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THE History of Educational Progress in any country, present-
ing the gathered experience of centuries, can hardly fail to
be interesting to the historian, and instructive to the student
of education, and it is certainly matter of surprise that, while
other and less important institutions have found abundance
of historians, an historical account of our famous Burgh and
Parochial school system—the most ancient, and still in many
respects the most successful in existence—should not hitherto
have been attempted.
The Scottish School-Book Association, composed chiefly of
burgh and parochial Schoolmasters, having long felt such a
work to be a great desideratum in the history of education, and
the want of it even a matter of reproach to their profession,
if not to the country generally, resolved at a general meeting
of their body, held several years ago," to supply this want by
providing an authoritative History of their Schools, embrac-
ing all that is known regarding them from the earliest period. ,
For this purpose, they applied to the late Mr Cosmo Innes,
in the hope of prevailing on him to undertake the prepar-
ation of the work. Mr Innes, who always entered enthu-
siastically into any proposal calculated to elucidate the past
history of his native country, frankly told the Schoolmasters,
* Mr Robert Somers of Collessie gave notice of a motion, on 15th
September 1864, at a general meeting of the schoolmasters held in the
high school of Edinburgh, “that a short historical account of our burgh
and parochial schools be prepared.’ This motion was adopted at the
general meeting held next year.



























is time of life equal to so arduous a task, but that if they
hose to entrust it to his Assistant, he would give him all the
help in his power. The Association, trusting, as I also did,
that the work would have the benefit of Mr Innes's counsel
nd revision, instructed me to proceed with it; but before I
had collected materials for more than two or three sheets, all
Scotland was mourning the death of one of her most dis-
tinguished and honourable sons. I greatly regret that the
preparation of such a History—dealing as it does with a
most important chapter in our civilisation—did not fall to
jome person more competent than the present writer, whose
only qualification for the task was a slight knowledge of
ecords, or rather some experience in historical research, ac-
º
quired under an eminent master, and to this may be added
much sympathy with Schoolmasters in their trials.
I have endeavoured to make this work purely historical:
I mean, free from any assertion unsupported by authority—a
record of simple facts, and not a vehicle of criticism, specu-
lation, argument, dogma, or opinion regarding education.
The following pages are so little critical or speculative, that
my work will appear, as it truly is, that of a mere reporter,
chronicling what I have found in the records, and classifying
the results in such a way that any one, I hope, may easily
draw his conclusions from the premises. The work may pos-
sibly appear too full of details to the general reader, but the
examples and illustrations being taken from original sources
or MSS., or such authorities as the book-hunter would call
‘as good as MS.,’ perhaps the objection indicated is not very
serious, as probably no one will demur to finding in these
pages an early notice of a schoolin which he is interested. It
has, at least, been my aim to make the work as comprehensive
as possible—to make it a record of the past and present life
and practice of all the burgh schools—compressed into
moderate compass and reduced to a form accessible to all.
Having spoken of myself and of my mode of handling the

important subject entrusted to me, I must be allowed to
expressmy grateful acknowledgm ents to the Association for
their generous confidence in a person wholly untried in the
kind of work which they wanted—confiding to one who was
a stranger to them a trust in which their whole body was
deeply interested. I have specially to thank the Committee,
consisting of Mr John Macturk, late of Tillicoultry, now of
Glasgow, Mr Robert Somers of Collessie, and Mr William
Duncan of Inchture, who were appointed to superintend the
work, for their liberal assistance and kind forbearance during
its progress. The professional brethren of these gentlemen
can form no idea of the trouble and anxiety occasioned to
their Special Committee in connection with this history—a -
trouble and anxiety which only enlightened interest and -
affectionate zeal for the honour and welfare of the profession -
could have enabled them to sustain. , -
I hope I may also be allowed the privilege of putting
on record the services rendered to me by other gentlemen
with whom this work has brought me into relations more
or less intimate. My dear friend and revered teacher,
Cosmo Innes, is at rest from all his labours, and I shall
not here speak of my obligations to him—only cherishing
the recollection of them and his memory in silence. Mr
David Laing, so long the standing counsel of all students of
Scottish history, and a survivor of that small but stout band
of antiquaries and historians, who have spread the fame of
Scotland to the ends of the earth, always allowed me free
access to his stores of ancient learning; Mr William F. Skene,
another surviving confederate of the same remarkable band,
read several of my sheets; and Mr John Hill Burton, our
histolian, lidly supplied me with rare schoolbooks. Not-
withstanding the formidable appearance such a list presents
within the limits of a preface, it affords me great pleasure to
introduce also the names of the following gentlemen, who
have rendered invaluable serv. in conuection with the re-
--- " - c --- 'ain burghs: Mr John Allan, town-clerk of Banff,
great labour the history of the grammar school of
º
_-
º





























with great liberality, the main
tool before it was published;
º-
of Greenock furnished excerpts from the
'e as his time allowed; Rev. John
Inverurie, zealously assisted by Mr
- -------- laster, gathered the history of their
gramm from 1606 till a recent date; Mr Alexander
Dewar, town-clerk of Dingwall, extracted copiously from the
minutes of his town council for nearly the whole of the
eighteenth century; Mr William Dick, schoolmaster of Dun-
bar, heartily aided by the venerable clerk of the burgh, Mr.
W. H. Ritchie, supplied acts of council of great interest from
he middle of the seventeenth century downwards; Mr Hugh
Dickie, laterector of the grammar school of Dumbarton, though
uch engaged with his important school, made extracts from
the burgh records from 1746 to 1830, and from the session
records from 1687 to 1763; Mr W. Eadie, rector of the
Inverness royal academy, supplied excerpts from the early
records of the academy; Mr Stuart Grace, chamberlain of S
Andrews, found time to trace the history of the old grammar
school from the middle of the seventeenth century till it merged
into a greater institution; Mr George Hay of Arbroath, the
author of a capital history ºf the burgh, sent a contribu-
* I endeavoured to -
Inverness, but was disappointed.
* --
to collect the history of the old gram

irable a student of Scottish history, rendered
might truly say ‘the men o'
Mr John Knox, schoolmaster
ool learning in the records of
5—a work of great labour, but to
love; another schoolmaster, who rendered
0 less service, is Mr Henry Lillie of Crail, who, with
the assistance of the Rev. John Reid, minister of the
irish, collecte all the notices preserved of their old
grammar school; Mr D. Murray Lyon of Ayr, a born
antiquary, excavated from the records the history of the
old grammar school of his burgh, and for my convenience
printed the extracts at his own expense! Mr William
MDowall of Dumfries, who has written one of our most
learned local - histories, took much trouble for me on the
Borders; Mr William M'Ilwraith of Stranraer, sent some
curious gleanings from the old records of that burgh;
Mr William Mackie, schoolmaster of Wigtown, cheerfully
supplied all school acts in the records of his burgh from the
middle of the seventeenth century till our own day; Mr
Charles Mactaggart, town-clerk of Campbeltown, courteously
º contributed excerpts from the minutes of his council from
1704 to 1831; Mr A. C. Mounsey of Jedburgh brought in-
teresting acts of council relating to the old grammar school
of his burgh during the seventeenth century; Rev. Alex-
ander J. Murray of Eddleston supplied minutes from the
records of his presbytery relating to the grammar school of
Peebles; Mr D. Nicolson, schoolmaster of Wick, though not
a hearty student of old records, took great trouble for me in
the far North; Provost Paterson of Irvine kindly furnished
numerous extracts from the minutes of his burgh records;
Mr R. W. Cochran Patrick of Woodside, the historian of the

X. PREFACE,
Scottish Coinage, helped me much in the West; Mr Robert
Renwick of Glasgow rendered great assistance in connection
with the records of Peebles and Glasgow; Mr William
Robertson, schoolmaster of Pittenweem, not only transcribed
all school entries in the records of his burgh from 1629 to a
recent date, but helped me in other burghs of Fife; Mr John
Thomas, town-clerk of Perth, sent entries from the records
of the town council and kirk session of his burgh; Mr T. W.
Thoms of Dundee, at the expense of much time and at great
personal trouble, disinterred the history of the old grammar
school of his burgh during the eighteenth century; Mr Alex-
ander Walker, dean of guild of Aberdeen, who sympathised
much with my subject, cheerfully quarried from the records
of his burgh the history of the grammar school of New
Aberdeen from 1750 to 1850—a century in the life of this
great school; Mr R. Milne Walker of Stirling transcribed all
acts of council in the records of his burgh bearing on the
grammar school from 1597 to 1800; Mr R. Watson, rector
of the academy of Kirkcudbright, extracted, at great labour,
all school acts in the records of that burgh from 1683 to 1820;
Rev. R. O. Young, minister of Fortrose, kindly culled from
various records, extracts illustrating the history of education
in his burgh.” -
When it is considered that these gentlemen were all en-
gaged in the active business of life—not antiquaries or record
scholars, professed or paid—the value and disinterestedness
of their great labour will appear from the fact that they
made these excerpts at much expense of time from records
generally covered with the white mould of centuries—spell-
ing their way through a handwriting rendered antiquated
For the previous history of this school I have used the various se-
lections made from the records of that burgh for club publications, by
John Stuart, LL.D., the secretary of the Spalding Club and of the
Society of Scottish Antiquaries. - -
* I cannot omit to mention also how much I have been indebted to
the Report on Burgh and Middle-class Schools, prepared for Parliament
in 1868. -
-




























PREFACE, - xi
by age, which was often faint, and sometimes effaced, fre-
ºquently careless, and always contracted; and I venture to
say that the public spirit which they have shown is credit- -
able to Scotland in what is called a utilitarian age. My -
regret is that the principal workman was not more worthy of
his enlightened fellow-labourers; but with the experience I
have had, it will be my earnest endeavour to make the
complement of this work, viz., the ‘History of the Parish
Schools'—which is already in an advanced state of prepara-
tion—more worthy of the subject.
In preparing my copy’ for the Press and revising the
proof sheets, I have received much assistance and advice
from Mr Thomas A. Croal, and Mr Archibald Constable,
Edinburgh; I am also indebted to Mr J. S. Mackay and Mr
C. R. Scott, of the Edinburgh Academy, for the notices of
the present state of mathematics and English in the Burgh
Schools. - -
Other gentlemen, besides the large list I have mentioned,
helped me with their counsel and influence, and though I
must deny myself the pleasure of introducing their names,
I can never forget the assistance given by each and all of
sº them. -
J. G.
EDINBURGH, April 1876.






0 0 NT ENTS.
PART I.
SCHOOLS BEFORE THE REFORMATION.
--- º
§ 1. INTRODUCTORY, p. 1.—$ 2. EDUCATIONAL PERIOD, p. 2.
–$ 3. ANCIENT SCHOOLS CONNECTED WITH THE CHURCH,
p. 2.-$ 4. EXTENT OF SCHOOLs, p. 5.-$ 5. OFFICERS
of THE SCHOOLS, p. 7.-$6. STATUS OF THE MASTER, p.
9.-$ 7. EDUCATION OF LAYMEN, p. 12.-$8. EDUCATION
ENcouraged by THE KINGs, p. 13–$ 9. ABSENGE of
GREAT SCHOOLS, p. 14.—$ 10. THE UNIVERSITIES, p. 15.
—$ 11. SCHOOLS SUPERINTENDED BY THE CHURCH :
CATHEDRAL SCHOOLs; ABBEY SCHOOLS ; COLLEGIATE
SCHOOLS, p. 18.-$ 12. COMPULSORY EDUCATION ; SCHOOL
ATTENDANCE, p. 25.—$ 13. PATRONAGE OF SCHOOLs, p.
29.-$ 14. PROTECTION OF SCHOOLS, p. 32.—$ 15. EN-
DowmRNTs, p. 34.—$ 16. SALARIES AND FEEs, p. 36.—
§ 17. TENURE OF OFFICE, p. 41.-Ś 18. THE MASTER A
CHURCHMAN, p. 43–Š 19. SUBJECTs of INSTRUCTION,
p. 44.—$ 20. SCHOOL REGULATIONS, p. 59.-$21. SCHOOL
DiscIPLINE, p. 62.-$ 22. SUNDAY work, p. 63.−$ 23.
ENGLISH SCHOOLS, p. 6%—$ 24. SANG SCHOOLS: DUTIES ſ
of the sang waster ; DISCIPLINE IN THE SANG SCHOOL ;
SALARY OF THE SANG MASTER, p. 64.—$ 25, FABRIC of
sCHOOLS, p. 69–$ 26. RESULT or THE TEACHING, p. 70.
–$ 27. LEARNING PROMOTED BY THE ANCIENT CHURCH,
p. 72–$ 28. RECAPITULATION, p. 72. (
-




















CONTENTs.
PART II.
- SCHOOLS AFTER THE REFORMATION.
PAGE
CHAPTER I. - THE CHURCH IN RELATION To
SCHOOLS, . . . . . . . 76–93
§ 1. SCHEME OF EDUCATION PROPOSED BY THE REFoRMERS, p.
- 76.-$ 2. PLANTATION OF SCHOOLs, p. 78.—$ 3. PROVI-
SION FOR SCHOOLMASTERs, p. 79.—$4. JURISDICTION OF
THE CHURCH ; ACTS OF PARLIAMENT ; ACTS OF GENERAL
ASSEMBLY, p. 82.-$ 5. JURISDICTION EXERCISED, p. 85.
—$6. JURISDICTION RESISTED, p. 90. -
º CHAPTER II.—PATRONAGE AND CONSTITUTION -
OF SCHOOLS, . - . - - . 94–128
- ---
§ 1. TRANSFER of PATRONAGE: APPARENT ExCEPTIONs; THE
RIGHT JEALOUSLY GUARDED, p. 94.—$ 2. LIST OF BURGH
º SCHOOLS, p. 98.-$ 3. BURGH AND PAROCHIAL SCHOOLS:
BURGH SCHOOLS BECOMING BURGH AND PARoch IAL
schools; ELECTION of BURGH AND PARochIAL MAS-
TERS ; THE TWO BODIES OF PATRONs; LIST OF BURGH
| - AND PAROCHIAL SCHOOLS, p. 100.—$ 4. constituTION
of SCHOOLS CHANGED BY ENDOWMENTS, p. 109.-$ 5.
ACADEMIES : THEIR ORIGINAL INTENTION ; COURSE OF
STUDIES ; THE GOVERNING BODIES, p. 114.—$ 6. THE
oLD AND NEW PATRONs, p. 126.
CHAPTER III.-PROTECTION OF SCHOOLS, . . 129–142
CHAPTER IV.- VISITATIONS AND EXAMINA-
TIONS OF SCHOOLS, . - - - . 143–157
§ 1. ECCLESIASTICAL VISITATIONS, p. 143.−$ 2. PARLIAMENT-
ARY VISITATIONS, p. 145.—$ 3. MUNICIPAL VISITATIONs,
p. 146.






xiv. CONTENTS.
PAGE
CHAPTER V.—ECONOMY OF THE SCHOOLS, . 158-213
§ 1. SCHOOL LAws, p. 158-$ 2. PRAYERs, p. 159–$3.
SPEAKING LATIN, p. 161.—$4. Hou Rs OF ATTENDANCE,
p. 162.-$ 5. HALF AND ocCASIONAL Holi DAYs, p. 170.
—$6. SUPERINTENDENCE DURING PLAY-Hours, p. 173.
—$ 7. GAMES AND AMUSEMENTs, p. 175.-$8. CHRISTMAS
HoLIDAY, p. 182.—$9. AUTUMN HOLIDAY, p. 187.-$ 10.
SCHOOL DISCIPLINE, p. 194.—$ 11. PRIZES, p. 209.
CHAPTER VI. APPOINTMENT OF MASTERs, 214–238
§ 1. VACANT OFFICES ADVERTISED, p. 214.—$ 2. MASTERS
ELECTED ON EXAMINATION, p. 216.-$ 3. APPOINTED ON
RECOMMENDATION, p. 230–$4 ADMITTED AFTER PRO-
BATION, p. 233–$ 5. voTING BY THE ELECTORs, p. 234.
—S 6. MISCELLANEOUS : DEPUTATIONS ; CORRESPOND-
ENCE ; TRAVELLING EXPENSES ; INDUCTION, p. 235.
CHAPTER VII-TENURE OF OFFICE OF MASTERs, 239-264
§ 1. APPOINTMENTS ‘AT PLEASURE,’ p. 239.-$ 2. APPOINT-
MENTS FOR A DEFINITE PERIOD, p. 243.−$ 3. APPOINT-
MENTS DURING ‘GOOD BEHAVIOUR," p. 250. –$ 4. AP-
POINTMENTS DURING ‘GOOD BEHAVIOUR AND AT THE
will.” OR THE ELECTORs, p. 251.-$ 5. APPOINTMENTS
‘AD VITAM AUT CULPAM, p. 252.-$ 6. SUMMARY OF
DIFFERENT TENURES, p. 257.-$ 7. TENURE OF OFFICE
CHANGED, p. 263.
CHAPTER VIII. – REMOVAL OF MASTERS FROM
OFFICE, . - - - - . . . 265–287
§ 1. NoNCONFORMITY, p. 265.-$ 2. PoliticAL DISAFFECTION,
p. 273.−$ 3. INEFFICIENCY, p. 275.-$4. SEVERE DIS-
CIPLINE, p. 279.-$ 5. OTHER CAUSES OF REMOVAL, p.
281.=$6. REMOVAL IN TERMS OF THE EDUCATION ACT,
p. 285. -
CHAPTER IX.—MASTERS ENCOURAGED AND PEN-
SIONED, . - - - - - . 288–297
1. MASTERS MADE FREE BURGESSES, p. 288.-$ 2. MASTERS








CONTENTS.
º
º
PAGE
RECEIVE SPECIAL PRIVILEGES, p. 289.-$ 3. PRESENTA-
TION TO MASTERs, p. 289.-$4. GRANT OF PENSIONS, p.
290.-$ 5. PENSIONS GRANTED CONDITIONALLY, p. 291. -
—$6. PENSIONS AT ExPENSE ÖF TEACHERs, p. 292–
§ 7. PENSIONS IN THE HIGHER SCHOOLs, p. 293–$ 8.
EDUCATION ACT AND SUPERANNUATION, p. 294. -
CHAPTER x –THE MASTER AS A PLURALIST, . 298–306
§ 1. THE MASTER AS READER, PRECENTOR, AND session CIERK,
p. 298.-$ 2. MINISTER ACTING AS MASTER, p. 300-$3.
SECULAR EMPLOYMENT OF MASTER, p. 302.-$4. MASTER
As PUBLIC or ATOR or PoET, p. 302–$ 5. PLURALITIES
CONDEMNED, p. 303.−$6. PLEA FOR PLURALITIES, p. 305.
CHAPTER XI,-COMPULSORY EDUCATION, . . 307–316
§ 1. PARLIAMENT AND CHURCH ‘OFDAINING SCHOOL ATTEND-
ANCE, p. 307.-$ 2. ACTS OF COUNCILS COMPELLING AT-
TENDANCE, p. 308.-S 3. DIFFICULTIES IN ENFORCING
COMPULSORY CLAUSEs, p. 312–$4. DEFECTs of THESE
CLAUSES, p. 31.3.−$5. HOW THE CLAUSES ARE ENFORCED,
* p. 314.—S 6. COMPULSION NECESSARY, p. 315.-$ 7.
º COMPULSION TO BE EFFECTUAL, p. 315.-$ 8. OPERATION
OF THE CLAUSEs, p. 316.
CHAPTER XII.-FORMS OF SCHOOL GOVERNMENT, 317-329
§ 1. FoEMS OF SCHOOL GOVERNMENT, p. 317. –$ 2. TEACHERs -
NOMINATED BY MASTERS, WITH APPROVAL OF COUNCIL,
p. 317. –$ 3. TEACHERS APPOINTED BY COUNCIL, WITH
CoNSENT OF MASTERs, p. 319.-$4. TEACHERS APPoinTED
By THE MASTERs ALONE, p. 319.-$ 5. goverNMENT AB-
soluTE, p. 320–$6. GovKRNMENT CONSTITUTIONAL, p. -
322.-$ 7. GovKRNMENT REPUBLICAN, p. 325–$ 8. \
DIFFERENT SYSTEMS COMPARED, p. 326.
CHAPTER XIII–STUDIES IN THE SCHOOLS, . 330–443
$ 1. ARS GRAMMATICA : EXTENT ; QUANTITY AND QUALITY; |
CURRICULUM ; PROMOTION ; GRAMMARIANS AND GRAM-





















º º
- - -
MARS, p. 330.-$ 2. MUSIC, p. 373.−$ 3. ENGLISH AND
WRITING, p. 384.—$ 4. GEOGRAPHY, p. 395.-$ 5. AR-
ITHMETIC AND MATHEMATICs, p. 397.-S 6. DRAWING
AND PAINTING, p. 403. —$ 7. MoDERN LANGUAGES :
FRENCH, GERMAN, AND ITALIAN, p. 403.−$ 8. GAELIC,
p. 407–$ 9. DANCING, p. 410–$ 10. Gysin ASTICs, p.
411.=$11. ACTING OF PLAYS, p. 411.-$ 12. RELIGIOUS
INSTRUCTION, p. 416.-$ 13. SUNDAY work, p. 425.—
§ 14. LIBRARIES, p. 436. -
CHAPTER XIV.-SALARIES, FEES, AND EMOLU-
MENTS, . - - - - . . 444–510
§ 1. CHURCH LANDS, p. 445-$ 2. DILAPIDATIONS, p. 449.- .
§ 3. ENDOWMENTS, p. 452.-$ 4. COMMON GooD, p. 456.
—$ 5. PUBLIC Money, p. 463.—$6. FEES : REGULATED ;
PREPAID; ENFORCED ; CoIIBCTED, p. 466.-$ 7. DUES
AND CASUALTIES : CANDLEMAS OFFERINGS ; BENT SILVER ;
COCK-MONEY, p. 473.−$8. AUGMENTATION OF STIPEND,
p. 480–$9. PAYMENT BY RESULTs, p. 485–$ 10.
KINDLY PROVISIONS: Dwelling-Houses; FIRE; CLOTH-
ING ; BOARDING, p. 486.-$ 11. Poor SCHOLARS AND
FREE EDUCATION, p. 493–$ 12. Cost of EDUCATION
AND SALARIES OF TEACHERs, p. 505.
CHAPTER XV.-SCHOOL BUILDINGS, - . 511–525
$ 1. SUBSTITUTES FOR SCHOOLHOUSES, p. 511–$ 2. SCHOOLS
BUILT, REPAIRED, or FURNISHED, p. 512-$ 3. How
SCHOOLS WERE ERECTED, p. 517.-$ 4. STATE of THE
BUILDINGS, p. 519.-$ 5. SIZE OF PLAYGROUNDS, p. 521.
CHAPTER XVI.--FEMALE EDUCATION, - . 526–538
$ 1. DAME schools p. 526.-$ 2. GIRLs’ SCHOOLS, p. 527.-
§ 3. SUBJECTS TAUGHT, p. 527.-$4. HIGHER EDUCATION
AND SCHOOLs, p. 531–$ 5. MIXED SCHOOLs, p. 535–
§ 6. MoRTIFICATIONS, p. 537.
APPENDIX.—FEES AND SALARIES, . - . 539–551
INDEX, - - . - . . . 553-57









SCHOOLS BEFORE THE REFORMATION.
INTRODUCTORY:=$ 2. EDUCATIONAL PERIOD.—$ 3. ANCIENT
sCHools connecTED witH THE CHURCH.-$ 4. ExTENT of
SCHOOLS.–$5, of FICERs of THE SCHOOLS.—$6. STATUs of THE
MASTER.—$ 7. EDUCATION OF LAYMEN.—$ 8. EDUCATION EN-
COURAGED BY THE KINGS.–$9. ABSENCE OF GREAT SCHOOLS.—
§ 10. THE UNIVERSITIES.–$ 11. SCHOOLS SUPERINTENDED BY
THE CHURCH: CATHEDRAL schools; ABBEY schools; collegiate
SCHOOLS.–$ 12. COMPULSORY EDUCATION; scHool, ATTENDANCE.
–$13. PATRONAGE OF SCHOOLS.–$14. PROTECTION OF SCHOOLs.
–$15. ENDOWMENTS.–$16. SALARIES AND FEES.–$17. TENURE
of of FICE.-$18. THE MASTER A CHURCHMAN.—$19. SUBJECTs
of INSTRUCTION.—$ 20. SCHOOL REGULATIONS.–$ 21. ScHool
*DISCIPLINE.-$ 22. SUNDAY work.-$ 23. ENGLISH schools.-
§ 24. SANG SCHOOLS: DUTIES OF THE SANG MASTER ; DISCIPLINE
IN THE SANG SCHOOL; SALARY of THE SANG MASTER.—S 25.
FABRIC of sGHools.-$ 26, RESULT of THE TEACHING.—$ 27.
LEARNING PROMOTED BY THE ANCIENT CHURCH.-$ 28. RECA-
PITULATION. -
§ 1. THE materials available for writing the early history of the
Schools of Scotland are scanty, and great caution is necessary
lest conclusions should be accepted which better information
might modify, alter, or reverse. From several of the sources
A.



















2 SCHOOLS BEFORE THE REFORMATION.
-
of information which are open it has been possible to obtain a
little help in this investigation; but after all, there remains
only a small harvest to reward the inquirer.
§ 2. Although we cannot say precisely when the history of
education begins in Scotland, yet thereis a historic period which,
roughly speaking, may be taken as a commencement—the set-
tlement of Columbain Iona. Iona may be regarded as the foun-
dation on which the fabric of Scottish learning and education
has been built. The celebration of the service of the church
required a certain degree of education, which the neophytes
could only acquire within the walls of the monastery. Each
of the Northumbrian monasteries had, we know, a school
attached to it for educating the clerics, who required to be
instructed, to some extent at least, in Latin—the language
used in the worship of the church. A special training would
be necessary for copying the Scriptures and any other works
which the little library contained; and we may imagine that
every effort would be made to increase the number of books."
From the necessity of the case we may therefore assume that
in ancient times every monastic or religious house had in
some shape or other a school attached to it. -
§ 3. Accordingly our earliest records prove not only tha
Schools existed, but that they were then invariably found
in connection with the church, which was at once the great
agent of progress and civilisation, and the repository of
learning in the Middle Ages. Thus in a document dated
about A.D. 1100, Edelrade, a man of venerable memory
(son of Malcolm III), Abbot of Dunkeld and Earl of
Fife, grants to Almighty God, to St Serf, and to the
Culdees of the island of Lochleven,” Admore with its
* For an account of the apocryphal library at Iona, see Jamieson's
History of the Culdees, p. 302.
* The Culdees had a famous abbey on Lochleven, which kept alive for
centuries religion and learning. Shortly after the period here referred
to, they were expelled from the island of St Serf by one of the witnesses
to their gift—David I., who planted in their place a new order of
churchmen. Their library, when they were evicted from the abbey,
consisted of the following books—four for the services of the church, the



































SCHOOLS CONNECTED WITH THE CHURCH. 3
- º -
freedom—ejus libertate'—without exaction of any one in
the world, bishop, king, or earl. The gift is confirmed
by his two brothers, Alexander and David — afterwards
Alexander I, and David I.-in the presence of many faith-
ful men—in presentia multorum fidedignorum’—amongst
whom were Constance Earl of Fife, Ness and Cormac, sons of
Macbeth, Malnethete son of Beollan, priests of Abernethy—
‘Sacerdotes de Abernethyn’– Mollebride, another priest,
Thuadhel, Augustine priest of the Culdees— Sacerdos kele-
deorum’—and Berbeadh, rector of the schools of Abernethy
— rector scolarum de Abyrnethyn.” Abernethy was the see
of a bishopric—a famous seat of learning in that age, and
has still the ruins of an abbey.” This early reference to
Schools is valuable as tending to show that there were once
schools—famous schools—in places whose history, and even
whose names, we have almost forgotten. * -, .
The schools in connection with the church of St Andrews
were of note so early as A.D. 1120, when their disciples or
Scolocs, as they were called, are mentioned as welcoming the
friend and biographer of St Anselm to the chair of the bishop
s of the Scots— post haec ad ecclesiam Sancti Andreæ venit,
et occurrente ei regina, susceptus a scolasticis et plebe pon-
tificis loco successit.” Other early illustrations of the
existence of schools side by side with the church occur
in a series of gifts originating with David I., to whom
the Works of Origen, the ‘Sentences’ of St Bernard, another collection
of ‘Sentences,’ ‘Interpretationes dictionum,’ treatise of the Sacraments,
‘pars bibliothece,’ and treatise on Exceptions from Ecclesiastical Rules:
Registrum Prioratus S. Andree, preface xvi. 43.
* Registrum Prioratus S. Andree, p. 116. -
* E. W. Robertson's Scotland under her Early Kings, p. 233. This
record of the Culdees is very interesting apart from its bearing on the
present inquiry. The polity of Scotland remained as yet Celtic, though
it very soon afterwards became feudal, and it will be observed that the
witnesses' names are Celtic. -
3 Statuta Ecclesiæ Scoticanæ. -







4 SCHOOLS BEFORE THE REFORMATION.
Scotland owes so much of her civilisation. After trans-
ferring the abbey founded by him at Selkirk to Kelso,
the king grants to the abbot and convent all the churches
and schools of Roxburgh, with all their pertinents. About
A.D. 1180, Bishop Joceline of Glasgow confirmed to the
church of St Mary of Kelso this gift of the churches
and schools of Roxburgh, in the burgh of the king, free
and quit of all custom; and between A.D. 1195 and
1199, King William further confirmed the same gift of the
churches and schools of the burgh of Roxburgh, free of all
custom.” Still further, in A.D. 1232, Walter bishop of Glas-
gow ratified to Kelso the same churches and schools of
Roxburgh, free and quit from all custom, synodal rent, aids,
lodgings and conreds, “according to the confirmation of Her-
bert and Joceline, of good memory, bishops of Glasgow.”
Pope Innocent IV. subsequently confirmed to Kelso the
churches and schools of Roxburgh, free from all Synodal
rent and conreds—sinodi redditu et conrediis, as Herbert
late bishop of Glasgow grafited and confirmed to the abbot
and convent by his writings. In A.D. 1241, on the morrow
of Matthew the apostle and evangelist, the abbot and con-
vent of Kelso granted to William son of Patrick, Earl of
Dunbar, the privilege of divine service in his chapel, within
the court of Malkarneston, but without prejudice to the
mother church. Among the witnesses of this grant is the
name of Master Thomas, rector of the schools of Roxburgh.*
- Similar to the foregoing entries relative to schools in
connection with churches, are others referring to various
other places. About A.D. 1160, Ernald bishop of St Andrews
confirmed to the church of the Holy Trinity of Dunferm-
line, the churches of Perth and Stirling, with their schools
and chapels, and all other things pertaining to them."
Richard, the next bishop of St Andrews (A.D. 1163-1173),
i Liber S. Marie de Calchou, No. 2, p. 5.
* * Liber S. Marie de Calchou, No. 460, p. 350. -
* Ibid., Nos. 279, 433, pp. 229, 332. * Ibid., No. 239, p. 194.
* Registrum de Dunfermlyn, No. 93, p. 56. -







































-
EXTENT OF SCHOOLS: - 5 *
-
confirmed to the abbey the same gift, with all the schools
which belong to the churches of Perth and Stirling, freely
and quietly, in perpetual alms, without any challenge or ex-
action." William bishop of St Andrews in turn confirms to
º: Dunfermline the church and school of Perth and the church
and school of Stirling”—a confirmation ratified by the chapter
of St Andrews.3 -
Pope Lucius confirms in A.D. 1183 to the abbot and canons of .
Dryburgh all their possessions, and forbids any one to interfere /.
with the masters in their parish of Lanark in regulating the
studies of the scholars provided they did not make unjust
exactions—‘nec magistris in parochia vestra de Lanark
Scolarum studia sine prava exactione regerevolentibus temere
quisquam audeat inhibere.” Four years later, Pope Gregory
VIII, granted to the prior of St Andrews, and to his brethren
professing the life of the regular clergy, the church of Tin-
lithgow, with its lands and houses within and without the
burgh, with the chapels, tithes, and school of the same
place– scola ejusdem loci.” This grant was confirmed by
Clement III, in the same year;" by Innocent III, in A.D.
1206;7 by Honorius III, in A.D. 1216;* by Innocent IV.
in A.D. 1246 and 1248.” An ordinance of Richard bishop of
º Aberdeen, regarding the vicarage of Buthelny, dated A.D. 1262,
is witnessed, among others, by Master Thomas of Bennam,
rector of the schools of Aberdeen.” -
§4. We have thus, over a series of years, references to the
existence of schools in connection with churches; and the
fact of schools being not uncommon in the eleventh, twelfth -
and thirteenth centuries, as witnessed by those casual notices,
receives additional confirmation from Reginald of Durham,
who wrote in the twelfth century. He tells us that in a
- I Registrum de Dunfermlyn, Nos. 94, 96, pp. 57, 58,418.
3 Ibid., No. 110, p. 66. * Ibid., No. 110, p. 66.
4 Liber de Dryburgh, No. 194, p. 249. -
5 Registrum Prioratus S. Andree, p. 63. * Ibid., p. 68. º
7 Ibid., p. 72. * Ibid., p. 77. * Ibid., pp. 92, 99
* Registrum Vetus de Aberbrothoc, No. 254, p. 193. -
-


























6 SCHOOLS BEFORE THE REFORMATION.
church on the Tweed founded in honour of St Cuthbert,
in which a school was kept for the benefit of the neighbour-
hood, a lad called Haldane, aware that punishment awaited
him for his idleness, threw the key of the church into a deep
pool in the river called Paddwell, hoping by this means to
escape punishment, and be no more distressed with the slavery
of learning— discendi servitute. This incident happened
previous to the time of Reginald, but what is important for
our purpose is, that in speaking of the school kept in the
church of Norham, he says it is a practice which now is
common enough—“more nunc solito.”
It frequently happens that we learn for the first time of
the existence of a school by accidentally lighting on its
name in an old feudal writ; thus among the archives of the
University of Glasgow there is an instrument of the in-
feſtment of the tenement called the “auld petagoge, made
to the venerable man, the late Master Gilbert Rerik, formerly
archdeacon of Glasgow, by the vicars of the choir, dated
8th February 1475.” So far back as 1481, there was a school
in Dumfries, for we find Master John Turnbull, rector of the
school of Drumfreis—probably the germ of the present Dum-
fries Academy, a witness to a seisin of Robert Lord Maxwell,
in a tenement in the town.” We know that there was a school
in Brechin in 1485, as in that year, Alexander Hog, rector of
the school of Brechin, is witness to an instrument of resig-
nation by Robert Williamson.* w
On the 17th of November 1498, the provost, bailies, and
council of Edinburgh had ordained that all schools ‘scail’ and
none be held, and that the children dwelling to landward
remove to their friends at once, and remain there until
God provide remedy." Perhaps but for the occurrence of the
plague in this year, we should have been without the evidence
* Reginaldi Monachi Dunelmensis Libellus, c. 73, p. 149.
* Origines Parochiales Scotiae, i., 7. -
- *M*Dowall's History of Dumfries, p. 502 (2d ed.). --
* Registrum Episcopatus Brechinensis, ii., 119.
* Burgh Records of Edinburgh.









- OFFICERS OF THE SCHOOLS. 7
which this entry seems to afford us, that (in addition to the
grammar School and the Canongate school, both of which were
under the direction of the abbey), there were in Edinburgh
other schools, no doubt, English or “lecture’ schools, and ‘dame
Schools, over which neither the church nor the burgh claimed
any jurisdiction, or if they possessed it, did not care to put it
in force. - -
§ 5. The officer of the school with whom we are best
acquainted in Scotland is the Rector or Master, who is
frequently mentioned in the chartularies of the religious
houses. In the Register of the priory of St Andrews there is
preserved a record of an important case bearing on the early
history and different officers of the schools. This record is
headed, ‘Conventio inter nos et scolares de Sancto Andrea,’”
and refers to a dispute which had arisen between A.D. 1211 and
1216, in which the parties were Simon prior of St Andrews,
on the One part, and Master Patrick, master of the schools
of the city of St Andrews, and the poor scholars of the same .
city, on the other part. The matter in dispute originated in
connection with certain measures of barley claimed by Master
Patrick and the poor scholars from the land of Neuechi, and
with the ‘cane’ which was wont to be paid from the lands
assigned to the prior and convent, in amicable settlement of .
the strife between them and Master Laurence, archdeacon of
St Andrews. Pope Innocent III. appointed the bishop of
Glasgow, the abbot of Melrose, and the archdeacon of Glasgow,
to settle the contrôversy, which was eventually determined,
with the assent and goodwill of Master Laurence, who was
both archdeacon and ferleyn. The settlement arrived at was
that certain lands should remain with the prior and convent
freely and quietly for ever, according to the charter of Bishop
Richard, of good memory; but that they and their successors
should yearly, at the feast of St Martin, pay to Laurence the
ferleyn, and his successors in the house of the ferleyn of the
city of St Andrews, for the use of the poor scholars, the old
cane of the lands which they hold in their hand, amounting
* Registrum Prioratus S. Andree, pp. 317, 318.
-






SCHOOLS BEFORE THE REFORMATION.
to forty stones of cheese, seventy measures of barley and a
sheep, which shall be levied from the tenants by the servant
of the prior, accompanied by one servant of the ferleyn— uno
serviente ferlani, and be paid to the ferleyn in the manner
prescribed. Thus was the agreement made between the par-
ties, and by authority confirmed, so that neither archdeacon,
ferleyn, master of the schools, nor poor scholars, should do
anything hereafter against the tenor of this agreement. We
have here the three grades of the ancient officers of the school,
the scoloc, the master, and the ferleyn, ‘exhibited together,’
says the learned Joseph Robertson, ‘in their proper order and
relation.” º, º-
Mr Robertson has collected much learning explanatory of
the ferleyn and of the scoloc as scholastic officers. What the
chancellor was in the English and Scoto-English churches,
the ferleyn, he thinks, was in the Irish and Scoto-Irish
churches.” The scoloc he believes to have been the Scottish
form of ‘scholar,’ a churchman of an inferior degree—an
ecclesiastic ‘ clerk.’ The first notice of the scolocs in Scottish
record occurs in A.D. 1265, when Gameline, bishop of St
Andrews, lets his lands of Ellon in Buchan, which the scolocs
of Ellon hold— quam scoloci de Elon tenent, in lease to
Alexander Cumyn, Earl of Buchan. At the end of the lease
the earl undertakes to restore the land to the see by its right
marches as the scolocs now hold it—‘sicut scoloci eam nunc
tenent.’” The next case quoted supports Mr Robertson's
theory that scoloc and scholar are, if not the same, in some
degree related. At an inquest held in A.D. 1387 regarding the
tenure of the church lands of Ellon, called the ‘scoloc lands,’
the jury reported that for these lands there should be found
for the parish church of Ellon four clerks, with copes and
surplices, able to read and sing sufficiently; that the quarter
or fourth part of Easter Ellon should find a house for the
scholars at Ellon; that the quarter or fourth part of Candellan
should twice in the year supply twenty-four wax candles
* Miscellany of Spalding Club, v., 76. * Ibid., 56, 57.
* Collections on the Shires of Aberdeen and Banff, 311, 312.









































STATUS OF THE MASTER. 9
for the ‘park’ before the high altar; and that the quarter
or fourth part of Ferley is bound to find a smithy—‘fabrinam,
at Ellon.” This inquest is also recorded in the register of
the Bishopric of Aberdeen, but here the church lands of
Ellon called the ‘scoloc lands,’ are changed into church lands
of Ellon called the ‘scholar lands.” Mr Robertson pushed
the inquiry concerning the scoloc still further back, and found
in the book of the Miracles of St. Cuthbert, written in the
twelfth century, clericiº described as ‘scolofthes’ in the
Pictish language.” -
§ 6. The Master or Rector was in ancient times an officer.
of high dignity: in the oldest record in regard to schools we
have found him classed with some of the highest names in
the land, including three sons of Malcolm Canmore, as well
as dignified churchmen and great lords.” The ancient records
show that the Master was not only an officer held in honour,
but was frequently employed in settling disputes and acting
as judge in causes. For example, Pope Innocent III, in
A.D. 1212, addressed a bull to his beloved the archdeacons
\ of Dunkeld and Dunblane and to the master of the schools
of Perth—magistro scolarum de Pert, appointing them
judges for settling a dispute between William clerk of
Sanquhar, and the monks of Paisley, as to which of them
owned the church of Prestwick. These judges found that the
monks of Paisley possessed the church of Prestwick as mother
church for forty years and more, and so the three judges
w
1 Collections on the Shires of Aberdeen and Banff, 311, 312.
* Registrum Episcopatus Aberdonensis, i., 177, 178. The inquest
held at Ellon is also important as illustrating a process with which
every student of church history is familiar. The scoloc lands of Ellon
were in the hands of laymen, who became hereditary tenants, supplying
substitutes to perform the office for which the lands were set apart. In
this way endowments became secularised, so that the persons provided to
perform the work were deprived of almost all the benefice.
3. The words are, ‘clerici illi, qui in ecclesia illa commorantur,
qui Pictorum lingua Scollofthes cognominantur:’ Reginaldi Monachi
Dunelmensis Libellus, c. 85, p. 179.
* Supra, p. 3.






-
º
º
10 - SCHOOLS BEFORE THE REFORMATION.
decern the right of the church of Prestwick to belong to
Paisley, enjoining at the same time silence for the future on
the clerk of Sanquhar. In 1233 the abbot of Paisley
-- - obtained from the pope a commission to three persons to
º, settle a dispute between his abbey and Dugald, rector of
º Kilpatrick, with regard to the lands of Monachkeneran on
the Clyde, claimed by the monks of Paisley, but which
were held by a contumacious layman, Gilbert son of Samuel
of Renfrew. The judges chosen by the pope were the deans
of Cuningham and Carric, and the master of the schools of
Ayr— magister scolarum de Are.’ The deans and the master
of the schools, as delegates of our lord the pope, certify to
the bishop of Glasgow that they have carefully examined
many witnesses, that the suit was rightly tried before them,
and that they have adjudged the possession of the disputed
lands to the abbot and convent of Paisley, who have proved
their contention—‘intentionem suam sufficienter probasse.” -
In a dispute between the abbot and convent of Kelso and
Walter vicar of the church of Robertoun, regarding the teind
sheaves of Robertoun, the sub-prior of Coldingham and the
rector of the schools of South Berwick—commissioners of
the abbot of Dunfermline who had been delegated judge
by the pope—find, after the examination of instruments
produced by the pursuers, and on the confession of the
defenders, that the teind sheaves of Robertoun belong to
the abbot and convent of Kelso, as rectors of the church of
Robertoun.” - º
Again, we find the rector of the schools taking an honour-
able part in the public history of the country. On 26th
September 1357 each of the Three Estates of Parliament
grants an obligation for the ransom of David II., a prisoner
in England. The prelates undertake to pay 100,000 merks
of sterlings to the King of England towards the ransom; the
barons become liable for an equal sum; and the aldermen
1 Registrum Monasterii de Passelet, p. 229.
-" *Acts of Parliament of Scotland, i., p. 87.
- ° Liber S. Marie de Calchou, p. 5.










































STATUS OF THE MASTER. 11
burgesses, and merchants, in the name of all the burgesses
and merchants of the whole kingdom, oblige themselves for
payment of a like sum; among the representative burgesses
are the names of Nicholas, rector of the school of Cupar,"
who was probably a layman. -- -
Frequently the Master of the schools performed the duties
of an officer of the Crown. Thus on 27th March 1359, there
is a notice of the account of Nicholas, master of the schools of
Cupar in Fife, as one of the custumars—‘unus custumariorum’
of the burgh of Cupar, rendered at Dundee.” Between 18th
May 1387 and 12th June 1388, the high chamberlain pays
to William of Travernent, rector of the schools of Haddington,
clerk of the coket of Haddington and of North Berwick,
one penny from every sack of wool weighed in the places
foresaid, for himself and his substitute in the office of coket,
amounting in all to 11s. 4d.” Between 1392 and 1393,
the sum of 26s. 10d. is paid by the chamberlain to Master
William of Trauernent, who was wont while he lived to
receive by the gift of the king one penny from every sack in
augmentation of his fee, the gift now ceasing by his death.*
At a time when learning was confined to churchmen, and
when even the barons were unable to sign their names, the
services of the master of the schools must have been in
demand in all matters of process requiring a memorial of the
transaction. -
The office of master of the grammar school continued long
to be held in high repute. In a general assembly of the
University of Glasgow held 1521, the master of the grammar
school was chosen one of the deputies for electing the rector;”
among the non-regentes nominated to examine the graduates
of that university, we find in 1523 and 1525, Mathew Reid,
‘magister scolae grammaticalis;’ in 1549 and 1551, Mr
Alexander Crawfurd, ‘magister Scolae grammaticalis;’ and in
1 Acts of Parliament of Scotland, i., 515-518.
* Exchequer Rolls, No. 35. * Ibid., No. 98.
4. Exchequer Rolls, No. 111.
* Munimenta Universitatis Glasguensis, ii., 138, 139.



