannot, however, be considered in detail in such a work as this. But the contrast between the earlier and the later colonial times is too great to be overlooked, since it brings to view some of the strongest undercurrents in our educational history. The second great division of our colonial period will accordingly receive separate consideration in this chapter.

As a matter of convenience, we may regard this second division as covering the whole of the eighteenth century, down to the Revolution. It is hardly necessary to say that the new century did not at once set up a new order of things. But the reign of William and Mary settled many disputes that had vexed the seventeenth century: and the reign of Queen Anne carries us well over into the age of outward calm; the Augustan age, with its common sense; the age of Bolingbroke and of Walpole and of all those others who like them depised enthusiasm. Down under the crust of that age new enthusiasms were moving which the world must reckon with further on. The fire that had gone out of the familiar institutions was at work elsewhere, with no diminution of creative energy.

The colonies in this time were coming to be colonial. Their inhabitants ceased to be Englishmen away from home,

and became thoroughly provincial. Their intercourse with the mother country was very different from that known to their grandfathers, when the spirit of adventure or zeal for religion brought men of first-rate character and ability to America, and Americans found places of honor and responsibility awaiting them when they returned to England. The lament was often heard in the eighteenth century that the high character of the early colonists had not been maintained by their descendants. Such croaking, to be sure, is one of the luxuries of the lookers-backward in every age. But there can be no doubt that in this instance it was justified. Learning, along with much else that was good, had, in spite of all pains, been buried in the graves of the forefathers.

We can see now that in becoming provincial the colonists were simply getting ready to become American. For the student of history, this period is full of interest, for the reason that in its provincialism he can trace some of the beginnings of the American character.

Men filled with the love of adventure were slowly pushing the frontier back from the coast. There were already considerable stretches of country given over to peaceful industry and safe from invasion by the Indians. In spite of trade restrictions, the colonists were finding out for themselves various lines of profitable employment. Moderate fortunes were made; and in the cities of the north and on the plantations of the south a varied and interesting social life was developing. Printing presses were at work, newspapers came to be widely read, and affairs of public interest brought out a spirited pamphlet literature in America as in England.

Of the greatest significance in its bearing upon education was the ecclesiastical character of .the several colonies. At the accession of William and Mary, we find some sort of experiment in religious freedom going on in Maryland, in Pennsylvania, and notably in Rhode Island; Congregationalism of different types is established in Massachusetts and

Connecticut; while the Church of England is officially recognized in Virginia and the Carolinas. In the other colonies, and to a less degree in some of those just enumerated, affairs ecclesiastical appear in a mixed and uncertain state, confusing enough to the student of our early history.

Such were the conditions that obtained at the opening of the English era of toleration. From that time on we may observe the working of two divergent tendencies. The Church of England was roused to greater interest in the American colonies, and entered upon extensive missionary operations on this side of the Atlantic. Anglican influence in the colonies was increased. Some sort of establishment, after the English pattern, was set up, under the patronage of royal governors, in New York and Maryland. And notable Episcopalian gains were made in the very centers of New England Congregationalism. At first glance it would; seem that the dominant tendency of the time ran toward established Episcopalianism.

But many influences were making toward religious diversity and its natural accompaniment, religious equality. Such colonial establishments as there were can hardly be compared to the union of church and state then existing in the mother country. Even in the Puritan colonies, at an early day, the hard and fast connection of the civil with the ecclesiastical power had begun to loosen. This movement toward separation went on slowly during the eighteenth century. Along with it may be traced the growth of that positive civic and secular spirit which was so strongly marked during the Revolutionary period.

There were certain definite manifestations of these two tendencies toward established Episcopalianism on the one hand and toward religious diversity and religious equality on the other which must be briefly considered because of their bearing upon educational movements. And first of these, the activities of the Society for the Propagation of the Gospel in Foreign Parts.

The founding of William and Mary College, in 1693, was