12 SCHOOLS BEFORE THE REFORMATION.
1555, Archibald Crawfurd, ‘preceptor scholae grammaticalis.”
The following extract from the works of the learned
Ninian Winzet is worth giving as showing the esteem
in which the Master of the school was regarded before the
Reformation: “I judgeit the teaching of the youthhood -
in virtue and science, next after the authority with the
ministers of justice, under it and after the angelical office of
godly pastors, to obtain the third principal place most com-
modious and necessar to the kirk of God. Yea, Sa necessar .
thought I it, that the due charge and office of the prince and
prelate without it, is to them, after my judgment, wondrous
painful and almost insupportable, and yet little commodious
to the commonwealth, to unfeignet obedience and true godly-
ness, when the people is rude and ignorant; and contrary, by lº
help of it to the youthhood, the office of all potestates is light
to them and pleasant to the subject.”
§ 7. There is little doubt that in the period to which these
early references to schools relate, the scholars were generally
young ecclesiastics—those who were to become churchmen,
but we have reason to believe that at a very early time laymen
also were educated in the schools, under the superintendence
of churchmen. The earliest case that would seem to give sup-
port to this view is recorded in the chartulary of Kelso. In
A.D. 1260, an agreement was entered into with Matildis,
lady of Molle, who in her widowhood granted to the abbot
and convent of Kelso all that belonged to her as dowry
* M:Crie's Life of Andrew Melville, i., p. 456 (2d ed.).
* Ninian Winzet, born at Renfrew, in 1518, was appointed school-
master of Linlithgow about 1551, where he taught till the Reformation,
‘children of that town to the great satisfaction of the inhabitants. In
1561, the schoolmaster, like his other professional brethren, was cited
to sign the Confession of Faith, but, ‘continuing obstinate, he was shott
out of his kindly town and from his tender friends,’ and, in 1562, was
obliged to “take occasion of a ship that was bound for Flanders.’ In
1576, the abbacy of the Scottish monastery of St James, at Ratisbon,
having become vacant, the champion of the old faith, was appointed
superior by the Pope; he died in 1592: Certaine Tractatis, pp. xi., xx.
(Maitland Club). -







EDUCATION ENCOURAGED BY THE KINGS. 13
from the land which they received in farm from her late
- husband Richard of Lincoln, on condition that they maintain
her son William in victuals—“exhibuerint in victualibus,’
with the better and worthier scholars—'majoribus et digni-
oribus scolaribus, who stay in the poorer house." In the
Chamberlain Rolls there are other instances of scholars being
boarded in the middle of the fourteenth century. The
treasurer, between 1st March 1383 and 16th March 1384,
accounts for £14, 10.S., as having been disbursed by him
by command of the king and chamberlain for divers small
expenses incurred for James Stewart, son of Robert II.,
when he was with the bishop of St Andrews.” A subse-
quent entry in the Rolls throws light on this notice; be-,
tween 16th March 1384 and 31st March 1385, the royal
treasurer accounts for £4, 13s. 4d., as the expenses of James
Stewart while studying—‘stantis in studio, at St Andrews,
for the year of this account.” Two other notices relating
to boarding at this date are worthy of being quoted. In
the first, the treasurer pays, by command of the king and
chamberlain, 26s, to Gilbert de Haia, son of Thomas de
Haia, while at the schools of St Andrews;* and, secondly,
32s, for his clothing while in the schools of St Andrews, for
the year of this account—16th March 1384 to 31st March
1385.5 - -
§ 8. The disbursements from the royal exchequer on account
of Thómas de Haia were probably not made from a charitable
motive; Thomas, being of nearly the same age with the king's
son, and his near kinsman, was perhaps sent to St Andrews
at the expense of the king as companion to the prince.
Yet the scanty materials at our disposal for sketching the
ancient history of our schools furnish us with data enough
to show that in early times schools and poor scholars were
favoured and cherished by our kings. In A.D. 1329, the year
of good King Robert's death, the treasurer, in accounting
- Liber S. Marie de Calchou, No. 173. -
º * Exchequer Rolls, No. 95. 3 Ibid., No. 96.
* Ibid., No. 95. * Ibid., No. 96.





14 SCHOOLS BEFORE THE REFORMATION.
for his disbursements, enters 20s, as having been paid to
David of Monrose in aid towards the schools—“in auxilium
ad scolas.” It may be wished that there existed ground
enough to feel certain that this small sum was a contribution
by the great king in support of the schools of Montrose.
Tradition says that the school of Montrose, once so famous,
was endowed by Robert I., but the record does not justify that
conclusion, however fondly we should like to cherish the idea.
Again in 1329, £13,6s. 8d. are accounted for by the treasurer
as a gift from the king to Master Gilbert of Bermachtyn, for
the sake of studying— causa studendi.” This royal gift was
probably made to Master Gilbert for carrying on his studies
abroad. A few years later, in A.D. 1364, the treasurer takes
credit for £54 which had been paid by command of the king
(as his letter shows) for food and clothing to a ‘poor scholar
kinsman of our lord the king.” On 22d March 1378, payment
of £3, 15s. 2d. is made by the chamberlain to the master of
the schools of Haddington by command of the king, the said
master confessing on the account that he received the money.”
Between 5th March 1381 and 13th February 1382, the cham-
berlain pays, for the expenses of two scholars from Bute, to
-William of Prestwick, £5, 6s. 8d., as is clear by the letters of
the said William shown on the account.” Again, in the
period from 1st March 1383 to 16th March 1384, the cham-
berlain accounts for £4, as having been paid by command of
the king for the board—‘pro mensa,’ of a certain poor scholar
– cujusdum pauperis scolaris, who is at the schools in the
town of Haddington during the time of this account."
§ 9. Scotland had not, so far as our inquiry into the
history of education has proceeded, any great schools of her
own. Her sons who sought a higher education than that
supplied by the grammar school could only receive it abroad
—at the great universities of England, or at Paris, Bordeaux,
Geneva, Heidelberg, Saumur, Montauban, Louvain, Bologna, or
Pisa; and as the subject is pertinent to the present inquiry, in
* Chamberlain Rolls, i., p. 95. * Ibid., i., 96. * Ibid., ii., 413.
* Exchequer Rolls, No. 85. * Ibid., No. 93. "Ibid., No. 95.
-



THE UNIVERSITIES. 15
\
So far as those who were educated abroad were often appointed
masters of the schools when they returned to their native
land, a few gleanings may be quoted as bearing on the assist-
ance given by our sovereigns to those who sought a higher
education than was to be found at home. In the account
from 12th June 1387 and 20th February 1388, the cham-
berlain paid, by command of the king, to Sir John de Corn-
toun, chaplain, who is leaving for the purposes of study—
‘eunti ad studium, the sum of £4, of which Sir John
confesses the receipt." Between 4th January 1392 and 26th
March 1394, the king grants a letter under the privy seal,
authorising payment of £8 from the custom of six sacks
of wool, for the son of Sir Patrick Graham, towards his
expenses while studying at Paris—' studentis Parisiis; ” and
to Master Robert de Cardny for the expenses of John Stewart,
brother of the king, while studying at Paris, £10.”
§ 10. To prevent the inconvenience of sending abroad the
Scottish youth who desired a liberal education, the University.
of St Andrews was founded by Henry Wardlaw bishop of
St Andrews, with consent of Parliament, in 1411, the date
of the battle of Harlaw. The joy of Scotland was so great
on obtaining a university of her own, that when Henry
Ogilvy, who was sent to Benedict to receive the bull ratifying
the foundation, returned with it on 13th February 1413, the
whole clergy (four hundred in number) and convent, in solemn
procession, Sang ‘Te Deum’ at the high altar, and the citizens
gave themselves up to universal festivity and joy.” This
university continued long to be the most famous of our great
schools, and with it were connected during the next two
centuries, almost all the most eminent Scotsmen, either as
teachers or pupils.” -
It was in 1450 that Nicolas V. issued a papal bull es-
1. Exchequer Rolls, No. 99. 2 Ibid., No. 112.
3 Ibid., No. 112. For an interesting account of the Scottish student at
Oxford and foreign universities, see ‘Fasti Aberdonenses, pp. xxix., xxx.
-
-
4 National MSS. of Scotland, part ii., p. xv.
* M'Crie's Life of Andrew Melville, ii., 336,337.





SCHOOLS BEFORE THE REFORMATION.
-
-
tablishing a ‘studium generale’ in the city of Glasgow, which,
from the Salubrity of the climate and the abundance of all
the necessaries of life, is particularly adapted for such an
institution. The edict bears that James II, applied to the
Holy See for this grant, because, although he might erect the
university in his dominions, he could not confer on the
licentiates and doctors the privilege of acting as teachers and
regents in all seats of the general study throughout the
Catholic Church, without any examination or approbation,
in addition to that which they received when they obtained
their academical degrees; this privilege being bestowed by
apostolic authority. The object of the institution is the
extension of the Catholic faith, promotion of virtue, and
cultivation of the understanding by the study of theology,
canon and civil law, the liberal arts, and every other lawful
faculty." ºl -
In 1494 our own accomplished prince James IV. and the
admirable Bishop Elphinstone founded the University of
Aberdeen. Pope Alexander VI., in the preamble to the bull
authorising the erection of the university, gives as his reason
for granting it that a petition was presented by his dearest son
in Christ, James, the illustrious King of Scots, desiring that the
condition of the people of his kingdom might be improved; and
considering that in the northern or north-eastern parts of his
kingdom, there are certain places separated from the rest of the
kingdom by arms of the sea and very high mountains, in which
dwell men rude and ignorant of letters, and almost barbarous
—‘homines rudes et literarum ignariet fere indomiti, who on
account of the too great distance from the places in which
universities flourish, and the dangerous passage to such places,
cannot have leisure for the study of letters—nay, are so igno-
rant of those letters that, not only for preaching the Word of
God to the people of these parts, but also for administering the
sacraments of the Church, proper men cannot be found; and
considering that if, in the famous city of Old Aberdeen, which
is near enough to the places foresaid, there should flourish a
* Munimenta Universitatis Glasguensis, i., p. 3.





SCHOOLS SUPERINTENDED BY THE CHURCH.
º º º
university in all lawful faculties, very many men of the
kingdom, and especially of those parts, as well ecclesiastics as
laymen, would readily apply themselves to such study of
letters, and acquire that most precious pearl of knowledge;
the ignorant would be informed, and the rude become
learned; and thus not only would provision be made to a
great degree for the advantage of the common weal of the
kingdom, but also for the salvation of souls, and the rude
and ignorant people would be instructed in honest life and
manners by others who would apply themselves to such study
of letters." -
This picture of the Highlands and Isles was not too
highly coloured, there being even at this day some impediments
to education in those parts of the country, but it would be a
great mistake to suppose that Aberdeenshire and the eastern
coasts and Lowlands of Scotland were so barbarous as this
papal erection would lead us to suppose. John Barbour did
not write “The Brus’ for a people altogether barbarous and
ignorant of letters.” º --- -
- Perhaps none of our national institutions has on the whole
more fully realised the expectations of the founders than the
University of Aberdeen. The civilising influence of this .
famous school of learning over the Highlands and Islands, as
well as its solid contribution to the best part of the literature
of Scotland, is a matter of history. It is also true that not
a few of the best grammarians of Scotland have been masters of
the grammar school of Aberdeen, including Vaus, Cargill, Reid,
Wedderburn, Dun, Beattie, Melvin, and Geddes. It will be ob-
served as a distinct feature in its history, that the university
was not founded as a place for educating or recruiting church-
men alone. It was an institution for the people—for laymen
as well as ecclesiastics; and perhaps in this document is found
one of the earliest national provisions for the education of
laymen, although as early as A.D. 1260 we have referred to a
private endowment for the education of poor scholars, who,
º 1 National MSS. of Scotland, part iii.; No. 6.
* Fasti Aberdonenses, iv., v.
B
l
º








































SCHOOLS BEFORE THE REFORMATION.
it may be thought, were not ecclesiastics." In one great
respect the result was disappointing to the Apostolic See.
The Holy Fathers consented to the founding of general
schools at St Andrews in 1413, at Glasgow in 1450, and at
Aberdeen in 1494, that the Catholic faith, by an ‘impregnable
wall of doctors and masters, by whom she was surrounded,
might be enabled to withstand heresies and errors, and grow
strong.” This result was not realised; for the universities,
especially that of St Andrews, have done more than any other
agency to bring about the Reformation: they
‘Nursed the pinion which impelled the steel.”
Learning in Scotland may be said to date from the time
when the church, after having founded schools all over the
country, made the grand and successful effort to establish
universities—‘studia generalia, in which the rich and the
poor received together a liberal education.
§ 11. The schools as yet remained dependent on and under
the superintendence of the church, the chancellor directing
schools established in connection with the cathedral. Among
the statutes of the church of Aberdeen, enacted in 1256, the
duties of the chancellor are said to consist in preparing the
charters of the chapter, reading letters in the chapter, and,
as we read, ‘it belongs to the dignity of the chancellor's
office that he should supply a fit master, who shall have the
direction of the schools of Aberdeen, and know how to teach
the boys in grammar as well as in logic.’”
Unlike our universities, the constitution of many of the
cathedrals in Scotland was formed on an English model, and
those constitutions are of interest so far as they bear on the
subject of this work. In the register of the bishopric of
Glasgow is found a letter from the chapter of Sarum addressed
to the venerable and discreet the dean and chapter of Glas-
gow, in answer to their letter inquiring as to the constitution
* Supra, p. 12. * National MSS. of Scotland, part ii., No. 63.
* Registrum Episcopatus Aberdonensis, ii., 45.

CATHEDRAL SCHOOLS. 19
--
--
y
and customs of that church. The dean and chapter of
Sarum inform their brethren that, according to the instruction
of Osmund, of happy memory, founder of their church, there
are four principal persons in that cathedral, namely, the dean,
chanter, chancellor, treasurer, four archdeacons, besides a
subdean and subchanter. The duties of the chancellor con-
sist in ruling the schools— in scolis regendis, repairing and
correcting books, hearing and determining lessons—‘auscultare
lecciones et terminare, keeping the seal of the chapter,
preparing charters, and reading letters that are to be read in
the chapter." In the same record there is a deed or instru-
ment declaring that Master Martin, chancellor, and his
predecessors, chancellors of Glasgow, are, and have been,
according to the statutes.of the church of Glasgow, and the
privileges of the dean and chapter, confirmed by apostolic
authority, undisturbedly and beyond the memory of men—
‘inconcusse et ultra memoriam hominum, in peaceable pos-
session of the right of instituting and deposing—instituendi
et destituendi, the master of the grammar school of Glasgow,
and of having the care and direction of the said school, and
mastership of the same—“magisterium ejusdem, so that with-
out the licence of the chancellor no one can keep a grammar
school, and instruct and teach the scholars in grammar or the
youths in the rudiments — ‘in puerilibus, in the city of
Glasgow.”
Bricius bishop of Moray, who succeeded to that see in 1203,
adopted the constitution of Lincoln for his cathedral, the
nature of which was ascertained by a mission to England.
The duties of the chancellor of Lincoln consisted in super-
intending the schools of theology—‘scolas theologie regere,’
and it pertained to his dignity that no one should teach—
nullus potest legere, without his licence. He had the
disposal of all the schools in the earldom of Lincoln, ex-
cepting those which are in the prebends. In 1489, among the
statutes and acts of convocation of the chapter of Moray
1 Registrum Episcopatus Glasguensis, i., No. 211, p. 170.
* Ibid., ii., No. 470, p. 490.












20 sCHOOLS BEFORE THE REFORMATION.
is one headed, ‘pro cancellario de scola generali.' The
general school, it provides, must be built by those who
ought to erect it at the town of Elgin in the place as-
signed for this purpose, and the chancellor is to see that
a fit man be appointed for ruling and governing the school,
teaching those who come to it, and instructing them in
grammar." -
The constitution of the chapter of Dunkeld was likewise
modelled after Sarum– ad instar Sarum. The historian of
the bishops of Dunkeld, writing in the beginning of the six-
teenth century, relates that Master George Brown, chancellor
of the cathedral, not unmindful of his office, had endowed, in -
honour of our Lady of Consolation, a scholastic chaplain— .
‘scolasticum capellanum perpetuum, who was to serve in
the church of St George, and be master of the grammar
school—‘scolam grammaticalem recturum.’ The annalist
tells us that the chancellor intended to make another foun-
dation for promoting grammatical learning, from which the
church may expect many good scholars learned in grammar
if it be kept up—‘si'servetur ecclesiae doctos grammaticam
dabit.” - - - -
In the register of the bishopric of Brechin there is recorded
an obligation of the chapter, dated 20th October 1429,
engaging to observe all things contained in the charter of
the mighty and potent prince Walter, son of the king,
regarding the perpetual foundation of two chaplains. One
of these chaplains was ordained to have the charge and
direction of the schools of grammar for the chancellor, with
all and each the fees, customs, and profits pertaining to the
school, in which the chaplain is to labour during the
hours unoccupied with divine things—horis vacantibus in
diuinis.” * -
Looking further north, we discover an arrangement of
very considerable interest in the school history of the king-
- * Registrum Episcopatus Moraviensis, pp. 57,270.
* Vitae Dunkeldensis Ecclesiae Episcoporum, p. 59.
. * Registrum Episcopatus Brechinensis, ii., No. xvii., p. 26.
- ----
































































CATHEDRAL SCHOOLS: 21
|
|
.
Wºº-ºº:
dom. Shortly after the Orkneys were granted in pledge to
Scotland as part of the dowry of Queen Margaret of Norway,
Kirkwall, on the 31st March 1486, was erected into a royal
burgh, and the cathedral and bishopric were conveyed to the
town, with a condition that the rents thereof should be used
in supporting the church and school." On 28th October.
1544, the good Bishop Reid of Orkney founded and erected
certain offices in the cathedral for the service of God; among
these was a grammar school, of which the master, a chaplain
—‘sacellanus, to whom was allotted the chaplaincy of St
Peter, shall be, it is provided, a graduate of arts, and hold no
other offices in the cathedral.”
In 1434 occurs the earliest authentic notice of the school
of Dundee, in which, according to Blind Harry's ballad, our
national hero, Sir William Wallace, was educated. On 22d
August of that year, Sir Gilbert Knycht, priest—presby-
ter, compeared before the bishop of Brechin, who acknow-
ledged his shortcomings— defectus, and prayed the bishop
to pardon him for disobeying his lawful commands, in
appealing with regard to the government of the school to the
abbot of Lundores, who collated him to the benefice thereof.
Sir Gilbert withdraws the appeal wickedly made by him,
and resigns all his right to the schools and to their government
to the bishop, who accepts the resignation and collates to
the same Master Lawrence Lownan.”
The convention general and provincial council of the
church, which met at Edinburgh on 27th November 1549,
ordains the archdeacon of St Andrews to provide a master
of the grammar school in that city, who shall be versed in
grammatical knowledge, imbued with good morals—“bonis
moribus, and competent to teach to the boys the rudiments
of grammar—“puerilia grammaticæ.” The last clause of this
statute, says Mr Joseph Robertson, preserves a trace of the
ancient usage of St Andrews, where there then was no chan-
1 Peterkin's Rentals of Orkney, App. 42. * Ibid., 23.
* Registrum Episcopatus Brechinensis, i., No. 42, p. 62. - - -
* Statuta Ecclesiae Scoticanae, ii., No. 201, 105.






























22 SCHOOLS BEFORE THE REFORMATION.
cellor; and the archdeacon, in right of his office of ferleyn,
a remnant of the old Celtic church, had charge of the
schools.4 -
The earliest record of an actual collation by the chancellor
of a master to a grammar school is in the burgh records of
Aberdeen, in which we find a deed dated 10th October 1418,
headed, ‘pro libertate et facultate presentandi magistrum ,
scolarum.” In it Duncan chancellor of the church of Aber-
deen sets forth that whereas to the dignity of the chancery -
the collation of the benefice of the master of the schools is |
known by clear right to belong; and the schools of the burgh |
-
being now vacant by the death of Andrew of Syves, late.
vicar of Berwy, last master, Master John Homyll, an honest,
prudent, and discreet man, is presented to the same, and
having been examined regarding his sufficiency, and being wº
found of good life, laudable conversation, et honeste magne
literature et sciencie propter quam Scienciam, non immerito \
in artibus graduatur’—the chancellor has given him corporal | |
and real possession of the foresaid benefice, ‘per donationem º
birreti mei.’” -
Abbey Schools were under the direction of the abbot as
representing the bishop. In 1486 an arrangement was made
for three years between the abbot and convent of Aberbro-
thoc, and a schoolmaster, a discreet clerk, Master Archibald
- Lame, for teaching the novices and young brethren.” The
grammar school of Edinburgh was under the superinten-
dence of the Abbey of Holyrood, founded by David I. In
his great charter he grants to the monks the churches of the
Castle and of St Cuthbert, with all appendages and rights.”
- In other instances we have seen that the conveyance of the
church frequently included the schools; and it may be sup- ---
posed that David's charter granted to Holyrood the school " |
of the Canongate and the grammar school of Edinburgh, as || ||
* Statuta Ecclesiæ Scoticanæ, ii., No. 290.
* Burgh Records of Aberdeen.
* Registrum Nigrum de Aberbrothoc, No. 295, p. 245.
* Nat. MSS. of Scotland, i., xvi. ; Liber Cartarum Sancte Crucis, p. 3.
-

















23
well as the churches." In support of this, it may be noted
that James V. confirms a charter by George bishop of Dun-
keld, abbot of the Holy Cross, appointing Master Henry
Henryson one of the masters of the grammar school. The
abbot's charter runs: “As it is clearly known to us, that our
lovite clerk and orator, Master David Vocat, principal master
| and teacher of our grammar school, has chosen his lovite
| friend and disciple, Master Hary Henryson, to be joint master
with him in the said school, and to have half the profits
thereof during the lifetime of Master David Vocat, and that
after his decease Master Hary Henryson shall be his suc-
cessor; and because we, the abbot and convent, understand-
ing that Master Hary is an able and sufficiently qualified
\ person for the office, he having made good and “perite” scholars
// when he was master of our school of the Canongate, ratify
| ] and approve the admission of Master Hary Henryson, to be
co-master of the grammar school with Master David Vocat,
ºf and to be principal master after his decease. Master Hary
Henryson is taken bound to be the good, true, and thankful
servitor of the abbot and convent, and their successors, during
his lifetime, and to attend high mass and evensong at the high,
Solem festival times, with his surplices on, to do them service,
as effeirs.” º,
Dunfermline had also its abbey school,” which is believed
to have been honoured towards the end of the fifteenth cen-
tury with the schoolmaster, “gud Maister Robert Henrisoun, 4
as he is described by Dunbar in his well-known poem, ‘The
Lament for the Death of the Makaris.’" On 13th October
1573, a complaint came before the Lords of Privy Council, at
1 Miscellany of the Spalding Club, v., p. 69.
* Registrum Magni Sigilli, xxiii., No. 157.
* The school was probably as old as the abbey founded in A.D. 1124;
the grammar school was destroyed with the great abbey in March, 1560.
tº 4 Henryson was a notary public, as well as a schoolmaster; he is
" designated ‘schoolmaster of Dunfermline' first on the title of his Fables
in 1570 and 1571, and again on his Cresseid in 1593: Henryson's
Poems, p. xv. (Laing's ed.). -
* Henryson's Poems and Fables, p. xxi. (Laing's ed.).
































24 SCHOOLS BEFORE THE REFORMATION.
the instance of ‘John Henrysoun of the Grammar School
within the Abbey of Dunfermline, stating that he and his
predecessors had continued masters and teachers of the youth
in letter and doctrine to their great commodity, within the
- said school, past memory of man, admitted thereto by the
abbots of Dunfermline for the time, to whom only he was
amenable. - -
From a contract registered in the books of the town of Had-
dington, dated 15th November 1576, it appears that the abbot
of Holyrood was also patron of the grammar School of that
burgh. The school having in that year fallen into disorder
and ‘sklander, the Town Council prevailed upon the teacher to
renounce all right and claim which he had to the mastership.
thereof; and for better verification of his demisison he “de-
livered to the Council, for cancel, his presentation and admis-
sion to the office of schoolmaster, with the lords' letters there-
upon, granted to him by Adam, commendator of the Abbey of
Holyrood, and confirmed by the king.”
In addition to the cathedral and abbey schools, there were
also collegiate schools founded in connection with preposi-
turae or college churches, instituted for performing divine ser-
vice and singing masses for the souls of the founders, patrons,
and their friends. There were thirty-three collegiate churches
in Scotland,” and Principal Lee thinks that it was for maintain-
ing schools that the rents of several of them were granted.*
The direction of these schools probably belonged to the
provost. There are still preserved the writs describing the
origin of the schools of the ancient burgh of Crail. An instru-
ment dated 9th November 1525 bears that in presence of
the bailies and others of the community of the burgh, patrons
of the altar of the Holy Cross within the collegiate church of
Crail, compeared Sir William Myrtoun founder thereof, and
proponed it as his intention to found within the burgh a
* Registrum Secreti Sigilli.
* Burgh Records of Haddington. -
* Keith's Catalogue of the Scottish Bishops, p. 284.
* Lee's History of the Church of Scotland, i., 49.
º

tention does not appear to have been carried into effect, the
grammar school having been endowed by Sir David Bowman,
prebendary of the altar of St James the Apostle in the college
church of St Mary of Crail, who granted a charter on 5th
October 1542, establishing the school and appointing his
kinsman, Mr Jöhn Bowman, priest, preceptor thereof. The
| inductive cause of the grant is the offering of prayers for
the prosperity and safety of James W., Mary his queen,
David archbishop of St Andrews, his own soul, those of
his father, Hugh, and mother, Elizabeth, and his brother,
Sir John Bowman, deceased. The pious founder dispomes as
an endowment to the school, certain crofts, tenements, houses,
biggings, lands, and gardens, and declares that the right of
patronage of the school, and admission to the chaplaincy with
which he endowed it, pertains to himself during his life, and
after his death to the honourable and discreet men, bailies,
and burgesses of the burgh, and their successors. Some of
the provisions of the deed are curious : Master John the priest,
and his successors, are forbidden to be gamblers—‘ aleatores,’
card-players — ‘ cartarii, drunkards — ‘potatores' — night-
watchmen— nocturni vigiles, or to have a housekeeper or
public concubine— focariam seu publicam concubinam.” In
1545, the college of Biggar, dedicated to the Virgin Mary, was
founded by Malcolm Lord Fleming, great chamberlain, for a
provost, eight prebendaries, four singing-boys, and six poor
men; the founder appoints one of the prebendaries to be
teacher of the grammar school.”
§ 12. Our burgh schools were not created by an Act of
Parliament; they had their origin in connection with the
church, or were called into existence by the people themselves;
; but in whatever way they were founded, undoubtedly towards
the end of the fifteenth century schools were planted in
every considerable town in Scotland; and the memorable
Act of 1496, which has been so frequently quoted, assumes
* The Original in the charter chest of Crail. 2 Ibid.
* The Original in the Wigton charter chest.
º

26 SCHOOLS BEFORE THE REFORMATION.
the existence of schools enough for supplying the peopl
with knowledge of art, ‘jure, and ‘perfect Latin. Thi
Act was passed in the reign of James IV.-Ariosto's hero
— the most accomplished of our Scottish kings. In it
the king ordains, that all burgesses and freeholders of sub-
stance shall send their eldest sons and heirs to school, ‘fra
thai be auct or nyne zeires of age, and to remain there
quhill they be competentlie foundit and have perfite Latyne.'
The statute further provides that the sons shall thereafter
remain three years at the schools of art and ‘jure.” The
object of this early example of ‘compulsory education’ is
a high one, namely, that ‘justice may reign universally
throughout the realm, and that those who are sheriffs or
judges may have knowledge to do justice, so that the poor
people should have no need to see our sovereign lord's prin-
cipal auditors for every little injury.’ The penalty for
neglect of this Act is twenty pounds, but unfortunately no
record is preserved showing that it had ever been enforced.”
The Act has been censured for not going far enough by
Some who urge that it only provides for the education of
eldest Sons of barons and freeholders, but makes no provision
for instructing the rest of the family, or the poorer people,
or girls! In answer to such objections, we have the high
authority of Lord Neaves, who, in his inaugural address as
Rector of St Andrews University in 1872, deprecated the
idea that the Act was passed for the rich as compared with
the poor, or that the benefits sought to be derived from it
were partial or one-sided, and not designed for the advantage
of rich and poor, high and low. The Act, it may be said,
was in its conception far in advance of its time, and although
the higher class of the community only were to receive the
training ordained by the Act, the poor are specially men-
tioned as those for whose benefit the provision was made.
Our forefathers—who proved to be wise and good legislators
* Acts of Parliament of Scotland, 1496, c. 3, ii., 238.
* Mr Burton thinks that this, like many other Scottish Acts, was rather
hortatory than legislative : History of Scotland, iv. 100 (1st ed.).
W
W.W.
WI.
º|-



































SCHOOL ATTENDANCE.
four hundred years ago—attempted to make education par-
ſtially compulsory, and we must not reflect on them, if they
/ did not carry out such a comprehensive measure as some
would like to see in the nineteenth century. It is enough
}, for our purpose to note that in no other country was such an
\Act passed at so early a period, and the Act shows that
ºthere were minds then at work with liberal forecast for the
Žwelfare of the country."
At a later period there are preserved many stringent ordi-
nances of town councils commanding parents to send their
children to the burgh or grammar school; but even before the
Reformation there appears to have been such a thirst for
letters that the authorities found it difficult to suppress
private schools, which were springing up in the principal
burghs, notwithstanding the strenuous endeavours made from
time to time to extinguish them.” We cannot, it is true, pro-
duce figures or statistics showing the actual attendance, yet
we sometimes meet with incidental notices of scholars, tend-
ing to prove that the schools were numerously attended.
Thus at the grammar school of Perth, taught by Andrew
Simpson, that distinguished teacher and grammarian * some-
times had as many as three hundred scholars under his charge,
including sons of the nobility, gentry, yeomen, and burgesses;”
and the following incident told of them, shows the party to
which they were likely to ally themselves at the Reforma-
tion, which was close at hand. The boys had, it would seem,
a copy of the most popular book in Scotland during the six-
teenth and seventeenth centuries — Sir David Lyndsay's
‘Satyre of the Three Estates, 5–and being struck with the
resemblance of some of his descriptions with the manner of
a friar who was preaching against heretics, expressed their
CŞ, Innes's Lectures on Scotch Legal Antiquities, p. 130. ” Infra, p. 32.
º * Author of the admirable ‘Rudimenta Grammatices in gratiam juven-
tutis Scoticae conscripta,’ first published in Edinburgh in 1587.
* Fasti Aberdonenses, p. vii.
* From 1558 to 1614, fourteen complete editions of Lyndsay’s works
were published: Yee's History of the Church of Scotland, ii., 361.

SCHOOLS BEFORE THE REFORMATION.
disapprobation of the preacher by hissing him so emphatically" | º
that he became alarmed, and ran out of the church." (
Sir David Lyndsay, in his ‘Testament and Complaynt of
the Papyngo, written in 1530, is emphatic as to the duty of
attending school:
-
‘Gar lordis send thair sonnis, . . . º
To seik science, and famous sculis frequent ; -
Syne thame promove that wer moste sapient ; ”
and when James W. was taken from school at the age of
twelve and placed at the head of the government, our satirist
in his ‘Complaynt,’ says:
“Imprudentlie, lyk wytles fuilis, --
Thay tuke that young prince from the scuilis, ºf
Quhare he, under obedience, |
Was lernand vertew and science.”
The poet warns his royal master of the deceitfulness of the
representations made to him by his intriguing councillors:
‘Schir, sum wald say your Majestie
Sall now go to your lybertie; - -
Ye sall to no man be coactit,
Nor to the scule no more subjectit: -
We thynk thame verray naturall fulis,
That lernis ouir mekle at the sculis ' '
Parliament passed another great measure previous to the
Reformation—a measure which not only accelerated that
event, but powerfully contributed towards diffusing the bless-
ings of education, especially a knowledge of the vernacular
language among all classes. An Act passed in 1542, grants to
the people the privilege of having the Scriptures, ‘baith the
New Testament and the Auld, in the vulgar toung in Inglis
or Scottis, without incurring pains for having or reading the
same, provided that no man dispute or hold opinions con-
trary to the Acts of Parliament. This privilege is granted
because “ther was na law schewin nor producit in the con-
trar, but on the same day the archbishop of Glasgow, for him-
self and all the prelates of the realm, dissented until such
- Lee's History of the Church of Scotland, i., 262.


































PATRONAGE OF SCHOOLS. 29
time as a provincial council of the clergy should decide “gif
the Samin be necessar, and therupoun askit instrumentis.”
Sir David Lindsay, in his ‘Exclamation touching the vulgar
and maternal tongue, written in 1552, says: ”
* Bot let us haif the Bukis necessare
º | To common weill and our salvatioun.
/ Justlye translated in our tourng vulgare.’
§ 13. Till the beginning of the sixteenth century, church
schools and burgh schools appear to have been more or less
under the Superintendence of the church, and up to that period
there is little evidence that the burghs exercised much control
in the appointment of the masters, or the management of the
schools. But from that time downwards the church was
becoming less and less influential—at least in the principal
burghs—in the management and superintendence of the
schools, and the burghs were more and more taking the con-
trol of them into their own hands.
Though this seems to be the general conclusion, as gathered
- rom resords, it would not be safe to say that the praetice
was uniform. For example, from an entry in the records of
the burgh of Peebles, we learn that so early as 1st October
1464, the bailies and the neighbours appointed Sir William
Blaklok Schoolmaster of the burgh, and ordained that he should
1 Acts of Parliament of Scotland, 1542 c. 12, ii., 415. In the account of
the High Treasurer of Scotland occurs this entry: ‘28 March 1543, gevin
| to Johne Rob, messinger passand to Dumfermling and Perth to proclame
twa lettres tueching the having of the Scripture in Inglis, xxiis.’ John
Knox states the effect of the Act: ‘Then mycht have bene sein the Byble
almaist upoun everie gentilmanis table. The New Testament was
borne about in many menis handes: ' History of the Reformation, i. 100
(Laing's ed.). Two Acts passed in 1525 c. and 1535, stand in curious
juxtaposition to 1542 c. 12; they are entitled, ‘Acts anent the damn-
file opunyeouns of heresy, and seek to guard against the heresy spread
in diverse countries by the heretic Luther and his disciples, by prevent-
ing “any strangers that happins to arrife with their schippis, from
importing any of his works, and from disputing or rehearsing any of
their opinions, ‘bot geif it be to the confusioun thereof, and that be clerks
in the sculis alanerlie :’ 1525 c. 4, ii. 295; 1535 c. 2, ii. 341.
*Works of Lyndsay, i., 253 (Laing's Ed.).






















































30 SCHOOLS BEFORE THE REFORMATION.
have the profit of the school for the children that he teaches;
in May 1468 Sir Lowrans Johnson was chosen schoolmaster of
Peebles, the bailies coming under obligation that he shall be
paid for the children he teaches ‘lyk as wont and ws is
—perhaps the first appearance in our records of the phrase so
much used in our own day.
Those two schoolmasters were churchmen, as is evidenced
by the title prefixed to the name, and by a very humble appli-
cation, made seven years after his appointment, by the said
Lowrans Johnson, who in 1475 meekly besought the bailies
and neighbours that they would vouchsafe to grant him
a service in Holy Church that falls in their gift.” The
patrons statute and ordain that the first service that falls
vacant shall be given to the said Sir Lowrans, “he beand
beisse of techyn and kenyng upon the childer’ in his school
late and early when time is. But so far as the town records
go, there is no indication that the ecclesiastical authorities
had any voice in the election of the schoolmaster at Peebles.
The school of Ayr was under the control of the town council'ſ
before the Reformation. In 1550 the provost and bailies of
the burgh passed an ordinance, suppressing rival schools in
the burgh, and in the following year they chose a school-
master for one year; in 1551, George Cochrane, parish clerk
of Ayr, offers to teach a sang school within the burgh.*
Although the salaries of the masters and the expense of
maintaining the grammar School house fell on the burghs
at an early period, it does not appear, notwithstanding the
cases of Peebles and Ayr, that they had at first much voice
in the choosing of the teacher, this right being claimed by
the chancellor, abbot, and provost, as pertaining to their dignity.
The burghs, however, began at last to assert their right in
appointing masters of the grammar School. Thus we lear
that on 28th June 1509, the provost, bailies, and communit
of Aberdeen presented Master John Merschell to the gramma
1 Burgh Records of Peebles.
2 Ibid. 3 Ibid.
* Burgh Records of Ayr.

PATRONAGE OF SCHOOLs. 31
ºk hool of that burgh vacant by the decease of umquhile Master
William Strathachin—who was collated by the chancellor,
|nd admitted him to the schools by the gift of a pair of beads,
bestowing on him the right to all commodities, freedoms and
profits pertaining to the office. This appointment was made
without any reference to the chancellor, who had hitherto pre-
| sented and collated the schoolmaster to his office; but it was
| evidently called in question, for on 13th January 1521 Master
| John Merschell was thus interrogated by the bailies and
| magistrates: ‘Who appointed him to his office ’’ He an-
swered that it was the ‘good town of Aberdeen, he under-
taking to render to them and their bairns all his service and
pleasure, and having “renouncit his compulsitor of the court
of Rome in all poyntes.” It would seem from this that he -
appealed to Rome, and got a decree in his favour.
Unfortunately we do not know the circumstances of this
case, but there is little doubt the quarrel arose between the
church and the burgh as to which of them possessed the
patronage of the grammar school. On 27th November 1523,
Master John Merschell, master of the grammar school, whose
appointment is here recorded, admits that he has offended his
masters, the good town, prays them to pardon him, and con-
fesses that he held the school of them as his predecessors
before him.” It would thus appear that in the struggle
between ‘town’ and ‘gown, the former was victorious; and
accordingly we find that in 1538 the provost, bailies, and
council elected Master Hew Munro to be master of the grammar
School, and ordained him to go to the chancellor of Aberdeen
for his admission conform to the king's command.” And on
s the same day, Master Laurence Chene, scribe of the con-
Wsistory of Aberdeen, in name of the right worshipful clerk,
| Master John Reid, chancellor and commissary general of
Aberdeen, showed to the provost and council how he had
chosen an able, suitable, and discreet man to be master of
their grammar School, named Master Robert Skene, and
1 Burgh Records of Aberdeen. 2.Ibid.
3 Ibid. - 4 Ibid. -































































t ºw.
SCHOOLS BEFORE THE REFORMATION.
begged them and the whole town to receive him thankfully
because the admission and presentation of the mastershi;
pertained to him. If Master Robert Skene were not fit fo
the office, he promised to remove him, and appoint anothe
person in his place. The deliverance of the town council in
answer to the claim put forward by the chancellor is not pre-
served; but subsequent events showed that in the competi-
tion between the church and the town council for the patron-
age of the schools, the town was successful; for on 14th July
1544, the whole council all in one voice assigned and granted
to their servitor, Master Hew Munro, master of the grammar
School, a yearly pension for his diligent labours for the instruc-
tion and learning of the bairns of the school.” On 14th April
1550, he resigns the office of master of the grammar school
‘to be disponed by the town as it thinks fit;’ and accord-
ingly, four days later, the town elected Master James Chalmer,
to be master of the grammar school, and presented him to the
chancellor for admission by him as in times past.”
§ 14. The patrons of the schools, whether the church or
town councils, or both, were always ready to support and
further the interest of the schools under their charge accord-
ing to their lights. The chief mode by which they sought to
encourage their schools consisted in extinguishing all private
schools, schools not sanctioned by them, the proper author-
ities. Of this there are many instances on record. Thus
the chancellor of Glasgow prosecuted before his bishop Robert
Blacader, Master David Dun, who had actually presumed to
teach and instruct Scholars in grammar, and youths in the
rudiments, within the city and University of Glasgow, with-
out his licence. The bishop decreed that Master David Dun
should hold no grammar school, or teach and instruct the
scholars in grammar, or the youth in the rudiments, without
the special licence of the chancellor for the time, asked and
obtained.* In like manner, on the 11th April 1519, the
provost, bailies, and council of Edinburgh ordain, for reason-
1 Burgh Records of Aberdeen. * Ibid. 3 Ibid.
* Registrum Episcopatus Glasguensis, ii., 490, 491.

º
OTECTION -
ble causes, that no indweller of the burgh send his bairns to
any other school in the town than to the principal grammar -
ſchool, under penalty of ten shillings from each person that
the grammar Sch ----- s that it shall be lesum
to him to persew the techaris of gramm r within the burgh.”
On 4th September 1524, the abbot and convent of Holyrood
º disharge all others in Edinburgh from teaching grammar
- schools within the burgh than the master. of the principal
grammar school, under the pains contained in the ‘Papis
- the burgh records of Ayr that not only
as the keeping of private schools strictly prohibited within
º the ligh, but that the masters of such schools were com-
pelled to repay to the master of the grammar school any fees
collected by them. Thus on 28th February 1550, the judge
ordains Thomas Falconer and Thomas Speir, scholars, to
make payment to the schoolmaster of the burgh of the
| scholages uptaken by them from the children of the school of
Ayr, at the term of Candlemas last; they and all other clerks
Nºte commanded to desist from holding any schools in all
jtime coming within this burgh, the burgh schoolmaster
| alone having authority to keep a school; the magistrates
| command their officers to proclaim this ordinance at the
ss of the burgh, so that its. terms be observed in
º market cro
Those restrictions were accompanied by certain exceptions
under which the higher education. only was protected. It
will be seen that in the cases quoted, reference is made to
|grammar schools, while in several there are exceptions
showing the extent to which the prohibition applied. Thus
the ordinance dated 11th April 1519 in the burgh records
of Edinburgh prohibits the bairns to be sent to any other
º
Burgh Records of Edinburgh.
* Burgh Records of Aberdeen. -
- 8 Registrum Magni Sigilli, xxiii., No. 157.
* Burgh Records of Ayr. º
º

schools BEFORE THE REFORMATION.
school than the grammar school of the city for being taught
in any science, but only grace buke, prymer, and plane
donatt.” And in the confirmation of the ordinance by the
Abbey of Holyrood, the prohibition bears to be ‘except the
teching and hering of lectouris alanerly.” The obvious in-
tention of the prohibition seems to have been of a strictly
protective character, but it is not difficult to find advantages
springing from the restriction in the preservation of the status
and dignity of the mastership, through which the services of
men of culture and learning were secured. As regards the
simpler rudiments of learning and the teaching of the vulgar
tongue, the time had not yet come for such an arrangement.
§ 15. As to the endowment of schools for masters and
scholars, there are few data before the Reformation to guide
us. That schools and scholars were endowed, and received
maintenance from endowments, from a very early time, is
quite certain; and it is also equally certain that these endow-
ments were in course of time diverted more or less from the
purpose for which they were intended. We have already º
seen that there was an endowment at Ellon in A.D. 1387 for
four scholars; but the scholar lands were not enjoyed by the
scholars themselves, being held by tenants who had become
hereditary, and possessed their lands on condition of supply-
ing four scholars for the parish kirk of Ellon.” In 1489, the
chapter of Moray ordained that the rector of the church of
Kincardine be cited to govern, rule, and teach the school,
- for which purpose he possesses and holds his rectory.* Here
we see that the endowments set apart for the maintenance
of the school were enjoyed by a person who failed to perform
- the duty incumbent on him. - \ .
- On 20th January 1460, Simon Dalgleish, precentor and
‘officiar' of Glasgow, dispones a tenement ‘lyand in the
Meikle Wynd’ of the burgh, to Master Alexander Galbraith,
* Burgh Records of Edinburgh. For a notice of the ‘Donat' see p. 48,
note 3, and p. 49, note 3. - º ". . .
* Registrum Magni Sigilli, xxiii., No. 157.
* Supra, p. 8. * Registrum Episcopatus Moraviensis, pp. 57, 270.
-

































ENDOWMENTS.
º - º
rector of the grammar school, and to his successors in office, on
the condition that he and the scholars perform some popish
rites;’ the council of the burgh shall be patrons, governors,
and defenders of the donation. In 1494 William Stewart,
º of Glasgow, endows a chaplaincy in St Ninian's Chapel,
and stipulates that the chaplain, master of the grammar School,
shall, after the founder's death, commend him every night to
all the scholars before they part, causing them to pray de-
volutly for his soul and the souls of all the faithful deceased.”
In 1542, a prebendary in the collegiate church of Crail
eñdows the grammar school of Crail by disponing a croft of
six and a half acres, with tenements and gardens lying as
specified; another croft of arable land, called Lyne Croft,
-
containing half an acre; also his tenement, with several
houses, biggings, and yards, lying in the overgate or mercat
gate; with a fold above the garden toward the north, extend-
ing up to the common loan between the land of the Holy
Cross on the west, and the land belonging to the prebendary
of the Blessed Virgin on the east.” On the 10th June 1560,
the master of the grammar school for the time set in feu-
farm and heritage a tenement on the north side of the market
gate, with ‘ane larch buith on the east side of the foryett’
of the said tenement, together with the whole lands, houses,
yards, and biggings lying within the burgh roods, in a place
called the East Green, having the east burn of the burgh at
the west, and the common east loan at the east, for payment
5f a yearly feu fail of ten merks of money to the masters of
he grammar school." The feu-duty continued to be paid to
he masters of the grammar school, as appears from a decree
the burgh court of Crail in favour of the master of the
ammar school in 1593. On 12th March of that year, the
* From the Inventory of the Burgh Records of Glasgow made at the
d of the seventeenth century, by a person who evidently was not a
end of the Old Church. - -
* Registrum Episcopatus Glasguensis, ii., No. 469,490.
* The Original in the charter chest of Crail.
rgh.
--
* Charter of the Kirklands in the General Register House at Edin-








































º
provost, bailies,
and,
of the prebend of St Michael, with consent of the last pre
bendary, who demitted his right in their favour, understanding
the earnest care and travail taken by the schoolmaster, the
. :... ... : … ... ii., i.:... ... …i.:…,
complainer, in reading at the kirk and teaching the grammar
school unrecompensed, they, as patrons, grant and dispome to
him the prebend of St Michael, for his stipend during the time
that he shall continue reader at the kirk and teacher of the
school. Bishop Reid founded a grammar school in connec.
º tion. with his cathedral at Kirkwall in 1544, º it
with the altarage of St Peter, and the sang school with the
altarage of St Augustine.”
--º - --- -
-
The ancient endowments granted to schools have, as far as
we could discover, been secularised and diverted from the
purpose for which they were set apart, and all that the charter
scholar can now discover is the fact of the mortification having
been once made in support of the school, the records leaving
no trace of how it passed out of the possession of the school.
§ 16. There is very little information available as to the
salaries enjoyed by the masters of schools pre 5 is to the Re-
formation, but the following notices will be read with some
---
interest. From the accounts of the burgh of Aberdeen, ex-
tending from 1433 to 1438, we learn that the magistrates
paid to the master of the schools 40s." The next entry
quoted is very vague, owing to no sum being stated. In
the records of |Peebles we read that on 19th January 1466.
the head court of the burgh find that a Master John Doby
should ‘have all the school, and that those who pwi on
barnystyll hym suld pay hym a yerris palment.” We lear
from the Exchequer Rolls that in 1467-8, Alexande ly
Balcomy, chamberlain of the earldoms of Marr and Garinae
Act Buik of the Commissariat of St Andrews. The lands, Hous
and tenements given by the founder are not now in possession of f
burgh, and the town treasurer has not been able to find any trace of t
transaction in the town's books, showing how the endowment has pass
out of the burgh's possession. -- º
** Peterkin's Rentals of Orkney, App.
* Spalding Miscellany, v., 45 * * Burgh Records of Peebles
º ---> * . º ----- ---
º ----- º º -





















































º
º
- . r Simon. - -- structori *—of the
Earl of Marr, by comman lord the king, for the two.
terms of this account, #10.
º On 7th June 1479, the alderman and the council of Aber-
deen, at the instance of letters from our sovereign lord, my
lord of Aberdeen, and Master Alexander Inglis, chancellor,
granted to Master Thomas Strathachin, master of the grammar
schools of Aberdeen, that he shall have yearly of the common
good of the town £5 Scots, until he shall be promoted to a
service within the kirk of St Nicholas of Aberdeen, he under-
taking to make diligent and good service for the information
and instruction of the bairns at his goodly power.” In 1486
the abbot and convent of Arbroath engaged Master Archibald
Lare for three years for teaching, he receiving annually 10
... <s Scots, besides his daily portions.” -
The next entry will be read with especial interest, as indicat-
ing how the chief duty of our recently-created school boards–
ſt of assessing the people, was performed three and a half
aturies ago. On 7th May 1529, the whole town of Aberdeen
onvened in the tolbooth, ‘by the hand bell passing through
ll the rows of the towns, and consented to give Master John
Bisset, master of the grammar school, yearly and termly, the
sum of £10 Scots, to help to pay his board until he is provided
with a benefice of 10 merks Scots, for ruling, guiding, and
ºteaching the school, which is now deserted and destitute of
oairns, and it will take a long time before it comes to such a
perfection that the master will derive much profit from it."
his gift, with the excellent reason for its bestowal, remained,
owever, but a short time in force. On the 10th day of Jan-
uay following, the whole town again assembled and consented
º selling of Master John Bisset's pension of 10 merks,
given to him for the ‘will’ of their grammar school and bairns,
tº is contallied in the bond made to him on the said pension,
1 Exchequer Rolls, No. 259.
* Burgh Records of Aberdeen. -
* Registrum Nigrum de Aberbrothoc, No. 295, p. 245.
Burgh Records of Aberdeen. --" -
4 -























































SCHOOLS BEFORE THE REFORMATI
O
N.
º
º-º-º-º: º ---
and ordains the keepers of thei common seal
bond with the town's common seal. On 23d March 1536, as
we learn from the records of Edinburgh, Master Adam Mure,
master of the grammar School there, renounced bygone pen-
sions and acts made in his favour, for which the bailies and
magistrates gave him 20 merks yearly, until he be provided º
with a benefice worth £20 yearly, and £20. for the bygone --
pensions.” On 27th November 1542, the whole council of
Aberdeen, all in one voice, passed an ordinance of which lº
the following appears to be the meaning: the master of the
grammar school shall have 4s. Scots, at the least, from the
‘soberest' person that receives him on St Nicholas' day, for
his wage, every other honest man giving him at his pleasure; \
and if any honest man of reputation, either craftsman or ºv
other, denies him admission, he shall pay 4s. to the Iſla - - -1,.
- and 7s to the bailies, unforgiven for unlaw, and the officers
--- will distrain and poind his effects for the same. The reason
given for this ordinance is, that the master has no other "
to live on, like his predecessors and other masters of otl
schools;” showing, we think, that while there was no educt
tion rate, there was a species of voluntary assessment it
operation in Aberdeen, somewhat akin to that which, down
to our own day, provided for the necessitous poor of Scotland.
In July 1544, there is an order by the magistrates of Aber-
deen that 10 merks be paid yearly to Master Hew Munro,
master of the grammar school, until he be provided with some
other living, for learning and instructing their bairns;* again,
on 25th March 1546, a year's pension is ordered to be pai
to him, every freeman receiving him and the bishop at $
Nicholas Mass, ‘conform to the old and loveable use of the
burgh, giving him his wages in the old manner, according -
-
- ---
w
to be found a letter addressed by Queen Mary to the provd º
bailies, and council of the burgh, commanding them. to mak
1 Burgh Records of Aberdeen.
* Burgh Records of Edinburgh.
* Burgh Records of Aberdeen.





















































SALARIES AND FEES. 3
payment to the master of the grammar school of the sums
due to him by the town, being 20 merks yearly of fee, and
20 merks yearly for the rent of a sufficient schoolhouse, which
they and their predecessors, by their “actis vse and consue-
tude are bound to furnish to him for instructing their bairns
and upbringing them in virtue, as ane act of their bukis
maid to him in the yeir of God 1546 proportis.” In May
1551, a schoolmaster is chosen for Ayr, he having feall and
casualty as Master Nele had before.” On 9th December
1551, John Forrest obliged himself to pay to the master of
the ‘schule' of Haddington 30s, within eight days.” In
1552, Alexander Park, treasurer of Edinburgh, pays to the
master of the grammar school, for his fee, £13, 6s. 8d."
In 1555, the Peebles records furnish another vague
entry, yet valuable in what it does give. Here, as in the
other entry already quoted,” there is no sum stated, but the
bailies are ordered to cause the schoolmaster to be paid
in time coming, half quarterly.” The bailies are also to
provide him with a chamber where it may be got most
conveniently, and also with the use of the tolbooth to teach
his bairns reading and writing English. This entry occurs in
May, and in November a further entry occurs, in which the
bailies and whole community agree to pay to Master William
Newdry, “three pounds of money for the terms byegone at
Martinmas next to come, and half quarterly in time coming.”
This entry, however, sheds little light on the rate of payment
given to the schoolmaster, as no period is given for which
the payment of £3 is made. We are more fortunate in
several succeeding entries, from the records of Peebles. In
1556, Sir William Tunno is appointed schoolmaster, for which
the town becomes bound that they shall cause their treasurer
to pay to the said Sir William, termly at Candlemas, Beltane,
Lammas, and All-Hallows, 50s., and shall find him an honest
- f
1 Burgh Records of Edinburgh. * Burgh Records of Ayr.
* Burgh Records of Haddington.
* Burgh Records of Edinburgh. * Supra, p. 35.
" Burgh Records of Peebles. 7 Ibid.





















































º SCHOOLS BEFORE THE REFORMATION.
chamber at their expense, with chimney, closet, and neces-
--- - º -- ----- - - - -
saries, excepting furnishing. This arrangement does not
seem to have lasted; and in January following, the bailies
are ordained to give Master John Lowys, 20 merks of fee for
teaching the grammar school, and to provide his chamber
himself.” “By March 1558, still another change appears to
have been made in this school, as on that date William
Haldane is appointed to teach the grammar school till
Lammas, entering at Pasche, and to have for his pains
40s, ‘and his adventures till the said term.” That this
was only a temporary and tentative measure, is seen in
the provision that if any qualified man can be got, the said
º Walter shall be removed, or otherwise agree to be doctor’
and teach under him. Although not strictly concerned with
the point now under discussion, we are tempted to quote an
entry only four months later, when the burgh, apparently still º
in an unsettled state as regards: the schoolmaster, ordains º
(28th July 1558) the young man who desires to teach the
school to come up to Peebles and ‘convene with the bailies
and council on the subject.”
The case of Master Robert Dormont, schoolmaster of Had-
dington, affords an early instance of the distinct assignment of
a salary to the office of master, and a rate per head from the
number of scholars. In 1559 the town council of Hadding-
ton, on 12th October, engaged him to be schoolmaster of the
burgh for 24 merks in the year, to be paid from the common
good of the burgh, besides 12d, termly of schoolhouse fee for
each town bairn; and the doctor shall be paid 4d. fermly
for each bairn by the parents or friends of the bairn. The
arrangement was apparently an established one, as the agree-
ment concludes with the words, “as use and wont was before.’
The council further undertook to find for Master Dormont
‘ane chalmer and skoillhouse maill fre” ---
On 6th May 1560, the provost, bailies, and council of
Edinburgh ordained their treasurer to pay to Master William
S
---
º -
1 Burgh Records of Peebles. * Ibid. -
* Burgh Records of Haddington. º





























































--- º º
Robertoun, master of the rammar Schoo -
merks for his fee at Martinmas term last bypast." On 21st
March of the same year, the bailies and council of Aberdeen
augmented the pension of Master John Henderson, master
of the grammar school, with the sum of 20 merks, making
in all 50 merks, and they oblige themselves to cause pay-
ment to be made to him of the annual rents and duty of
his chaplaincy of St Michael, for all terms resting bygone.”
In October 1559, we read in the burgh records of Peebles,
that if the master teach the children more diligently, whereby
- they conceive more wisdom, the town shall have considera-
tion whereof.”—an early example of ‘payment by results tº
A still further instance of a like disposition, is seen in an
ordinance of October 1562, where the schoolmaster receives
40s, with the addition that as he makes ‘cause’ in teaching
the children, and they increase in science and knowledge, the
said 40s, shall be freely given to him; but failing thereof,
the samé shall be allowed in his fee, he thereafter providing
for himself.” - -
§ 17. Generally before the Reformation the masters of the
grammar and sang schools received their appointment during
lifetime. The earliest example found on this point occurs in
1418, when the chancellor of Aberdeen gave symbolical de-
ãvery of the office of master ‘pro toto tempore vite sue re-
mansuro' to Master John Homyll ‘per donationem birreti.”
On 28th June 1509, the provost, bailies, and community of
Aberdeen presented Master John Merschell to the grammar
schools for all the dais of his live;’ he was admitted by
the gift of a pair of beads." In 1524, the abbot of Holyrood
nominates Master Hary Henryson to be principal master of the -
rammar School of Edinburgh, and name otheris alanerly
or all the dayis of his lyftime;’ and the abbot will warrant,
-quit, and defend that donation during all the dayis of his.
Burgh Records of Edinburgh.
Burgh Records of Aberdeen.
Burgh Records of Peebles.
* Burgh Records of Aberdeen.
3












































SCHOOLS BEFORE THE REFORMATION.
lyfe, against all deadly, without fraud or guile. The office
is confirmed to him, by a precept under the Privy Seal, dated
21st March 1529, ‘durante vita sua.” Mr William Roberton
was appointed master of the High School of Edinburgh before
1546, ‘for all the dayis of his lyfe.” The whole council of
Aberdeen, in one voice, assigned to the master of their
grammar school a yearly pension of 10 merks Scots during
all the days of his lyf.' * Party feeling appears to have run
high at this time in the good town, and the master was
obliged to resign his office in consequence of some troubles
into which he got, and so losing the support of his patrons.
He tendered his resignation on 14th April 1550, and received
£40 in full payment.” His successor in office is to rece, e
his salary ‘induring the townis vill.” -
The oldest entry touching schools in the records of the burgh
of Haddington, is dated 21st February 1536; on which day,
Thom Burrell was ordained to enter his son with Henry Aytoun
for teaching until Candlemas, when he shall he examined, ‘gyf
he be sufficient eftir thir condicions, and thaireſter to fulfill
thir condicions at the will of the bailzies.” In the burgh of
Ayr, the master of the grammar School appears to have been
appointed for one year only. On 5th May 1551, Master
William Nechay is chosen schoolmaster for a year.” Here is
an entry showing how the culpa became, as it were, self-acting.
On 2d November 1555, Master William Newdry, school-
master of Peebles, is laid under this obligation, that if it be
found that he pass from teaching the children in the school
for four days without licence of the bailies and council, he
shall lose his balance of fees due, and be discharged of his
service incontinently thereafter; and with consent of both
parties, the Ordinance is to be sufficient warning in tim
* Registrum Magni Sigilli, xxiii., No. 157.
* Registrum Secreti Sigilli, viii., 170.
* Burgh Records of Edinburgh.
* Burgh Records of Aberdeen.
7 Burgh Records of Haddington.
Burgh Records of Ayr.
Ibid. 6 Ibid.































THE MASTER A CHURCHMAN. 43
coming." Another entry from the records of Peebles sheds
Some light on the question of tenure, or rather on the kind of
fault that should determine a tenure of office. On 9th March
1563, the council of Peebles ordains the schoolmaster to wait
On the bairns and not to go to hunting or other pleasures in
time coming, without licence of the aldermen; if he fail, he
shall be dispossessed of his office.”
§ 18. With reference to the qualification required in the
master of the grammar School, it is evident that at this period
he was generally a churchman. Master John Homyll, who
was master of the grammar schools of Aberdeen in 1418,
succeeded Andrew of Syves, late vicar of Berwy.” In 1489,
the rector of Kincardine, whose duty it was to teach the
general school at Elgin, was ordered to be cited for that
purpose.” Master Hary Henryson, master of the grammar
School of Edinburgh, was taken bound by his bishop in the
deed of nomination, ‘to be at hie Solempne festivale tymes at
hie mess and evin Sang with his surples upon him, to do the
abbot and convent of Holyrood service, ‘the time that we
shall doe devyne seruice within our said abbay as efferis.’ ”
In the grammar school of Crail, founded in 1542, the master
and his successors, preceptors of the school, are required to
he priests—‘Sacerdotes, men of proved learning and ability,
d of blameless life.” The master of the grammar school at
rkwall in 1544 was also the chaplain of the cathedral—
sacellanus, who had to be present on solemn days and festi-
vals within the choir with his surplice ‘ad duas saltem ad
unam horam majorem.” His office was declared to be incom-
patible with the holding of any other office in the cathedral.”
Master James Chalmer is discharged on 5th November 1557,
from his stall and place in the choir of the parish church of
1 Burgh Records of Peebles. 2 Ibid.
8 Burgh Records of Aberdeen.
* Registrum Episcopatus Moraviensis, pp. 57,270.
* Registrum Magni Sigilli, xxiii., No. 157.
* Lee's History of the Church of Scotland, i., 334.
7 Peterkin's Rentals of Orkney, App. 23. 8 Ibid.




Aberdeen, because that having been presented to the place
for teaching the bairns of the grammar school as master, and
having left that cure and passed into the service of the New
College of Aberdeen as regent, he has forfeited his place in
the choir, and should therefore have no room, place, or
profit thereof in time coming." Thus, as master of the
grammar school, he was bound to be an ecclesiastic; but on
taking the higher office, he forfeited the special place in the
cathedral, with which, as master of the grammar School, he
was endowed. -
§ 19. We have some information with regard to the sub-
jects taught in the schools. Of old the great and perhaps
the only subject was grammar—‘ars grammatica, which
comprehended the whole of classical literature. It would
be very important for our subject if we could ascertain the
books on which our teachers prelected in the schools before
the Reformation; but, unfortunately, there is not, with one
or two exceptions, a catalogue preserved of the little libraries
possessed by the cathedrals, monasteries, and Schools. The
catalogue of the priory of Lochleven in A.D. 1150, consisted
of sixteen books, among which there was not a complete copy
of the Bible, and the rest were books required for the ser-
vices of the church, or theological books.” The next larges
catalogue of books is that preserved in the chartulary
the bishopric of Glasgow, taken on 24th March 1432
four canons of the cathedral of Glasgow, to which it belonged
The catalogue was taken three hundred years later than that
of Lochleven, and as it belonged to one of the richest
churches in Scotland, we may conclude that it was considered
a harge one for the time. There are 165 volumes mentioned
in the catalogue, and when we consider the labour required
for transcribing so many books, and the expense of the
vellum on which they were written, it will appear that it was
a great library. The library has been classified with the view
1 Burgh Records of Aberdeen.
* Archaeologia Scotica, ii., 343, et supra, p. 3.
* Registrum Episcopatus Glasguensis, ii., 337.

































SUBJECTS OF INSTRUCTION. 45
of showing what studies most commonly occupied the learned
masters and scholars: books necessary for the service of the
church, including missals, breviaries, psalters, gradalia, etc.:
Bibles: legends of Saints, including those of St Kentigern
and St Serf: books of the civil and canon law: theological
books, including several works of St Augustine, St Jerome,
Bede, etc. : philosophical books, treating of morals, metaphy-
sics, or natural philosophy: the classical books are few, and
these not the most eminent; there is, however, a Catholicon,
or great dictionary of the Latin tongue, described as ‘valde
preciosum et solenne co-opertum coreo albo cathenatum
juxta magnum altare.’" The library does not contain a
single book in the Greek language. A more interesting col-
lection of books, if less ample and expensive than the great
cathedral library of Glasgow, is that on which Ferrerius pre-,
lected in the abbey of Kinloss. His list of authors is valuable,
as showing the course of study pursued in the monasteries
and schools in the fifteenth century, and of the literary tastes
of that period.” - -
The Statutes of the Church at Aberdeen provide that the
master of the schools shall teach the boys in grammar as well
as logic.” In a general convention and provincial council
* Archaeologia Scotica, ii., 346, 347.
* The books comprised: “Secundum librum de copia Erasmi. Item,
Orationem Ciceronis pro Q. Ligario. Item, primum librum Officiorum
Ciceronis. Item, Dialecticen Trapesontii. Item, libros decem Ethi-
orum Aristotelis. Item, Topica Ciceronis. Item, Rhetoricen minorem
Telancthonis, cum Schematibus. Item, Rhetoricen Melanchthonis ma-
rem. Item, Sphaeram a Sacrobosco. Item, Bucolica Virgilii. Item,
20rgica. Item, librum primum de copia Erasmi. Item, Arithmeti-
cam nostram. Item, Dialogum primum Physicorum Fabri. Item,
Universam logicam Aristotelis, cum praedicabilibus Porphyrii. Item,
libros quinque Physicorum Aristotelis. Item, libros duo Politicorum
Aristotelis. Item, primi libri Sententiarum decem distinctiones. Item,
Epistolam Pauli ad Romanos. Item, quinque primos libros Augustini
de Civitate Dei:' Records of the Monastery of Kinloss, p.60. Ferrerius
also enumerates the list of books in the library at Kinloss, including
several theological, classical, and philosophical works, pp. 53-56.
* Registrum Episcopatus Aeroneº ii., 45.
º

























sCHOOLS BEFORE THE REFORMATION.
held at Edinburgh on 27th November 1549, various statutes
were enacted for teaching grammar, divinity, and canon law,
in cathedrals and abbeys. Provision was made for teaching
churchmen and poor scholars gratis, that they may be able
to pass to the study of the Holy Scriptures. In 1531, in
presence of Master Adam Otterburn, provost of Edinburgh,
Master Adam Mure, master of the high school, bound himself
to make the bairns ‘perfect grammarians’ in three years;”
the record unfortunately does not mention how this most
desirable result was to be accomplished. When the influence
of the church was declining, and the management of the
grammar schools was passing gradually into the hands of
town councils, the course of study, as was befitting, was
made more comprehensive and adapted to the new require-
ments; accordingly we learn that the master appointed to
the grammar school of Aberdeen in 1544, was to instruct
the bairns in science, manners, writings, and such other
virtues.” From the statutes of the grammar school of Aber-
deen, dated 1553, we learn that the boys had to acquire
a moderate knowledge of arithmetic—ºnumerandi artem
modice prelibent,” and that the master prelected on Terence,
Virgil, or Cicero, to those who ought to attend;" and what
will startle those who in a spirit of self-satisfaction and
complacency regard the times with which we are dealing as
barbarous and destitute of letters, is, that the boys were
strictly forbidden to speak in the vulgar tongue, but only in
Latin, Greek, Hebrew, French, and Gaelic.” This school
regulation implies a course of liberal studies, to which w
may now be said to be strangers. These languages, de;
and living, must have been taught in the school, and thoug.
the study of some of them has been said to have been
only recently introduced into Scotland, we are almost war-
ranted, from the terms of this directory, in concluding that
º:
1 Statuta Ecclesiæ Scoticanæ, ii., No. 189, 201.
* Burgh Records of Edinburgh. ---
* Burgh Records of Aberdeen.
* Miscellany of the Spalding Club, v, 400. Ibid. 6 na.

































Greek and Hebrew were introduced into Scotland at an
earlier period than is generally believed. When Greek was
being spoken among the scholars of the grammar school of
Aberdeen in 1553, it may be assumed that that language
was taught in the universities at a considerably earlier
period; the teachers themselves having to be taught before
they could instruct their pupils in the language. M'Crie,
in his history of John Knox,” does not think that the study
of that language was introduced into Scotland before 1534,
when John Erskine of Dun brought a master from France,
who taught, it first in Montrose, where George Wishart the
martyr acquired a knowledge of the language, and was
master of the school. But there is a confirmation of the
proficiency in the study of Greek of the students in Aberdeen,
at an earlier date than that of the directory of 1553. John
Leslie, bishop of Ross, in his book ‘de rebus gestis Scotorum,
states that James W. in 1540 was treated to orations at
Aberdeen by the scholars— scholasticis'—in the Latin and
Greek tongue *—‘orationes in Graeca Latinaque lingua, summo
artificio instructae.’ Here is the account in the vernacular
given by the bishop of the progress to the north of the king
and his queen: ‘They were received with diverse triumphs
and plays made by the town, university, and schools, where
there were exercise and disputations in all kind of sciences,
with diverse orations made in Greek, Latin, and other
languages, quhilk was mickell commendit be the king and
quene and all thair company.” Knox affirms that in a
debate in Parliament in 1543, the lay members of Parliament
showed better acquaintance with Greek than the clergy,” a
statement which goes far to prove that Greek was intro-
duced into Scotland previous to 1534. Andrew Melville,
who was taught Greek (a rare thing in the countrey') in
Montrose before the Reformation by the learned Frenchman
Pierre de Marsiliers—‘honestlie conducit to the Sam be that
1 M'Crie's Life of Knox, i., p. 343. ° Lib. ix., p. 430.
* Historie of Scotland, p. 159; Fasti Aberdomenses, xxiv.
* History of the Reformation, 34.




º
48 SCHOOLS BEFORE THE REFORMATION.
notable instrument of the kirk, Jhone Erskine of Done,’
was so proficient in the language that when he became a
student of St Andrews, he could read the logics of Aristotle
in Greek, a proficiency quhilk was a wounder to the regents
of the college that he was sa fyne a schollar.” The famous
Mr John Row, author of the ‘History of the Kirk, taught
Greek and Hebrew in the grammar school at Perth shortly
before the Reformation.” It may be mentioned that Perth
claims the honour of not only having been the first place
in Scotland where Hebrew was taught, but also Greek;
and there is some evidence that Hebrew was taught in
other schools than that of Perth considerably before the
Reformation. - º,
We are not altogether without some knowledge as to the
class books which were most popular in the schools pre-
vious to the Reformation. Our old chronicler, Andrew of
Wyntown, to whom we are so much indebted for describing
events which he himself witnessed, incidentally tells us—and
he was a contemporary of Chaucer—the grammar taught in
the schools during his own time: -
‘Donate” than wes in his state,
And in that tyme hys libell wrate,
That now barnys oysys to lere
At thaire begynnyng of gramere ;
And Saynct Jerome in thai zheris
The best wes callyd of his scoleris.’ “
Different editions of Donat's grammar continued for a long
time to be taught in our schools. It is pleasing to know that
the printing of the ‘Donat' was among the first attempts of
the typographical art in Scotland. On 15th September 1507,
* Melville's Diary, pp. 24, 31. In 1574, Mr James Melville tells us that
he was taught only the A B C, and the simple declensions of Greek, in the
University of St Andrews, and that the regent “went no farder’ (ib., 24).
* M'Crie's Life of Knox, i., 294. - -
* “Donate’ was so called from a celebrated grammarian, AElius Donatus
who lived at Rome about the middle of the fourth century.
* Cronykil, b. v., c. x., 704.




SUBJECTS OF INSTRUCTION, 49
James IV.-the beneficent king who enacted that all barons
and freeholders send their eldest sons and heirs to school—
grants the sole licence of printing to Walter Chepman and
Andrew Myllar, the first Scotch printers;" and so great appears
to have been the demand for books at the beginning of the
sixteenth century, that on 14th January 1509 the interference
of the courts of law was found necessary to preserve the
rights of the king's printers by preventing other persons from
importing and selling within this realme in time to come
mess bukes, manuallis, portuiss, matin, Donatis and Ulric in
personas, and divers uther bukis printed by the said Walter
Chepman, under penalty of escheating of the same.” From
the records of Edinburgh, we learn that it was used in the
grammar School of that burgh in the beginning of the six-
teenth century; on 10th January 1519, the provost, bailies,
and council of Edinburgh, for reasonable causes, enact that
children attend no other school than the principal grammar
school, to be teichit in ony science bot allanerlie grace.
buke, prymar, and plane donat.” Robert Legprevick was
exclusively empowered by writ of Privy Seal on 14th
January 1567, to print Donat's grammar. * Another famous
grammar used in our schools before the Reformation was that
of Despauter,” which long continued to be a standard school
book with us. ‘Meditationes in grammaticam Despauteri-
anam’ was one of the school books of which the monopoly of
printing was granted in 1559 to Master William Nudrye."
* Registrum Secreti Sigilli, iii., 129.
* Acta Dominorum Concilii, vol.xxi., fol.70; the Knightly Tales of Gola-
grus and Gawane, p.24. For the different editions of the ‘Donat, printed
before the Reformation, the reader may consult Repertorium Bibliogra-
phicum, p. 273; and Ebert's Bibliographical Dictionary, voce ‘Donatus.”
* Burgh Records of Edinburgh. The ‘grace buke and prymar’ were
books in use for the religious education of the scholars who did not
understand the Latin and Greek tongues: Dibdin's Typographical
Antiquities, iii., 388, 389.
4 Registrum Secreti Sigilli.
* John Despauterius was a distinguished Flemish grammarian who
lived from 1460 to 1520.
* Registrum Secreti Sigilli, xxx., 5a.
D



50 SCHOOLS BEFORE THE REFORMATION.
º
These grammars, however, so extensively used in all schools
before the Reformation, were, as we have seen, written
by two famous foreign grammarians, but there is happily
preserved the first grammar written by a Scotsman; and
being a book of rare occurrence, and exceedingly instructive
to the grammarian, as showing the method of teaching
grammar in our schools at the beginning of the sixteenth
century, we do not think an apology necessary for giving,
in a form slightly abridged, the part in the Scots tongue.
The extract is from the first edition, printed at Paris in 1522,
entitled ‘Rudimenta puerorum in artem grammaticam per
Joannem Waus Scotum.” This grammarian, ‘who, says
Chalmers, ‘as he published the first grammatical treatise,
1 The second and third editions are of still greater rarity: the second
edition was published in 1531, with this title-page: “Rvdimenta pver-
orvm in artem grammaticam per Jóannem Waus Scotum: ex variis col-
lecta : in quibus tres præcipui sunt libelli. Primus, de octo partibus ora-
tionis fere ex Donato. Secundus, de earundem partium interpretatione
lingua vernacula. Tertius, de vulgari Scotiae eruditione, continens in se
quinque capita: Primum, de Declinationibus nominum, premissa Latin-
arum literarum diuisione pro sequentibus necessaria; Secundum, de
Formatione temporum omnium modorum; Tertium, de Concordantiis
grammaticalibus; Quartum, de Resolutione grammaticali, breuissima de
constructione oratoria, adiecta appendice; Quintum, de Regimine om-
nium partium orationis in generali. Quartus Itidem lingua Scotica seor-
sum additur libellus, continens Interrogatiunculas de exactione nominum
et verborum regimine, Vna cum regulis, quae a pueris ob facilitatem aureae
vocantur ; praemissis etiam ad rem ipsam attinentibus nominum et ver-
borum diuisionibus.”
The third edition was published in 1553, the chapter ‘de construc-
stione oratoria’ ending thus: “Bot yit of ane thing vill ye be advertit,
that rewlis of oratrie archangeable eftyr the iugment of weill imbutit
eiris, for nay thing is mair delectable in eloquens than variete, and
Craiftius Spekyne without greit apperans of the samyn, for les offend is
the eir (at the leist in our quotidiane spekyne), facile fluand congruite
than thrawine effekkit eloquens apperand ouyr crafty :' Fasti Aberdo-
nenses, pref. xxi., xxii. This edition, the work of Theophilus Stuart,
has the title, ‘Rudimenta artis grammaticae per Jo. Waus Scotum selecta
et in duo divisa. Prima pars dat literarum, syllabarum et dictionen,
prima libamina partim Latine partim vulgi lingua tradita. Secunda
docet usum dictionum ad orationes congruas statuendas Secundum se
-





SUBJECTS OF INSTRUCTION. 51
may be regarded as the Whittington of Scotland, º was master
of the grammar School of Aberdeen in 1520, and the first
humanist in its university,” whose first principal, the famous
Hector Boece, commemorates him thus: “in hoc genere disci-
plinae admodum eruditus, sermone elegans, sententiis venustus,
labore invictus.' - »
The following extracts may serve to show the method pur-
sued by the first Scottish grammarian in introducing our
forefathers to the mysteries of conjugations, declensions, and
pronouns. . . . Preterito perfecto et plusque perfecto,
tyme perfitely and mare than perfitely bygane. Vtinam am-
auissem, wald god i haue lwfit or had lwfit, et pluraliter,
ete: futuro, tyme to come, vtinam amem wald godi salllwf.
Coniunctiuo modo, coniunand mode, it spekis of dowt: tem-
pore presenti, tyme present, cum amem, qwhen i lvf: pre-
terito imperfecto, tyme imperfitely bygane, cum amarem,
qwhen ilwfit: preterito perfecto, tyme perfitely bygane, cum
amauerim, qwheni haue lwfit: preterito plusque perfecto, cum
amauissem, qwhen i had lwfit: futuro, cum amauero, qwhen
i sal lwf. Infinitiuo modo, on endit or determyt mode to
tendecim congruitatis formulas; unde omnis grammaticae artis oratio
dependet. Parisiis ex officina Roberti Masselin 1553. The extensive
learning of Mr Stuart has been highly extolled: “sed quis astrologorum
motus, arithmeticorum numeros, geometrarum dimensiones, grammatico- \
rum regulas, rhetorum elegantias, philosophorum subtilitates, medicorum
thesauros, uberius un quam possedit quam in vicinia nostra Theophilus \
Stuartus:” Collections of the Shires of Aberdeen and Banff (Spalding -
Club), 66. Ferrerius, at the end of the third edition, addresses to the
editor the following lines: -
Sint procul ambages manibusque teratur ubique
Iste liber format qui bene Grammaticum
Theophilus noster praeclari muneris author
Ista suis pueris scripsit Aberdoniae, - )
Vausius haec primum dederat, vestigia pone
Theiophilus sequitur, doctus uterque. Vale.'
–Miscellany of the Spalding Club, v., 44.
i Life of Ruddiman, p. 7.
2 Fasti Aberdonenses, p.lyxxiii. Collections on the Shires of Aber-
deen and Banff, 66. -

52 SCHOOLS BEFORE THE REFORMATION.
nowmyr or persone: amare, to lwf; amauisse, to haue lwfit
or had lwfit; amatum ire vel amaturum esse, for to lwf. Ger-
undia vel participalia verba sunt hec amandi amando aman-
dum, hec thyr, sunt ar, participalia verba verbis lyke partici-
pilis, amandi, of lwfing, amando, in lwfing, amandum, for to
lwf. Supina, amatum, to lwf, amatu, to be lwfit. Duo par-
ticipia, twa participilis, trahuntur ar drawyn, ab hoc verbo
actiuo, fra this verbe actiue, presentis et preteriti imperfecti
temporis et futuri, ane of the present and preterit imperfect-
tyme, ane wthyr of the futert: presentis et preteriti imper-
fecti ut amans, he yat lwfis or lwfit: futuri vt amaturus, he
that is for to lwf.
Et aduerte omne participium in ensvel in ans est presentis
et preteriti imperfecti temporis licet breuitatis causa dicatur
presentis temporis in sequentibus.
Amor, amaris, amatus sum vel fui, amari, amandi, amando,
amandum, amatum, amatu, amatus, amandus.
Indicatiuo modo, Schawand mode: amor, i am lwfit,
amaris vel amare, thow art lwfit, amatur, he is lwfit; ama-
bar, i was lwfit, amabaris vel amabare, thow was lwfit; ama-
tus sum vel fui, i haue bene lwfit; amatus es vel fuisti, thow
hes bene lwfit; amatus eram vel fueram, i had bene lwfit;
amabor, isal be lwfit, amaberis vel amabere, thow sal be lwfit.
Imperatiuo modo, byddand or exhortand mode: amare, be
thow lwfit, ametur, be he lwfit, amemur, be we lwfit, ama-
mini, be ze lwfit, amentur, be tha lwfit, amator tu vel ille,
be thou lwfit or he, amemur, be we lwfit, amaminor, be ze
lwfit; amantor, be thalwfit.
Optatiuo modo, yarnand mode: utinam amarer, wald god
[I be luffit, or war luffit"]; utinam amatus essem vel fuissem,
wald god I haue bene lwfit or had bene lwfit, amatus esses
vel fuisses, thow hes bene lwfit or had been lwfit;
utinam amer, wald god i Sal be lwfit, ameris vel amere, thow
sal be lwfit. - -
Coniunctiuomodo, coniunand mode: cum amer, quhen i am
* The words in square brackets are not in the original; they are in
Serted in a space left blank, in a handwriting of the sixteenth century. '
-
|
f
º






SUBJECTS OF INSTRUCTION. 53
lwfit, cum amarer, qwhen I was lwfit; cum amatus sim vel
fuerim, qwhen i haue bene lwfit ; cum amatus essem vel fuis-
sem, qWhen i had bene lwfit ; cum amatus ero vel fuero,
qwhen i sal be lwfit. -
Infinitiuo modo: amari, to be lwfit; amatum esse vel fuisse,
to haue bene lwfit or had bene lwfit, amatum iri, för to be lwfit.
Supina, amatum, amatu. Duo participia, tway participilis,
trahuntur ar drawyn ab hoc verbo passiuo, fra this verbe pas-
siue ; preteriti perfecti et plusque perfecti temporis et futuri,
ame of the preterit perfect tyme, and preterit plusque perfect
tyme, ane wthyr of ye future tyme preterit, etc. ; vt amatus,
he that is lwfit, futuri, vt amandus, for to be lwfit.
Datiue cais, to Or till before ane casuale worde is the
takyne Ofthe datiue cais, as do tibi, igiftothe. The accusatiue
cais, it is gouernit eftir my verbe and resauis the deid of the
verbe, as amo ioannem, The vocatiue eais, ony thingthati call
On is vocatiue cais, as o petre fac ignem. The ablatiue cais, in
with by throuch tyme tide or houre is takyne of the ablatiue
cais, as sum in schola, percussi eum pugno, veni hora sexta.
How mony declinationes of nownes isthare ? fiue, quhilk fiue ?
the first, the secund, the thrid, the ferd, the fift. Quhair by
knaw ye the first declinatione of ane nowme ? that is of the
quhilk the genitiue cais singulare endis in e, and datiue cais
siklike, as nominatiuo, hec musa, genitivo, huius muse, dativo,
huic muse. Quhare by knaw ye the secund declinatione of
nowne ? that is of the quhilk the genitiue cais singulare endis
in i, and datiue cais in o, as hoc scamnum, huius Scamni, huic
scamno. Quhare by knaw ye the thrid declinacione of nowne?
that is of the quhilk the genitiue cais singulare endis in is, and
the datiue cais in i, as hic et hec sacerdos, huius sacerdotis,
huic sacerdoti. Quhare by knaw ye the ferd declinatione of
nowne ? that is of the quhilk genitiue cais singulare endis in
us, and datiue cais in ui, as hec manus, huius manus, huic
manui. Quhareby knaw ye the fift declinatione of nowme ?
that is of the quhilk the gemitiue cais singulare endis in ei be
diuidit syllabis, and the datiue cas sik like, as hec species,
huius speciei, huic speciei.


54 SCHOOLS BEFORE THE REFORMATION.
DE PRONOMINE.—Quhat is ame pronowne 7 Ane part of ori-
sone quhilk is put for ane nowne and may almaist als mekil
as ane nowne, and Sumtyme resauis certane persone. How
mony thingis fallis to ane pronowne 2 aucht, quhilk aucht 2
qualite, gener, nouwmyr, figure, kynde, persone, cais, and de-
clinatione. Quhare in is the qualite of ane pronowne partit
In twa. Quhilk twa ” In pronownes of finite qualite, or in-
finite qualite. Quhilk pronownes ar of finite qualite thay
that resauis certane persone, as ego, tu, ille. Quhilk pro-
nownes ar of infinite qualite thay that resauis na certane
persone, as quis, que, quod. How mony generes is thare in
ane pronowne 2 almaist als mony as in ane nowne, quhy Say
ye almaist als mony as in ane nowne? for the epiceyn gener
and the dubie gener ar in ane nowne, and noucht in ane pro-
nowne. The masculine gener, as iste, the femynine gener, as
ista. The neutre gener, as istud. The comone of twa, as hic
et hec nostras, hic et hec vestras. Quhilk twa werumquhile
of al gener vndir twa terminationes, as hic et hec nostras et
hoc nostrate, hic et hec vestras et hoc vestrate. The comone
of all, as ego, tu, Sui, bot thow Sal Vndirstand that all pro-
nownes of thare nature ar adiectiues and tharfore tha ar all
gener Vndirane terminatione twa terminationes or thre termi-
nationes bot ane pronowne is callit masculine gener because
it is put for ane nowne of the masculine gener or ioynit with
it and for sic like resone callit femynyne gener and neutre
gener. How mony nowmeris is thare in ane pronowne 2 Twa.
Quhilk twa 3 ane singulare and ane plurale. Quhare by
knaw ye the singulare nowmyr Z it spekis of ane thing sin-
gulary, as hic this man. The plurale nowmyr spekis of ma
things pluraly, as hi thir men. How mony figures is thare
in ane pronowne 2 thre, quhilk thre? ane sympil and ane
componit, and ane decomponit. The sympil, as is, the com-
ponit as idem; the decomponit, as identidem. How mony
kynde of pronownes is thare Z twa, quhilk twa Zane pronowne
primitiue, and ane pronowne deriuative. Quhat is ane pro-
nowne primitiue 2. It that is first in the self and nocht
dryuin fra ane othir, as ego. Quhat is ane pronowne deriua-




SUBJECTS OF INSTRUCTION. - 55
-
tive ? it that is dryuim fra ane promowne primitiue, as
meus. How mony pronownes are primitiue, and how mony
deriuatiuis ? aucht ar primitiuis, and seuin ar deriuatiuis.
Quhilk ar the aucht primitiuis ? ego, tu, sui, ille, ipse, iste,
hic, and is. Quhilk seuin ar deriuatiuis ? meus, tuus, suus,
noster, vester, nostras and vestras. Quhare fra ar the seuin
deriuatiuis dryuin ? fra the first thre pronownes primitiuis,
ego, tu, sui. How mony fra ego ? How mony fra tu ? How
mony fra sui ? thre fra ego, thre fra tu, and ane fra sui.
Quhilk thre fra ego ? meus, noster, and nostras. Quhilk
ti re fra tu ? tuus, vester and vestras. Quhilk ane fra sui?
suus alameriy. How is meus, noster, and nostras formit fra
ego ? of this, mener: persone prime generis omnis, ego mei
change the i in u and put till it ame s and than it is meus.
Et pluraliter nos nostrum vel nostri, change the strum in
ster and than it is noster, and change the ster in stras and
than it is nostras. How is tuus, vester, and vestras formit fra
tu ? of this manere: persone secunde generis omnis tu tui,
change the i in u, and. put till it ane s and than it is tuus.
Et pluraliter vos vestrum vel vestri, change the strum in ster
and tham it is vester, and change the ster in stras and
thane it is vestras. How is suus formit fra sui? of this
maner: persóne tertie generis omnis sui, change the i in u
and put till it ame s and tham it is suus. How mony pro-
noWnes is thare ? Fiftene indoutabile. Quhilk fiftene ?
Ego, tu, sui, ille, ipse, iste, hic, and is, primitiuis. Meus,
tuus, suus, noster, vester, nostras, and vestras, deriuatiuis.
How mony of thir ar relatiuis and how mony ar demonstra-
tiuis, and how mony ar baith relatiuis and demonstratiuis ?
seuim ar relatiuis, is, suus, ipse, sui, iste, hic, and illic, and
qui, que, quod, qualis, quantus, cuius, a, um, cuias, quotus,
and quot : quhilk mony callis nowmnes relatiuis. How
momy ar demonstratiuis ? Thretene. Quhilk threteme ?
ego, tu, ille, ipse, iste, hic, is, meus, tuus, noster, vester,
nostras, and vestras. How mony ar baith relatiuis amd de-
monstratiuis? all the relatiuis bot qui, sui, and suus.
Nevir the les hic and iste ar seildin tame relatiuis and is
\


56 SCHOOLS BEFORE THE REFORMATION.
seilden demonstratiue. How mony of thir deriuatiuis ar
callit possessiuis fiue. Quhilk fiue 2 Meus, tuus, Suus,
noster, and vester, for nostras and vestras ar callit gentilis, and
thare interrogatiue is cuias. How mony persones is thare
in ane pronowne 2 Thre, quhilk thre? the first, as ego, the
secunde, as tu, the thrid, as ille. Qwhy is ego first persone,
and tu secunde persone 2 for al nowne al pronowne al par-
ticipil, ar thrid persone, except ego, first persone singular, nos,
first persone plurale, tu, Secunde persone singulare, VOS,
secunde persone plurale, and al vocatiue cais quhilk ar
secund persone. How mony pronownes hes the vocatiue
cais ? foure, quhilk foure? tu, meus, noster and nostras?
thir four hes the vocatiue cais, and al the laif wantis it be
this reule. Tu, meus, et noster, nostras, hec Sola vocantur.
Quhy is ane pronowne first persone 2 for it signifyis the
thing that spekis of itself.' . . .
In 1559, a monopoly of printing certain schoolbooks was
granted, as already indicated, to Master William Nudrye, by
the king. The list of books is valuable, as being no doubt the
most popular elementary books in our schools just before the
Reformation. The deed runs thus: “Quhairas Master William
Nudrye hes set furth for the better instructioun of zoung
chylderin in the art of grammar to be taucht in scolis diuers
volumes following—that is to say, Ane Schort Introductioun;
Elementar degestit into Sevin breve taiblis for the commodius
expeditioun of thame that ar desirous to reid and write the
Scottis toung; Orthoepia trilinguis; Compendiariae Latinae
linguæ notae; Calographiae index; Tables manuell brevelie
introducing the unioun of the partis of Orisoun in Greik and
Latene speichis with thair accidentis; Meditationes in
grammaticam Despauterianam; Meditationes in publium
memographum et Sapientum dicta; Trilinguis literaturae
syntaxis; Trilinguis grammaticae questiones; Ane instructioun
for bairnis to be lernit in Scottis and Latin; Ane regement
* We are indebted to Mr David Laing for the use of this invaluable
schoolbook—the edition of 1522. Several leaves are wanting, but
Mr Laing is not aware of any perfect copy existing.
-

SUBJECTS OF INSTRUCTION. 57
for educatioun of zoung gentillmen in literature and virtuous
exercitioun ; Ane A B C for Scottismen to rede the Frenche
toung, with ane exhortatioun to the nobles of Scotland to favour
thair ald freindis; The geneologie of Inglishe Britonis; Quotidi-
anisermonisformulae; E. Pub. Terentii Aphricomediis decerptae.
Master William Nudrye is to have the sole printing of these
books or of any other volumes of which he may be the author
or setter forth during ten years; and all our sovereign lord and
lady's subjects, printers, and booksellers are commanded not
to print or sell, within this realm, any of the said volumes, but
only Master Nudrye, his factors and assignees; nor to buy
any other impressions of these books, but only those that will
}\e printed by Master William Nudrye, under all pain.” In
this list it will be observed that the English, or rather the
Scots, language is fairly represented, leaving little doubt that
our own tongue—our own literature we can hardly call it—
formed one of the subjects of study in our schools at a very
early date.
An interesting account of the character of the accomplished
Alexander Stewart, natural son of James IV, written by the
famous Erasmus, the restorer of learning in the Middle Ages,
is worth quoting, as illustrating the subjects of instruction
and the method of educating our higher classes of scholars
towards the end of the fifteenth century. Erasmus is very
eloquent in praise of his admirable pupil, who was provided
to the archbishopric of St Andrews in 1509, and who fell with
his gallant father at Flodden in 1513, when he was only
eighteen years of age; but we shall only quote that part of
the character which bears more immediately on our subject.
Registrum Secreti Sigilli, xxx, fol. 5a.
* His mother was Margaret daughter of Archibald Boyd of Bonshaw,
and his tutor, the learned Dr Patrick Panter. The young Archbishop,
after having gone through a course of grammar at home, made the
tour of France, went to Italy, and settled at Padua, where he
pursued his studies under Erasmus Reterodamus, who, with many
others, deeply lamented the premature death of a pupil of so great
promise : Keith's Historical Catalogue of Scottish Bishops, p. 33.
(Russell's ed.)
58 SCHOOLS BEFORE THE REFORMATION.
‘I once lived with him,' says Erasmus, ‘and taught him
rhetoric and Greek literature. Immortal God how many
things he could at once embrace . At the same time that
he was studying law—no very pleasant subject, from the un-
couthness with which it is written, and the hateful verbosity
of its expositors—he received instruction in elocution, and
declaimed on Set subjects, thus exercising at once his pen and
his tongue; and learned things in Greek, and daily repeated
at a stated time what had been given him. In the after-
noon, he studied instrumental music on the ‘Mons chord, the
flute, and the harp–monocho-chordiis, tibiis testudini,'—and
sometimes also practised singing. Nor even was meal time
allowed to be completely free from intellectual occupation.
A priest always read some useful book, as, for example, the
papal decrees, or St Jerome, or St Ambrose, and the reader
was never interrupted unless either of his teachers, between
whom he sat at dinner, called his attention to anything, or he
himself, not quite understanding what was read, put some
question. Again, after repast there were fables, but short
ones, and in writing. In fact, no part of his life was free
from study except what was given to religion and sleep; for
even if there were any leisure (which, in the midst of such a
variety of studies, was scarcely ever the case), it was em-
ployed in reading history, for he was especially fond of this
branch of knowledge. And thus, while still a lad, hardly
out of his eighteenth year, he had acquired an amount of
learning in every department that would have been remark-
able in any one. In short, no one could be worthier of his
royal descent, and of descent from such a king.’” We º
from Sir David Lyndsay's ‘Complaynt’ that the young
archbishop's brother, James W., was taken from the schools
when he was only twelve years of age, “learning virtue and
SCI011Ce.
The learned schoolmaster of Linlithgow, Ninian Winzet, tells,
in his third ‘Tractate,' that there was ‘sometimes submitted
to his techement (albeit his erudition was small) humane
- 1 Gavin Douglas's AEneid (Bishop Sage's ed.), p. 3.
*


-
º------
º
- --- -
SCHOOL REGULATIONS. 59
childer of happy ingynis, mair able to leir than he was to
teche; to whom he proponed almost daily some theme, argu-
ment, or sentence, of whieh he caused them to make Orison
or epistle, in Latin tongue.” -
James Melville, the nephew of Andrew Melville, has left a
record of the course of instruction pursued at the schools of
Logie and Montrose, when he had attended them shortly
after the Reformation. About the fifth year of his age—he
was born in 1556—he tells that the ‘grace buik’ was put
into his hands at home; but having learned little of it at the
age of seven, he was sent to a School at Logie-Montrose,
where he was taught the Catechism, prayers, Scriptures,
rudiments of the Latin grammar, with the vocables in Latin
and French, diverse speeches in French, with the proper pro-
all iciation. He next proceeded to the etymology and syntax
of Lillius, to the syntax of Linacer, to Hunter's Nomenclatura,
the Minora Colloquia of Erasmus, Eclogues of Virgil, Epistles
of Horace, and the Epistles of Cicero ad Terentiam. The
good teacher, Mr William Gray, minister at Logie-Montrose,
“who for thankfulness he names, was very successful in
resolving his authors, whom he taught grammatically, both
according to etymology and syntax.” Having attended this
School for five years, he was next sent to a school at Montrose,
where, during the first year of his attendance, he passed
through the rudiments again, next through the first part
yf Sebastian's grammar, with which he heard the Phormio
if Terence, and was exercised in composition; after that he
ommenced the second part of the grammar, the Georgics of
irgil, and ‘diverse other things.” -
$ 20. With regard to the conduct of business within the
hool we have a valuable directory—the only zone extant
fore the Reformation, containing minute rules and regula-
ns to be observed in the grammar School of Aberdeen. This
ectory is printed at the end of Mr John Waus's ‘Rudiments
1 Certaine Tractatis (Maitland Club, p. 27).
* Melville's Diary, pp. 13, 14. *Ibid., p. 17.


60 SCHOOLS BEFORE THE REFORMATION.
-
of the Art of Grammar, printed at Paris, in 1553;' but there
is a strong presumption that it was in use long before that
time. The following are the provisions of the statutes and
laws of the grammar school of Aberdeen—‘ludi literarii
grammaticorum : ’ -
At first, the boy on entering the schools shall prostrate
himself on the ground, with bended knees salute Christ, the
best, the greatest, author of the human race, and the Virgin,
the equal of God, with a short prayer in this manner: I
thank Thee, heavenly Father, that Thou hast willed that the
past night hath been prosperous for me; and I pray that Thou
wilt also be favourable to me this day, for Thy glory, and the
health of my soul; and Thou who art the true light, knowing
no setting, sun eternal, enlivening, supporting, gladdening all
things, deign to enlighten my mind, that I may never all
into any sin, but by Thy guiding arrive at life eternal. Amen.
Jesus, be Thou Jesus to me; and by Thy chief spirit
strengthen me—‘et spiritu principali confirma me.’ A -
At the seventh hourin the morning, apartshall becommenced,
and when it is finished, the preceptor will enter, chastise
either by word or strokes the deficients; when the punish-
ment is done, let there be a public prelection of all the
lessons, by the preceptor himself, at the eighth hour in the
morning. When the prelection is ended, the boys will make
haste to breakfast. There will be a private prelection by the
assistant masters at the tenth hour in the morning; and at
eleven or half-past eleven, licence shall be granted to th
poor scholars of going to town, and a little afterwards to th
town boys if there be any. There will be a second prelecti
by the head-master, on Terence, Virgil, or Cicero, at half-pi
eleven, to those who should attend— qui adesse deber
Lastly, when the hour of mid-day strikes, power will be giv
to the boys to go to dinner.
Afternoon Statutes: Before two o'clock in the afternſ
1 The directory is followed by a letter from Alexander Skeyne
addressed ‘juventuti Aberdonensi grammatices studiosae,’ from Par:
15 Kal. Julii 1553: Miscellany of Spalding Club, v.44 (pref.).



º
º
SCHOOL REGULATIONS. 61
let each scholar be in the school for hearing the class
prelections. One of the assistant masters will always in his
turn be present in the school, and will take notes of errors,
mistakes— ineptias'—made in the Latin language, and of
those who are less inclined to studies. They will also see lest
that thing which they from their office ought to reprehend others
for doing, they do not themselves. And at the fourth hour
in the afternoon, the boys, after the ringing of the bell, will
rehearse to their tutors— recenseant suis instructoribus’—the
work of that day. They will go out in pairs at the necessity
of nature, with a mark or a baton; it will not be lawful for
any one to go out unless compelled before the return of those
to whom leave of going out was granted. The head-master
himself shall hear one or other class besides the highest,
when it will be agreeable to his mind. There will be even-
ing disputations from the fifth to the sixth hour of night;
d when that is finished, they will hasten to sing prayers
God, the best, the greatest. A Pythagorean silence of one
y - shall be enjoined on scholars in the rudiments, and on
n obytes. They will learn by heart the table of confes-
Sion They will learn fairly the art of counting. All will
- speak in Latin, Greek, Hebrew, French, Irish— Hybernice,
/
never in the vernacular tongue, with the exception of those
who know Latin. Every scholar will carry his own rod. The
family—‘familia, will not deal with strangers—‘ extraneis,'
nor any of the class of grammarians with a dialectician.
Laws: It will not be allowed to barter, nor to buy a thing
from another, nor to sell what is one's own without consulting
the head-master or his assistant. No one will play by stak-
ing a book, or money, or clothes, or dinner; but for a stake
such as leather pins or thongs, the more advanced may
contend. Playing of dice is forbidden; the poor will rejoice
in the gain of dice. It will not be lawful to play out of the
presence of the assistant masters.
Laws of Conduct—Animadversionis: No One shall do in-
jury to another by word or deed; and if he who is hurt
shall bear it quietly, the offender will be punished by his



62 SCHOOLS BEFORE THE REFORMATION.
- ºº ºº:
- sº º
complaining. But if by fighting they raise strife and alterca-
tion on both sides, each will suffer punishment; if instead of
words any gives blows, he alone who inflicts the blows shall
suffer punishment—‘at qui pro verbis dat verbera, Solus ver-
berator det paenas.' If they who are more advanced in years,
by sinning in the premises will give an occasion of transgress-
ing to the younger scholars, they will be mulcted with a
double punishment, because they transgressed and gave an
occasion of transgressing to scholars, who otherwise had not
the mind for transgressing." -
§ 21. In the directory of the grammar school of Aberdeen
there is a catalogue of the most common offences or misde-
meanours which subjected the poor scholar to discipline, and
the following shall be punished: Those not listening to
what is said; those coming late in the morning to school;
those who do not know to say their part, with the text of the
lesson; those removing unnecessarily from place to plaſ :
those running here and there; those talking in the time
prelections; those returning late from breakfast and din . . .
those dragging out the time in the work of nature—'moa u
trahéntes in naturae officio;' those talking in the verna ular
tongue; those long absent ‘ab auditorio;' the authors of miº-
chief.” -
It appears from the records of Peebles that personal chas-
'tisement in the shape of confinement, if not of stripes,
was exercised by the schoolmaster. An entry, dated 1555,
takes the shape of a complaint—which is continued to the
next court, and the history of the affair is thus lost sight of,
that Master William Newdry, schoolmaster, ‘confessit that
he band Thome Alexander handis in way of correction.”
The council seems to have accepted the defence as valid, but
the next time they appoint a schoolmaster, 10th June 1556,
‘to teach their bairns after his knowledge, they do so for a
limited time, cautiously adding, however, ‘and farther, if he
and the bairns can agree, and if they agree not, he shall
* Miscellany of the Spalding Club, v., 399. 2 Ibid.
8 Burgh Records of Peebles. -



SUNDAY WORK. - 63
make lawful naming to the bailies, council, and community,
that they may provide another master before the term.”
§ 22. The following extract from the burgh records of
Dundee is the only scrap found with regard to the duties of
masters on Sundays before the Reformation. We learn from
this solitary entry that the masters were required to attend
to the behaviour of the scholars on Sundays as well as on week
days: in 1558, masters and doctors of schools attending are
ordained to see that neither scholars nor servants play, cry,
or dispute during the preaching, under pain of being punished
with all rigour; if bairns break any ‘glasen windows, their
parents shall be obliged to repair them at their own expense.”
23. Our knowledge of the English school is very scanty
be re the Reformation. In the burgh records of Edinburgh,
8th June 1499, the town council forbid the holding of schools
by any manner of person, men or women, in consequence of
the plague, under pain of being banished from the town; *
but this interference was, it will be observed, dictated solely
by considerations of danger to the health of the scholars
and of the community. This is probably the oldest notice
to be found of dame-schools, although doubtless the instruc-
tion of the young of the common people was then even more-
than now in the hands of women. The entry in the burgh
records of Edinburgh, dated 10th January 1519, forbidding
parents to send their children to any other than the high
school, unless to learn elementary knowledge—‘grace buik,
prymar, and plane donatt,’” seems to bear the inference
that the municipality took no heed or oversight of the
schools in which the less important branches of education
were taught, and it would seem that the Church had not
either exercised the same strict control over them that it did
over the grammār school. In the charter by James W. Sanc-
tioning the appointment in 1524, by the abbot of Holyrood,
of Master Harry Henryson as master of the grammar school
- * Burgh Records of Peebles.
* Burgh Records of Dundee.
* Burgh Records of Edinburgh. 4 Ibid.


64 SCHOOLS BEFORE THE REFORMATION.
of Edinburgh, the ‘teching and hering of lectouris’ is ex-
pressly excepted from the prohibition against the teaching
of grammar in Edinburgh by any other teacher than the
master of the high school." No doubt in 1494 the chancellor
of the Cathedral of Glasgow maintained and obtained a de-
creet in his favour by the bishop, that without his licence
no one could teach or instruct ‘juvenes in puerilibus per se
clam aut palam intra predictam civitatem;’” but perhaps ‘in
puerilibus' may only mean the mere rudiments of grammar,
and not the subjects taught in an English or ‘lecture’ school—
reading, writing, and arithmetic. The master of the gram-
mar school of Aberdeen claimed on 13th January 1521, it
would seem, authority to prosecute all who taught gram ar
within the burgh, afor thair iugis ordinar, in Safar as he my ht
of law, but not the right of suppressing schools in which
English is taught.” An inquest, dated 11th October 1559,
admits the schoolmaster of Peebles to teach the bairns of the
burgh as afore.’ He is ordained separate the English readers
to the tolbooth from the Latinists, and to make daily resi-
dence with the children.“ . -
§ 24. Besides the grammar school and lecture or English
school, there was another class of schools before the Reforma-
tion—namely, the Sang School, which was not called into
existence by a statutory enactment. At first, perhaps, it
existed only in cathedrals and cathedral towns, for the
education of boys intended for the choir; but long before
the Reformation we meet with it not only in the seats of
great abbeys, as Jedburgh and Dunfermline, but in almost
all the leading burghs of Scotland. There is no evidence
that before the Reformation any other subject was taught in
those schools than music, ‘meaners, and vertew.’ Shortly
after the Reformation, however, we shall find that English
was taught in several of them, in addition to music, though
1 Registrum Magni Sigilli, xxiii., No. 157. - \
* Registrum Episcopatus Glasguensis, ii., 490.
* Burgh Records of Aberdeen.
* Burgh Records of Peebles.


DISCIPLINE IN THE SANG SCHOOL. 65
in many instances the burgh or English school and the Sang
school remained distinct down to the beginning of the
eighteenth century. - * - sº
- º-
The existence of such a school, with a regularly appointed
master, is evidenced in the statutes of the church of Aber-
deen as early as the middle of the thirteenth century. Those
statutes provide that on all the greater feasts and other days
- \ there shall attend four singing boys— qui bene sciant cantare’
\–two for carrying the tapers, and two the incense—" duo
cºforarii et alii duo thuribularii, who will be present at
mºtins and great mass. The songsters, it is further insti-
tuteti, shall receive their wages ‘de communia, and the master
of the schools is enjoined to see to their regular attendance."
Ir 1429 the chapter of Brechin bound and obliged themselves
tº observe the foundation granted to their cathedral by the
Earl of Athole and Caithness, endowing the sang school,
which was to be taught by a chaplain, and superintended by
the precentor.” In 1525 the vicar of Lathrisk proposes to
the community of Crail to endow a music school within that
burgh, of which Sir James Bowman shall be preceptor; and
we are told that the bailies and community approved of his
\intention, which, however, does not appear to have been:
executed.” In 1544, Bishop Reid founded and endowed in
the cathedral church of Orkney a sang School, the master
of which was to be chaplain of St Augustine, and must be
learned in both singing—ºutroque cantu per omnes numeros.’
The precentor, it is provided, shall be examined, and shall be
the master of the sang school. It is declared to be incom-
petent for him to hold any other benefice, altarage, or service
in the cathedral, and it is required of him to teach gratis the
boys of the choir, and the poorer who wish to attend.4 It is
worthy of observation from this, that though the sang school
was primarily founded for the service of God in the church,
1 Registrum Episcopatus Aberdonensis, ii., 49.
* Registrum Episcopatus Brechinensis, ii., xvii., p. 26.
3 The Original in the charter chest of Crail. s
A * Peterkin's Rentals of Orkney, App. 22. - - -
tº E











66 THE REFORMATION.
provision was made for instructing the lay people in music
who were willing to avail themselves of it. We have very
little further information regarding the sang school before the
Reformation, but it would seem that to the sang school of
the cathedral the precentor or cantor held the same rela-
tion as the chancellor did to the grammar school. But
whether the patronage of the Sang School belonged to the
bishop and precentor or to the town council, there is little
doubt that from early times the salary of the master and
the expenses connected with the school were paid by the
magistrates. -- . . . }
The duties of the master of the sang school are fully set
forth in a contract dated 7th October 1496 between the town
of Aberdeen—in which there was for a long time a famous
school of music," and Robert Huchosone, songster, who
obliges himself by the faith of his body, all the days of his
life, to remain with the community of the burgh, singing,
keeping, and upholding mass, matins, evensongs, completories,
psalms, responses, antiphonies, and hymns in the parish kirk
on festival and feral days, for a salary of 24 merks Scots
annually. The town council further appoints him master of
their sang school to instruct burgesses' sons in singing and/
playing on the organs, for the upholding of God's service in
the choir, they paying him his scholage and dues.” If he
fails in observing any of the points stipulated, the magistrates
may dispone his fee to any others they may think suitable,
without impediment or exception—age and infirmity only
excepted.” In the same records, on 15th September 1503,
there is reported a case of some interest, as showing that the
grammar school was recruited from the sang school. Jok of
Mar, one of the clerks of Aberdeen, shows to the council, that
having been licensed to pass to the schools for his instruction,
he had with their consent appointed the child Cristy Name
to be his substitute as one of the clerks in the choir; the
substitute, however, has passed from the sang school f the
* Book of Bon-Accord, p. 124. -
* Miscellany of the Spalding Club, v., 32, 33. * Ibid.
º
º











































SANG SCHOOLS.
grammar school, and having made no service in the choir, he
prays therefore the town council to admit Thomas Chalmer
to the clerkship; the magistrates grant the prayer of the
petitioner." In May 1541, an interesting case appears on
the records, in which the council assigns to Robe Portair and
Robe Nicolson, 40s. each yearly, to buy clothes as long 8,S
they continue in the sang schools, and serve in the choir.”
Three years later (18th September 1544), the whole council
engage Sir John Fethy to be one of the prebendaries of the
choir, and to have the organs and sang school for instruction
/
º
of the men of God's bairns, he keeping them in good order,
and making continual residence in the choir.”
Two years later a dispute arises as to the management of
the sang school of Aberdeen, but unfortunately little or no
information is to be gathered from it as to the constitution
of the school. In this dispute, which occurs between Sir
John Fethy, master of the school, and his assistant, John
Black, singer, the master agrees that the latter may teach
singing to all the bairns of the school and uplift the whole
profit as long as he makes good service. The remaining
provision is a curious one, touching the exercise of discipline
in the school; it is arranged that the depute shall have power
to punish and correct his own two brothers, Alexander Gray's
Wo sons, one Skeyne,” and one Lumnesdan, bairns of the
1 Miscellany of the Spalding Club, 34.
* Burgh Records of Aberdeen.
3 Ibid. Mr J oseph Robertson gives the name of this teacher of music
* John Lesly, and supposes that he was afterwards the Bishop of Ross
who distinguished himself as the champion of Queen Mary : Book of
Bon-Accord, 124.
* This was probably the ‘Skeyne' mentioned in the same records, on
24th January 1549, as having “disciplined’ an assailant of the master of
the school. On that day, Gilbert Kintore was convicted by a sworn
assize of invading Daue Anderson, doctor, in the grammar school in St
Nicholas Kirk; on the other hand, Daue Anderson was convicted of
“fetching out the bairns of the grammar school and attacking Gilbert
Kintore, whereby he was strikin and strublit by a scholar called Skeyne,
with ane tre;’ Burgh Records of Aberdeen. Tradition says that the
| --
º
º







68
school, while Sir John Fethy, as superior, shall have the right .
of punishing the remaining bairns." -
As regards the salary enjoyed by the teacher of music
of this time, we find that the treasurer of Edinburgh,
pays in 1552 to the master of the sang School for his
fee, £10;” and by a precept of the town council, dated
15th December 1553, the treasurer pays to Sir Edward
Henrison, master of the sang school, £4.” In December
1551, George Cochrane, parish clerk of Ayr, offers to teach
a sang school within the burgh, instructing ‘neighbours'
bairns, or others whomsoever, for payment.' * A fuller ac-
count is preserved in the records of Aberdeen, of a con-
tract between the town council and the master of the sang
school, by which they grant him yearly a pension of 22
merks. The tenor of the letter of gift is as follows: “We,
the provost, bailies, and community of the burgh of Aber-
deen, understanding the good and continual service done to
us by our lovite servitor, Sir John Black, chorister in the \
choir of the parish kirk of Aberdeen, master of the mid lettron
thereof, and of the sang School, in maintaining and upholding
God's Service in the kirk, in the diligent care and labours
taken by him in the instruction and learning of the bairns of
the sang school—his labours by their fruits being notov lie
known to us—have given, granted, and disponed to him
22 merks Scots, to be paid to him from the common good
at Whitsunday and Martinmas, by equal portions, during
the days and terms of his lifetime, providing always that he
will remain in the service of the choir and school, and con-
tinue to give the same attention to the service as he does at
present—saving the impediment of infirmity and inability of
person, all the days of his life.’”
“scholar called Skeyne’ was the famous Sir John Skene, Clerk of Re-
gister, so well known to the student of Scots law and history.
- 1 Burgh Records of Aberdeen. -
* Burgh Records of Edinburgh. 3 Ibid.
* Burgh Records of Ayr. -
* Burgh Records of Aberdeen.







FABRIC OF SCHOOLs. 69
§ 25. Not less interesting than the questions of salary to the
masters and others already treated, is that of the expense of
building and keeping in repairs the sang school and grammar
school houses. These seem to have fallen entirely on the
town councils as far back as any notices of them have been
traced. From a certain period, such notices are of frequent
occurrence, and a few of them may be quoted by way of illus-
- tration. On 13th October 1527, the master of the grammar
school having stated to the council of Aberdeen that the
grammar School is decayed and liable to fall, the provost,
bailies, and community charge the master of the kirkwork to
build it at the town's expenses. In 1552, the treasurer of
Edinburgh pays to Sir John Bauld 40s, the rent of the
grammar school due by the town.” In the same year there is
an item of 30d, in the discharge of the town's treasurer for
‘ bussumis’ to two schools.” In this year also we have
recorded what is probably the first of those educational bene-
factions which have made Edinburgh a name in the history
of education. On 7th October 1552, James Henderson, a
public-spirited burgess of Edinburgh, proposed to the town
council that for certain privileges mentioned he would build for
the town ‘ane fair scule to mak pepill cum to the toun.’” In
1553 the treasurer of Edinburgh pays to Agnes Kincaid for the
maill of the grammar school, £8;” and in the following year,
40s, to Sir Bartill Bauld, prebendary of the Kirk of Field, for
the annual’ of the grammar school owing to him." In 1554
the town council ordain their treasurer to cause the grammar
school lying on the east side of the Kirk of Field Wynd to be
built as soon as possible;7 on 13th June 1555, the council en-
gage from John Betoun of Capeldra, the whole lodging lying at
the foot of the Black Friar Wynd for a grammar school, until
Whitsunday next, at £16 of maill, the magistrates undertaking
to keep the house water-tight, and mend the windows broken by
the bairns.” In pursuance of this agreement, it is seen that on
: th November 1556, the treasurer of the town was requested
1 Burgh Records of Aberdeen. * Burgh Records of Edinburgh.
* Ibid. “Ibid. “Ibid. "Ibid., 292. Ibid., 210. Ibid.







































-- º - - º
---
SCHOOLS BEFORE THE REFORMATION.
--- -: - º
º
º º
or authorised to pay to John Betoun £8, for the hitsunday
º -
term rent of the grammar school, and £8 for the last Martin-
mas rent." These extracts from the burgh registers of
Edinburgh are not without interest.as showing that at a
time when the patronage of the grammar school belonged to
and was exercised by the church, the expense fell on the
town, which, unlike Aberdeen, does not seem to have had any
voice in presenting the master of the grammar school before
the Reformation.
In the same way, the expenses connected with the sang
school were paid by the town councils. Thus, on 27th April
1554, the council of Edinburgh, sitting in judgment, ordain
the dean of Guild to repair and "upbig' the sang school in
the kirkyard, so as to make it habitable for the bairns;” and
on 18th August following, the treasurer is required to furnish
six joists and two dozen deals for building the sang school;*
the price of the joists being 12s. each, and of the two dozen
deals £3, 12s-in all £7,4s.” In the same year the treasurer
pays to Mungo Hunter for a lock and pair of bands, and the
mending of another lock, with a new key to the sang school
door, 11s. 6d.”
$26. With church schools and burgh schools in all parts of
the country, we may be sure that they did something to teach
the poor for God's sake, and the rich for reason, and nothing
to pay except they be profitted. Apart, however, from the
fact of schools being spread all over the country long before
the Reformation, the character of our literature—many works
of history and imagination written in the native tongue—
shows that there was a large body of the people who read and
appreciated it. The chief difficulty to the diffusion of educa-
º tion arose, no doubt, from absence or scarcity of books more
than from want of schools or teachers. Scottish authors met
with great difficulties in publishing their little works long
after the grand discovery of printing, and even for 30L]e
. years subsequent to the introduction of the art into Scotlan
1 Burgh Records of Edinburgh. Ibid.
3 Ibid. Ibid.
- - º
- --
--- -º-
º

























- º
- - - - LT OF THE TEACHING.
The same king who enacted that barons' sons be sent to
school, granted to Chepman and Myllar, on 15th September
1507, the privilege of setting up a press, with the sole licence
of printing The works of that press are still the envy of
printers; and it is worthºemarking that the very first volume
of Scottish printing, of which there is a copy in the Advo-
cates' Library, printed about 1508, consists of works of
Dunbar and Chaucer, of tales of chivalry and romance, of
poems of the broadest and most homely humour, joined to
moral poems and old ballads." The Breviary of Aberdeen
issued from the same press about 1510, and for the next
twenty years it does not appear that any book was printed
in Scotland. The poor Scottish author during these long
ºf twenty years, who was ambitious to write, was obliged to go
abroad and get it printed.” The venerable grammarian, John
Waus, has put on record the dangers which he had to en-
counter in getting his ‘Rudimenta” published—ºper maxima
terrarum et marium discrimina, piratarumque qui injustissimi,
---
ºº:
---
* Ledger of Halyburton, 1492-1503, p. lxiv, º
* Some of the books printed abroad between the date of the last work
issued from the press of Chepman and Myllar and the re-establishment
of printing in Scotland: Dav. Cranstoun de Fortitudine, Par. 1511:
* Quaestiones Physicales. Geo. Lokert Scoti Ayrensis Scriptum de Materia
* Notitiarum, Par, 1518; Geo. Lokert, S. T. P. Syllogysmi, Par, 1522.
Ejusdem Tractatus Proportionum, Ejusdem Quaestiones et Decisiones
Physicales, Pär., 1518, Ejusdem Tractatus Exponibilium, Par, 1522.
Ejusden de Oppositionibus, Par, 1523. Gul. Manderston Tripartitum
Epitome in dialecticae Artis principia, Par, 1514. Gul. Manderston
Bipartitum in Morali Philosophia Opusculum, Par. 1518 (second ed.,
1524). Jo. Majoris, Scoti Haddingtonani, Introductorium in Aristoteli-
cam Dialecticen, Lugd. 1514. Ejusdem in Quartum (librum). Senten-
tiarum Commentarius, Par. 1516. Quaestiones in Tertium Senten, Par.
1517. Ejusdem Literalis in Matthaeum Expositio, etc., Par. 1518.
Ejusdem Quaestiones in Quartum Senten, Par. 1519. Ejusdem Historia
Majoris Britan, Par. 1521. Luculentæ in Quatuor Evengelia Exposi-
tiones, Par. 1529, etc. Jo. Waus, Grammatica, Par. 1522. Hect. Boetii
Episcoporum Murthlacensium et Aberdonensium Vitae, Par. 1522.
Ejusdem Scotorum. Historiae, Par:, 1526. See Lee's History of the
Church of Scotland, i., 34, -

----- º º º º
72 SCHOOLS BEFORE THE REFORMATION.
º º - . º º º . º. -- º - º.
sunt latrocinia. Hector Boece, principal of the University.
of Aberdeen, thus apologises for the errors in his history,
which was published by Ascenius–horum similiasi offendes,
lector, clementer ignosces: difficile enim erat in reignota et
- - º - - ... s. ---
litera peregrina, ab archetypo aberaše nihil.’ * ------
º: º - - º-
º
§ 27. The scattered jottings collected in thischapter show
our obligation to the ancient Church for having so diligently
promoted our national education—an education placed within
the reach of all classes. A great impetus, no doubt, was given
to the cause of education by the Reformers; but who taught
the Reformers? asks Principal Lee. The schools in which
- were educated Buchanan and Knox, Fergusson and Row, Wyn
ram, Willock, Andrew Melville, Alexander Arbuthnot, John
Douglas, and the first John Spotswood, owed their origin.
and principal support to the Roman Catholic clergy.” º º
$28. The foregoing notices of grammar schools show that º
at a very early period the existence of schools was not uncom-
mon in Scotland. Traces of them are found in connection
with most of the cathedrals, abbeys, and collegiate churches,
principal burghs, and even in towns which have since sunk
into obscurity; the Act of 1496 assumes that there were
schools enough in Scotland to teach ‘perfect” Latin, arts and
law. The early schools were under the direction of the \
church, the chancellor superintending the cathedral schools,
the abbot directing schools belonging to the monasteries,
and the provost of colleges probably controlling schools
founded in connection with collegiate churches. We have
also seen the high social position enjoyed by the master—
that he was frequently selected as judge and arbiter in im-
portant causes, recognised as a public man in public affairs,
and occasionally employed as an officer of the Crown. The
master was, in the earliest times of which we treat, a church-
man; but long before the Reformation learning ceased to be
the exclusive property of ecclesiastics, and laymen are found
engaged as teachers. It is important to remember that some
---
* Fasti-Aberdonenses, p. xxi. 2 Ibid.
* Lee's History of the Church of Scotland, i., 49, 50.
º

RECAPITULATION.
-
---
--------
of our extracts
to show that at a very early time the scholars were sometimes
--
---
-
yme not educated with the view of becoming churchmen,
and that at the end of the fifteenth century sons of barons
the education of youth; our native kings from the good King
Robert downwards, patronised education; the church, after
always continued so national in their character, affording a
liberal education from the highest to the lowest of the people;
and to the first act of education passed by our legislature,
º is not, as far as we have been able to learn, any parallel
in the statute books of any other country. We have also
seen that though the management of the schools originally
belonged to the church, yet the burghs, so early as the
fifteenth century, claimed a voice in appointing the school-
master. In Peebles, the burgh school appears to have
been under the exclusive control of the town council; while
in Aberdeen there was a keen contest between the chan-
'cellor of the cathedral and the town council, as to which
of them had the right of appointing the master of the
grammar school of the burgh. The warm interest taken in
the welfare of the grammar school by the patrons, whether
ecclesiastical or municipal, is shown by the jealousy with
which they opposed any rival or adventure school. Such
Schoºls were summarily suppressed by the town council or
by church, not that they were enemies to the spread of
schools, and the competition was calculated to destroy the
usefulness of the latter. If we have scanty information about
the endowments of schools for masters and scholars, there is
vile admirable Report of the Commissioners appointed in 1867
to inquire into the Burgh Schools in Scotland, it is related that the
son of a Dumfries beggar attended the late Professor Pillans's class, and
Was a diligeni student.
t
acts from record, scanty though they may be, tend --
º and burgesses doubtless took advantage of grammar schools.
We have also found that all classes co-operated in promoting
ig founded schools in the most important towns, set her-
to erecting those universities which in Scotland have
kr dge, but because private schools interfered with burgh



































- º
º º ---
º º SCHOOLS BEFORE THE REromºtios
little doubt that originally they enjoyed a fair share of the
- - º º
º
patrimony of the church; while our
-
scord afford ample
evidence that as the ecclesiastical benefices continued to be
secularised and appropriated by laymen, the Reformation left
---
º º, sº -
ith endowment, the
the schools almost entirely unprovided with endow --
ne of its property,
church having succeeded in retaining SO wº------
but the schools being less fortunate.
º It is difficult to make any comparison between the salaries
of schoolmasters before the Reformation and those of the
teachers of our own time. Yet it would appeal that the
scale of payment—no doubt varying with the wealth and
importance of the burgh, was not unworthy of the high
º office of the master. Although the church claimed to have
the management of the schools, the burghs contributed most
towards their maintenance. The master. of the schools WaS
in some instances endowed from church lands, but in the
great majority of cases he wa jaidfrom the common good ---
of the burgh, or by voluntary assessments imposed by the
burgesses for his behoof, and by the fees and other perquisites
payable by scholars. And in all the notices touching school
buildings, we have found that they were erected and repaired
at the expense of the burghs. On - the interesting subject of
tenure, we have seen that perhaps in the majority of cases the
master was appointed ‘ad vitam aut culpam ;' but the practice
was far from uniform, as agreements were sometimes entered
into, appointing the master to the office ‘induring the townis
will.’ The subjects taught in the schools were various. Latin,
so necessary to the churchman, was of course the principal /
subject taught in the grammar school, while Gree' was
also taught. In the valuable directory of the gr ºr
school of Aberdeen, the scholars were to learn by heart he
table of confession, to learn fairly the art of counting, and
all were forbidden to speak except in Latin, Greek, Hebrew,
French, or Irish. The vernacular tongue did not, it is true,
occupy an important place in the branches of education but
it was not altogether neglected, for among the books of which
a monopoly of printing was granted in 1559 to Master William



















































RECAPITULATION.
nguage—the language in which Henryson,
Dunbar, Douglas, Knox, and Burns spoke to their countrymen
—has a place. In the principal grammar schools, however, the
common tongue doe lot seem to have been taught as a subject
of instruction; it was generally taught in private or adven-
ture schools, which were not so rigorously interdicted by the
authorities, so long as they were content to limit their teach-
ing to reading. In course of time music became a subsidiary
branch of education in the sang School, which at last taught
chiefly English, arithmetic, and writing, although still called
the sang school. It is worthy of observation that in the sang
school, which was primarily intended for the service of God
in the church, provision was made for instructing laymen in
music. Whether the patronage of the sang school lay with
the church or with the town council, the salary of the master
of he sang, and the outlay necessary for the fabric of the
appear, paid by the burgh.
º º

RMATION.
--
- -
CHAPTER I.--THE CHURCH IN
-
§ 1. SCHEME of EDUCATION PROPOSED BY THE REFORMERS.–$ 2.
º º º, -
PLANTATION OF SCHOOLS.–$3. PROVISION For SCHOOLMASTERS.
º -- º --- - º- º º -i.
–$4. JURISDICTION of THE CHURCH ; ACTS OF PARLIAMENT ;
ACTs of GENERAL ASSEMBLY =$5. JURISpiction EXELºsBD.--
-
§ 1. WE have already seen the part taken by the Old Chur
in promoting education,” including the higher education,
believing she was erecting thereby a strong bulwark in des
fence of the faith. The Reformed Church encouraged edu-
cation—at least, general education—more zealously than her
predecessor, not again so much for its own sake, the blessed
sake of diffusing knowledge among the people, as for
establishing the ‘true religion.” Evidence enough is pre-
served to enable us to form some estimate of the part caken
by the Protestant Church in encouraging and superintending
burgh schools. -----
About the middle of the sixteenth entury, the great
reformer, John Knox, ‘the most Scottish o be Scots’ pro-
posed a plan of education so far in advant his times,
that we are now only attaining towards the ...gh standard
at which he and his brethren at that time aimed. In the
Supra, p. 72, § 27.
























THE REFORMERS ON EDUCATION. 77
-- º ---
---
year 1556. Knox urged that school and colleges should be
established for instructing the youth in the ‘tongues and
human sciences, because otherwise they cannot so well
profit in knowledge;” and in 1559 he pleads that schools
should be established in all cities and chief towns.” In the
‘First Book of Discipline of which a large part is devoted
to the subject of education, the magistrates are requested
to be most careful for the virtuous education of youth;
and it is urged that each kirk should have a school con-
nected with it, in which grammar and Latin should be
taught;" further, that in every notable town a college—what
we call a higher school—ought to be erected, in which the
arts, logic, rhetoric, and the tongues should be read by sufficient
masters, for whom, as well as for the poor scholars who can-
not support themselves at letters, provision must be made;
it is also proposed that the great schools or universities
should be replenished with those who have aptness for learn-
ing; that no parent of whatever condition may use his
children at his own phantasy.' especially in the days of their
youth, but must bring them up in learning and virtue;
that the rich shall be compelled to educate their sons at their
own expense, but the children of the poor shall be supported
at the charge of the church, the sons of rich and poor alike,
if they have aptness for learning, continuing at the schools
until the commonwealth have profit of them; that a certain
time be allotted to instruction in the catechism, grammar,
arts, philosophy, and tongues, and a certain time to that study
in which the scholars intend chiefly to labour; and that at
the expiry of the course the children must proceed to further
knowledge to be acquired at the universities, or be sent to a
handicraft, or some other profitable exercise.*
This scheme, drawn up by John Knox, with the probable
assistance of the learned Mr John Wynram sub-prior of St
Andiews, and Mr John Douglas provost of the New College,
separates the parish from the burgh or higher schools, and
Works of Knox, v., 520 (Laing's ed.). - 3 Ibid., 520.
* Ibid., v., 520. *Ibid., ii., 209-212.
º










SCHOOLS AFTER The REFORMATION.
establishes grades of seminaries for conducting the scholar
from the primary through the secondary schools to the uni-
versities. It will also be observed that the plan provides for
the moral, intellectual, and technical training of the youth,
places within the reach of the poorest child in the community,
if he have “engine,' the blessings of a liberal education, and
makes school attendance compulsory. If Parliament had been
liberal and patriotic enough to have seconded at that time the
endeavours of the church to plant, no country in the world, as
Principal Lee remarks' would have been so well supplied as
Scotland with the means of elementary and higher education.*
§ 2. Though no legislative enactment followed on this na-
tional scheme of education, it cannot be believed that the
suggestions and advocacy of Knox and other energetic Re-
formers failed to produce beneficent results. The church
continued the good work of diffusing the principles of useful
knowledge, and, indeed, of the Three Estates of the realm, the
clergy alone, for a long time after the Reformation, appeared
to take any interest in this great subject; and it is not true,
as has been alleged, that the Reformation in Scotland ex-
tinguished learning; a few extracts will show the earnestness
with which the church sought to plant primary and secondary
schools everywhere, and maintain them from the ecclesiastical -
revenues to which they had at least some right.
In 1563 and again in 1571, the General Assembly granted
commissions for planting schools in Moray, Banff, Inverness,
Ross, and the counties adjacent;” and in the year first
named, the Assembly desired that ‘some order be taken for
the sustentation of poor scholars.” In 1574, the whole kirk,
with one voice, appointed certain loved brethren to visit
schools in Caithness and Sutherland, planting in these bound
* History of Church of Scotland, i., 200.
* No wonder that educationists have called the outline of this system
a perfect one; according to Dr M'Crie, it contemplated the revival of
the system adopted by some of the ancient republics, in which the youth
were regarded as the property of the public rather than of their parents:
Life of Knox, ii., 10. ºf
* * Booke of the Universall Kirke, pp. 34, 239 -

THE REFORMERS ON EDUCATION.
masters, readers, and other members requisite for a ‘perfectly
reformed kirk, and suspending such as they shall find un-
worthy of their office. The church continued in advance of
º town councils and parliaments in striving to establish a higher
class of schools than already existed in burghs. Thus, at a
general visitation made by the kirk between 1611 and 1613,
the visitors, being dissatisfied with the school at Burntisland,
in which reading and writing only were taught, ordered the
town council to establish a grammar school. The records
show that the council were somewhat slow to follow out this
order, and it was only upon a threat of legal proceedings that
steps were taken to purchase ground and build a school-
house, with residences for the master and doctor.” In 1641
the General Assembly overtured Parliament to erect and
maintain grammar schools in all burghs and other con-
siderable places.” on the ground that the ‘good estate of the
kirk and commonwealth mainly depended on the flourishing
of learning ---.
§ 3. It is impossible to regard without admiration the
truggle made by the church to retain or recover for the use
of schools some part at least of the pious donations made
before the Reformation; and perhaps there is not a more
painful page in our annals than that which records her com-
plete failure in making the avaricious barons disgorge for the
purposes of education even a fraction of the patrimony of the
church, which they with impious hands appropriated. The
following gleanings from the records of the church may suffice.
to show the protestation of the church against the secularisa-
tion of church property converted by the commendators into
temporalities, and divided by the bishops among their friends
and descendants, legitimate and otherwise. -
In 1562 the Assembly urged that schools in burghs should
be maintained out of the annual rents of ‘sources hitherto
devoted to idolatry.” In 1565 the church prays Queen
1. Boº...e of the Universall Kirke, 311.
* Report on Burgh Schools, ii.,95. * Acts of Parliament, 1641, v., 646.
* Boole of the Universall Kirke, p. 17.
-

Mary to apply the emoluments of friars, annual rents, altar-
ages, and obits of priests, to schools in towns and other places;"
and in 1568, a petition to the regent prays that the super-
plus of benefices may be applied to schools, ‘according to the
will of God.” In 1572 the kirk requests the regent and
council to ‘reform the nobility in the urangous vsing of the
patrimony of the kirk to the great hurt of scullis;” and in
1575 the kirk again implores the regent to provide for schools
and for men of ‘good engine,' that they may visit other
countries and universities for acquiring more learning.”
Among the “grieves’ of the kirk presented to the king in
1587, there is one to the effect that the youth are not suffi-
ciently instructed in the knowledge necessary ‘to come to the
true meaning of the will of God.” “How shall the youth be
so trained up,' it is asked, or qualified men take charge of
them in schools, so long as the patrimony of the kirk is so
rugged” to profane persons, and erected into temporal lord-
ships ? For remedying this great evil, the church proposes
that the Thirds be reduced to their first integrity; that no
superplus be made until schools be sufficiently ‘staiked;’
and that ‘idle bellies’ be deposed from benefices.” In 1601,
the decay of schools caused by lack of provision for maintain-
ing qualified schoolmasters, is assigned by the kirk, as a cause
of defection from the true religion.” -
The proper sources for supporting schools having entirely
failed, the General Assembly in 1595 ordains every presby—
tery to deal with the magistrates for augmenting the stipends
of masters of grammar Schools;” and in 1641 the church
prays Parliament to provide other means, so that poor children
who are of ‘good engine' may be educated.” In 1642 the
Assembly overtures Parliament to ‘hold hand” to gr
1 Booke of the Universall Kirke, 60. * Ibid., 127.
3 Ibid., 253. *-Ibid., 339. 5 Ibid., 723. º
* Ibid., 965. For particular instances of the dilapidation of s lastic
benefices, see Church Lands, as one of the sources from whical the
teacher's salary was derived. - º
Ibid., 856. * Acts of Parliament, v., 646

THE REFORMERS ON EDUCATION.
schools in burghs and other considerable places; and in 1649
the kirk again supplicates Parliament to provide that teachers
in burghs and landward schools receive what was granted to
them before the establishing of the directory.”
Whilst thus appealing to the State and to the burghs on
behalf of schools, the church herself did not fail to contribute
liberally from her poor exchequer towards the sustentation
of the ill-paid master and the free education of poor scholars.
The ecclesiastical records abound with acts of charity like
the following: -º-º-º:
In 1641 the ‘doctor to the English bairnis’ in the grammar
School of Stirling had, we learn, received from the session
of the burgh £10 yearly during the last thirteen years in
respect he was burdened with ‘sume puir schollares;” in
1647 the kirk session of Dunfermline disburse 13s. 4d. for
buying a ‘book to John Anderson, a poor scholar;’* in 1650,
the same session pay the fees and books of poor scholars dur-
ing the last quarter;" in 1658, it being represented to the
kirk Session of Aberdeen that James Duncan, schoolmaster,
has a number of poor town bairns in his school, for whose
learning he receives no payment, the collector is ordained
to grant him yearly £20 Scots for teaching the said children;"
in 1669, the kirk session of Crail, for the encouragement of
an assistant to the schoolmaster of the burgh, pay him yearly
£10 Scots out of the session box;' in 1671 the same session
give to the schoolmaster of the burgh £10 for teaching poor
boys during one year.” We read in the records of the
1 Acts of Assembly. - 2 Ibid.
3 Kirk Session Records of Stirling.
4 Kirk Session Records of Dunfermline. - -
* Ibid. Cf. also Minutes of Session dated 14th March 1671, 1st May
and 25th June 1672, and 23d December 1686. In 1685 the moderator
accounted for £8, 8s., granted in charity to the poor by my Lord
Drummond and the rest of the nobles who are scholars. This entry
shows that the grammar school had been attended by children of
nobility. -
6 Kirk Session Records of Aberdeen.
7 Kirk Session Records of Crail.
8 Ibid.
F





































SCHOOLS AFTER THE REFORMATION.
burgh on 26th December 1818 that the session had for a long
time been at the expense of educating a certain number of
poor scholars. On 23d September 1761, the English school-
º master of St Andrews obliges himself to teach the poor - -
scholars, as mentioned in the acts of the kirk session.*
§4. It is improbable that a church which took so deep
an interest in the welfare of the schools had no voice in
their management. That the law vested in the church a
right of superintendence over parish schools has never been
doubted; but it has been much debated whether she had
any control over public schools in burghs subsequent to
the Reformation. Prior to that event, the church exer-
cised superintendence to some extent over all schools; and
it would appear that the Reformed Church continued to exer-
cise part at least of the authority previously used by the
ancient church. - The question of interest here is, Had the
church any jurisdiction over burgh schools The Act of
Parliament, 1567, c. 11, provides that in all schools to burgh
and landward, no one may instruct the youth but such as shall
be tried by the superintendent or visitor of the kirk.” Act
1584, c. 2, requires masters of schools and colleges to conform
with all humility to the acts commanding obedience to the
bishops or commissioners appointed to have spiritual jurisdic-
tion in the diocese, under pain of deprivation.” Act 1662, c. 13,
forbids any one to teach a public school or be pedagogue to the
children of persons of quality, without a licence of the ordi-
nary of the diocese.” Act 1693, c. 38, declares that all
schoolmasters shall be liable to the trial, judgment, and
censure of the presbyteries for their sufficiency, qualification,
and deportment.” Act 1707, c. 6, incorporated in the Treaty
of Union, provides that no master shall bear office in any school
without submitting to the discipline of the Established Church,
i Burgh Records of Crail. -
* Burgh Records of St Andrews. -
* Acts of Parliament, iii., 24, 38; ratified 1581, c. 1, iii., 210. A
4 Ibid., 1584, c. 2, iii., 347. * Ibid., 1662, c. 13, vii., 37
" Ibid., 1693, c. 38, ix., 303.
* -

JURISDICTION OF THE CHURCH. 83
----
before the presbyteries, by whatever gift, presentation, Or pro-
vision he may be nominated."
--
The church's own acts are more explicit with regard to her
jurisdiction and control over masters, scholars, and schools.
In 1565 and again in 1567, the church passed articles for-
bidding any one to have charge of schools, or to instruct
publicly or privately, who shall not be tried and admitted by -
the superintendents or visitors.” In 1581 the synodal assem- º
bly of Lothian requested the Assembly to ‘sute that the trial
and admission of all masters of schools be joined to the .
presbytery.” In 1645 the Assembly enact that no school- f :
master be admitted to teach a grammar school in burghs \ º
without examination by, and approval of, the presbytery.*
The Assembly in 1700 ordain the presbyteries to take care -
that every schoolmaster shall sign the Confession of Faith;
for ‘negligence, error, or immorality’ the presbytery shall
apply to the civil magistrate in burghs, or to a commission
of Parliament." In 1706 the Assembly recommended presby-
teries to visit all public grammar schools within their bounds,” -- -
and at later dates enjoined presbyteries to call before them
all teachers, whether in parochial or other schools, and to take -
trial of their sufficiency and qualification;" in short, the As-
sembly claimed that the church had always been in the con-
--- stant exercise of superintending all schools, and taking cog-
misance of the sufficiency and qualifications of teachers.”
The supervision exercised over tutors and scholars seeking
higher education than that available at home shows that the
jurisdiction of the church was not limited to public schools,
but extended to the private acts of the inhabitants, and to
* Acts of Parliament, 1707, c. 6, xi., 403, 414.
* Booke of the Universall Kirke, pp. 60, 108.
3 Ibid., 535. The Assembly agree to propone this matter to Parlia:
ment: Ibid., 537. -
4 Acts of General Assembly, 1645, c. 7. 5 Ibid., 1700, c. 10.
6 Ibid., 1706, c. 13. -
7 Ibid., 1799, c. 12; 1800, c. 11; 1801, c. 8; 1802, c. 6; 1808, c. 9.
* Cf. also Acts of Assembly, passed in 1638, 1642, 1649, and 1699.
-






































SCHOOLS AFTER THE REFORMATION.
private teaching. Of this character is an Act of Assembly
passed in 157 8, by which parents who send their children to be
educated over seas where papistry is taught, are charged to call
them back, under pain of excommunication." In 1579 the
kirk craves the king to make a general prohibition against
sending children to Paris, or any other town professing papistry,
to the end that the youth be not brought up in idolatry con-
trary to Christ's religion.” In 1601 the Assembly crave of
the king and council that the religion of pedagogues who
accompany noblemen's sons abroad be approved by a testi-
monial of the presbytery;” and in the following year the king
declared in face of the whole Assembly that he would observe
the tenor of this prayer,” which, however, was not at once
embodied in an Act of Parliament ; for the kirk, in 1606,
asked that the Acts of the General Assembly as to noble-
men's sons passing out of the country should be passed by
statute in the next Parliament; * but it was not till 1609
that Parliament ordained persons sending their sons abroad
for education, to get a testimonial from the bishop that the
pedagogues who accompany them are of good religion." In
1640, an Act ordains that presbyteries shall examine the
pedagogues of sons of noblemen going abroad, and give them
testimonials." º - º
In illustration of this interesting subject, we give only two
examples. In 1604, at the request of the provincial assembly
of Aberdeen, the presbytery examined Mr Thomas Gordon and
Mr John Sinclair, pedagogues of my Lord Gordon and the
Master of Caithness, as to their religion and how they are edu-
cating their pupils. The pedagogues profess, in presence of the
* Booke of the Universall Kirke, p. 435. º
* Ibid., 437. In compliance with this request, an Act of Parliament
was passed in the same year, requiring persons going abroad for their
education to obtain the king's licence, giving security for their constancy
to the true religion: 1579, c. 9, iii., 138. - -
3 Ibid., 967. “Ibid., 990. Ibid., 1025.
* Acts of Parliament, 1609, c. 3, 4, iv., 406, 428; 1647, c. 411, vi., i,
795; 1661, c. 8, vii., 26. º - - -
7 Ibid., 1640, v., 278.

JURISDICTION OF THE CHURCH. 85
presbytery, the established religion, and testify on their con-
science that they have not âttended the service of any other
church in or out of Scotland; but Mr Sinclair, having been in
France for two years, and unable to ‘half the sight of the king
except at the messe, went there, but gave no reverence to the
messe, which he abhors.” In 1663 the bishop of Aberdeen, with
consent of the synod, ordains that in respect personsof quality
have sent their children beyond seas to be educated in popish
universities, a letter should be directed to the archbishop of
St Andrews, praying his grace to ‘interpose himself’ with
the king, in order that the ‘spreading leprosy of poperie’
may be restrained, that a solid course may be adopted for
bringing up the youth in the Protestant religion—especially
the young Marquis of Huntly—and that the children already
sent abroad be ‘speedilie reduced.” 1. *
time appears to have been generally acquiesced in by the
burghs, and a few cases may be quoted in proof of this. The
schoolmaster of Stirling having, in 1563, been found guilty
of fornication, the kirk ordains him to present his suit in the
next Assembly, and abstain from teaching until the church of
Stirling makes request to the superintendent for him.” In
1570 the council of Peebles appoint a teacher of the town
bairns ‘by the admission of the kirk.” The council of Had-
dington, in 1576, undertake to appoint a schoolmaster whose
life, conversation, and doctrine, tryit be the kirk and conforme
to the ordour, shall be unsuspected of any kind of idolatry."
In 1582 the council of Glasgow, ‘by advice of the masters of
the university, and others having power by Act of Parlia-
ment, chose Mr John Blackburne to be master of the grammar
tery in choosing a successor to Mr Blackburne;" in 1685 the
* Presbytery Records of Aberdeen. - -
* Synod Records of Aberdeen. - -
8 Booke of the Universall Kirke, p. 44. “Burgh Records of Peebles.
5 Burgh Records of Haddington. * Burgh Records of Glasgow.
7 Report on Burgh Schools, ii., 304.
§ 5. The superintendence exercised by the kirk at this
school;" in 1615 the magistrates request the aid of the presby—
º





























SCHOOLS AFTER THE REFORMATION.
masters of the college and the ministers of the city prepared
a course of study for the grammar school; and the presbytery
of Glasgow ordained the regents in the college to try the Irish
scholars in the grammar school touching the heads of religion.”
An act of Synod having in 1594 given the presbytery of
Jedburgh commission to try a schoolmaster of Dunbar as to
whether he could teach a grammar school, the brethren ordain
him to compear on a certain day for his trial;” in 1596, the
same presbytery ordain the whole schoolmasters within their
bounds to compear before them, to show how they instruct the
youth." In 1604, the council of Paisley remitted a candidate
for the office of master of the grammar school to the minister
of the burgh and presbytery of Paisley, to take trial of his
doctrine and abilities to teach;" in 1626, Mr William Hutche- º - -
son was appointed, after having been found qualified by the
presbytery." In 1608 the schoolmaster of Inverurie is ap-
pointed to teach the school, “only on conditions to be inti-
mated to him by the presbytery, bailies, and council.”
In 1612, the archbishop of St Andrews, for himself and his
successors, grants to the council of the city the election of
‘ane master of the grammar school quhilk pertained of old
to the archdeacon of St Andrews, and now to the arch- -
bishop, in respect of the annexation of the archdeaconry to the
archbishopric, but reserves to himself and to his successors
jurisdiction in taking trial of the teachers' qualifications.” In
1620, the council of Jedburgh, with the advice of the bishop
of Caithness, admitted a schoolmaster of the burgh for trial;
if acceptable to the magistrates after being examined by the
presbytery, he shall receive the appointment;” his suc- -
cessor was appointed in 1624, with the advice of the bishop
* The Original in the archives of Glasgow.
* Cleland's Annals of Glasgow, ii., 156.
* Presbytery Records of Haddington. 4 Ibid.
* Burgh Records of Paisley. Ibid.
7 Burgh Records of Inverurie; partly, however, landward.
* Acts of Parliament, 1612, c. 62, iv., 517. ------
* Burgh Records of Jedburgh. .

JURISDICTION OF THE CHURCH.
of Caithness, and in respect of a certificate of competency
granted to him by the presbytery of Jedburgh; * in 1649,
in presence of the council, compeared Mr David Skeoch, who
being found qualified and approved by the presbytery for the
charge of the grammar school, and being remitted by that
body to the magistrates and council, the latter did accord
and agree’ with him.” The town council of Cupar having, in
1628, elected a master of the grammar School, remitted him
- - - - - to the presbytery for trial in his ‘religion, conversation,
erudition, and fitness;” and in 1669, the doctor of the gram-
---, mar school was appointed on the report of the minister."
In April 1646, the town council of Paisley appointed a
call to be given to Mr John Will, student in Glasgow, to
be schoolmaster in Paisley, and ‘the call to be drawn up
and read before the session on Tuesday next;” on 21st
May, we read in the records of the presbytery, he compeared
before the presbytery to be approven by them; and the pres- -
bytery approved of him in respect of his known qualification.”
On 21st October 1647, the same council resolve to admit
a ‘doctor offered to the schooll neamed John Tannahill, gif --
the minister find him qualified for the place.” The town
- council of Perth, having nominated a master of the grammar --
school, desire him to present his admission to the presby-
tery, that they may approve of his appointment, ‘conform to
the order.” In 1656, after debate and protest, the council
of Montrose report to the minister that a doctor of the
grammar school had been found qualified in his literature.”
The town council of Cupar having, in 1670, appointed a school-
master, desire the presence of the ministers of the burgh at
the council for their approbation of his qualification.” In
- 1 Burgh Records of Jedburgh.
º * Ibid.: its constitution was changed in 1656.
8 Burgh Records of Cupar. 4 Ibid. . . .
5 Burgh Records of Paisley. -
| 6 Presbytery Records of Paisley. 7 Ibid. -
8 Burgh Records of Perth.
* Burgh Records of Montrose. 10 Burgh Records of Cupar.
































SCHOOLs AFTER THE REFORMATION.
1675, a master of the grammar school of Ayr, who did not
favour the ‘Indulgence, having been appointed, and the magis-
trates being informed that the archbishop of Glasgow is dis-
pleased at the nomination, they take steps to deal with his
‘grace for his condescendence to take away the misinformation
anent the town.' The archbishop would not ‘condescend’ that
the schoolmaster be continued in his office unless the lords of
the Privy Council ‘condescend.” On the complaint of the
archbishop of Glasgow against a doctor of the grammar school
of the burgh, the town council, in 1688, removed him from
his office.” The council of Stirling having appointed a Latin
doctor in 1695, required him to procure a certificate from the
‘commission for qualifying and examining schoolmasters to
be produced to the united presbyteries of Stirling and Dun-
blane.” In 1722, there was read before this council extract of -
an act of the presbytery approving the appointment of an
English teacher for the grammar school; and this being con-
sidered by the council, they instal him.” Mr William Stewart,
master of the grammar school of Paisley, having become the
subject of church censure and discipline in 1689, was dis-
missed by the council at the instance of the church." On a
complaint from the united presbyteries of Dundee and Forfar
against a master of the grammar school of Dundee for schism,
the town council, in 1716, deposed him.” -
The presbytery of Fordyce, on 14th August 1716, consider-
ing that by Acts of Parliament schoolmasters are obliged to
subscribe the Confession of Faith and Formula, and understand-
ing that Mr Alexander Davidson, master of the grammar school
at Banff, has not fulfilled what the law requires, albeit he has
taught that grammar school for a considerable time past,
appoint him to be cited;" but after having been called ‘three
times at the most patent door of the church, the heretic
* Burgh Records of Ayr. He was removed.
* Burgh Records of Glasgow.
* Burgh Records of Stirling.
* Burgh Records of Paisley.
* Presbytery Records of Fordyce.

JURISDICTION OF THE CHURCH. 89
failed to compear; on 4th December, the presbytery, finding
that though they have used all ‘civil and discreet methods,'
he still continues contumacious, depose him, and appoint Mr
Gordon to intimate the sentence from the pulpit, earnestly
entreating the magistrates to use their utmost diligence
towards the speedy planting of a qualified schoolmaster con-
form to law; on 15th January 1717, the council, consider-
ing that the presbytery have deposed their schoolmaster,
declare, ‘in complyance with secklyke, the place of the
grammar schoolmaster vacant, but request Mr Davidson to
teach the scholars untill ane settled schoolmaster be had
thairto.”
The presbytery of the Chanonry of Ross, understanding in
1743 that a new schoolmaster had come to Fortrose, ordain
him to appear at the next diet to undergo trial; he writes
that his business does not allow him to attend at that time;
whereupon the presbytery declare that they are informed
º
errors. A ‘ charge’ is formally drawn up accusing him of con-
troverting the Confession of Faith, using profane language,
ridiculing texts of Scripture and the habits of pious indi-
viduals, whose mode and words! in prayer he imitated,
etc. The libel having been served on the accused, he com-
peared, and being asked if he would sign the Confession of
- Faith, said he was ready to ‘subscribe truth wherever he saw
, it; but in regard he was called, settled, and paid as school-
master of Fortrose by the magistrates and town council of
Chanonry, which was not subject to the presbytery, he de-
clined the jurisdiction of the court, and protested against
their proceedings.’ The presbytery threatened to depose him,
but out of concern for the town of Chanonry, delayed sen-
tence till the magistrates provided another schoolmaster*—a
more liberal course than that followed by their brethren of
Fordyce. In 1771, the presbytery of Kirkcaldy removed
James Hunter, teacher of the burgh school of Kinghorn,
1 Presbytery Records of Fordyce. - * Burgh Records of Banff.
* Presbytery Records of the Chanonry. -
- Y -
that he has been guilty of several immoralities and gross










SCHOOLS AFTER THE REFORMATION.
-
by himself.” º --
§ 6. The preceding extracts refer to cases in which the
councils acknowledged the authority of the courts of the kirk
or asked for their advice. The burghs did not, however, uni-
formly acquiesce in the interference of the church with the
appointment of masters or with the management of Schools
under their patronage. Thus in 1631 the ministers of Perth
complain to the presbytery that the burgh intend as patrons
to place a schoolmaster without their trial in conversation,
literature, and profession, whereby great prejudice might come
to the seminary and to religion;' and in 1632 the ministers
again complain that the magistrates had ‘nominated a school-
master without acknowledging them, contrary to the custom
of this burgh, and Acts of the General Assembly and Parlia-
ment, committing the trial of such men, their religion and
qualification, to the church. The council yielded the point
in dispute, and ‘the ministers of Perth reported that on
Monday last, the master of the grammar school acknow-
ledged his oversight in entering to the said school without -
being tried by them, and in presence of the bishop of Dun-
keld and diverse others of the council of the burgh, offered
himself to trial if it were their pleasure. With this offer
they rested content, and thereupon went to the grammar
school accompanied by the bishop as moderator and divers
of the council; and after admonishing the master of his
duty in instructing the bairns in literature and manners,
and the bairns' duty towards him as their master, did accept
him by the hand.” In 1711 the town council of Dundee,
considering that the presbytery have appointed a visitation
of the grammar school to be held on 1st August, without
acquainting the magistrates, ‘contrar to the constant custom
of the place, and ane incrochment on the priviledges of the
from his office on account of gross immoralities confessed
* Burgh Records of Kinghorn. For other instances of teachers
having been deposed for nonconformity, see infra under Removal of
Masters. - - º º

JURISDICTION OF THE CHURCH.
town as patrons of the schooll, appoint the school to be visited
by the magistrates on 1st September next, and the ministers
of the place to be acquainted therewith."
The collision of jurisdiction in this case led the rival parties
—the presbytery and council, to vindicate their respective
rights by appointing examinations to be held at such times as
were convenient for each body concerned; but in no instance
in which a burgh resisted positively the interference of the
church in the affairs of the school was it successful. The illus-
trations of this point are of recent date; thus in 1817 we find
the General Assembly commending the presbytery of Brechin
for the firmness with which they had asserted their unques-
tionable right to examine schools of every description;” and in
1836, 1837, and 1838, similar cases occurred;” but the lead-
ing case on the subject is that of the presbytery of Elgin
against the magistrates and town council there, which
settled the question whether the right of Superintendence
over parochial schools vested by law in the presbytery
extended also to burgh schools. In May 1844 the presbytery
intimated to the town council that they had appointed the
annual examination of the academy on 26th June; the
council, while approving the time fixed, resolve that in future
they alone shall appoint the day of examination; and on 16th
June 1845, the town clerk intimated to the presbytery that
the council had fixed the day, and invited the presbytery
to attend. To this intimation the clerk of presbytery replied
that according to the established practice, and in the exercise
of their vested rights, the presbytery had resolved to examine
the academy on different days—which that body accordingly
did; on 6th May 1846 the clerk of presbytery issued the
usual notices as to the examination, with the protest that their
examining the school did not imply that they recognised as
rector one who was a Free Churchman, not in communion
with their own church.
On 16th June 1846 the presbytery having met to con-
1 Burgh Records of Dundee.
* Acts of Assembly. 3 Ibid.
-
-
--
--
-
-
º
--






SCHOOLs AFTER THE REFORMATION.
sider what should be done with reference to an act of the
town council fixing 22d and 23d June for the examination,
resolved to examine the academy on 24th June, as previously
appointed; accordingly, on that date they convened at the
academy, but found the doors shut up. In these circum-
stances,they raised a summons of declarator against the council, -
concluding that the Elgin academy was a public school, and
as such fell within the jurisdiction of the pursuers, who, in
virtue of certain Acts of Parliament, and of the common law,
were entitled, they contended, to exercise over the masters of
the school a right of trial with a view to induction, and a
right of removal from office. They also maintained that the
schoolmasters were bound before admission to subscribe, in
presence of the presbytery, the Confession of Faith, to con-
form to the worship of the Established Church, and to submit
to its discipline, as required by Act 1706, c. 6, and other
laws applicable to public schools. The defenders resisted the
conclusion, contending that the claims of the pursuers rested
upon a series of old statutes which applied to parochial schools
only; but even if it were held that they extended to burgh
schools also, they have received a construction from the prac-
tice of the country, opposite to that now sought to be put on
them by the pursuers, the presbytery.” The Court of Session
held, in 1861, that the academy, which was provided by public
subscription, and included the old grammar school and a sang
school (the latter endowed out of the hospital of Maison Dieu,
and in course of time becoming the English school), formed
a public high school—the old constitution remaining the same
—and as such was subject to the control of the presbytery.”
The church naturally enough rejoiced at a decision which --
extended, or rather incontestably established, her jurisdic-
tion over all schools—placing the burgh schools, like the parish
schools, under her superintendence; and in the same year the
* Supra, p. 82, § 4. -
* Session Papers, No. 541, pp. 63,64. It would appear from the fore-
going extracts that the ‘practice of the country’ was otherwise.
* Dunlop's Cases, xxiii., 287 (16th January 1861). –




















































- JURISDICTION OF THE CHURCH. 93
Assembly strongly recommended the claim of the presbytery
of Elgin to pecuniary help for having vindicated the right of
the church to examine burgh schools." The church did not
long enjoy the victory she had won, for it was in consequence
of this decision that Act 24 and 25 Vict., c. 107, was passed,
which entirely severed the class of schools we are now dealing
with from the church, by providing that no master of any
burgh school shall be subject to the government or discipline
of the Established Church, or to the trial, judgment, or
censure of the presbytery for his sufficiency, qualifications,
or deportment in his office.” º
--> -
* Acts of Assembly.
* The example set by the presbytery of Elgin was followed by its
neighbour of Forres, which did not claim a right of examining the burgh
school at a different period from that fixed by the council until 1849,
when they intimated that they would examine it on days fixed by them-
selves. The council protested that the presbytery had no right to ex-
amine or superintend the schools of the burgh, but under reservation
of that protest offered no opposition. Accordingly the two bodies
continued to examine the school—one examination taking place in
March and the other in June, until recently, when the presbytery
discontinued their examination, and attended on the day fixed by the
council: Burgh Records of Forres. - º -
---
º





NAGE AND CONSTITUTION OF
SCHOOLS.
*$ 1. TRANSFER OF PATRONAGE: APPARENT ExcEPTIONS ; THE RIGHT
JEALOUSLY GUARDED.—$2. LIST of BURGH SCHOOLS.–$3. BURGH
AND PAROCHIAL SCHOOLS: BURGH SCHOOLS BECOMING BURGH
AND PARochiAL schools; ELECTION of BURGH AND PAROCHIAL
MASTERs; THE Two BoDIES OF PATRONs; LIST OF BURGH AND
PAROCHIAL SCHOOLS.–$4. CONSTITUTION OF SCHOOLS CHANGED
BY ENDow MENTS.–$ 5. ACADEMIES: THEIR ORIGINAL INTEN-
TION; Course of STUDIES; THE GoverNING BoDIES.—$6. THE
oLD AND NEW PATRONs.
§ 1. WE have learned from the previous chapter that the
church always possessed jurisdiction over burgh schools and
burgh teachers, and the next subject for consideration is the
patronage of schools. From the introductory part of this
work it appears that when we first become acquainted with
schools—and, indeed, for a considerable time afterwards,
they were attached to, and under the exclusive control of,
the church; but long before the Reformation some burghs
claimed to elect, while others did, in point of fact, elect, their
own masters irrespective of the church. The Reformation
nearly completed the change in the patronage of the schools.
—a change which had commenced as early as the fifteenth
century, in the gradual transfer of their management from the
church to the burgh, while from of old the latter had always
the power of regulating the fees, erecting and repairing the
buildings, and paying the teachers' salaries—in short, the
power of providing the ways and means. -
Two-or three cases may be quoted in illustration of the
transference of the patronage, which was not always accom-
plished without protestation and demand for satisfaction
of vested interests. In 1576 the council of Haddington
earnestly ‘requiret Mr James Carmychell, in consideration of
his greit burden in the ministre, to demit his office of teacher

PATRONAGE TRANSFERRED.
of the burgh; and in respect of the earnest suit of the council,
the incumbent renounces for a consideration all ‘claim of
property which he has in the schoolmastership, granted to
him by the abbot of Holyrood and confirmed by the king."
Four years later the schoolmaster of the Canongate demits in
the hands of the council of the burgh, as his undoubted
patrons, the office of teacher of the grammar school, granted
to him for lifetime by the commendator of Holyrood.” In
1631 the council of Perth having all in one voice found that
the ministry and session have “no power, in the putting of
the master of the grammar school,” appointed Mr John Row
master. At this act of the council the ‘ministrie wer
offendit, becaus they wald have bein at placing ane man of
thair awin, and the onlie doars thairof;” in the following
year the council attended at his induction, but the ministry,
though also requested to be present, refused, being ‘mychtele
miscontent because the counsall” appointed him ‘haillelie
by thair own aduys, quhairupone the ministrie daylie raillit
out of the pulpett aganes the provest, bailleis, and counsall,
and thairefter did complene to the presbíterie.” On 12th
June of the same year, Mr Row compeared before the council,
and wished to know what he should say to the presbytery
who summoned him for accepting office without consent of
the ministry. The council advised him to say that he was
not ‘sui juris, but must obey his patrons the town council, of
whom he holds his office, and who represent the burgh.” On
30th July the council positively refused to acknowledge
the authority of the presbytery in appointing a master of the
grammar school, ‘except thai doubted of Mr Row's qualifi-
cation;' whereupon, adds the record, the ministers ‘departit
malecontent.'" . .
In some burghs the church continued to have a voice in
1 Burgh Records of Haddington. . * Register of the Canongate.
8 Burgh Records of Perth. 4 Ibid. 6 Ibid. 6 Ibid.
- 7 Ibid. The master now chosen was the grandson of the celebrated
Dr John Row, the first Reformed minister of Perth, and taught, it is
said, Latin, Greek, and Hebrew, in the grammar School of Perth. He










SCHOOLS AFTER THE REFORMATION.
-
the election of the teacher for a long time after the Reforma-
tion; but it is probable, that in such cases the ecclesiastical
courts took part in appointing the master, either because
they were appealed to by the council for advice and assist-
ance in determining his qualifications, or because the teacher
performed some office in connection with the church, which
made it necessary that the session and presbytery should
concur in the nomination. Thus, on 13th July 1612, the
council of Stirling appoint a committee to meet with ‘twa
or thrie brethren of the presbíterie, for planting a master
in the grammar school;1 in April 1646, the council of Paisley
appoint a ‘call’ to be given to a schoolmaster, the call to be
drawn up and read before the session;” on 21st May follow-
ing, the presbytery approve of the call by the kirk session
and town council.” In 1673 the magistrates of Stirling
ratify the appointment of a master of the grammar school by
a committee of the council, with advice and consent of the
ministers." In January 1710 the council of Ayr acquaint
the presbytery that they design to settle a doctor of the
grammar School, and desire their approbation and concur-
rence;" and on 19th October 1728, the council of St
Andrews apply to the kirk session for their co-operation in
filling up the vacancy in the grammar school." In 1725 a
committee of the town council of Kinghorn was appointed
to meet with the kirk session for calling a doctor to the
grammar school;" and in 1739 the council choose a school-
master, after having ‘conversed with the minister for his ap-
probation.” In 1762, and again in 1770, committees of the
same council were appointed to meet committees of the kirk
was afterwards minister of Aberdeen, where he published his Hebrew
“Dictionar, which he dedicated to the council; for which, and his
‘paines in teaching the Hebrew tongue, they granted to him, in 1643,
400 merks: Burgh Records of Aberdeen.
i Burgh Records of Stirling. Cf. ibid., 1753. --
* Burgh Records of Paisley. * Presbytery Records of Paisley.
* Burgh Records of Stirling. * Burgh Records of Ayr. -
-
• Burgh Records of St Andrews. 7 Burgh Records of Kinghorn.
8 Ibid. º









PATRONAGE TRANSFERRED. 97
Report on Burgh Schools, ii., 95.
a
session for supplying the vacancy of a schoolmaster;' but in
1772 the council are described as ‘patrons of the public
school of Kinghorn.”
The town councils, after having acquired the patronage of
the schools, continued very jealous of any encroachment on
their right of presenting the teachers. This is shown by
such extracts as the following: in 1595 the master of the
grammar school of Edinburgh was dismissed for taking a gift
of his office from the abbot of Holyrood,” the old patron of
the school; in 1707 the council of Kirkcaldy expressed great
indignation at the kirk session for referring the choice of a
schoolmaster to the presbytery, and declared that the session
was entirely in the wrong in encroaching on the town's right of
presenting a schoolmaster—a right, it is alleged, always exer-
cised by them, as would appear from many of their standing
acts before and after the Reformation; * and in 1711 the town
council of Peebles request the presbytery to examine a school-
master lately appointed by them; the presbytery proposed
that the examination should be held at Traquair, and not at
Peebles, the usual place; the council, however, object to any
Such alteration, lest thereby the ‘town's right of patronage and
presentation may in time be weakened.”
On the principle that ‘seeing is believing, the councils
had sometimes recourse to symbols in order to preserve
evidence of their undoubted authority over the teachers and
right to the patronage of the school. Thus, in 1620, the
town of Burntisland introduced a custom, which continued for
many years, of the master and doctor annually delivering to
the council the key of the schoolhouse, and of their dwelling-
houses, as an acknowledgment that they held their offices
of the town." In the same way we learn that on 29th
September 1714 there compeared before the town council of
Crail the master of the grammar School, who, “conform to
1 Burgh Records of Kinghorn. 2 Ibid. -
* Burgh Records of Edinburgh. * Burgh Records of Kirkcaldy.
Burgh Records of Peebles.
G






schools AFTER THE REFORMATION.
º
-:
custom, produced to the magistra es and council the key of
the school door, in testimony of his dependence on them;" the -
key being immediately redelivered to him, with an exhortation
to care and diligence. The same custom prevailed in other
burghs; and the formality of the delivery of the key was gone
through annually, at the end of September, immediately after
the election of the magistracy.
§ 2. As an important element in the history of the burgh
schools, we now proceed to enumerate the schools which,
at the passing of the Reform Act, were managed by the
councils, who appointed the masters and regulated the fees
and salaries, but did not to any extent interfere with
the teaching and discipline, which they wisely left to the
teachers. In Aberdeen there was the grammar school where
a master and two assistants taught Latin and Greek; a
parochial school, for reading; a mathematical, arithmetical,
and commercial school, and a writing school;” in Anstruther
Easter, the burgh school;” in Banff, the grammar school;4
in Brechin, the grammar school;" in Burntisland, the
high school;" in Campbeltown, the grammar school, which
was also the parochial school;" in Dumbarton, the high
school, conducted by two teachers; in Dumfries, the academy,
taught by five masters, each having a separate department;”
in Dunbar, the grammar school and the mathematical school;"
in Edinburgh, the high school, taught by a rector, four classi- --
cal masters, and teacher of writing, arithmetic, and mathe-
matics;* in Elgin, the academy, a girls' school, and a school at
Lossiemouth;” in Forfar, two masters in the grammar school;1% -
in Forres, the grammar school, an English school for boys, a
* Burgh Records of Crail. *Municipal Corporations Report, i., 20.
*Ibid., i., 68. “Ibid., i., 109. Ibid., i., 128. 6 Ibid., i., 139.
7 Ibid., i., 150. *Ibid., i., 206. "Ibid., i., 212. 10 Ibid., i., 222.
*Ibid., i., 317. Several schools for English, reading, writing, and
arithmetic, were formerly supported by this corporation, but they were
gradually discontinued. - -
* Ibid., i., 427. The schoolmaster of Lossiemouth was appointed on
the recommendation of the parish minister. -
* Ibid., i., 443.
-



































LIST OF BURGH SCHOOLs.
girls' School, and a free school, endowed by Jonathan Ander-
son, upon which was lately ingrafted an academy for teaching
the higher branches; in Glasgow, the grammar school; in
Greenock, the grammar school and the mathematical school;”
in Haddington, the burgh school, taught by two teachers; * in
Hamilton, an English school;" in Inverary, the grammar
school;" in Inverkeithing, a girls' school;" in Inverness, a
music school;* in Kirkcaldy, the burgh school;" in Kirkcud-
bright, the burgh school;" in Kirkwall, the grammar school;"
in Lanark, the grammar School;” in Linlithgow, the burgh
school;” in Montrose, the academy and grammar school, taught
by a rector, two masters, two English teachers, and two writing
masters, who also taught arithmetic;” in Musselburgh, the
grammar School and two English schools (one in Musselburgh
proper, and the other in Fisherrow);" in Nairn, a girls'
... school;" in North Berwick, the high school;" in Paisley, the
grammar School, a writing school, parish schools of Low,
Middle, and High Church;” in Peebles, the grammar school,
an English school, and a girls' School;” in Perth, the academy
and grammar school, school for French and other modern lan-
guages, school for writing and arithmetic, school for drawing
and painting, School for English reading, School for singing
- and church music;” in Port-Glasgow, two schools—English,
Latin, and French taught in one; writing, book-keeping,
arithmetic, geography, and mathematics in the other;” in
Renfrew, the grammar School;” in Selkirk, the burgh school,
-- and a female school;” in Stirling, the high School, a writing
and mathematical school, two English schools;” in Tain, the
parish and burgh grammar School, an English school, and a -
girls' boarding school;” in Wigton, two schools—one for boys, -
and the other for girls.”
1 Municipal Corporations Report, i., 451. * Ibid., ii., 35.
- 3 Ibid., ii., 62. 4 Ibid., ii., 68. "Ibid., ii., 74. "Ibid., ii., 82.
7 Ibid., ii., 93. 8 Ibid., ii., 110. ” Ibid., ii., 158. 10 Ibid., ii., 169.
11 Ibid., ii., 177. 13 Ibid., ii., 190. ” Ibid., ii., 228. 14 Ibid., ii., 241.
15Ibid., ii.,251,252.1% Ibid., ii.,258. 17 Ibid., ii., 272. *Ibid., ii., 287.
10 Ibid., ii., 295. * Ibid., ii., 309. *Ibid., ii., 339. *Ibid., ii., 361.
23 Ibid., ii., 399. *Ibid., ii., 408. * Ibid., ii., 425. * Ibid., ii., 440.
--
-
:











Of the schools from which the commissioners appointed to
inquire into the burgh schools of Scotland got returns in 1867,
the following twenty-six were called by the town-clerks burgh
schools: Annan academy, Banff, Burntisland, Dumbarton,
Dumfries, Dunbar, Dunfermline, Edinburgh, Elgin, Forfar,
Forres, Haddington, Kirkcaldy, Kirkcudbright, Kirkwall,
Lanark, Linlithgow, Montrose, Musselburgh, Peebles, Perth,
Port-Glasgow, Renfrew (burgh), Renfrew (grammar), Sel- --
kirk, Stirling; in Cupar there was a ‘Madras’ school, in St
Andrews a ‘Madras college;’ and eighteen were returned as
academies or grammar schools—namely, New Aberdeen, Old
Aberdeen, Airdrie, Arbroath, Ayr, Dundee, Edinburgh, Glas-
gow, Greenock, Inverness, Irvine, Kilmarnock, Leith, North
Berwick, Paisley, Peterhead, Stranraer, Tain."
§ 3. The constitution of some of the schools was from an
early period partly burgh and partly parochial, the patronage
being vested in the town council and landward heritors
jointly. Such schools are found in burghs of small note,
and acquired the parochial character in consequence of the
heritors contributing towards their maintenance. A school
possessing this constitution was frequently the only one in
the town and parish, one school having been found sufficient for
the educational wants of the district, and both bodies of patrons
being glad to share the expense between them, instead of each
having to support a school.” The teacher of the burgh and
parochial school was invariably session clerk and precentor,
and derived a considerable part of his small income from
* Report on Burgh Schools, i., pp. lxx-xxii.
* Many of the town councils were quite willing to alter the constitu-
tion of their schools, especially the English schools, by sharing the
patronage with the heritors of the parish in return for being relieved of
part of their burden: thus in 1740, the town council of Dundee, taking
into consideration that the heritors of the landward parish bear no part
of the expenses of the English school, or the salaries of the schoolmasters,
order a report to be made as to their liability to contribute to its sup-
port: Burgh Records of Dundee. The town council of Banff, in 1762,
considering that no salary is established for a schoolmaster out of the
parish, according to law, are of opinion that the salary of the assistant































BURGH AND PAROCHIAL SCHOOLs.
-
º . . - *
these offices, which were so frequently conjoined that in prac-
tice they came to be regarded as parts and pertinents of that
of the teacher; in Kinghorn there was a tedious lawsuit which
extended from 1770 to 1791, between the town council and
kirk session, the former contending for the ‘doctrine that the
grammar schoolmaster was also session clerk and precentor
ew officio.” The necessity of consulting the minister and kirk
session when the teacher was to be session clerk necessarily
limited the patronage of the town, and in course of time, per-
haps, changed the original constitution of the school, which
may at first have been strictly burghal. -
The following case may be cited with the view of showing
how this class of schools originated: on 20th October 1606, the
bailies and council, and community of Inverury, resolve to
have a grammar school at the expense of their common good.
The first teacher was paid from that source, but in 1607
the salary of the second schoolmaster was paid partly out
of the funds of the burgh and partly by a ‘voluntary
collection from the gentlemen and ministers adjacent to the
town.”
We give two instances illustrative of the steps by which
the constitution of a burgh School was changed into that of a
burgh and parochial school, and of the character of the
agreement entered into between the new patrons. In 1656
the council of Jedburgh admitted the heritors of the parish
to the joint management of the grammar School of the burgh
by a contract stating, that in respect the parish of Jedburgh
master of the grammar school should be laid on the parish, and authorise
a committee of their number to take counsel in the matter: Burgh
Records of Banff.
1 Burgh Records of Kinghorn; Session Minutes of Kinghorn; Pres-
bytery Records of Kirkcaldy. -
2 Burgh Records of Inverury. The school, after having existed only
for one year as a burgh school, became burgh and parochial. It
retained that constitution until 1649, when it became entirely parochial,
the burgh having no voice after that date in the management of the
school, although the council continued to contribute more or less towards
its maintenance.




schools AFTER THE REFORMATION.
º - º --- ---
s of a free burgh and a land parish, who have bo -
equal interest in the school, whenever the place of a school-
master shall vaik, the provost and bailies of the burgh and
the minister of the parish shall advertise every heritor that
the school vaiks, and desire him to attend a meeting for
electing a schoolmaster. When the council and heritors
convene, they shall choose seven persons on either side—
eleven being a quorum, five on each side—who may elect a
schoolmaster, but not impose additional burden for the support
of the school; andlest the school suffer prejudice by the heritors
º
from the town, elect a schoolmaster." A more recent example
of a change in the constitution of a school occurred in 1821
when the school of Crail was converted from a burgh school
into the school of a parish, consisting of a royal burgh and
landward heritors. The history of the constitutional change
may be briefly indicated: in 1808, the town council, consider-
ing the inadequate means provided for the education of the
numerous children in the burgh and landward parish, without
having recourse to schools not in connection with the Estab-
lished Church, propose that another school should be estab-
lished in the burgh, and appoint a committee to correspond
with the heritors in order to provide a salary for the new
teacher.” This movement appears to have produced no result,
and the question of providing for the educational wants of the
town and parish was allowed to sleep during another decade.
On 5th December 1818, a meeting of the council being called
for appointing a burgh teacher, they resolved to consult the
heritors, who, on 15th December, agreed to subscribe £18 .
yearly during the life of the next incumbent.” On 27th April
1819, at a meeting of the heritors, the majority gave it as
their opinion that the burden of providing for a schoolmaster
Burgh Records of Jedburgh ; cf. also the Minutes of the Heritors
on 19th February 1767 and 14th May 1767, as an illustration of the pro-
ceedings of the patrons in appointing schoolmasters under the new order
of things. - * - -
* Burgh Records of Crail. 3 Ibid.
not compearing, they who attend shall, with an equal number







































BURGH AND PAROCHIAL SCHOOLs. 103
º
falls on the burgh, and that the heritors are in no respect
liable." On the day following, the town council agreed to
take the opinion of counsel as to the heritors' liability;” and
on 30th June, considering that the opinion of John Clerk,
Thomas Thomson, James Moncrieff, and James Wilson, ad-
vocates, is favourable to the town, they resolve to call a meet- ---
ing of the heritors in order that the subject be again resumed.”
A member of the council, present at the meeting of heritors,
stated that if they did not join the council, the latter would
establish a school for themselves and not admit any scholars
from the landward part." At a meeting of the heritors, held
on 4th August, it was resolved, that although the majority of
the heritors present do not consider themselves liable by law,
yet, considering the numerous children in the parish who are -
without the means of education, they propose that the land-
ward part of the parish should be assessed for 400 merks, and
for two-thirds of the expense of repairing the schoolhouse -
and providing a garden and house for the master, the town
continuing to contribute as formerly.” At a meeting of
heritors held on 1st June 1820, it was agreed to delay the
further consideration of the permanent establishment of a
school and provision for a schoolmaster till 17th July next;"
but on 20th December 1820, the minister of Crail produced
before the presbytery at St Andrews a copy of the original
charter of the foundation of the grammar school of Crail,
from which it appeared that the school was strictly a grammar
school, endowed by private individuals; the presbytery there-
fore find that the parish of Crail is entitled to a parochial
school, in terms of the Acts of Parliament, and if the heritors
. . . ºr shall not, before 28th March 1821, establish the school,
application shall be made to the commissioners of supply
for remedy, as prescribed by law." On 15th March 1821, the
heritors and town council agree to establish a parochial union
school, the heritors paying the maximum salary and the town
r
Minute Book of the Heritors. * Burgh Records of Crail. 3 Ibid. -
4 Minute Book of the Heritors, 5 Ibid. 6 Ibid. - º
* Presbytery Records of St Andrews. - - - º




















SCHOOLS AFTER THE REFORMATION.
paying £12 annually for the support of a master." The right
of the election of the master, who shall be styled rector of the
united grammar and parochial school of the town and parish,
shall be after the manner of a vice patronage, the heritors
with the ministers having the patronage at one time, and
the town council and minister at another; and it was further
provided that the usher be selected by the rector, who shall
submit him to the council for approbation, after which he shall
be remitted to the minister for examination, and if found
qualified, shall be appointed by the council.”
A few cases may be quoted to show how the teachers
of this class of schools were appointed in the absence of any
express agreement between the two bodies of managers. In
1663 the council of Pittenweem approve of an agreement
made by the bailies and minister for planting a school-
master in the burgh;” and in 1677 the council unanimously
agree that the bailies and minister, with some of the council,
shall appoint a schoolmaster;" in 1684 the council seriously
recommend to the magistrates to consider with the minister
and kirk session for settling a schoolmaster;" and in 1697
the minister and elders concur with the council in appointing
a master of the grammar school, who was also precentor and
session clerk;" in 1729, intimation having been made from
the pulpit by the minister, calling a meeting of the heritors for
maintaining the fabric of the school, the council appoint a com-
mittee to represent the town at that meeting." In 1730 the
town council of Dingwall ordain the minister of the burgh
and two heritors to attend the next diet of council, in order
to concur in the election of a schoolmaster of the burghs
The town council of Kilmarnock, in 1764, appoint a committee
1 Minute Book of the Heritors. -
* Burgh Records of Crail; Minute Book of the Heritors.
* Burgh Records of Pittenweem. -
4 Ibid. 5 Ibid. 6 Ibid. ---
* Ibid. The School became a parish school towards the end of the
eighteenth century.
8 Burgh Records of Dingwall.









































BURGH AND PAROCHIAL SCHOOLS. 105
º
-º
of their number to attend a meeting of the heritors, and
concur with them in the election of a master of the grammar
school." - - º
Sometimes one body of patrons elected the teacher,
the other afterwards homologating the appointment. Thus,
in 1689, the council of Irvine, considering that the minis-
ter and session had appointed, during the vacancy of the
magistrates, a doctor of the school and precentor of the
church, who is paid out of the casualties of baptisms and
marriages, and out of the town's patrimony, ratify the agree-
| Dumbarton being informed that the town council, with
consent of the minister, have nominated a schoolmaster,
approve of the appointment, the master having the same
right as his predecessor to all casualties and fees from the
session.”
- But the two bodies did not always act so harmoniously
together as in the cases just quoted. Thus, in 1718, a vacancy
having occurred in the office of master of the grammar school
of Selkirk, the town council appointed Mr Andrew Elliot,
without the consent of the other heritors. The validity of
this appointment was disputed by the heritors, and several
commissions having been recovered from 1674 downwards,
all bearing that the several masters were appointed by the
heritors of the landward parish and the council of the burgh,
the Court of Session found that the commission granted by
the town council, without the votes of the landward heritors,
was void. The corporation reclaimed, but before a re-hearing
was obtained entered into an agreement with the heritors,
dated in 1719, whereby the ‘choiceing, calling, admitting,
and installing of the rector of the grammar school” was fixed
to be by the heritors having each a vote, and two magistrates
each a vote.*
1 Burgh Records of Kilmarnock. * Burgh Records of Irvine.
3 Kirk Session Records of Dumbarton.
-- 4 Contract registered in the Sheriff Court Books of Selkirkshire. The
constitution of this school has given rise to a lawsuit. Under the Educa-
-
--
º
ment.” Conversely, on 8th January 1695, the kirk session of
-
º
º
-
---º--
ºº


















SCHOOLs AFTER THE REFORMATION.
-- -
-
º In the election of teachers, and management of this group
of schools, or of schools entirely parochial but situated in
burghs, the session and heritors were less active as patrons -
than the town councils; indeed, the management of such º
schools was left almost entirely to the councils, unless a
dispute arose, when the claim of right was wakened. In 1665
the schoolmaster of Forfar was appointed by the town council, . . .
though the heritors and the session paid part of his salary."
The council of Rothesay appear to have managed for a long
time the grammar school in the town, but the ‘present-
ing, placing, and giving commission to the schoolmaster’
belonged to Sir James Stewart of Bute and his predecessors.
In 1780 an extract of the deed of patronage of the school was
registered in the sheriff court books of the shire, from which
we learn that the heritors of the parishes of Rothesay and
Kengarth, the council of the burgh of Rothesay, and the
ministers and elders of the parish of Rothesay, being -
‘sessionally convened’ and considering the poverty and
daily decay of the school, by reason of the small funds ap-
pointed for the maintenance of a schoolmaster, augment his
salary—the town contributing, as formerly, £40 Scots from -
the common good, and furnishing a sufficient schoolhouse. To
prevent confusion and disorder in the choice of the school- º
master, and encourage Sir James Stewart and his heirs to
continue their patronage, the heritors, magistrates, ministers, º
and elders consent that Sir James Stewart and his successors
tion Act, 8, school board having been elected for the parish of Selkirk, and
another for the burgh, both parties proceeded on the assumption that the
school in question, as the school of the parish, became vested in the
parish board, which accordingly entered into possession of the school and
schoolmaster's house. In October 1873, the burgh board opened negotia-
tions with the parish board for purchasing the school and dwelling-house
and garden, believing that these subjects had vested in the latter; but ---
a doubt having been raised by the burgh board as to whether the Act
had the effect of vesting the subjects in the parish board, both parties
agreed to submit the question to the decision of the Court of Session.
Burgh Records of Forfar. -->


























BURGH AND PAROCHIAL SCHOOLS. 107
be patrons of the school. The heritors of Campbeltown do
not appear to have interfered at any time in the election
of teachers of the grammar school in that burgh, though it
was a parochial school, supported partly by them; and
after the passing of the Act 43 George III, c. 54, they paid
half of the minimum salary of the master, the other half
being paid by the town council ;” in 1831 there was a change
in the constitution of this school, which then became a
burgh and parochial school, the appointment still continuing
with the town council.” - -
The deed is in the charter chest of Rothesay. The only occasion
on which the heritors appear to have interfered with the proceedings
of the town council in managing the grammar school was in 1763,
when the council arbitrarily dismissed the schoolmaster. On 9th
November of that year the provost called a meeting of the council in
pursuance of a letter from the Earl of Bute, who, as being the most
considerable heritor in the town and parish, and as having a claim to
the patronage of the school, disapproved of the method in which the
teacher was dismissed without trial. The council, having considered the
letter, were, with the exception of the provost, of opinion that there was
no reason for retracting anything that had been done; at last the
schoolmaster was reponed. - - -
* This Act, passed on 11th June 1803 with the view of improving the
position of parochial schoolmasters, did not apply to a parish consisting
only of a royal, or part of a royal burgh, but affected the case of a parish
consisting of a royal burgh and landward parish, by requiring that the
salary and accommodation in such cases shall be equal in value to those
provided by the Act. Teachers in burgh and parochial schools availed
themselves, accordingly, of the provisions of this Act when their salary
was less than that of a parochial schoolmaster; and teachers of burgh
schools sought to bring them within the compass of the Act when
their conditions were less favourable than those of the parochial
- teacher. Thus, in 1803, the master of the grammar school of Crail
prays the town council to grant him augmentation of salary according
to the Act of Parliament lately passed; the council desire the minister
to call a meeting of the heritors, the common good of the town not being
able to afford any augmentation; on 16th December the heritors de-
clare they are not liable by the Act for an increase of salary, and are
resolved to defend themselves at law; the magistrates are also of opinion
that Crail being a royal burgh, it does not come under the operation of
the Act: Burgh Records of Crail.
3 Burgh Records of Campbeltown,




SCHOOLS AFTER THE REFORMATION.
In 1835, the patronage of the following schools was vested
in the town councils and landward heritors. The council
of Old Aberdeen had, with the other heritors of the parish,
a vote in the election of the parish schoolmaster;" the magis-
- trates of Brechin elected, with the minister and heritors of
the parish, the parochial schoolmaster;” the magistrates of
Culross, as heritors of the parish, had a voice in the elec-
tion of the schoolmaster, but the manner was not settled;”
the united burgh and parochial school of Crail was con-
ducted by a rector, elected alternately by the burgh and
landward heritors, the minister being associated with each
as a joint elector;4 the magistrates of Forfar were conjoined
with the heritors for the election of a parish schoolmaster;"
in Hamilton the magistrates had the patronage of the gram-
mar school, the rector being also parochial teacher, and
appointed by the heritors of the parish and the council;" in
the burgh and parochial school of Inverkeithing the teacher
was appointed by the town and heritors jointly;” the patron-
age of the grammar school of Jedburgh was vested equally
in the burgh and landward heritors;* the magistrates of
Lauder, along with the heritors and kirk session, appointed the
burgh schoolmaster;" the magistrates and minister of New-
mum salary allowed by the Act 43 George III, c. 54;” the
magistrates of North Berwick, along with the heritors of the
parish, had a vote in appointing the parochial schoolmaster;"
the magistrates of Rothesay had a voice in the election
of the schoolmaster of the burgh only as heritors of the
Municipal Corporations Report, i., 50. -
2 Ibid., i., 128. 3 Ibid., i., 172.
*Ibid., i., 158. "Ibid., ii., 443.
* Ibid., ii., 75. In 1848 the grammar school passed into the academy,
including a parochial, burgh, and proprietary school: Report on Burgh
Schools, ii., 254. It is now managed by the school board: Report
on Endowed Schools, ii., p. 491. -
- - 7 Ibid., ii., 93. 8 Ibid., ii., 135.
10 Ibid., i., 96. 11 Ibid., ii. 272.
* Ibid., ii., 200.
ton-upon-Ayr chose the schoolmaster, who had the mini-
















EFFECT OF ENDowVENTs. 109
parish in respect of the burgh property;" the parish school
of Rutherglen was under the patronage of the magistrates,
but for many years the right had been exercised by neigh-
bouring feuars and proprietors of portions of land; * the
magistrates of Selkirk had two votes, along with the land-
ward heritors, in the appointment of the parish School-
master.”
The commissioners appointed to report on the burgh
schools of Scotland in 1867 found that there were nine burgh
and parochial schools, and received returns from six of them
—namely, Brechin, Campbeltown, Hamilton, Annan, Wig-
ton, and Arbroath; Falkirk and Rothesay were returned as
parochial.4
§4. The constitution of several schools underwent a modi-
fication or alteration in consequence of an endowment having
been granted on condition of the patrons divesting themselves
more or less of the right of presentation. Thus the consti-
tution of the grammar School of Dunfermline underwent
several changes; before the Reformation it was under the
direction of the abbot of Dunfermline; between that event
and 1610 the patronage was probably exercised by the coun-
cil of the burgh or the commendator of the abbey; in 1610
the school received a constitution from Queen Anne, who
mortified £2000 for paying the salaries of the masters of the
grammar and sang schools, providing “always that it should
-
1 Municipal Corporations Report, ii., 368. In 1868 the patrons were
three—the provost, the Marquis of Bute, and the parish minister:
Report on Burgh Schools, ii., 153. -
* Ibid., ii., 374. - * Ibid., ii., 399.
4 Report on Burgh Schools, i., 70-72. In forty burghs there were no
high schools, but only parochial or other schools. From the following
twenty-seven burghs they got no returns: Anstruther Easter, Anstruther
Wester, Bervie, Crail, Cromarty, Cullen, Culross, Dingwall, Dornoch,
Dysart, Fortrose, Inverary, Inverkeithing, Inverury, Jedburgh, Kilremy,
Kintore, Lauder, Lochmaben, Nairn, New Galloway, Pittenweem,
Queensferry, Rutherglen, Sanquhar, Whithorn, Wick; but in these
burghs there are no burgh schools, or if they exist, they are on a level
with parochial or other elementary schools.
-
º
-
º
º
º
º
º
º
-
º
-
º
º










110 SCHOOLS AFTER THE REFORMATION. -
not be lawful to the provost, bailies, and community of the
burgh, nor to their successors, to admit, place, or depose the
present masters of the schools or their successors, without
the special advice, concurrence, and consent of the Queen's
most excellent majesty and her successors, or else of the -
present heritable bailie of the lordship of Dunfermline, and
his successors, bailies thereof, so that the full right of pre-
sentation shall remain with her - majesty and her successors,
and heritable bailies of the lordship; and the provost, bailies,
council, and community of the said burgh oblige themselves
- and their successors to give the said patrons faithful advice
as to the qualifications, life, conversation, admission and
deposition of the said masters, which advice the said patrons
promise to accept, in so far as the same is conducive to the
- weal of the burgh, and to the virtuous and good upbringing
of the youth.” The patronage of the grammar school con-
tinued from that time till the passing of the Education Act
to be exercised by the heritable bailies of Dunfermline, who
it is believed generally nominated the person recommended
by the town council.”
In 1630, Charles I granted
d to the Earl of Dunfermline,
as bailie of the lordship of Musselburgh, and to the magis-
trates, council, and inhabitants of the burgh, the right of pre-
senting the master of the sang school of the burgh, endowed
by the king.” In 1634, Sir Patrick Maule having ac-
quired the lordship of Brechin and the right of presentation
to the preceptory of the Maison Dieu, with which the office
of schoolmaster was combined, appointed the son of the former
chaplain to the preceptory, on condition that he should ‘teach
the youth of the city in grammar, and exercise the place and
charge of master of the grammar school.’ It appears that
subsequent appointments of masters were made by the council,
who, however, recognised the right of the Earl of Panmure
as lay impropriator of the benefice, by making formal appli-
-
--- -º-º:
1 The Original in the charter chest of Dunfermline. *
* Mun. Corpor. Report, i, 261; Report on Burgh schools, ii., 97.
* Report on Burgh Schools.


















































EFFECT OF ENDow MENTS. 111
cation to him at every election for the preceptory. The
bishop of Brechin was associated with Lord Panmure in
making the appointment in 1685, but from the rebellion of
1715, when the property of the Earls of Panmure was
annexed to the Crown, the council were patrons of the
grammar school; though, when a rector was appointed, they
formally applied to the Crown for the emoluments of the pre-
ceptory." On 6th June 1651, three daughters of John Tweedie,
sheriff-clerk of Peebles, grant certain lands and houses for
augmenting the fee of the schoolmaster of the burgh, pro-
viding always that certain persons named have a voice in,
and consent to, the election of the teacher.”
The change in the patronage of the school was not always
for the benefit of education; thus, in 1700, the magistrates and
council of the Chanonry of Ross, considering the deplorable
condition of the burgh for want of a schoolmaster, appoint a
committee to deal humbly with the Countess of Seaforth for pre-
senting a qualified person to serve as schoolmaster of the burgh.”
now vacant, the council appoint a committee to wait on the
Countess - Dowager of Seaforth, that she may ‘extend her
goodwill and do justice to this town with respect to the en-
couragement of a new schoolmaster to be presented by the
magistrates, conform to the old letter of mortification given
to that effect.’ “
The history of the origin of the right acquired by the kirk
Session of Dunfermline in having a vote in the election of
the doctor of the grammar school of the burgh is not
without interest. On 25th May 1745 there was read before
the council an extract obligation granted by the provost,
º
* Report on Burgh Schools, ii., 34. * Burgh Records of Peebles.
* Burgh Records of Fortrose. We have not been able to discover the
date of the endowment, but in 1661 Parliament enacts, that notwith-
standing the loss of the deed endowing the school, the proprietors of
lands from which the feu-duties are payable shall pay as before to the
schoolmaster: Acts of Parliament, 1661, c. 318, vii., 290. -
4 Ibid. - ºf
---
In 1716, the town being at a great loss for want of a school,

































- -
- -
AFTER THE REFORMATION.
S.
112 SCHOOL
bailies and council of the burgh, dated 14th September 1678,
and registered in the regality books of Dunfermline on 18th
September of the same year, narrating that the ministers and
kirk session of Dunfermline mortified in the hands of the
magistrates and council 1000 merks Scots for augmenting
the stipend of the doctor; also, that the council, at that time
in office, granted to the minister and kirk session, and their
successors, equal right of patronage with them and their suc-
cessors in presenting a doctor to the school as often as the
same should be vacant; all which being considered by the
council who knew nothing about the bond until lately, and
wishing to cultivate a good understanding with the session,
confirm the said obligation in all points; and as the office of
º doctor is now vacant, the council desire the session to concur
with them in settling a proper person as doctor in the school."
- The right acquired by the kirk session of Crail in having a
voice in the election of the school doctor probably origin-
ated in the same way as at Dunfermline, that is, by contri-
buting towards his salary.” We read that in 1716 it was
represented to the town council that the ministers and elders
of the kirk session have unanimously agreed that John Row
shall continue as doctor of the grammar school till Martinmas
next, a resolution acquiesced in by the town council.”
The most important case in recent times of the surrender
by a town council of the patronage of the school, is that of
the grammar school of St Andrews, of which the council
divested themselves in 1831. On 13th April of that year, the
provost of St Andrews stated that he had called the council
for the purpose of laying before them a communication from
the very reverend Dr Andrew Bell, which his sister, Miss
Bell, had transmitted to him through the town-clerk: “9th
April 1831. Many of my negotiations and exertions in be-
º
1 Burgh Records of Dunfermline. - - - - nº -
* In 1669 the kirk session of Crail, for the encouragement of the
assistant to the master of the grammar school, agree to pay him yearly
#10 out of the session box : Kirk Session Records.
* Burgh Records of Crail.





























































EFFECT OF ENDOWMENTS. 113
half of the good town [of St Andrews] fail, and I am now
come to a last effort, if you can meet it, without losing a day.
I will make over for the benefit of your school my estate of
Egmore, rental £400 a year, if you will engage to pay a free
annuity of £400 a year to my sister during her life. Be so
good as answer yes or no; and write immediately by post,
and send by the mail coach the necessary papers.’ The
council having considered the ‘very liberal and munificent
offer of Dr Bell, and the laudable, important and benevolent
object which it aims at, deem it incumbent on them as
administrators of the property of the city to accede to the
proposals of Dr Bell—presuming, as they do, that Dr Bell
intends them to continue patrons of the school.” The next
entry in the records shows that Dr Bell had no such inten-
tions; for, on August 6, the provost stated that by the deed
of trusts certain shares of stocks disponed to the town are
to be transferred to four trustees, being the provost and the
ministers of St Andrews for the time being, and Professor
Alexander, and, at his death, the sheriff-depute of Fife for
the time being, for the purpose of erecting and endowing a
Madras college in the city; it is also conditioned in the deed
that the present salary of £50 sterling per annum now pay-
able to the Latin and English teachers of this city, shall be
continued to these masters in time coming, in addition to
such sums as may be allowed to them by the trustees of the
college. The two public schools would thus be incorporated
with the Madras college. In consequence of this grant Dr
Bell proposed that the appointment of the Latin and English
masters should, upon a vacancy occurring, be vested in the
trustees of the Madras college, a proposal which appeared reason-
able to the provost, who therefore recommends the council to
commit the appointment of these two masters to the trustees
and their successors. The council having considered the
‘unparalleled munificence of Dr Bell, bind themselves and
their successors in office to transfer the patronage and right
1 Burgh Records of st Andrews.
H









SCHOOLs AFTER THE REFORMATION.
- º
of presentation of the Latin and English masters of this city
to the trustees appointed in the deed.”
The constitution of the school of Leith was in 1835 in an
anomalous state, being under the management of several
bodies nowise connected with one another. Originally there
W8 S 8, school endowed with considerable funds, which having
come into the possession of the kirk session of South Leith,
they appointed two masters with salaries, the one correspond-
ing to the teacher of a high school, and the other to a parish
Schoolmaster. In 1804, the high school was built by public
subscription, and placed under the direction of trustees, con-
sisting of the magistrates, ministers, and heads of corpora-
tions. After the creation of Dr Andrew Bell's trust, a
salary was given by the trustees to two of the teachers who,
accordingly, were in 1835 under the direction of the kirk
session, the trustees of the school, and Bell's trustees.” In
1848 the magistrates and council and two ministers became
managers of the school; but latterly, the rector was entrusted
with the appointment of teachers and the general control of the
school. The school was managed in 1857 in much the same way
as an ordinary adventure school, the rector appointing such and
so many masters as he considered requisite.” The school is
now transferred by the trustees to the school board of Leith,
who have resolved that it shall be deemed a higher class
public school.4
§ 5. Another class of schools remains to be noticed,—
namely, “academies.' About the middle of last century there
* Burgh Records of St Andrews. Objections were made to the arrange-
ment by which the town gave away the property of the school and
school grounds, surrendered the patronage of the two masters, became
bound to continue to the new establishment the salaries they were wont
to pay to their own school, and divested themselves of any control of the
funds originally appropriated for a town's school, except in so far as the
provost is ex officio a trustee of Madras college : Municipal Corporations
Report, ii., 382, 383. * - º
* Municipal Corporations Report, ii., 214.
* Report on Burgh Schools, i., p. 122. º
* Report on Endowed Schools, ii., pp. 516, 520.

ACADEMIES FOUNDED.
arose a cry for a more liberal and more practical course
of education than that supplied by the old burgh schools,
where the neglect or Omission of the commercial branches was
felt to be a great evil—an evil which the burgesses and others
interested in education endeavoured to remove by introducing
science classes into the schools. At first, in some academies
this branch alone was taught, but in a short time they
lost their original characteristics; became, in fact, grammar
schools, with this difference, that the new schools, designated
academies, had a more practical course of studies, more com-
modious buildings, better staff of teachers, better organisa-
tion, and generally a new body of patrons. Though at first
the academies were intended merely to supplement the gram-
mar schools, in a short time they superseded or absorbed
them; and in a few instances, instead of amalgamating with
them, became their rivals.
The oldest academy in Scotland is that of Perth, which was
projected on 24th September 1760, when the town council,
considering that it would be of ‘great utility to the youth to
have an academy for literature and science established in
Perth, recommend an inquiry to be made on the footing of
academies in other places.” On 17th November following,
Mr Bonar, one of the ministers of the city, read before the
council a memorial stating that in some ages education had
either been entirely neglected or allowed to run in a very
narrow channel. “Not long ago, all learning consisted in the
grammatical knowledge of the dead languages, and in skill
in metaphysical subtleties; now things begin to be estimated
according to their value. The time necessary for completing
a course of education at the universities and the expense of
such attendance prove an insurmountable bar in the way of
the greater part who have inclination for these studies.’ The
advantage of academies, of which there is scarcely any insti-
tution of the kind in Scotland, would, it is stated, be obvious
from a scheme of education which he proposed for the accept-
ance of the council, and might be completed in two sessions.”
1 Burgh Records of Perth. * Peacock's History of Perth, 524.






116 SCHOOLS AFTER THE REFORMATIO
--- -- - - --- --- -- -º-º-º: - -- ----
Perth was considered
- - sidered to be a very proper place for an institu-
tion of this kind; the town is at a considerable distance from
any of the universities, very pleasant and healthy, the centre
of a populous country—so that an institution of this kind
would co-operate with the national plan of improving and
civilising the Highlands—provisions may be had at a reason-
able rate, and there is good accommodation for boarders;
the people being of a sober and industrious disposition, the
manners of the youth are in less danger of being corrupted
here than in any of the great towns.
At Ayr there long flourished a school in which better pro-
vision was made for imparting the education proposed to be
now supplied by the academies than, perhaps, in any other
school of Scotland. Arithmetic, mathematics, and natural
philosophy, were taught in the school of Ayr long before the
period when the prospectus of the academy was published in
1794, which sets forth that the education supplied by the
universities is tedious and expensive—ill suited to the great
bulk of a people in a commercial country. Even among
those so educated, well founded complaints are frequently
made that the university education has rather tended to unfit
than qualify them for the active business of life. Sensible of
these disadvantages, and desirous not only that their youth
should be more completely instructed in the most useful
parts of learning, but that they should have their education
more under the observation of their parents and friends than
when sent to distant colleges, gentlemen in different parts of
the kingdom have procured the establishment of academies
for the instruction of youth, furnished with teachers of ap-
proved abilities. The town of Ayr is happily situated for a
seminary for liberal education from the cheapness of its
markets, healthful climate, and central position in a large
and populous country.” º
Following the example of other burghs, the town council
of Elgin, on 14th June 1791, issued an address to the public
soliciting subscriptions to establish an academy at Elgin. The
1 Muses Threnodie. * Minute Book of the Academy.

ACADEMIES FOUNDED.
º º
prospectus states that university education must ever continue
of consequence to those intended for the learned sciences;
but sensible of the advantages of having youth educated
in the most necessary parts of learning nearer home, and
more under the eye of their parents and friends, academies
have been established in different parts of the kingdom,
- and the success attending these institutions has given the
most ample proof of their ability. The committee opened
a subscription.for establishing a good seminary of learning at
Elgin, so happily situated in one of the best climates in Scot-
and ; but the academy was not ready until 1801, when the
classrooms are advertised as being very commodious, and the
chool situated in a pleasant and healthy locality; the town
of Elgin is large, the country very fertile, and the markets
regular, and well supplied." - - -
In 1810 the directors of the academy of Fortrose, estab-
lished in 1791, issued circulars asking for additional sub-
scriptions to the funds of the academy. The circular states
that this institution was the earliest of the kind established
north of the Spey, that it has already been of considerable
utility, and from the abilities and steady conduct of the
teachers, the directors recommend it to public notice and
patronage. Fortrose, the venerable seat of the bishops of - -
Ross, esteemed by many the Montpelier of Scotland, is per-
haps as healthy and happy a situation as any in the kingdom
for such an institution.” º
1 Elgin Case (Session Papers, No. 541).
* Records of Fortrose Academy. In answer to that appeal, the most
distinguished alumnus of the academy, of whom a greater academy
might well be proud, remitted to the Rev. Mr Smith, Avoch, between
£600 and £700 for the use of the institution; he writes: “BOMBAY, - -
15th June 1810. DEAR SIR,-About a fortnight ago I received your
letter of Dec. 16, and I take the earliest opportunity of thanking you º
and the other managers of the academy of Fortrose for doing me the
justice to believe that I shall ever retain an interest in a seminary
which opened to me the road to knowledge. I have already circulated
the subscription papers here, with more success than I expected, in a
place where literature is not much pursued, or, I fear, even respected.













































MATION.
mine the course of study proposed
or these academies. The curriculum sketched for the Perth
Academy in 1760 consisted of the higher branches of arith-
. metic, mathematical, physical, and political geography, logic,
and the principles of composition; algebra, including the theory.
of equations and the differential calculus; geometry, consist-
ing of the first six books of Euclid; plane and spherical trigo
nometry; mensuration of surfaces and solids; navigation,
fortification, analytical geometry, and conic sections; natural
philosophy, consisting of statics, dynamics, hydrostatics, pneu-
matics, optics, and astronomy; and subsequently chemistry
was added, consisting of heat, light, including spectrum ana-
lysis, chemical affinity, laws of combining proportion, atomic
theory, nomenclature, and notation, the gases, acids, alkalies,
º ºgº º º T - - -
I shall use every effort in my power in this subscription, which is the
only one I ever recommended. I shall be zealously seconded by Captain
Smith (son of Mr Smith, formerly master of Fortrose school), who, after
some vicissitudes of fortune, now fills a lucrative and very respectable
office, very creditably, I believe, to himself. From present appearances,
I should guess that we might hope to raise £500 at this presidency. I
shall send a copy of the subscription paper to Mr Falconer, Secretary to
Government at Madras, who was my school companion at Fortrose, and
who will, I dare say, effectually patronise the subscriptions. The modes
of remittance from hence to Great Britain are easy and secure. I shall
take care to send you the money, probably in October, but perhaps not
till February. If I go home, I shall carryit myself, but this is a matter
too uncertain to say anything about—I remain, very respectfully yours,
JAMES MACKINTOSH. In a second letter, dated BoMBAY, 30th Sep-
tember 1810, he says: “My DEAR SIR-In June I wrote to inform you
that I would use every possible exertion to promote the object of the
trustees of the Fortrose academy. I have now the pleasure to inform
you that we have collected by subscription at this place the sum of ,
£627, 8s. The Governor of Bombay, Captain Smith, son of the late
Mr Smith of Fortrose school, and Mr Inglis, nephew of the late Provost
Inglis of Inverness, subscribed £50 each; General Abercrombie, and
several other gentlemen, have contributed £25 each. I am very happy
in being able to give a proof of my zeal for the diffusion of knowledge
in my native country, and my good wishes to a seminary to which I owe
the inestimable blessing of liberal education. With every good wish toº
you and your family, I am, my dear Sir, yours truly and sincerely,–
J. MACKINTOSH.’ - º

STUDIES IN ACADEMIES.
etc. - The town council adopted, with some modifications,
this programme, voted a large sum of money as salaries, and .
appointed a rector and master to carry it out.”
º
The p gramme adopted for the Dundee academy, if not
quite so ambitious as that of Perth, was in substance the
Sal Iſle. From an advertisement dated 1786, we learn that the
academy was designed to instruct young gentlemen in mathe-
matical learning, and the several branches of science with
which it is connected. The whole course will be conducted
in the following order: First class, arithmetic in all its parts;
second, bookkeeping; third, first class of mathematics, com-
prehending the elements of Euclid, plain trigonometry, prac-
tical geometry, containing the elements of mensuration,
surveying, and gauging; fourth, second class of mathematics,
comprehending algebra, conic sections, spherical trigonometry,
fluxions, and geography; fifth, navigation; sixth, natural
philosophy and astronomy; seventh, drawing, perspective;
eighth, French.” . .
A meeting of a committee of the town and county of
Inverness was held at Inverness on 29th January 1787, in
order to form a plan for establishing an academy at Inver-
ness; on 1st May 1788, it was resolved that there should be
- -
1. This academy has in a large degree carried out the original intention;
chemistry has been taught in it during the last seventy years; natural
philosophy, in all its branches, at least a hundred years; and the ele-
ments of geology, botany, and natural philosophy about thirty years, so
that the claim of Perth to the honour of having been the first burgh
in Scotland to introduce science classes into our public schools is well
founded: Conference on Education, p. 29. -
* The first rector was Mr Mair, who for a long time was master of the
grammar school of Ayr ; he is well known as the author of a ‘Treatise on
Bookkeeping,' and an ‘Introduction to Latin Syntax;’ he filled the office
from 176i till his death in 1769. His successor was Dr Hamilton, who
discharged the duties of rector during ten years, when he was appointed
professor of natural philosophy in Marischal College, Aberdeen. He is
also well known for two treatises, namely, ‘Introduction to Merchandise,’
and an “Inquiry into the Rise, Progress, Redemption, and Present State
of the National Debt.” - -
8 Burgh Records of Dundee.























-: ON.
the five following masters in the academy: one for English;
one for Latin and Greek; one for writing, arithmetic, book-
keeping, algebra, and geography; one for mathematics and
astronomy, navigation, fortification, gunnery, land surveying;
and one for mechanics, natural and experimental philosophy,
and natural history. French and drawing shall be taught
by the master best qualified, until a special master can be
appointed for these branches. The prospectus of the Ayr
academy, issued in 1794, states that it is proposed to en-
gage masters of distinguished abilities for teaching writing,
arithmetic, bookkeeping, geography, algebra, mathematics,
mechanics, navigation, astronomy, natural and experimental
philosophy, together with a sketch of natural history; all
which, with schools for English, Latin, Greek, French, drawing,
and music, shall be included in one seminary; and the gram-
mar school instructions being finished, it is believed that by -
teaching for ten months in the year, and adopting a proper
arrangement of classes, a complete course of the other parts
of this academical education may be completed in two years
and a half, or at most in three years.” To enable the public
to judge of the utility of the institution to be established at
Elgin, they were told that masters should be engaged of the
first abilities for teaching the English and French languages
grammatically, and church music, Latin and Greek, with
-
ancient and modern geography, writing, arithmetic, bookkeep-
ing, and the elements of mathematics, including geometry,
trigonometry, algebra, navigation, surveying, perspective, and
drawing.” When the academy was opened in 1801, fortifica-
Minute Book of the Academy. The year was divided into two
sessions of five months each, one commencing on 10th January, and end-
ing on 10th June; the second beginning on 20th July, and ending on
20th December. Each of the three last mentioned masters shall divide
his course into two parts, each part to be finished in one session; but
when he begins the second part in the second session, he shall at the
same time begin the first part again, and so go on with two classes
during the same session. º - - -
* Minute Book of the Academy.
* Elgin Case (Session Papers, 541).

STUDIES IN ACADEMIES, 121
the most approved method. -
An elaborate programme or curriculum was adopted for
the Fortrose academy. We learn from a report made by the
presbytery of Chanonry, of date 1802, that the rector taught
Latin, Greek, and French; geography and the elements of
general history, both ancient and modern, but particularly the
history of Great Britain and Ireland; superintended the good
º order, principles, and morals of the whole academy; taught -
his class daily; prayed with and attended to church the -
other masters and scholars of the academy every Sabbath
- during a course of two sessions of five months each yearly;
and had in his several classes thirteen scholars: The second
master taught mathematics, arithmetic, drawing, and book-
º keeping; the elements of Euclid, algebra, navigation, land
surveying, and other measurements; also the elements of
chemistry and natural philosophy; taught his class daily,
and attended his scholars to church. The third master
taught reading, principles of English grammar, and writing,
all in the most approved and modern style; held his classes - -
daily; and had sixty scholars in his classes daily.” The
Annan academy was founded on 16th July 1801, “for the
education of youth upon a liberal plan.” At the commence-
ment of the royal academy of Tain, founded by voluntary
subscription in 1810, it was announced that the teachers
should consist of a rector and an assistant for teaching, on the
most approved plan, reading and writing the English language
grammatically and correctly; the Latin and Greek languages,
arithmetic, bookkeeping, algebra, geometry, navigation, the
elements of fortification and gunnery.* Peterhead academy
was founded on 15th June 1846, for “affording the means of
º a liberal education to all classes of the inhabitants.”
--- The constitution of the governing bodies of academies par-
takes to some extent of the proprietary and public element.
tion, gunnery, and architecture were also said to be taught in s
- 1 Elgin Case (Session Papers, 541).
* Presbytery Records of Chanonry. -
8 Report on Endowed Schools, ii., 344. “Ibid., 600, "Ibid., 569,
* -
-




































- - . - --- - --- - º - -
- 122 - SCHOOLS AFTER THE REFORMATION.
-
- -
These high schools having been established by voluntary
subscriptions, their management was vested in a body of -
the subscribers and certain persons ea officiis, but in the
directorate the members of the town councils had more or
less a place as representing the community, and because
they had contributed from their funds for the erection and
maintenance of those schools which as a rule absorbed their
own old burgh schools. It is a peculiarity of the Perth
academy that the proprietary element was not introduced
into its constitution. Its patronage has always been in the
hands of the town council, and the subscribers appear to
have had at no time any voice in the management of the
institution, or the appointment of its teachers. Nor did
the town council of Elgin part with the patronage of the
academy when it was built in 1800, at the joint expense of
the town and the public. This school is now, like other
burgh schools, under the school board.” The case of the
academy of Dumfries is also exceptional; there were two
separate schools in the burgh under the control of the
council until 1802—the grammar school, in which classics
and English were taught, and the commercial school, in which
writing, arithmetic, mathematics, and navigation were taught.
* Before 1807 the academy and grammar school were conducted in
separate buildings; but at that time a new building was erected at ari
expense of £7000, of which the town council contributed £1050, and
the public the rest. The whole of the departments taught in this build-
ing were advertised as one school by the patrons about fifty years ago,
and called the Perth academy; and this is the name of the institution
in the Education Act. - -
* At first, however, the projectors intended to give it the same consti-
tution as other academies. In the address to the public, dated 14th
June 1791, it was announced that subscribers of £50 sterling shall be
- directors for life; and such as subscribe £100 sterling to have the
same privilege, which shall descend to their heirs, when of age and
resident in the county; that the provost, bailies, dean of guild, and
treasurer of the burgh, and convener, shall also be directors; likewise
two gentlemen heritors to be chosen at the annual county meeting;
and two guild brethren, not in council, to be chosen by the guildry:
Elgin Case (Session Papers, No. 541).









































DIRECTORATE OF ACADEMIES. - 123
-
º When the present buildings were erected by subscription, and
called the academy, they were opened with a staff of masters—
the management being shared between the subscribers and
council until 1814. At that date the patronage was handed
over to the town council who continued as sole patrons until
the passing of the Education Act; in the same way, the sub-
scribers of the Dumbarton academy, erected in 1865, handed
over the buildings when finished to the management of the
town council, who were succeeded by the school board.”
We shall now briefly describe the constitution of the
governing bodies of some of the academies. The Arbroath
academy, superintended by the magistrates and a body of
directors,” was superseded in 1861 by the high school, which
was managed, in 1868, by representatives of the town, of
the subscribers, and of the different churches.4 The manage-
ment of the Ayr academy is vested, by royal charter, dated
28th June 1798, in seven directors, annually chosen from
the magistrates and council of the burgh, in the sheriff-
depute of the county, in the nearest heir-male of John
Ferguson of Doonholm, in all persons, or incorporations, sub-
scribing £50, and in five persons annually from subscribers
under £50 and not under £5." By the Education Act, the
Ayr academy is to be managed by the school board of the -
burgh, as a higher class school." The trustees of the Annan
academy, founded by heritors, burgesses, and town council
of Annan in 1801, were formerly a committee of the burgh
heritors and town council — now the school board of the
burgh." The grammar school and the English school of
Cupar-Fife were amalgamated about 1822 into the academy,
the patronage of which was exercised, in 1835, by the magis-
trates, subscribers of £10, and certain persons ea officiis; this
* Extracted from a Report prepared by the council.
* Report on Endowed Schools, ii., 418.
* Municipal Corporations Report, i., 5.
4 Report on Burgh Schools, ii., 39. - -
* Municipal Corporations Report, i., 86; Report on Burgh Schools,
ii., 262. Cf. also Minute Book of Academy, under 2d May 1796. -
° Report on Endowed Schools, ii., 353. 7 Ibid., 344. ---
-

























institution was merged into the Madras academy, created
by the Bell Trust, and managed by the lord-lieutenant of
the county, the provost, the dean of guild, and two Estab-
lished Church ministers of Cupar. The high school of
Dundee is made up of three other schools, now incorporated
into one institution; the oldest being the grammar school,
towards which Queen Mary, by warrant of her Privy Council,
appointed £10 yearly to be paid, from a fund called the hos-
pital fund; the other schools being of more recent origin—the
English school and the academy. The patronage of the high
school was vested in twenty directors; the subscribers to the
building fund, and to a fund for providing a salary to the
teachers, elected ten; and the provost and magistrates, with as
many more as make up the other ten, completed the number.”
The provost of Fortrose, the sheriff-depute of the county
of Ross, and the presbytery of Chanonry were appointed
constant annual visitors of the Fortrose academy, erected
in 1791; also every subscriber of £50, and his heir, was
a visitor, with the perpetual right of sending to the academy
any one to be educated in the two highest classes, without
paying fees; also every subscriber of £21, with the privilege
of sending a free scholar during his own life. In 1817, the
management of this academy was vested in a president and
thirteen directors, five from subscribers of not less than £10,
10s, two from the town council, two from the heritors of
Rosemarkie, two from the presbytery of Chanonry, and two
appointed at the county meeting.” Greenock academy,
was opened in September 1855; half of the directors being
appointed by the town council from their own body, and
the other half appointed by the proprietors of the school.4
A royal charter, dated in 1793, vests the management of the
* Report on Burgh Schools, ii., 85. Since the trust came into opera-
tion the burgh paid nothing, though the deed provided for considerable
yearly payments by the burgh, which gave only the buildings: Report
on Endowed Schools, ii., 392. 'º-º-
,425; Mun, Corp. Report, i., 233.
* Report on Endowed Schools, ii.
* Records of Fortrose Academy.
* Report on Endowed Schools, ii., 482.

DIRECTORATE OF ACADEMIES.
Inverness academy in the provost, four bailies, and dean of
guild; sheriff-depute of the county; moderator of the pres-
bytery; and five persons chosen annually by the commis-
sioners of supply; subscribers of £50; and heirs-male of
subscribers of £100. The academy of Irvine, originally
promoted by the town council, who subscribed from the
common good £1600, the rest, £400, being raised by subscrip-
tion, was incorporated by royal charter in 1818, with the
following directorate: the provost, bailies, dean of guild, and
treasurer, with six councillors; subscribers of £50, and their
heirs-male; three representatives chosen from those who
subscribe £5 and upwards; the heirs-male of such sub-
scribers being also entitled to elect three representatives from
their number.” In the middle of the last century, the paro-
chial or grammar school and the English or high school of
Kilmarnock were taught under one building; in 1806, the
heritors and ministers proposed to the town council that, as
the joint schools were not nearly large enough, a new school-
house should be built, containing accommodation for a teacher
of English, another, of Latin and Greek, another, of writing
and drawing, and a fourth, of arithmetic, mathematics, and
geography; a committee of the town council was appointed to
co-operate with the heritors, and their labours resulted in the
erection of the academy of Kilmarnock, for which a constitu-
tion was framed in 1811, and again approved, with some addi-
tion, in 1828. The management was vested in the subscribers
in equal proportion—five heritors, five councillors, five sub-
scribers, one member of the Merchant Society, three ministers,
in all nineteen. That number was afterwards reduced to four-
teen (five heritors, five councillors, one subscriber, three min-
isters). The directors appointed the teachers, other than the
parish teacher, who was elected by the heritors, but generally
on a recommendation by the directors.” In 1864, the gram-
* Mun. Corp. Rep., ii., 110; Report on Burgh Schools, ii., 291.
* It is now under the school board who have declared it to be a high-
class school. - -
* Cf. Kirk Session Records, Burgh Records, and Records of the









schools AFTER THE REFORMATION.
mar school and the English and commercial school of Paisley
were amalgamated into the academy, which was managed by
the town council and a committee of subscribers to the
building," and is now under the school board. The governments
of the Peterhead academy, established by public subscription
and donation from Government, was entrusted to a board of
directors, the provost, three bailies, and Protestant ministers
of the burgh being ea officiis directors; other directors were
elected by subscribers of £5; besides these, any subscriber of
£50 became a director for life.” The governing body of the
Tain academy consists of the provost and eldest bailie of
Tain, the sheriff-depute of Ross, the sheriff-substitute of Ross,
moderators of the synod of Ross, Caithness, and Suther-
land, and of the presbytery of Tain; and others elected
-
annually.” - º º -
$6. In every burgh of Scotland schools had been founded for
instructing the children of burgesses,” the patronage of which
was, till recently, generally exercised by the town councils.
Eminent educationists have thought that it could not be -
placed in better hands than those of town councils, as re-
formed by the Municipal Act; the councils had always exer-
cised the responsible trust with intelligence, impartiality, and
success; they represented the community, and did not fail to
introduce changes and reforms demanded by their constitu-
ents; in most cases they sent their own children to the burgh
school, whose character, for their own sake, and for the credit
of the burgh, was to them a matter of great importance. In
a subsequent chapter we shall see the solicitude with which
they appointed the masters of the schools.
The patronage of the second group of schools—burgh and
º
Academy. In 1868, the directors consisted of representatives of the
- heritors, of the town council, of the original subscribers, and the two
ministers: Report on Burgh Schools, ii., 143. -
1 Report on Burgh Schools, ii., 166.
-- - - - * Report on Endowed Schools, ii., 569. * Ibid., 600. -
* The commissioners appointed in 1867 to report on our burgh schools
º found that in seventy-six burghs, excluding Kinghorn, Oban, and Porto-
bello, there were eighty-two schools: Report on Burgh Schools, i., p. lxx.





































OLD AND NEW PATRONs. 127
parochial—appears to have been carefully exercised. In this
class of schools the town councils and landward heritors ap-
pointed the teachers—sometimes alternately, but generally
after a certain proportion of representation. The town coun-
cils generally took more interest in the welfare of a school to
which their children largely resorted, than the landward heri-
tors, who, as a rule, used it in a lesser degree; but between the
two bodies of patrons we cannot doubt there would be found
a sufficient number who encouraged a promising teacher, or
otherwise sought to promote the interests of their little school.
The directorate of academies is well adapted for conducting
a school—especially a school intended for teaching the higher
branches of education. The town councils were generally
represented in the board of management, and there were also
the subscribers, who doubtless took a lively interest in an insti-
tution to which they had subscribed, more or less liberally.
The Education Act of 1872 produced a revolution in the
patronage of Schools, which is now vested in the school
boards." In some instances the Act has benefited the gram-
mar Schools; but experience tends to confirm the opinion of
Some distinguished teachers who hold that school boards are not
particularly well fitted to promote the higher education of the
country. The members are in many cases elected after a contest
1 The Act transfers to school boards the powers and duties of the
town councils and magistrates or other authorities with regard to burgh
schools, which shall include any school to which that term is now legally
applicable, although it may be called an academy, or a high school, or
a grammar school, or any other name: 34 and 35 Vict. c. 62, §§ 24, 36.
- With respect to schools erected or maintained with funds derived from
contributions or donations made for promoting education, the persons
vested with the title of such a school, with the consent of the persons
having the administration of the trusts upon which the school is held,
may transfer it to the school board, which, with the sanction of the
Board of Education, may accept of such transference. This offer having
been made and accepted, the school becomes a public school, and is
managed by the school board: § 38. The consent to the transference of
the persons having the administration of the trusts on which any school
is held, may be given by a majority of not less than two-thirds of those
having the administration of such trusts: $39.












--
---
SCHOOLs AFTER THE REFORMATION.
in which little regard is paid to their knowledge of education.
Many of them, perhaps, have never paid any attention to the
subject; and if any one is elected who has a hostility to the
school or teacher—and unhappily such cases have arisen, he
has it in his power to do much mischief to the school. An
appeal exists to the education board, but it is unpleasant for
a teacher to be opposed to his patrons and superiors; and
even although pecuniary interests may be materially affected,
few would care to incur the risk, expense, and trouble of
bringing the case under the review of the courts of law. But
if the school boards prove not as good patrons of the higher
branches of instruction as the authorities which they have
superseded, such certainly was not the intention of the Act,
which distinctly aimed not only at organising a system of ele-
mentary public schools to be managed by the people them-
selves, but also at promoting higher instruction by converting
schools in which elementary and secondary instruction were
formerly given, into schools for promoting the higher branches
of knowledge. Perhaps the most important feature of the Act
is the section which seeks to separate the elementary from
the secondary schools, and encourages generally the estab-
lishment of higher class public schools in the principal
burghs. Sect. 62 provides that, with respect to high schools
existing at the passing of this Act, in which the education
given does not consist chiefly of elementary instruction in
reading, writing, and arithmetic, but of instruction in Latin,
Greek, modern languages, mathematics, natural science, and
generally in the higher branches of knowledge, a school
board having the management of any such school shall, so
far as practicable and expedient, subject to the approval of
the Board of Education, relieve the same of the necessity of
giving elementary instruction in reading, writing, and arith-
metic to young children, by otherwise providing sufficient
public accommodation for such elementary instruction, so
that the funds and revenues of such higher school, and the
time of the teachers, may be more exclusively applied to
--
giving instruction in the higher branches.






































CHAPTER III.-PROTECTION OF SCHOOLS.
WE quoted in the first part of this work cases of ‘protected’
schools—schools to which the sole right of teaching was
limited, the monopoly being granted for the protection of the
grammar School and encouragement of the teacher. From
an early period down to a comparatively recent time, the
burgh Schools enjoyed a protection more or less rigid; for
long and dreary centuries there was as little free trade in
teaching as in other articles of merchandise, of which mono-
polies—oppressive monopolies, were granted, at the expense
of the community, to some favoured persons; salt, leather,
coal, and other articles of daily use could only be sold by
those who received patents to deal in such goods. The doc-
trine of free trade, allowing a man to do as he likes with
his capital and abilities, is of modern growth; it was long
before that law of our political economy was accepted
which affirms that according as the individual improves his
condition by honest labour, in the same proportion he benefits
society at large. We can hardly reflect on our forefathers if
they failed to realise that every poor adventure teacher—
treated by them invariably with contumely till the beginning
of this century—who obtained a livelihood by imparting to
our youth the blessing of education, conferred a benefit on
the community, and was in truth a benefactor of the race.
It was not till the beginning of this century that protection
was abandoned, and freer ideas crept in; and we feel relief
when, in several places, we find the councils actually subsidiz-
ing adventure schools—schools competing with their own
burgh schools. The extracts quoted show that protection was
not confined to a district, but that it prevailed all over
Scotland. ,
In 1563 the town council of Haddington undertake ‘not to
I

























SCHOOL
s AFTER THE REFORMATION
º
- permit any other school to be held in the burgh’ than that
taught by the proper schoolmaster. In 1567 the master of
the grammar school of Crail complains to the council that Sir
George King is "seducing the scholars from his school, and
teaching them as he pleases in the manner of a school;” the
council decern that there shall be no other teacher in the
burgh than the master of the grammar school, who alone has
title to teach.” The peace of Crail seems at this time to have
been much broken by the minister and master of the burgh
with their respective followers: on 9th June, and again on
18th February 1580, Mr Buthill represents to his patrons
that he had been admitted schoolmaster, but, nevertheless,
Mr John Edmiston, minister, has seduced’ certain of his
scholars, contrary to the provision made to him; and it is
further complained, that Mr Edmiston's pretended scholars by
casting stones at the grammar school and “dynging the bairns’
to the great effusion of their blood, have troubled Mr Buthill,
who is supported in his office by the town council.” In 1576
the council of Haddington take blame to themselves for per-
mitting other schools to be held in the burgh, and discharge
‘fra thyne furth all athir scholis within thair burgh, bot the
hye grammar schole allanarlie.' * In 1582 the council of
Kirkcaldy undertake to the master of the grammar school,
to allow no other school to be taught in the town;" and in
the same year the council of Ayr statute that no schools shall
be held in the burgh by any other person than the common
schoolmaster." In 1584 the council of Edinburgh discharge,
inhibit, exclude, and stop' all other persons, except the master
and the doctors of the high school, from teaching grammar
or Latin authors;” and in the same year burgesses are for-
Burgh Records of Haddington,
* Burgh Records of Crail. There is an entry of similar import on
8th December 1569. - - *
* Ibid. A further entry is found on 29th May 1582, when the same
intruder is again specially discharged from teaching ‘to the prejudice of
the said Buthill's gift.”
* Burgh Records of Haddington. * Burgh Records of Kirkcaldy.
* Burgh Records of Ayr. 7 The Original in the archives of Edinburgh.






















































PROTECTION OF SCHOOLS.
bidden to send their bairns to any other school under a penalty
to be paid quarterly to the master of the high school." In
1585 the council of Kirkcaldy order all scholars who are at-
tending James Morrison's school to be remitted to that of Mr
John Mitchelson, grammar master, and to pay to him the
quarterly fees; and any scholar going to any other teacher
shall pay to Mr Mitchelson 20s, yearly.”
In the year following, on the complaint of the master of
the grammar school of Aberdeen, against a certain notary,
who holds a school without the licence of the master of the
grammar school, the council strictly discharge the interloper
from holding in future any school in Aberdeen.” Though
William Simpson was discharged in 1590 from keeping a
school in Dysart, still, by ‘colour and subterfuge, he teaches
a school in Mitchelson; and being still a neighbour of the
town, he is ordered to desist and the neighbours are forbidden
to send any bairns to him; the act published by the bell.”
On the complaint of Mr Thomas Cargill, master of the
grammar School of Aberdeen against Mr David Kanzie, in
1593, for teaching grammar, instructing in oratory, poetry,
and subjects belonging to the liberal sciences, without his
permission, the usurper is enjoined to desist from holding
a grammar school;" in 1597, the council, considering that
the grammar school of this and of all other burghs, has the
prerogative that no other school can be held within the burgh
except the music school, without licence of the master of the
grammar school, ordain that there shall be no teacher within
this burgh except the sang master who shall not be subaltern
to the master of the grammar School and have his goodwill.”
In 1595, the council of Ayr inhibit any school to be held in
the burgh, except the common school, without the licence of
the master; and in a contract between the town and the mas-
1 Burgh Records of Edinburgh. * Burgh Records of Kirkcaldy.
8 Burgh Records of Aberdeen. * Burgh Records of Dysart.
* Burgh Records of Aberdeen.
* Ibid. In October 1618 the Burgh Records of Paisley contain an
entry excepting also the music School from the prehibition.
*













SCHOOLS AFTER THE REFORMATION.
------
------
-
- ---
---> ----
In 1602, the council of Stirling ordain for the better
--tº- -
- ter, dated in the same year, it is agreed that there shall be no
other school in the burgh for teaching Latin or English to the
male children, but the grammar school." In 1598, all persons
in Edinburgh are prohibited from teaching the rudiments or
any other Latin book, in their lecture schools, in order that
the first regent in the high school may be held answerable
for their grounding in the rudiments.” In the same year,
the council of Burntisland declare that no person shall be
allowed to set up a school without their leave,” and in 1620
we learn that only women may hold private schools in
Burntisland.*
florishing of the grammar scole’ that all bairns exceeding
eight years of age sent to any other school within the burgh,
or to any landward school about the same, ‘to the quhilk
bairnes gang furth in the morning and thairfra cumes hame
at evin, be removed from such schools and sent to the gram-
mar school;" in 1603 the magistrates bind James Duncanson
and Nicol Murdoch, to receive no male children, under penalty
of £10, and their ‘scole durris steikit up;” and on 27th May
1609, Duncanson is again discharged from teaching longer
than Whitsunday next;" in the same year the council dis-
charge John Matheson of all further keeping of a writing
school; he promises to obey;* in 1613, Thomas Couper, tailor,
becomes cautioner for Alexander Stevenson, that he shall not
instruct male children in his school or in any private house
from this time forth;” and, again, in 1625, James Wallace is
discharged from teaching ‘ony maill childrene, and ordained
to remain in ward, until he find caution not to contravene the
act of council.” In 1605, the town of Ayr again promises to
the master of the grammar School to allow no other school within
* Burgh Records of Ayr. It would appear that there was not the
same strict prohibition against adventure schools for teaching girls.
* Burgh Records of Edinburgh.
* Burgh Records of Burntisland. 4 Ibid.
* Burgh Records of Stirling. 6 Ibid. 7 Ibid.
8 Ibid. 9 Ibid. . 10 Ibid.












PROTECTION OF SCHOOLS. 133
the burgh than the grammar school and music school—boys
attending the former, except such as choose to learn music,
and girls the latter, or (it is added) * any other school they
please.” In 1616, a notary in Perth is discharged from
teaching bairns,” and in 1623, it is enacted that no other
schools shall be allowed in the burgh than the grammar
school, without prejudice, however, to the ‘weemen schollis,
according to use and wont.” In 1618, the council of Paisley
prohibit the keeping of any reading schools in the burgh,
except the grammar school and music school.”
About this period we find in the records a number of entries
directed against teaching by women. Thus, in 1626, the coun-
cil of Dysart, for increasing the number of scholars in their
School and promoting literature, ordain that no woman mis-
tress shall receive any male children who can go to the prin-
cipal or high school.” In 1635 the schoolmaster of Burntisland
complains that Mansie Maceggan and Bessie Davidson keep
Schools to the injury of the grammar School.” In 1636 three
ladies in Aberdeen having likewise presumed to take up
English schools in the burgh and teach their scholars to read,
they are discharged from holding any other schools than for
teaching bairns to ‘sew and wywe pearling allanarlie.”
At the head court of Jedburgh it is statute in 1638 that
burgesses shall send their sons, after six years of age, to the
high school only, under pain of £10 for each fault unforgiven.”
1 Burgh Records of Ayr. Whether the licence to attend any other
school they please, refers to a private school, or the grammar school, it
is difficult to decide: probably it means the grammar school. See a
further entry, under 27th May 1606, imposing a penalty of £5, for boys
attending any other school; also an indenture, dated June 1612, to the
same effect as the contract above quoted. -
2 Burgh Records of Perth. 3 Ibid. -
4 Burgh Records of Paisley. " Burgh Records of Dysart.
6 Burgh Records of Burntisland. 7 Burgh Records of Aberdeen.
8 Burgh Records of Jedburgh. A similar ordinance, but without the
provision of a penalty, is found in the Burgh Records of Stirling, under
date 4th December 1649; likewise under 2d May 1653,
thereby prejudicing the masters of the English schools,























SCHOOLS AFTER THE REFORMATION.
For the encouragement of the doctor of the grammar
school of Paisley, the council, in 1647, conclude that all men
children shall attend the grammar school, and ordain at the
same time women to be discharged from receiving boys into
their schools, under pain of censure;’ in 1648 the council
intimate, ‘be tuck of drum, that no woman may keep school
without licence of the council;” in 1651 the council dis-
charge all persons from teaching men children so that they
may repair to the grammar school.” It is recorded that in
1654 James Potter, having usurped the privilege of keeping
a school in Glasgow, for which he could produce no warrant,
and having been warned to pray the council to allow him to
keep a school, and seeing he has slighted and neglected to
do so, is discharged from keeping school.” In 1656 the
council of Peebles discharge ‘those women’ who keep school
for female bairns to receive any male children, either of town
or landward, under pain.” A similar indignity to the female
teachers of the time occurs in 1658, when the council of
Glasgow appoint the bailies to discharge the woman’ who
has at her own hand taken up a school at the head of the
Saltmarket;" the council, in 1660, recommend the bailies to
take up the names of all persons who keep Scots schools, to
ascertain by what warrant they do so."
In 1660 and 1661 vulgar schoolmasters were discharged by
the magistrates of Edinburgh from teaching Latin.” In 1662
the magistrates of Inverness prohibit all persons, excepting
the town teachers, from giving instructions in reading or
writing within the burgh.” In the same year the council of
Stirling repeal the statute of 1602–altering the age to
six years, above which none shall be taught in any other
school within the burgh than the grammar school." Again,
º
* Burgh Records of Paisley, 3 Ibid. 3 Ibid.
* Burgh Records of Glasgow. 5 Burgh Records of Peebles.
* Burgh Records of Glasgow. 7 Ibid. -
* Chalmers's Life of Ruddiman, p. 90. See also Burgh Records of
Edinburgh, under date 1654. -
* “Memorabilia’ of Inverness, 10 Burgh Records of Stirling.

PROTECTION OF SCHOOLs. 135
in the same year, the English and writing schools of Aber-
deen having been for several years much neglected and
abused by too many persons who had no ability teaching
them, licence is granted to two persons to teach these schools,
and all other persons are discharged from instructing in read-
ing, writing, or arithmetic." The schoolmaster of Forfar
having, in 1664, been compelled to resign his charge, but
finding that he still teaches children, the council forbid the
‘whole inhabitants from putting children to him.’” The
council of Irvine enact in 1665 that no person shall set
up as schoolmaster in the burgh without consent of the
council;” and at Ayr in the following year, when William
Wallace was appointed schoolmaster, all other persons were
prohibited from teaching, except himself and his doctor."
In 1666 women are forbidden in Perth to teach boys older
than seven years, or to teach writing to any boys." In 1668
the council of Edinburgh, finding that though it is speci-
ally provided by acts of council that no person may teach
Latin or grammar within the city, except the masters of
the high school, and that none residing within the town
: may send their children to be taught without the gates, yet
- several teach within the city ‘to its public loss, and to the
overthrow of the high school;’ therefore ordain that no
person upon any pretence whatever teach grammar within
the city except at the schools of Leith, Canongate, and the
readers' school of West Port; and that no inhabitant send
their children to Bristo, or any other place within the liberties
of the city; any one teaching in contempt of this act shall be
imprisoned, and parents sending their children elsewhere shall
pay quarterly to the master of the high school as much as his
other scholars." In 1674 the council of Brechin ordained
that no person shall send a boy, above ten years of age, to
any other school in or out of the burgh than the grammar
º 1 Burgh Records of Aberdeen. * Burgh Records of Forfar.
3 Burgh Records of Irvine. * Burgh Records of Ayr.
5 Burgh Records of Perth. - -
6 Burgh Records of Edinburgh.
- - -
































136 SCHOOLS AFTER
THE REFORMATION.
---
school, under a penalty of £20 Scots. In 1675 the council of
Ayr resolve that there shall be no other grammar school than
that authorised by themselves; and the inhabitants of the
town are forbidden to send their children to any other Scots
schools than the public Scots school, unless to learn the
catechism and psalm book.” In the same year the council
of Rutherglen order persons who send their children to other
schools than the grammar school of the burgh, to pay to
the master of that school double the quarterly wages.” In
1678 the council of Paisley ‘discharge any reading school
except the grammar school.” º -
The Privy Council having issued a proclamation against
keeping private Latin schools in Edinburgh or suburbs, the
º following declaration, dated 28th January 1681, was extorted
from the private teachers of Latin by the magistrates of the
city: We underscribers, keepers of Latin schools within this
city, bind and oblige us, conform to the court ordinance,
that we shall, before the term of Whitsunday next, cease to
keep Latin schools, and shall not in time coming presume to
keep a public or private school for that effect, under such a
penalty as the town council think fit to impose upon us—
J. HANNAY, GEORGE YOUNG, W. LEESONE, ROBERT WILSON,
WALTER GREENLAW." The adventure schools seem to have
gained ground on the high school in the course of 1684,
when the doctors appeal for augmentation, because of the -
number of private schools which, if suppressed, will become
their mortal enemies, slandering them to all concerned." In
1682, the council of Peebles ordain all boys to be taught
at the public school after they can read the psalm book;
* Black's History of Brechin (2d ed.), 89.
* Burgh Records of Ayr. A somewhat similar limitation is quoted in
the “Memorabilia’ of Inverness in 1677 when Mary Cowie was ordered
not to teach reading beyond ‘the Proverbs.’
* Burgh Records of Rutherglen.
* Burgh Records of Paisley.
* Steven's History of the High School,
* Burgh Records of Edinburgh.
** * -
75.























PROTECTION OF SCHOOLs. 137
-
and other schools are discharged;" in 1688 the women
schools were visited by the magistrates, who ordered such
boys as are on the psalm book to attend the public school,
under pain of the quarterly payments;” and on 17th October
1692, the council, considering the great division in the burgh,
in consequence of all the children not attending the public
school, ordain the inhabitants to send their children to the
public school within one month from this date, under pain
of £10 Scots toties quoties.” The council having, on 9th
January 1693, cited John Govan, late provost, James Grieve,
late bailie, and George Broun, carrier, inquired of them if
they had obeyed this act; answered, they had their children
at another school, from which they would not remove
them unless there was a settled schoolmaster, which the
present master, Mr MºMillan, was not, being a preacher and
about to get a kirk; replied, that Mr MºMillan having been
found qualified by the presbytery and having yet no other
charge, they were bound to send their children to him, which
they refused to do; therefore the council fine the delinquents
in £10 Scots each and ordained them to lie in prison until the
fine be paid.* The encouragement afforded to private schools in
Dunfermline by the kirk session raised the opposition of the
burgh teachers;" in 1686 Mr Patrick Dykes, schoolmaster of
º
º
º
-º
º
º
---
ººº
1 Burgh Records of Peebles. -
3 Ibid. A school having been established in a little house at Crosskirk
by Henry Hay, a discharged master of the burgh, the council, in 1691,
suppress it for preventing the ruin of the public school; he was again,
in 1694, discharged from keeping a private school under pain of im-
prisonment. -
3 Ibid. This dispute gave rise to a lawsuit, as we find in 1693 the
council nominating Archibald Neill, bailie, to go to Edinburgh and
do everything necessary for discussing the suspension raised by Provost
Govan and others, of the acts of council anent the public school.
4 Burgh Records of Peebles. -
5 A few extracts from the kirk session records of Dunfermline show
that the sessions were often more enlightened than the councils in pro-
moting education : 13th July 1679, the session, considering that the
• Gellets Easter’ is so remote from the town that children residing there
cannot conveniently come to the public school, authorise Patrick Mudie









138 AFTER THE REFORMATION.
schools -
Dunfermline, produced an act of council discharging all other .
º schools in the town, except those who have licence from the
council. In 1686, and again in 1730, ordained that no other
than the burgh school shall be held in Wigtown, except for
‘lasses to learne shewing, under pain of £10.Quarterly, to be
paid by the teachers, and five groats by parents for each child.”
In 1688 the council of Banff prohibit private schools from
being established in the town, under pain of banishment.” In
1690 the council of Kirkcudbright forbid any other school to
be kept in town (except for children until they learn the psalm
book) than the burgh school, and ratify all former acts made
thereanent." In 1693 the council of Edinburgh ordered the -
doors of private schools to be closed; and two years later
º the council of Ayr, for the encouragement of the master of
the Scots, writing, and music school, appoint, conform to the
ancient acts of the burgh, an ‘edict to pass through the burgh
by tuk of drum, prohibiting any other person from keeping
any common school for teaching these subjects, including
arithmetic; the act extending only to the ‘grounding' of
young children.” In 1698, and again in 1727, the council of
Stirling forbid any child above six years of age to be taught
in any other than the grammar school; nor shall any one have
to hold a school in that quarter, providing always that he live orderly
and regularly; on 20th May 1683, the session gave out two “byg dollars’
to Patrick Mudie for teaching poor scholars, and £1,4s. to Elspit Cusin
for like pains. In consequence of the remonstrance of the town council,
against the supporting by the session of private schools, the session were
obliged to give the money mortified for teaching the poor to the master
of the grammar school and his doctor, but at the same time resolved to
give something out of the ‘box” to private schools. Accordingly, James
Lamb, who keeps a school in the town, receives £2, 18s.
1 Burgh Records of Dunfermline.
2 Burgh Records of Wigtown. 3 Burgh Records of Banff. -----
* Burgh Records of Kirkcudbright. In the same year the council
license James Bell to “keep a school for young children for teaching the -
catechism and psalm book, and no further or higher.'
5 Chalmers's Life of Ruddiman, pp. 90, 91.
* Burgh Records of Ayr. The extension of monopoly to the Scots
school and music school only took place in 1687.
























PROTECTION OF SCHOOLS. 139
liberty to keep a private school. In 1703 the master of
the grammar school of Dunfermline once more complains to
the council, that to his great discouragement two persons had
at their own hand set up private schools in the town contrary
to several acts of the council; the council unanimously.
discharged them and all others from teaching male children,
except such as shall be under seven years of age, under pain
of £20 Scots toties quoties; one-half accruing to the town,
and the other to the master and doctor.” The council of
Linlithgow, in 1708, for the encouragement of the grammar
school, discharge all private schools from teaching Latin and
writing.”
In 1713, the council of Ayr inquire by what authority
Mr Alstoun sets up a public music school within the burgh;4
in 1714, the council, considering that there are several
private English schools in the burgh, to the discouragement
of the English master, prohibit all persons from teaching to
read or write, under a penalty of £20 Scots;" in 1723, he
petitions against two private schools in which reading and
writing were taught;" in the following year, William Murdoch
being examined for keeping an English School, acknowledges
that his wife and he have taught reading and writing, but
not arithmetic; also John Watson, woolcomber, being in-
dicted for a similar offence, says that the neighbours, observ-
ing his business decaying, advised him to employ his time
partly in grounding children in reading; and he had taught
some children during several months to read the catechism
and psalm book; the council, considering that the youth
may be sufficiently instructed in-writing and arithmetic in
the public school, and that the allowing of many private
schools discourages the masters of the public schools and pre-
judices the town, discharge these two private teachers under
penalty of £20 Scots;" in 1728 the English master again com-
plains, that although, for enabling him the better to keep
1 Burgh Records of Stirling. * Burgh Records of Dunfermline.
3 Report on Burgh Schools, ii., 115. -
4 Burgh Records of Ayr. 5 Ibid, - 6 Ibid, 7 Ibid.
-












SCHOOLS AFT
the school, he has engaged an assistant, yet David Watt and
others teach English schools publicly, to his great loss and
discouragement. Watt, on being brought before the council,
declares he taught only the A B C and catechism; he is dis-
charged. from teaching anything else; but if he does not
behave himself christianly and soberly, he shall be discharged
from keeping any school;” in 1738, there were eight adven-
ture Schools in the burgh, taught respectively by David Watt,
Mrs Murdoch, Mrs Anderson, Ann Cochrane, Helen Smith,
Mrs Maxwell, Jean Smith, and Ann Hamptrie; who were
all discharged from keeping schools.”
In 1714, the council of Paisley ordain one Pinkerton to be
removed from teaching, in respect he is not a freeman nor a
freeman's son, and prejudices the master of the English school;”
the last instance of the council's interference with a private
teacher took place in December 1751.4. In 1720, the town
council of Dundee grant to the music master of the burgh
the sole privilege of teaching music, vocal and instrumental,
exclusive of any others." In 1721, the town council of Sel-
kirk, having appointed an English master, declare that no
other person shall be allowed to teach, within the burgh,
English to boys." In 1727, the schoolmaster of Forfar com- ---
plains of such as set up ‘schools of writing and arithmetic º
without any authority;’ the council, finding that such con- -
duct prejudices the public schools and discourages the peti-
tioner, enact that no person shall establish private schools,
excepting such as initiate children in reading, under the
penalty of £40 Scots toties quoties and imprisonment."
* Burgh Records of Ayr. In 1746 the teacher of this school prays
the magistrates to suppress two private writing schools, in respect that
he had been ‘installed into the office of writing-master as well as English
- master.”
* Burgh Records of Montrose. - -
8 Burgh Records of Paisley. 4 Ibid.
- 5 Burgh Records of Dundee. * Burgh Records of Selkirk.
7 Burgh Records of Forfar. Alexander Williamson having contra-
vened the act, the council, in 1732, discharge him from teaching writing,
arithmetic, and reading. -----
-- - -
- -
















































PROTECTION OF SCHOOLS.
Because of the ‘vast discouragement to the burgh of Crail,
and particularly to the master of the grammar School, occa-
sioned by the inhabitants sending their children to other
schools, the council in 1728 agree, memine contradicente, that
for the future any person in the place who hath male children
above six years of age shall send them to the grammar School,
under pain of £5 Scots yearly, toties quoties—one-half going
to the schoolmaster, and the other towards repairing the
school; the act to be observed inviolably in all time coming
as a precedent."
In 1742, Mr Miller, schoolmaster of Kirkcaldy, complains
of the decay of the public school, which he ascribes, in a
great measure, to the tolerating of private schools.” In 1753,
the council of Forfar passed an act, suppressing all private
teachers;” and in 1766, no one was allowed to teach
English and mathematics in Kirkcudbright but the burgh
teacher.”
We at last reach the confines of the blessed period of un-
restricted competition—the true foundation and the surest
guarantee for progress, civilisation, and the welfare of nations
as well as individuals. The record cited of the multitude of
adventure schools that surreptitiously came into existence, and,
when discovered, most humbly prayed for toleration, from the
Middle Ages downward, and of the difficulty experienced by
the authorities in extinguishing them, is of great value to the
student of education, indicating, as it does, an ardent desire
on the part of our poor people to partake—in the midst of
much darkness, heavy oppression, and national disorders—of
the perennial fountains of knowledge, and proving that the
public schools established in the burghs were not, as a rule,
equal to, or well adapted for, the supplying of instruction to
the son and daughter of every burgess and unfreeman, not-
withstanding the pious endeavours of the town councils and
others to make these schools accessible to the poor and rich
sº -
º,
1 Burgh Records of Crail. * Burgh Records of Kirkcaldy,
8 Burgh Records of Forfar, * Burgh Records of Kirkcudbright.





SCHOOLS AFTER THE REFORMATION.
º 2-
alike. From this time forward we find the councils not only
º tolerating their old enemies the private schools, but actually
promoting them with some of the zeal they formerly displayed
in suppressing them : thus, on 24th March 1773, the council
of Montrose granted 25s, yearly to a person who had set up as
a teacher of English;” in 1812, they paid the school rents of
fifteen teachers for the past year;8 in 1797, the council of
Stirling granted £5 yearly to William Wands, private school-
master, on account of his great usefulness;” in July 1790,
the magistrates and council of Ayr allow the master of the
English school of the burgh to take a room nearer the centre
of the town than the schoolhouse at the Old Tower, in
order that he may compete with the several private teachers
who had schools;” the magistrates and council of Forfar, on
14th April 1803, considering that the state of the other
schools in the burgh, besides the town schools, were on so
good a footing, as to deserve encouragement, grant a small
salary to the private teachers." Many acts of council occur
after this date granting such small sums to adventure
teachers for their encouragement.
. . * Cf. infra, under Fees and Salaries, where there is a notice of poor
- scholars. . º -
* * Burgh Records of Montrose. 3 Ibid.
4 Burgh Records of Stirling * Burgh Records of Ayr.
• Burgh Records of Forfar. º
* --



































CHAPTER IV—visitATIONS AND EXAMINATIONS OF
- - - SCHOOLS.
-
- ---
1. ECCLESIASTICAL VISITATIONS.–$ 2. PARLIAMENTARY visiTA-
- TIONS.—$ 3. MUNICIPAL VISITATIONS. -
THE most important event in the little history of the school
was the ‘Visitation, which was attended with much pomp and
solemnity, and was a subject of painful anxiety and careful
preparation, on the part of masters and scholars alike. On
that awful day the Visitors, who generally included some
representatives of the civic and ecclesiastical authorities, and
sometimes, as in Aberdeen, Edinburgh, and Glasgow, the
academic element, subjected the masters and scholars to a
rigorous examination, in regard to discipline, doctrine, quali-
fications and proficiency. These visitations, sometimes made
by the church and parliament as well as by the managers,
were of incalculable value, in promoting rivalry among the
scholars, discipline in the school, and a sense of responsibility
in the masters. In fact, visitation was the most salutary plan
that could be devised for the government of schools, and with-
out it there were no means of ascertaining their efficiency.
We give several entries from the records, illustrating this
important. subject, beginning with the ecclesiastical visita-
tions, of which there are notices as old as the Reformation.
§ 1. The Book of Discipline, written in 1560, proposes that
discreet, learned, and grave men shall visit quarterly all
schools for trying the progress of scholars in learning." An
Act of Assembly, dated 1567, ordains visitors to try masters
and doctors with regard to “soundness’ in religion, ability
in teaching, and honesty in conversation.” In 1578, the
1 Works of Knox, ii., 209 (Laing's ed.).
* Referred to in Acts of Assembly passed on 17th and 18th December
1638.














schools AFTER THE REFORMATION.
º ---
Kirk passed an order for visiting schools ; and in 1595, the
Assembly ordain every presbytery, within their own bounds,
to visit and reform grammar schools in towns and deal with
- magistrates for appointing ‘most meet persons’ to assist the
masters in discipline.” In 1642, the Assembly appointed
a committee to consider the time and manner of visiting
Schools, and the ‘best and most compendious and orderly
course’ for teaching grammar;” and in 1645 the Assembly,
with the view of advancing learning and good order in gram-
mar schools, enacted that every such school should be visited
twice in the year by visitors appointed by the presbytery
and kirk session in landward parishes, by the town council
and ministers in burghs, and by the universities, where there
are any, always with consent of the patrons of the school,
in order that the diligence of masters and the proficiency of
scholars may be ascertained, and deficiency censured.* The
Act passed in 1645 is re-enacted in 1706, when the Assembly
enjoin presbyteries to visit all the public grammar schools, at
least twice every year, and order synods to inquire at their
privy censures whether this recommendation has been obeyed.”
A single extract from the church records may be quoted
to show the painstaking care with which the presbyteries
assisted in conducting these examinations: on 8th January
1735, the provost of Peebles, in name of the town council,
applies to the presbytery for a visitation of the grammar º -
school; the presbytery appoint a committee to visit it on 4th
February next, and to report at the next diet of the presby-
tery, to be held on the day immediately after the examination.
Accordingly on 5th February 1735, the brethren having called
for the report, the committee stated that they had met
yesterday in the school, accompanied by the magistrates
and several heritors of the parish; and having caused the
schoolmaster to examine the Latin classes severally, they
- heard each class read and explain parts of the authors used;
examined some in different places; tried them upon the parts
* Booke of the Universall Kirke, p. 415. * Ibid., p. 856.
--
* Acts of the General Assembly. 4 Ibid, "Ibid,
























































145
--- f speech. and syntax; likeways prescribed a theme and
examined it; having thus got a sufficient specimen of the
----- 2 º º --
trates who promise to provide a more convenient schoolhouse
$ 2. Visitations of schools were also appointed to be made
on the high authority of parliament. The Parliament of the
Commonwealth instructs the Council in Scotland to visit
and reform schools, and suspend statutes or customs which
are not agreeable to the good of the people, and are incon-
sistent with the government.” This Act was conceived in the
interest of Cromwell's government more than in that of the
schools of Scotland, but a more national Act was passed
shortly after the Revolution, when a large body of commis-
isioners was appointed in 1690 to visit schools, providing
them with pious and qualified masters, and removing such
as shall be found erroneous, scandalous, negligent, insufficient,
s or disaffected , or who do not subscribe the Confession of Faith;
º the visitors also to take order with regard to the revenues of
the school and set down rules for their management.” Shortly
before the Union we find that an act and commission were
ad in Parliament for visiting schools; but it does not
ar to have become law—the times being, perhaps, too
tormy for passing Education Acts.
º
-- - º ----- -º-, - * - -
Presbytery Records of Peebles. For other examples of presbyterial
tions, see supra, Chap. I, § 6. º
- º
Acts of Parliament, 1655, 1658, vi., Part ii., 826,876.
* Ibid., 1690, c. 25, ix., 163. “Ibid., 1704 and 1705, xi., 152,235.
--- -

AFTER T
Leaving the records of
--
- the church and parliament, we
º visitations made by the town councils, the patrons of
it is provided that the school shall be twice a year examined
by men of eminence and learning, appointed by the council
of the burgh and of the university—namely, on the Tuesdays
preceding the first days of May and November. The master
– scholarchas'—shall remind the town council and the dean
of the faculty of arts of the fact twenty days previously,
in order to the providing of censors and examiners, and warn
the scholars publicly, so that they may diligently prepare
for the approaching trial. The scholars in each class shall
be examined ‘pro artibus delegatorum;’ in the two higher
classes themes in the vulgar tongue shall be dictated, which
the scholars shall render into Latin, handing their exercises
to the examiners. When the examination is finished, the
pupils of the Séveral classes shall publicly appear in the place
and rank gained by each, when the less proficient shall be
reproved, the unworthy put back and the rest advanced with
more signal honours and rewards. On the day following the
examination of the grammar school, the Scots schools—
schola triviales vernaculae'—shall be visited by the delegates,
- accompanied by the master of the grammar school, who shall
note the nature of the instruction and the progress of the
boys in learning, piety, and morals. At that diet intimation
shall be made to those who are to study Latin that year, in
order that, not later than the first day of June, they may be
preferred to the Latin school; and thus be the better prepared
to enter on the first year of their course." ſº ſº.
The extracts which follow illustrate how common was the
system of visitations or exhibitions in the burgh schools of
From the Original in the archives of Glasgow.
---
º
*

VISITATIONS OF SCHOOLs.
Scotland from the end of the sixteenth century downwards.
In many burghs the record only acquaints us with the fact
of the visitation having been made, but in others we learn
how masters and scholars were encouraged, abuses corrected,
and reforms introduced. In 1601, the town council of Stir-
ling appointed a day for taking ordour with the estait of the
grammar school of the burgh,” which was apparently not in a
satisfactory condition. Three years later, the council of Aber-
deen, for the better discipline of the grammar School, appointed
a committee to visit it quarterly for taking trial of doctrine
and discipline—the visitors taking advice of the bishop,
ministers, and principal of the college;” in 1622, certain bur-
gesses were chosen visitors of all the schools of the burgh—
visiting them at least every month, and reporting where they
find any disorder or violation of the rules, by masters or
scholars.” The earliest recorded visitation of the grammar
school of Perth was made in 1630 for “settling doun injunc-
ºtions and admonitions’ to the master and doctors who are
charged with “evil attendance.’ “
There does not appear to have been a formal visitation of
the high school of Edinburgh till 1640," when the council, con-
sidering that hitherto there has not been ‘set down anie solid
course for the tryell of the maister and doctors in teatching
and attending of the scolleris concreddit to thair care, enacted
that in future there shall be two yearly visitations—viz., on the
last Monday of October and on the first Monday of May; in
the week preceding, the classes shall be tried at two different
diets by examiners appointed by the town council, who shall,
at the first diet, examine the lower classes on the authors
read and rules learned since the last examination;" the
Burgh Records of Stirling.
* Burgh Records of Aberdeen. 3 Ibid.
* Burgh Records of Perth. - -
5 But as early as 1614 the town council ordained that there shall be
two public examinations of the high school each year, the first in May
and the other in October. - -
9 Every doctor was required to keep a minute of the authors read and
the part of the grammar gone over since the last visitation.






































º
THE N.
ext prescribe a them can turn
ich each of the scholars shall deliver to the
like the doctors, a note of the authors read since the last
ºvisitation by the high class, whereupon the examiners shall
ry such of them as they think meet, and prescribe a them
hich each ‘sall mak apairt by himself without the help
of ane other, and thereafter write it over in mundo and deliver
the examiners. When the council have hard the hear-
a theame, w
ing and the scolleris are dismissed, the examiners shall report
how the youth have profited in learning, after which they
hall remove the master to see if anything can be found
against him; the doctors shall next be removed for the same
purpose, and the council shall remedy any defect which may
- -
-
*
school to be visited by the bailies and ministers once a
month,” and we have already seen that a visitation of the
1646, when in June of that year
grammar school of Aberdeen was in 1622 ordained to be
made as frequently—once a month. The record does not
indicate the causes of the following visitations of the gram-
mar schools of Peebles, Stirling, and Glasgow; In 1652 the
council of Peebles ordain the school to be visited and the
Stirling are requested to go alongis and take notice of the
grammer scoole;” and in 1654 the council of Glasgow order
all Scots schools to be visited." Two years later the council
of Jedburgh order visitations of the school to be made on the
first Wednesdays of November and May in order that the
master and doctor shall be tried ‘concerning the soundness of
their judgment in matters of religion, their ability as teachers,
-
. º -
---
gh.
Burgh Records of Edinb --
* Burgh Records of Paisley. For
tinued to be made.
* Burgh Records of Peebles.
* Burgh Records of Glasgow.
-- - º

--> VISITATIONS OF SCHOOLS.
the honesty of their conversation, and the fidelity with which
they discharge their calling, so that the proficiency of the
scholars may be known."
An important record concerning visitation is preserved
in the registers of Aberdeen, and is very valuable as show-
ing the thoroughness with which it was conducted in the
good old town more than two hundred years ago. On 15th
June 1659, the town council, considering that the quarterly
visitation of the grammar and music schools appointed by
former acts, if rightly conducted, would promote the learning
of the youth, approve the following regulations, together
with the leges scolae,” adopted in 1636: 1. There shall be
four solemn visitations of the grammar school every year,
one at the beginning of every quarter, when the scholars
shall be tried in making themes, interpreting and analysing
authors, and making verses—a work which shall take up one
day, if rightly done. 2. The master of the grammar school
-
-
the ‘laws of the school, printed about the year 1636, and
also the act of council approving these overtures; the scholar
who at the quarterly visitation gains the premium shall, with
his own hand, insert his name in the register, mentioning
whether he gained it by making a theme or a verse or
analysing authors; he shall also record the date of visitation,
which must be done by monas, idus et calendas, the master
helping those of the lower classes to enter the date correctly;
the prizeman's theme shall be affixed above his class till
the next visitation. 3. Each scholar in the school shall have
an antagonist, who as much as possible shall be his equal,
with the view of stirring up emulation; neither to receive
help in his trials. 4. The master shall keep the themes of
the present visitation until the next quarterly visitation, that
their proficiency may be marked. 5. They who make the best
verse and the best theme shall have each a premium after it
appears by examination to be their own making. 6. There
---,
1 Burgh Records of Jedburgh. - --
* We have not been able to find these ‘laws,” which are probably lost.
shall keep a register of visitations, in which shall be written -































SCHOOLS AFTER THE REFORMATION.
shall be public acting at every quarterly visitation, that the
scholars may learn boldness and a vivacity in public speak-
ing. 7. When two or more are equal in making a theme, or
in other point of trial, they may be put to an extempore trial
for ascertaining the order of merit; the visitors must be care-
ful not to discourage the unsuccessful competitor, who should
receive a word of public commendation from the mouth of
him who gives the premium to the victor, nor give a premium
in a partial way, because that would bring visitations into
contempt and frustrate their chief end; the visitors should
therefore be careful to go about the duty seriously and not
slightly, as the doing thereof in that way will tend greatly,
through God's blessing, to the good of the school and scholars,
and doubtless be a means of stirring up charitable hearts
to mortify lands to pious uses for the increase of learning
and virtue when they perceive that care is taken to fulfil the
will of others who have mortified before them for such uses.
8. At every visitation, the act of council, approving or re-
commending these or other rules, shall be read at the quarterly
visitations, for refreshing the memory of the visitors." Nearly
half a century later the council, seriously considering that
fixed rules have not been drawn up for a long time for regu-
lating the grammar school, ratify on 23d October 1700 the
following laws: There shall be a solemn visitation yearly in
the beginning of October when the several classes shall be
examined and premiums given to the most deserving; the
prizemen's names, and the subjects of the prizes, being entered
in the school register. Besides this solemn visitation, there
shall be three other visitations by deputies of the council, two
ministers of the burgh, and two masters of Marischal College
—the first visitation on the first Thursday of February, the
second on the first Thursday of May, and the third on the
first Thursday of August. Besides the four yearly visitations,
two or more of the magistrates and council shall visit the
school on the first Tuesday of every month, and inquire how
the discipline of the School is observed.” In 1711 it was
Burgh Records of Aberdeen. 3 Ibid.

further enacted, that at every visitation the master shall pro-
vide two catalogues, containing the names of the scholars, the
authors and grammar which they are learning, and what they
have been taught since the last visitation; one catalogue to
be kept by the town clerk and to be brought with the leges
scolae, the other to be lodged in the schools among the books."
Few visitations are so instructive as those of Aberdeen;
but the mere fact of visitations being made at all in burghs
of less note is worthy of being recorded as showing the in-
terest taken even by small burghs in the proper government
of their schools. We found that the grammar school of Perth
was visited in 1630 for improving the discipline of the school,
but from the next entry in the records on this subject, it
would appear that the inspection was not again repeated till
1684, when the council, for the encouragement of the grammar
School, revived the ancient custom of visiting it, and it is
gratifying to know, found the scholars giving greater satisfac-
common school of Stirling, the council in 1694 appoint it
to be visited at the beginning of every quarter; the ministers
to be advertised of the visitation, so that they may ‘concur
and go along’ with the council.” On 21st June 1704, the
council of Montrose, considering how much the public schools
of the burgh are decayed, appoint the magistrates to visit
them twice a year, viz., on first Tuesdays of January and
July, and to take order for their regulation; the minis-
ters, and such councillors, or others, as the magistrates
shall call, may accompany them." In 1706, for ascertaining
the cause of the decay of the grammar school of Cupar, a
visitation was ordered to be made." On 30th December 1707,
a committee of the town council of Dundee visited the English
school;" and on 11th September 1749, another committee -
and the rector of the grammar school visited the same school,
and found it better than they had expected; it is determined,
-º-º-º:
1 Burgh Records of Aberdeen. * Burgh Records of Perth.
* Burgh Records of Stirling. * Burgh Records of Montrose.
* Burgh Records of Cupar. " Burgh Records of Dundee.
ºr -
tion than was expected.” For redressing the disorders in the
º
- º
--


























sCHOOLS AFTER THE REFORMATION.
however, to try again the proficiency of the boys at Lammas.
next On 23d August 1718, the council of Banff and the
minister visited the grammar school, and found the master
- able to teach the literature. requisite, and the scholars in a
fair way of becoming proficient in humanity.” In 1728 the
whole council of Stirling, and ministers of the Gospel, visited
- the grammar school, to inquire how the boys profit under
their several teachers, and how they are taught.” In No-
º vember 1735, the council of Ayr apply to the presbytery for
a visitation of the school, which is accordingly made by a
committee of that body, accompanied by the magistrates;" in
June 1766 the council order ‘that the schools be visited and
publickly examined annually on the second Thursday of June,
and that the magistrates and dean of guild inspect on that
day the publick library and mathematical instruments.” The
town council of Kinghorn, in 1763, ordain that the grammar
school’shall be publickly examined by the master and doctor
in August on the day before the vacation.” On 22d February
1777, the council of Banff, for advancing learning, appoint
yearly visitations to be made of the grammar school, on first
Tuesday of April, in order to test the proficiency of the
scholars and the method of teaching, by two ministers named
by the presbytery, along with the magistrates and minister of
the place." On 26th February 1781, the council of Inverurie
propose to visit the public school, and give orders to purchase
premiums for encouraging the best scholars;* on 3d April
1782, the magistrates petition the presbytery to visit the
school; and the visitation took place on 24th April, an edict
having been served on the proper parties on the 14th.” In
* Burgh Records of Dundee. * Burgh Records of Banff.
* Burgh Records of Stirling. The office-bearers of Stirling were
ordered, in 1763, to visit the public schools within the burgh.
* Burgh Records of Ayr. 5 Ibid. - -
* Burgh Records of Kinghorn. 7 Burgh Records of Banff.
* Burgh Records of Inverurie. This entry occurs in the burgh ac-
counts: 27th February, spent in John Sangster's house in visiting the
public and very flourishing school under Mr Lessel, 7s.6d.
9 Ibid. - - -
º





















































ºº
---
-->
VISITATIONS OF SCHOOLs. 153
1776 the bailies of Greenock agreed to postpone the public
examination of the grammar school, on account of the bad
health of the master, until after the vacation;" in 1777 the
council desire the magistrates to arrange with the ministers
and masters of the schools for a quarterly examination;” and
in 1784 the council attended the examination of the mathe-
matical school, along with a number of the inhabitants, and
were perfectly satisfied with the progress.”
We have now reached the advertising period—a period
when the authorities wish to make the result of the exami-
nations patent to the world. Thus, in the Glasgow Mercury,
of 20th September 1782, there is a flattering account of the
examination of the Paisley grammar school, under Mr Henry,
‘a well qualified and assiduous preceptor;” and an equally
- º flattering account of the examination of the grammar school
appears in the Glasgow Courier of 20th September 1793. On
8th September 1783, the council of Crail, considering that on
29th August the grammar school was examined, and that the
scholars have made great progress in the different branches,
agree to approve of the same publicly by inserting it in the
Courant, the magistrates signing the advertisement;" the
council resolved also to publish the gratifying result of the
examination held 18th September 1786." In June 1784,
the magistrates of Ayr attended the examination of the
public schools, and had great reason to applaud the pro-
ficiency of the scholars, and ability and attention of the
masters; they observed, however, with much regret, that
there were few scholars at the mathematical school, who,
upon examination seemed to have made little progress, owing.
to the want of authority in the master." In 1791 it was
agreed that the Fortrose academy should be publicly ex-
amined twice a year by the presbytery in March or April,
and by the whole visitors at a subsequent time; * and a
committee was appointed for visiting the school weekly, and
1 Burgh Records of Greenock. 2 Ibid. 3 Ibid.
* Glasgow Mercury. * Burgh Records of Crail. 6 Ibid.
7 Burgh Records of Ayr. * Records of Fortrose academy.
-
º
-
º
















SCHOOLS AFTER THE REFORMATION
---
to give in reports t the general meetings of visitors held
quarterly." º The town council of Kilmarnock having applied
to the presbytery in 1795 to examine the schools of the
burgh, the grammar school and the English school were tried
in presence of the magistrates and council, and it was found
that the scholars gave the highest satisfaction.” On 4th
January 1814, a committee of the town council of Dum-
barton was appointed to visit the grammar school when the
children are convened, and to inquire into the progress of
their education.” The records of Aberdeen give the following
account of the annual visitation of the grammar school in
1824: The rector dictated an English theme to be trans-
lated into Latin by the third, fourth, and fifth classes;
the visitors then attended, for nearly two hours, the ex-
amination of the first and second classes, in both of which
the scholars acquitted themselves with great ease and cor-
rectness, in translating Latin into English, and English
sentences into Latin, as well as in answering questions con-
nected with the syntax and grammar of the latter language.
In the afternoon, the visitors again met to examine the Latin
versions written by the three higher classes, and determine their
order of merit. The performance of the versions was exceed-
ingly creditable, not a few of them being free from errors, and
many of them evincing a skill in the choice of words, and an
acquaintance with the Latin idiom, which could not have been
acquired without care and diligence on the part of the teachers."
We gather from these extracts that the public schools in
many of the burghs of Scotland were subjected to periodical --
examinations, more or less searching, from the middle of the
sixteenth century downwards. The importance of these
visitations and examinations cannot be over-estimated in
stimulating the teachers, creating rivalry among the scholars,
* Records of Fortrose academy. º º
*Records of Presbytery of Kilmarnock. *Burgh Records of Dumbarton.
* Burgh Records of Aberdeen. From October 1765 there is a record
in the minutes of the council of the annual visitation, without intermis-
sion, until 1856, when it stops. - -

































































VISITATIONS OF SCHOOLS. 155
-
rousing indifferent pupils, certifying the progress of children,
establishing public confidence in the school, suggesting im-
provements in the management, method of teaching, and
organisation of the school, giving to the pupils an assurance
or a confidence in themselves calculated to be of service to
them in after-life, and, generally, in diffusing education—the
higher education." At present there is an annual exhibition
or public examination of all our burgh Schools, which usually
takes place at the close of the session, when the work of the
past year is gone over and reported on, the examination being
conducted by the teachers, patrons, and others invited for the
purpose. Schools in receipt of Government grants are profes-
sionally examined and reported on by her majesty's inspec-
tors, and a few of the most important schools are occasionally
examined at the request of the managers by persons uncon-
nected with the institution—including professors of Scotch
universities, scholars of English universities, members of the
Scotch bar, distinguished teachers and clergymen, and other
- gentlemen connected with education. The advantage to the
- burgh Schools of annual examinations, by independent exa-
miners, has recently been admitted by all the best teachers in
Scotland, and strongly recommended by so eminent authorities
as the assistant commissioners appointed in 1867 to inquire
into the state of the burgh schools. They recommended that
the secondary schools should be examined annually, and
* These visitations invariably originated at the instance of the patrons;
but there are instances of the reforms beginning from within—at the in-
stance of the masters. Thus it was at the desire of the schoolmaster
of Cupar, that the town council, in 1626, requested the presbytery to
visit the grammar school: Burgh Records of Cupar. In September 1656,
there is the first mention of a formal visitation of the burgh schools of Ayr,
when the council, on the representation of the masters, appoint two coun-
cillors to visit at the end of every two months the grammar school, and
to report its condition so as to prevent abuse: Burgh Records of Ayr;
in 1784, William Neill, master of the English school, petitions to have
his school examined once a quarter; the magistrates agree to quarterly
examinations—the grammar School of Glasgow having adopted a similar
system : Ibid.
--










SCHOOLS AFTER THE REFORMATION.
º:
publicly reported on—an arrangement which they believe
would do as much to improve the quality of middle-class
education as Government inspection has done to improve the
elementary education in schools connected with the Privy
Council. Accordingly, the Education Act provides that
every higher class school shall, with reference to the higher
branches of knowledge, be annually examined, by persons
appointed for that purpose by the school board; in fixing the
periods of examination, regard shall be had to the reasonable
wishes of the teachers. The expenses incident to these ex-
aminations may be paid out of the school fund.”
We conclude this part of our subject, by referring to the
litigation, of a somewhat singular description, which the Edu-
cation Act has given rise to, in connection with visitations.
The school board of Kelso resolved—we think with more
zeal than wisdom—to visit the schools under their charge, at
irregular intervals, without giving previous intimation of
their intention. The teacher of the public school of Kelso
objected, however, to such visitations being made to his school,
and, on 13th March 1874, refused to admit two members
of the board deputed to that effect. In these circum-
stances, the school board prayed for an interdict against him,
for refusing to admit them into the schoolroom, so often as they
deem necessary, in the discharge of their duties; but it was
refused, by a majority of the First Division of the Court of
Session, on the ground that the right claimed was not clear on
the face of the Education Act, which did not authorise a school.
board to make visits of surprise, or to interfere with a school-
master appointed to a public school, before the passing of that
Act, otherwise than directed by that Act. On the other hand,
one of the judges was of opinion that the school board, having
the duty committed to them of keeping efficient the school, are
in the discharge of their duty invisiting it, and that the exclud-
ing of the members by the teacher was illegal.” Though, in the
* Education Report (1868), i., pp. xviii. and 138.
* 35 and 36 Vict, c. 62, § 62 (sub-sect. 6). -
* Session Cases (fourth series), ii., 228.

º - º º - º
VISI
º º -
opinion of a majority of the judges, the school boards are not
entitled to send any of their members at any time, and with-
out notice, for the purpose of inspecting the school, that power
is lodged in her majesty's inspectors by the Education Act,
which provides that every public school and every school in
receipt of parliamentary grant, must be open at all times to
any of them; and it will be no longer necessary to give notice
if the time of the inspector's
-
and 36 Vict, c. 62, § 60, 66.

--
--- -
CHAPTER v.–ECONOMY of THE SCHOOLs.
º, tº
sº º
1. SCHOOL LAWS.—$
2. PRAYERs—$ 3. speaking LATIN.—$ 4. t
Houñs of ATTENDANCE–$5. HALF AND occasional Holidays. -
—$6, superiNTENDENCE DURING PLAY-Houas-S7. GAMES AND
Amusements—$8. CHRISTMAs Holiday.—$9. AUTUMN Holi.
DAY-$ 10, school Discipline.—$ 11. PRIZEs. ---
-
§ 1. EVERY school of importance had its leges scolae, or code
of laws for governing the interesting little company assem-
bled within its walls—a code so comprehensive as to embrace,
if possible, the whole duties of masters and pupils. As soon --
as the law was passed, the authorities not only promulgated it
generally, but took great pains that the little subjects who
were required to obey it should be perfectly acquainted with
its tenor. . Three or four extracts from the records of different
burghs will show how common it was to publish the school
laws: In 1604, and again in 1627, the town council of Aberdeen
ordered the school regulations to be written in ‘gryt leteris
on a brod, lest the master, doctor, or scholars should pretend
ignorance of them;’ the master of the school of Peebles was
requested on 30th January 1649, and again on 29th October
1655, to have the school laws orderly set down on a large
board hung in the school for the scholars' information;” in
1674 the town council of Dundee ordained the regulations for
the government of the grammar school to be translated into
Latin, and hung up in the school on ane broad, that none
pretend ignorance;" the regulations of the grammar school
of Kinghorn were ordered, in 1763, to be “posted on a board
constantly hung in the most public part of the school.” To a
person who has no practical knowledge of the teaching pro-
fession, like the present writer, the custom of writing out the
laws, which was common down to our own day, appears not
1 Burgh Records of Aberdeen. * Burgh Records of Peebles.
* Burgh Records of Dundee. * Burgh Records of Kinghorn.






























































º PRAYERS.
- --
-- - --
altogether unobjectionable, because however minute or prolix
they might be-and they were always of that character, it is
difficult to see how they could be made comprehensive enough
to meet every case arising, or how it was possible to carry
them out literally in practice without frequent exceptions.
§ 2. The daily work of the school was inaugurated and
generally concluded from an early period with the ceremony
of engaging publicly in prayer:
“Holy beginning of a holy cause,
When heroes, girt for freedom's combat, pause
Before high Heaven, and, humble in their might,
Call down its blessing on that coming fight.'
And the following extracts indicate the character of the acts
passed by different burghs for regulating this devotional
exercise: Before the end of the sixteenth century it was
ordained that, in addition to the ordinary morning and even-
ing prayers to be used daily in the grammar school of Glas-
gow, the scholars should each be further taught certain forms
of prayer— formulas precandi, for use in private, one when
they rise in the morning, the other at night, before going to
bed;" in 1654 certain persons are licensed to keep Scots
schools in Glasgow ‘on the special conditions that they keep
morning and evening prayers in their respective schools;”
in 1655 the master of the grammar school of Peebles is
directed not to dissolve the school without offering a prayer,
reading a chapter from the Bible, and singing a psalm;” in
1674 the council of Dundee enjoin the master of the grammar
school and his successors, or the eldest doctor in the master's *
absence, to make public prayer in the English tongue every
morning and evening on week-days and after sermon on the
Lord's day;4 five years later, the masters of the grammar
school of Dunbar were ordained to recommend the children
to God by prayer in the morning, and, as they began, let them
close the day with prayer;" in 1700 each ‘decurio” in the
wº-
original in the archives of Glasgow.
* Burgh Records of Glasgow. * Burgh Records of Peebles.
* Burgh Records of Dundee. * Burgh Records of Dunbar.
- -













































ois AFTER THE REFORMATIO
º
º -
º º - - -
rammar school of Aberdeen was required to take notice how
the scholars prayed, and in time of prayer to attend on the
section under his charge; in 1755 the master of the English
school of Ayr was ordered to pray to God publicly at opening
and dismissing the scholars on week-days and Sundays;* in
1763 the master of the grammar school of Kinghorn was or-
**** han with - -- a--- -
school with prayer and sing
- --
ing a portion of a psalm in the he
--------------- ------------------ - w method;" in 1793 we find
t laid down that the master of the grammar school of Elgin
- - *. 1 heeting of the school in the morning
and evening say audible and public prayers in the school."
That the duty was falling at a later time into some dis-
favour is indicated by the fact that, in April 1826, it was
other masters should form no part of the d
of the grammar school of Aberdeen." º
The practice of opening the school, or some department of
it, with prayer is still generally observed, e.g., in New Aber
deen grammar school." Annan academy, Arbroath high school.”
Banffgrammarschool.” Bathgate academy," Closeburn school,”
Cupar Madras academy.” Dumbarton burgh academy.” Edin-
burgh high school," Elgin academy,” Forres academy," Glas-
gow high school," Hamilton academy.” Inverness academy,”
Kirkcudbright academy.” Lanark burgh school” Leith high
school.” Linlithgow grammar school.” Moffat grammars ---
-
-- ------ mar school.”
Paisley grammar school.” Peebles grammar school,” Madras
college of St Andrews,” Stirling high school.” Tain academy.”
There are indeed indications that the practice is becoming less
1 Burgh Records of Aberdeen. ” Burgh Records of Ayr.
* Burgh Records of Kinghorn *Session Papers (No. 541).
* Burgh Records of Aberdeen. º
* Report on Endowed Schools, ii., 340.
7 Ibid., 345, 8 Ibid., 350. "Ibid., 361. 10 Ibid., 364.
ºn Ibid., 377. "Ibid., 399. “Ibid., 420. 1: Ibid.,448.
* Ibid., 451. "Ibid.,467. 17 Ibid., 474, 18 Ibid, 494.
* Ibid., 499. "Ibid., 506. *Ibid., 515. 23 Ibid., 519.
* Ibid., 525. *Ibid., 527. *Ibid., 549, 28 Ibid., 560.
* Ibid., 585. *Ibid., 598. *Ibid., 602.
º
º
º
º
--

SPEAKING LATIN. 161
--- º-
common; thus in the Ayr academy only some of the masters
open their morning classes with prayer; while no prayers are
said in the Dumfries academy.” Forfar academy.” Greenock
academy.* and Montrose grammar school."
§ 3. From an early period down to a comparatively recent
time, Latin was not only the language taught, but universally
spoken in schools and colleges, and many of the School Lawsº
contain regulations ordaining the scholars to speak that
clerkly language only. The scholars of the grammar school
of Aberdeen were indulged before the Reformation to speak
Latin, and other languages, including Gaelic, but never the
ºvernacular tongue." At a later period, we find in the laws of
the grammar school of Glasgow, passed before the end of the
sixteenth century, a rule to the effect that the scholars shall
accustom themselves to speak Latin; and they are strictly
-- commanded not to use any expression except from classical
authors or from the mouth of their teachers, who must take
care that their pupils hear nothing from them but classical
Latin." In 1649 the scholars of the grammar school of Elgin
found guilty of speaking English were liable to be punished.”
In 1674 the council of Dundee ordain that none of the Latin
scholars in the grammar school shall speak English within
or without the school sub pena ferulae for the first fault; and
if they transgress again they shall be publicly whipped by
the master, who shall appoint “private clandestine captors’
for this effect.” The ordinance requiring the pupils of the
grammar school of Glasgow to speak Latin only, was, it
would appear, not faithfully observed, for on 12th October
1685, they are again strictly forbidden to speak to their
masters, or among themselves, but in Latin.” In 1700
speaking English at the grammar school of Aberdeen was a
punishable offence;" and so late as 1724 the Latin scholars of
- - - -
-- - ---
1 Report on Endowed Schools, ii., 358. * Ibid., 423.
3 Ibid., 463. " 4 Ibid., 488. 5 Ibid., 529.
* Supra, p. 61. 7 The Original in the archives of Glasgow.
8 Report on Burgh Schools, 16. * Burgh Records of Dundee.
10 Original in the archives of Glasgow. "Burgh Records of Aberdeen.
- - - - - -
--- --- - - - - - -
------ --- - -
-- º º º º º º ºº º
-
-
º












SCHOOLS AFTER THE REFORMATION.
Dumfries were required to speak Latin to each other in or
out of school. The custom of speaking Latin continued in
England longer than with us. “It is only within the last
generation or two that the rule of speaking Latin exclusively,
both by masters and pupils, during school-hours has fallen
into abeyance at Westminster school.” The custom of speak-
ing Latin in school and during play-hours made the practice
universally observed prior to the last century, of teaching
the Latin tongue wholly by a Latin grammar, not so senseless
as might at first sight be imagined, and it may be observed
that, while the admirable custom of speaking Latin prevailed,
there were more learned scholars and masters than have
existed since our knowledge of that language has been derived
from books only.”
§4. The length of the hours of dance in school
proves that our forefathers followed after learning with much
earnestness, and the scholars appear to have been worked to a
degree injurious to their health and studies, unless indeed all
the preparation of, as well as saying of the lessons was made
in school; even then an application of ten hours a day must
have been too much work for young children. In 1595, we
read that the grammar school of Glasgow met at five o'clock
in the morning—an hour proving that our ancestors had a
strong practical faith in early rising.” A few years later we
learn the hours of attendan e at the grammar school of
Stirling from a contract betw en the town and one of its
teachers who, on 24th October 1613, was taken bound to
attend the school from six to nine A.M., from ten to twelve,
and from one till six P.M.–instructing the bairns for ten
hours a day." And in 1616 a doctor of the school of Peebles
*M*Dowall's History of Dumfries, p. 504.
* The Public Sehools of England, p. 171.
* See infra, ars grammatica, under Studies in the Schools.
* Cleland's Annals of Glasgow, ii., 156. - - -
* Burgh Records of Stirling. As early, but not as long, hours were
observed at the public schools of England. From the statutes of the
grammar school of Bury St Edmunds, enacted in 1550, we learn that
the usher—‘hypodidascalus'—was required to come to the school at six
º

Hours OF ATTENDANCE. - 163
finds caution to teach during the same number of hours, and
to behave himself honestly. In 1630 the master of the high
school of Edinburgh is required to attend on the scholars from
six A.M. to nine A.M., from ten to twelve, and from 1.30 P.M. to
six P.M.”—that is nine hours and a half per diem. From an
act of the town of Aberdeen, passed in 1639, for keeping the
hours of meeting more timeously in all the schools of the
burgh, it appears that these corresponded with those in use
at Stirling and Peebles: the council ordain, on 23d October,
that the bell of Gilbert Leslie's school shall be rung precisely
at the hours following for convening the scholars: at six A.M.,
and again a little before seven o'clock, till the hour strikes; at
ten A.M., and at two P.M.; also for dissolving the school at nine
A.M., twelve noon, and six P.M.”—making altogether ten hours.
In the grammar school of Elgin, in 1649, the classes met at six
A.M., and broke up at six P.M., with an intermission of two hours;
on Saturdays the hours were from seven to nine, ten to twelve,
A.M., the master—‘ludimagister’—at seven A.M., and not to depart till
half-past ten ; both of them shall return at one o'clock P.M., and the -
head-master may depart at a quarter-past four, the usher staying till .
five ; on Saturdays— diebus sabbati'—and half-holidays— semifastis’
—both shall remain at work till three o'clock. The pupils shall
assemble at six A.M., and after dinner at one o'clock; at eleven they
shall depart to dinner, at five to supper: Archaeological Journal, xxvi.,390.
At Shrewsbury school, in 1571, the hour fixed for beginning work was
six in summer and seven in winter. The scholars were to work till -
dinner time—eleven o’clock; to come to school again at a quarter before
one, and be dismissed at half-past four in winter, and an hour later in
summer: The Public Schools, p. 203. At Westminster, the scholars,
about 1600, were called up at a quarter-past five A.M. by one of the
monitors with a ‘surgite, having to be in school by six at “furthest:” -
- The Public Schools, p. 93.
1 Burgh Records of Peebles. From the regulation of the university of
. Edinburgh, published in 1628, we learn that the hours of convening are
six o'clock in the morning in winter, and five in the summer, beginning
with May till the vacation; at ten o'clock in the forenoon, and at half-
past two in the afternoon: Dalzel’s History of the University of
Edinburgh, ii., 384. -- -
* Burgh Records of Edinburgh. * Burgh Records of Aberdeen.












s
cHoo
Ls AFTER THE REFORMATION.
º - -- --- - * -
--- - º
one to two. The teaching hours at the grammar School of
Peebles, which were ten hours in 1616, were shortened by
half-an-hour in 1649, corresponding with those of Edinburgh.
in 1630; in 1649 and 1655, the schoolmasters agree to enter
the school at six A.M., and after prayer and psalms, to teach
until nine A.M. ; he and the doctor shall convene the scholars
at ten A.M. and teach them till twelve noon; work shall be
resumed at half-past one o'clock, and continued till a quarter
off six; during the next quarter of an hour the master shall
pray, read a chapter in the Bible, and sing a psalm.” In 1656,
the schoolmaster of Jedburgh obliges himself in all time
coming to teach each week-day during nine hours, from six
A.M. till nine A.M., ten to twelve A.M., two to six P.M.” In
1671 the town council of Aberdeen take measures to provide
against a corruption which has lately crept into the grammar
school, by the master or doctors not attending till seven or
eight A.M.; to prevent such abuse, a doctor shall each day be
in the school at six A.M., the master and other doctors arriving
each day before seven A.M."
The age, however, tends towards ‘corruption’ and effeminacy, -
notwithstanding acts of council. Three years later the early
hour of six in the morning is abandoned at Dundee in winter:
on 19th February 1674, the masters of the grammar school
are required to convene the scholars at six A.M. in summer
and seven in winter, and to keep punctual diets at ten after
breakfast, and one after dinner.” The hours of attendance at
the burgh schools of Dunbar in 1679 corresponded with those
observed at the grammar school of Dundee in 1674° Stirling
appears to have been the first place which abandoned the
admirable, if somewhat inconvenient, hour of six in the morn-
ing; we read in 1694 that the hours in the grammar school,
from 1st March to 1st October, shall be seven to nine, the
scholars meeting again at ten A.M., and attending from two
to six; from 1st October to 1st March they shall continue
* Report on Burgh Schools, p. 16. * Burgh Records of Peebles. -
* Burgh Records of Jedburgh. * Burgh Records of Aberdeen.
* Burgh Records of Dundee. "Burgh Records of Dunbar,





























































HouRs of ATTENDANCE. 165
- only until five P.M." Edinburgh and other burghs soon followed
the lead of Stirling. On 11th September 1696 the town
council of Edinburgh, considering that the high school is
‘situated in a corner at some distance, and that many of
the inhabitants are unwilling to expose their tender chil-
dren to the cold winter mornings, ordain the masters to
convene the school at nine A.M. from 1st November to 1st
March, and to teach the scholars till twelve that which
they were in use to teach in the mornings and fore-
noons.” Montrose soon followed in the wake, and, indeed,
quotes the example of Edinburgh as if an apology were
necessary. Thus on 1st September 1697, the town council
taking into serious consideration that the youth now at
the grammar School being . . . young and not capable
of rising from their beds . . . at the time appointed by
the masters of the school, whereby the children, by their
untimely rising, are deprived of their learning” . . . and
seeing that by . . . of the good town of Edinburgh the
magistrates has enacted in all time coming . . . therefore
the magistrates and council ordain the masters of the grammar
school to appoint the [children] to repair to the school
from the first day of . . . of February at the hours
continue to twelve a . . . and continue till
six . . . which is their ordir.” . . . Two years later
the burgh of Haddington followed suit; on 14th December
1699 the council for the ‘health and welfare of the scholars’
ordain them to meet from Hallowmas to Candlemas at nine
A.M., instead of six as formerly." The Granite City is not
altogether proof against the degeneracy which is spreading
everywhere: in 1700 the town council of Aberdeen ordain
1 Burgh Records of Stirling. * Burgh Records of Edinburgh.
3 Probably by sleeping in the school before the work of the day was
brought to a close. - -
4 Burgh Records of Montrose. Unfortunately the leaf in the volume
of the Council Register from which the extract is taken is torn, but the
tenor of the act may be gathered, and was no doubt the same as that of
Edinburgh. -
º * * Burgh Records of Haddington.















the hebdomadar to be present in the school at seven A.M.
summer and winter, but the hour of nine A.M. is fixed for the
winter quarter from Hallowday to Candlemas. On 20th
October the town council of St Andrews enact that from
Martinmas to Candlemas the boys at the grammar school
shall convene at nine in the morning and continue till twelve,
and in the afternoon as formerly.” We do not know the
hours in the morning at which the scholars in the grammar
school of Perth met. ; but it is evident that the hours in the
afternoon were encroached upon in 1725, when the council,
considering that, by the practice of convening the youth
at half-past one P.M., the scholars are much prejudiced by
being hurried at dinner, ret mmend the master to dismiss
them at twelve o'clock, and not convene them again till two."
There were, however, a few burghs which still continued
faithful to the old tradition: thus, in Dumfries, it was or-
dained in 1724, that during the summer half-year, beginning
on 1st April, the teacher, under-teacher, and children should
enter the school at seven A.M. and continue till nine; the rest
of the hours being from ten to twelve, and from two to six,
forming altogether eight hours daily, except on Saturdays,
when the school was closed at noon.” The same hours were
fixed in Dunbar for the Latin school in September 1727.5
Still later, we have the practice of early hours illustrated,
In 1761 the magistrates and council of Ayr fix the following
hours for the Latin school under Mr Ochterson, who taught
the first five classes of the Latin school—from seven to nine,
from ten to twelve, and from two to four during the summer
half-year, viz., from 1st April to 1st October; and from nine
to twelve, and two to four during the winter half-year: for
the school under the rector—who taught mathematics and
the highest class in Latin and Greek—from nine to twelve,
and from two to four or five, during the whole year." In
1 Burgh Records of Aberdeen. .
* Burgh Records of St Andrews. 3 Burgh Records of Perth,
*M*Dowall's History of Dumfries, p. 503. *
* Burgh Records of Dunbar. " Burgh Records of Ayr.

HOURS OF ATTENDANCE. 167
1763, the hours in Kinghorn were, from 1st April to 1st
October, seven to nine A.M., and two to four P.M.; from 1st
October to 1st April, nine to twelve A.M., and two to four P.M."
In 1779 the council of Greenock fix the hours for the English
master from nine to twelve, and from two to four in winter;
and from nine to twelve, and two to five” in summer; in
º 1786 he taught from ten to twelve and three to four, from
22d September to 22d March; and from nine to twelve and
three to five, from 22d March to 22d September;” three years
later, the hours in the grammar school were, from 22d
September to 22d March, ten to twelve and two to four, and
in summer the same as in the English school.” On 13th
January 1780 the town council of Banff fixed the hours of
attendance in the grammar school, from the middle of
October to the middle of February, at nine to twelve fore-
noon, and from two to dark in the afternoon; and from the
middle of February to the middle of October, three meetings
daily from seven to nine in the morning, from ten to twelve
before noon, and from three to five in the afternoon; * in
September 1781, they appoint the masters of the grammar
school to keep the following hours, during which they shall
attend themselves, as well as command the strict attend-
ance of their scholars, under penalty of malversation—
from 1st April to 15th October, seven to nine A.M., ten to
twelve A.M., and from two to five P.M.; and from 15th October
to 1st April, nine to twelve A.M., and two to five P.M.; Latin
and Greek only shall be taught during these hours." In
1803 the hours of attendance in the Elgin academy were:
in summer, from seven to nine A.M.–breakfast, nine to ten;
work, ten to one—dinner, one to three; work, three to six; in
winter, nine to twelve and one to three ; in 1822, three to
five in the afternoon were substituted for three to six."
- The number of hours during which the scholars are at
--- present engaged in the following schools, are as follow:
i Burgh Records of Kinghorn.
* Burgh Records of Greenock. 3 Ibid. 4 Ibid.
* Burgh Records of Banff. • Ibid. 7 Elgin Case.









AFTER THE REFORMATION.
-
seven hours at the Forfar. academy' and the Hamilton
academy;” six hours and forty-five minutes at Renfrew
grammar academy;* six and a half hours at Lanark burgh
school; * six hours and a quarter at Hutton Hall academy;" |
ix hours at Annan academy," Arbroath high school, Ayr
- cademy, Banff grammar school.” Brechin grammar school.”
Burntisland grammar school," Cupar Madras academy," Dollar
institution.” Dumbarton burgh academy.” Elgin academy,”
Inverness royal academy.” Kirkcudbright academy.” Paisley
grammar school," Stirling high school's Tain academy,”
Greenock academy;” between five and six hours at the New
Aberdeen grammar school.” at Dundee high school,” at Glas-
gow high school” at Peterhead academy.* at Madras college
of St Andrews;* between four and six hours at Perth
academy,” and at Leith high school;” five hours and three-
quarters at Forres academy;” five and a half hours at the
Kirriemuir seminary,” and at Peebles grammar school;” five
hours at Bathgate academy,” at Moffat grammar school,” and
at Montrose grammar school;* four hours and forty-five
minutes at Fraserburgh academy.” In addition to the hours
spent at school, there is no burgh school for which a certain
º amount of home preparation is not necessary for the work of
the next day—extending from one hour to three hours. One
hour of home preparation is thought sufficient for the Forfar
academy; one and a half for the Lanark burgh school, Brechin
grammar school, Burntisland grammar school, Leith high
school, and Montrose grammar school; from one to two for
the Moffat grammar school; two for Hamilton academy,
Hutton Hall academy, Arbroath high school, Banff grammar
1 Report on Endowed schools, ii, 463, 2 Ibid., 494. --
3 Ibid., 575. “Ibid., 515. "Ibid., 374. "Ibid., 346.
Ibid., 358. Ibid., 361. "Ibid., 368. "Ibid., 371.
* Ibid.,399. 14 Ibid., 411. *Ibid., 420. 14 Ibid., 452.
15 Ibid., 499. 16 Ibid., 506. - "Ibid., 549. 18 Ibid., 599. -
19 Ibid., 603. 20 Ibid., 448. 21 Ibid., 340. * Ibid., 426.
* Ibid., 474. *Ibid., 571. *Ibid., 585. * Ibid., 568.
* Ibid., 519. *Ibid., 467. * Ibid., 512. Sº Ibid., 561.
* Ibid., 364. *Ibid., 527. *Ibid., 530. “Ibid.,470.

HouRs of ATTENDANCE. 169
º
school, Dumbarton burgh academy, Paisley grammar school,
Tain academy, Peterhead academy, Kirriemuir seminary,
---, Peebles grammar school, Bathgate academy; from two to two
and a half for Inverness academy ; from two to three for the
Dollar institution, New Aberdeen grammar school, Madras
college of St Andrews, Forres academy; from one to three
for Stirling high school; three hours for Annan academy and
Elgin academy ; nearly all the learning is done in the Green-
---
ock academy." !---
It is painful to contemplate the exhausted state, mentally
and bodily, of poor children who had to attend school for ten
hours a day—from six in the morning to six in the evening,
with only two hours of intermission. We found, indeed, that
the hours of attendance were being reduced in number as we
approached our own times, but persons who are familiar with
the work now done in our public schools, and entitled to
give an opinion on the subject, assure us that the hours are
-- - * -
* - º
missioners appointed in 1867 to report on the burgh schools
ascertained that in fifty-nine day-schools, public and private,
the scholars worked on an average forty-four weeks in the
year; the regular hours being from nine A.M. to three P.M., or
from ten A.M. to four P.M., and in some schools from nine A.M. to
four P.M. The pupils worked, therefore, on an average, 1320
- hours in the year, that is in the schools, and it has also been
calculated that three hours a day are devoted to learning at
home the next day's lessons; So that, altogether, a boy spent
- - - something like 1980 hours on his lessons, being at the rate of
nine hours per day for five days in the week—nearly double
--------. what they spend at the three principal English schools. The
' commissioners conclude that the hours are thus far too long,
both for teachers and taught,” and let us hope that the school
boards will direct their attention to this not unimportant sub-
ject, and provide for shortening them—say to six hours a day,
which is generally believed to be a long enough stretch of
intellectual work, especially for children.
Report on Endowed Schools. * Report on Burgh Schools, i., 86-88.
still, as a rule, too long and the work too much. The com-º.












schools AFTER THE REFORMATION.
----------- º º
§ 5. But though the school hours have been so unreason-
ably long, especially in the olden times, it would seem that
in the past the scholars were indulged much more than at
- present. with short intervals of recreation, extending from
half a day to a longer period. The records supply a good
deal of interesting information on the pleasant subject of
‘play' and “vacancies.’ We begin with intervals in the
daily work, and with the short or occasional holiday. In
1649, the scholars of the grammar school of Elgin had
play from two to four on Tuesdays and Thursdays, and
on Saturdays from two P.M. till five. A similar regulation
was in force in Peebles at the same time: on 30th January
1649, the schoolmaster promises not to give the scholars
play except on Tuesdays and Thursdays, between two and
four P.M., and on Saturdays from two P.M. for the rest of
that day.” It is laid down, on 15th October 1656, that
the scholars of Jedburgh shall have play from four o'clock
in the afternoons of Wednesdays and Thursdays, and
from three o'clock on Saturdays till night.” In 1679 the
town council of Dunbar passed an act which, in its concep- -
tion, was far in advance of the times, and to which there is
no parallel in the records of any other burgh at this period:
the act, which requires that there shall be a fair proportion
between work and play, is calculated to impart to the school
a healthy tone, and to the scholars an esprit de corps—any
manifestation of which was liable to be stamped out, instead
of being fostered, in other burghs. The master is ordained
to give the accustomed liberty to the scholars, “so that the
children be not used as slaves but as freeborn;’ and in order
that the labour of the children “may be sweetened unto
them, they shall be allowed to play on every Tuesday and
Thursday—the days being fair—from half-past three till four -
afternoon. If these two days be unfit for recreation, the play
may be delayed until the first fair season, with every Saturday
afternoon, and the accustomed festival days—the scholars.
1 Report on Burgh Schools, i., 16. * Burgh Records of Peebles.
s Burgh Records of J edburgh. - - - - -























































SHORT HOLIDAY. 171
observing their ancient rites and oblations to their masters in
testimony of their thankfulness; “at which times the scholars
may, with a kindly homeliness, plead for the play by the
mouth of their victor;” also at the entry of a new scholar, if
may be granted to any of the masters, to the Superiors, or for
a compliment to strangers, or when any necessary occasion
requires it—the masters thereby showing their clemency to
their scholars, and gaining them by such demonstrations of
their affection; but the masters shall nowise give them a
whole day's play, unless permitted or recommended by their
superiors." - -
As complaints have been made in our own day as to the
frequency of holidays, so we find, in 1701, the kirk session of
Dumbarton, considering the great loss caused to the scholars
by reason of frequent plays, “do lay it upon the schoolmaster’
not to give a play at marriages, though it be sought by the
parties; when a play happens to be granted on account of a
stranger—to whom it cannot be denied—or of a new scholar's
entry, it shall not be given again that week; and the session
enjoin that it be given as seldom as possible.” The unwritten
law with regard to plays was codified for the high school of
Edinburgh in 1710, when the town council allowed the scholars
to play one whole afternoon every fortnight, in place of all
the other ordinary occasions of dismissing the schools when
new scholars entered, or when the quarterly fees were paid,
or on the desire of the boy who is victor at Candlemas, or of
gentlemen or ladies walking in the yard.” A similar act was
passed in 1715 by the town council of St Andrews, when, for
preventing the frequent getting of play, the council allow,
in lieu of all former customs, the play to the boys on the first
- Monday of the month, saving the common vacations, the
arrival of new scholars, and the common play days, on
Tuesday, Thursday, and Saturday afternoon.” On 10th July
i Burgh Records of Dunbar. -
* Kirk Session Records of Dumbarton.
* Burgh Records of Edinburgh. * Burgh Records of St Andrews.
earnestly entreated, they may have it “for all night; the like











and grammar masters were requested to give two play-days
weekly, the afternoons of Wednesdays and Saturdays." In
1793, the master of the grammar school of Elgin obliged him-
self not to give the scholars any relaxation from their studies,
except during the usual hours of refreshment, on the Saturday
afternoon, and at the annual fairs in the burgh." In 1796, ---
besides the general vacation allowed to the scholars in the
grammar school of Aberdeen, the rector, it was ascertained,
indulged the boys with the following plays: three weeks in
July, ten days at - Christmas, each Wednesday after twelve,
each Saturday after eleven, on all public rejoicing days.
after twelve, a day or two at the beginning of each quarter,
at the an al visitation, on the day the synod meets, some-
times at the graduation, and they are always allowed to see
the races once." jº º ſº. 2 -
sº
Besides the º short and . occasional holiday, there was an º
annual holiday in all schools on Candlemas, when free offerings
were made by the scholars to the masters.” and the scholars
* Burgh Records of Dundee. In 1738 the masters are forbidden to
give play more than once a fortnight. º ---
* Burgh Records of Kinghorn, 3 Records of Academy.
* Burgh Records of Greenock, 5 Ibid.
* Session Papers, 541, p. 35. 7 Burgh Records of Aberdeen.
*See infra, under Fees and Salaries, where there is a notice of
Candlemas Dues. The following curious note may be given here: ‘It
has been customary from a very remote period, for one student from each
of the four nations in the natural philosophy class in the college to
repair to the grammar school towards the end of January, and to request

º SUPERINTENDENCE DURING PLAY-HOURS.
º -
had also the liberty of two or three yearly holidays when
they went for rushes or bent for the school. In the records of
Dunbar there is a notice of this custom, on its discontinuance
in 1679, when it was commuted into a tax levied upon the
scholars; three or four times in the summer quarter, we
are told, the children had liberty to go in quest of bent
for the school ; this custom, however, was accompanied,
says the record, by the inconvenience that oftentimes the
--- children, taking to wrestling with hooks in their hands,
- injured themselves and their neighbours. To prevent this
º evil, and that the scholars may have their former liberty, the
- town council enacted that each shall give at least twelve
pennies Scots for bent silver to the master on the first Mondays
of May, June, and July—with which money the masters shall
buy bent, or other things needful for the schools."
§ 6. It appears that from an early period some superintend-
ence has been exercised at many of the Schools over the boys in
the playground. The oldest instance of such a supervision is
| recorded in the directory of the grammar School of Aberdeen
—which is older than the Reformation—where the scholars
were forbidden to engage in play, except in the presence of the
ushers.” Coming further down, we find that, in 1655, the
a play-day for each of the classes on the last Friday of that month.
In return for this compliment, four of the boys of the oldest class in the
grammar school repair to the college in the last week in January, and
having first pronounced a Latin oration to the principal, they boldly
enter the several halls, and in the Latin language request a holiday from
the professor on Candlemas-day for the students. These juvenile orators
are politely received and their request granted:’ Cleland's Annals of
Glasgow, ii., 161, note.
1 Burgh Records of Dunbar. In 1724 the under-teacher in the burgh
school of Dumfries was enjoined to put fresh rushes on the schoolhouse
once a month, for preventing the spoiling of the children's clothes:
MDowall's History of Dumfries, p. 503. The practice of strewing the
school with rushes was also common in England, e.g., Rugby was duly
strewed in the time of Mr Knail—who resigned his office in 1751—with
rushes, in honour of the visit of the trustees, which took place at the
beginning of the summer holidays: The Public Schools, p. 64.
2 Miscellamy of Spalding Club, V., 44; et supra, p. 61.









SCHOOLS AFTER THE REFORMATION.
- ---, º º º
------ --- -
º -
--------
master of the grammar school of Jedburgh was requested to
take care that good order shall be kept on play-days. At
Aberdeen, in 1671, the council being informed that, upon -
the ordinary play-days, and at other times when the scholars
get play, they have not only disturbances and outbreaks
among themselves, but also with the old scholars, enact that
the master or one of the doctors shall, at such times, always
attend on the scholars—causing them to keep the ordinary
places of playing, and to use such recreations as may not be
prejudicial to themselves or their fellows.” Three years later,
the town council of Dundee, on 19th February 1674, enact
that, on play-days, the master or one of the doctors shall go
forth with the scholars to the ‘Magdalen year, and, after two
hours' play, bring them back to school.” It was enacted, on
23d October 1700, that, on every play-day, the hebdomadar of
the grammar school of Aberdeen shall accompany the scholars
to the hill when they get the play, to see that there be no
desertion nor abuse among them, and bring them back to the
school at the ringing of the bell." On 22d April 1756, the
town council of Wick make provision that the scholars shall
only ‘play and divert themselves within view of the master.”
Coming down to our own time, we find that, in several schools,
the teachers still superintend the scholars in the play-
ground, or mingle with them in playing. Thus, at the
Caerlaverock Hutton Hall academy, the masters superintend
and join the boys in their play-hours;" at the Cupar Madras
academy the masters exercise a general superintendence
over the playground; 7 at the Dumbarton burgh academy
the masters take cognisance of the pupils during the play-
hours;” at the high school of Glasgow the masters mingle
with the boys, to see that there is fair play;" at the
Paisley Neilson institution,” and at the Madras college of St
1 Burgh Records of Jedburgh. ” Burgh Records of Aberdeen.
* Burgh Records of Dundee. 4 Burgh Records of Aberdeen.
* Burgh Records of Wick. " Report on Endowed Schools, ii., 374.
7 Ibid., 400. * Ibid., 421. "Ibid., 475. 10 Ibid., 558.

GAMES AND AMUSEMENTS.
Andrews, the teachers also superintend the scholars." In
some schools the janitor takes the place of the teacher, by
looking after or attending on the boys during play-time, e.g.,
at grammar school of New Aberdeen,” at the Brechin gram-
mar school” at the Inverness royal academy," at the high
school of Leith,” at the high school of Stirling." But in the
majority of cases there is no superintendence during play-hours
—not, for example, at the following schools: Annan academy.'
Arbroath high school,” Ayr academy,” Banff grammar School,"
Dundee high school," Elgin academy.” Forres academy.”
Greenock academy,” Hamilton academy," Irvine academy,”
Lanark burgh school," Linlithgow grammar school,” Montrose
grammar School,” King James's grammar school at Paisley,”
Peebles grammar school.” Perth academy and grammar
school.” Renfrew grammar school.” But if delinquencies
be committed in the playground, they may be reported to
the masters, who shall take cognisance of any rough or im-
proper conduct. -
§ 7. There is very little information to be gleaned from the
records with regard to the means of recreation, or the games
indulged in by, or forbidden to, the scholars. Some of the
amusements with which James V. was entertained by his
courtiers when he was a boy, were probably not unknown at
the schools: - -
‘Schir, ye mon leir to ryn ane speir,
And gyde you lyke ane man of weir;
Sum gart hym raiffel at the rakkat,”
Sum harld hym to the hurly hakkat;
And sum, to Schaw thair courtlie corsis,
Waldryid to Leith, and ryn thair horsis,
And wychtlie wallope ouer the sandis :
1 Report on Endowed Schools, ii., 587. * Ibid., 343.
3 Ibid., 368. 4 Ibid., 499. 5 Ibid., 520. * Ibid., 599.
7 Ibid., 346. 8 Ibid., 351. 9 Ibid., 359. 10 Ibid., 361.
11 Ibid., 426. 13 Ibid., 452. 13 Ibid., 468. 14 Ibid., 489.
15 Ibid., 494. 10 Ibid., 504. 17 Ibid., 515. 18 Ibid., 525.
19 Ibid., 531. 20 Ibid., 550. * Ibid., 561. * Ibid., 568.
* Ibid., 575. * Play at tennis.








scHOOLs AFTER THE REFORMATION.
Yea, nother spairit spurris nor wandis;
Castand galmoundis, with bendis and beckis,
For wantones, sum brak thair neckis.
Thare was no play bot cartis and dyce.”
Sir David Lindsay describes also the part played by himself
in amusing his young master:
‘Than playit I twenty spryngis, perqueir,
Quhilk wes gret piete for to heir.
Fra play thow leit me never rest, - - - -
Bot gymkartoun thow luft ay best ;
And ay, quhen thow come from the scule, - - --
Than I behuffit to play the fule.’
One of the oldest pastimes in the schools of which we have
record is archery, which was long practised as the national
weapon of warfare. Archery did much to promote the martial - - - - -
glory of England, and her victories at Crescy and Agincourt
are ascribed to her skill in the bow and arrow, called by Bishop
Latimer ‘God's instrument.’ In ancient times every village
had its “butt, at which was winged the cloth-yard shaft,
with marvellous certainty, by many a skilful hand.” The
oldest notice of archery at schools in Scotland is in James
Melville's Diary, where he tells us, that the scholars at the
school of Logie-Montrose were taught to ‘handle the bow for
archerie.” At a later time, archery is mentioned in the
records of Glasgow as the pastime of the scholars of the
grammar school: on 14th April 1610, the master is requested
* Complaynt to the King. -
* Our own Sir Walter Scott has, with unrivalled pen, described a
trial of skill at this most honourable pastime-in his ‘Ivanhoe, where
Locksley's skill called forth from the assembled crowd vociferous
cheering. 2 - - -
* Diary, p. 13. From the statutes of the grammar school of Bury St
Edmunds, passed in 1550, we learn that each parent was required to
‘ allow his chylde at all times a bow, three shaftes, bow-strynges, and a
braser, to exercise shootynge : ' Archaeological Journal, xxvi., 392. The
recreations of the scholars at Shrewsbury school, in 1571, were ordered
to be ‘shooting in the long-bow, and chess-play, and no other games,
unless running, wrestling, or leaping:” The Public Schools, 203.





































GAMES AND AMUSEMENTs.
to ordain his scholars to ‘prepare their bows for archery;”
a little later still, the council of Perth, in 1624, think meet that -
the Scholars should go about the town with their bows and - º
arrows one day weekly in May, ‘according to use and wont,
making as merry as they please.” The invention of gun-
powder dealt a fatal blow to the science of archery, which has
-- long ago declined into a mere accomplishment.
Another old game still practised at the schools is golf,
º which, so far back as the Reformation, was played at the
school of Montrose, where the scholars were taught by their
master to ‘handle the glub for golf.” This fine rural pastime
is still practised at Trinity college, Glenalmond," and we
need hardly say at Madras college of St Andrews, the metro-
polis of the national game.” * . -
The scholars attending the grammar school of Glasgow were
forbidden, in 1630, to resort to the yards where the ‘alie-
bowlis, French kylis, and glakis’ are practised, under pain of
£10." The kinds of games which the scholars of the burgh
schools of Dunbar were permitted to play in 1679 do not
appear, but we know those which they were forbidden
to practise: the council ordain the scholars to abstain in
their games from cards and dice, and playing with or for
money." - - - -
An old game practised in the schools was the hand-ball. In
* Burgh Records of Glasgow. º * Burgh Records of Perth.
* Melville's Diary, p. 13. s º
* Report on Endowed Schools, ii., 480. "Ibid., 587.
* We cannot explain what these pastimes were ; perhaps the ‘alie-
bowlis' were what we now call bowls, a favourite game of our ancestors.
It was while playing at bowls—‘a sport she much delighted in -—that
Princess Elizabeth, daughter of Charles I., caught the illness of which
she died: Out of Doors, by Alfred Elliott, p. 72. -
7 Burgh Records of Dunbar. A few years earlier we find a trace,
at the grammar school of Paisley, of a vice even more pernicious than
gambling—drinking ! On 17th April 1673, the council of Paisley,
‘moved by certain ongoings in their midst, ordain that changers selling
drink to scholars shall pay £10 of money, and be discharged in future
from brewing: ' Burgh Records of Paisley. -
M









































schools AFTER THE REFORMATION. -
º ------ º, ſº -
May 1774, the council of Ayr forbid hand-ball to be played
at the schools, as it damages their slates and windows, and
frequently ‘hurts’ the children, by idle persons following that
liversion." In 1784 a ‘great disturbance was caused to the
English and grammar schools of Kilmarnock, by a number of
idle persons playing at the hand-ball in the area of the
schoolhouse.” The game is still not forgotten; it is one
of the amusements of the scholars at the Thurso institu-
ºtion.” at George Heriot's Hospital, Edinburgh, and at other
schools. º
There is no trace in the records of the glorious game of
cricket, the ‘birthright of British boys, old and young—as
habeas corpus and trial by jury are of British men”—nor
& Kicking, with many a flying bound,
The foot-ball o'er the frozen ground,’
º
º
º
of which a delightful account is furnished by our friend, Old
Boy, in his ‘School Days.' But, undoubtedly, the most
popular pastimes to-day in the Scottish, as well as in the
English, schools are cricket in summer and football in win-
ter.” In the following schools, including all our best schools,
they are the principal amusement: grammar school of New
Aberdeen,” Arbroath high school," Ayr academy.* Bathgate
academy.” Caerlaverock Hutton Hall academy.” Crieff aca-
demy.” Cupar Madras academy,” Dollar institution,” Dumfries
academy.” Edinburgh high school, Bellie free school,” Trinity
1 Burgh Records of Ayr. * -- 2. Burgh Records of Kilmarnock. -
* Report on Endowed Schools, ii., 606. - -
* Tom Brown's School Days. . . º
* The games at most of the public schools of England are almost
entirely confined to cricket, football, and fives: The Public Schools,
p. 64. Boating is practised at Westminster (p. 172), hockey played at
Harrow (p. 312), and hare-and-hounds at Harrow and Rugby (pp. 312,
404). - - ---
* on Endowed Schools, ii. 343. 7 Ibid., 350.
8 Ibid., 358. * Ibid., 365. "Ibid., 374. 11 Ibid., 387.
* Ibid., 400. ” Ibid., 412. "Ibid.,424. 1. Ibid., 459.
--

GAMES AND AMUSEMENTS.
college, Glenalmond, Greenock academy,” Hamilton academy,”
Inverness royal academy," Irvine royal academy," Kirkcud-
bright academy," Lanark burgh school, Leith high school.”
Moffat grammar school.” Newton-Stewart institute,” Paisley
Neilson institution,” Perth academy,” Madras college of St
Andrews.” In some schools the two games are not coupled
together or found side by side. Thus cricket, apparently
without football, is played at Forfar academy,” Forres
academy.” Kirriemuir seminary,” and Thurso institution;"
and football, without its complement, at the Banff grammar
school,” and at Lerwick educational institute.”
In some schools ‘balls’ are popular, e.g., Closeburn school.”
Cupar Madras academy,” Forfar academy.” The simple
game of leap-frog is a favourite, e.g., at Banff grammar
school.” Forfar academy,” Kirriemuir seminary,” Moffat
grammar school;” and a still greater favourite is shooting
a ‘taw, which requires no small dexterity and precision;
games with marbles are played at Banff grammar school.”
Closeburn school,” Forfar academy,” Forres academy.” Inver-
ness academy,” Kirriemuir seminary.”
Our old friends the tops, which have long ago disappeared
from the public Schools of England, are, we fear, nearly defunct
academy,” and at Kirriemuir seminary.* In connection with
the whip-top a pretty little story is told of the eldest son of
our James VI., Prince Henry, who is said to have been a most
promising boy: ‘The first time that the prince went to the
---
- -
; :
1 Report on Endowed Schools, ii., 480.
also in our higher schools; we only find them at the Forres
town of Stirling to meet his father, seeing a little without the
* Ibid., 489.
3 Ibid., 494. 4 Ibid., 499. * Ibid., 504. 6 Ibid., 506:
7 Ibid., 515. * Ibid., 520. ° Ibid., 528. 10 Ibid., 540.
in Ibid., 558.
16 Ibid., 468.
19 Ibid., 523.
23 Ibid., 361.
ºf Ibid., 361.
31 Ibid., 499.
13 Ibid., 568.
16 Ibid., 513.
20 Ibid., 378.
* Ibid., 464.
28 Ibid., 378.
32 Ibid., 513.
13 Ibid., 587.
17 Ibid., 606.
* Ibid., 400.
* Ibid., 513.
* Ibid., 464.
* Ibid., 468.
14 Ibid., 464.
18 Ibid., 361.
* Ibid.,464.
28 Ibid., 528.
30 Ibid., 468.
* Ibid., 513.















SCHOOLS AFTER THE REFORMATION.
gate of the town a sack of corn, in proportion not unlike to
a top wherewith he used to play, he said to some that were
with him, ‘Lo, there is a goodly top º' Whereupon one of
them saying, ‘Why do you not play with it, then º' he
answered, “Set you it up for me, and I will play with it.”
The rough but manly old game of ‘shinty” has not yet
quite fallen into desuetude: it is played at Forfar academy.”
Inverness academy.” Moffat grammar school.” Our dear
old friend ‘hide-and-seek’ has unfortunately fallen on evil
days; among the endowed schools we find it only at the
Kirriemuir seminary." The game of hockey, which does
not appear to have yet made much progress in Scotland,
may be seen at Trinity college, Glenalmond," and at Greenock
academy." -
A game less known, though a most admirable one, is the
“prisoner's base, which we find only mentioned in connection
with the Forres academy.* Games still less known are
‘cross-tig, and ‘Scotch and English Jackson, which are played -----
at Arbroath high school” and 'smuggle-the-geg, at the
Kirriemuir seminary." Games like running and leaping
have always prevailed in the schools; and so far back as the
Reformation, we find at Montrose ‘warselling to proue
pratterks, and what is more remarkable, the scholars were
taught the ‘batons for fencing”—that gentlemanly accom-
plishment so admirably fitted to give quickness to the eye,
lightness to the hand, firmness to the foot, and pliancy to the
body. Gymnastics have become one of the institutions of
the country,” but it is to be regretted that the noble art of
swimming is so much neglected in our schools; this neglect is
the more remarkable, considering our supremacy on the sea,
and the fact that we are no less a nation of boatsmen, yachts-
-
-
1 Out of Doors, by Alfred Elliott, p. 68. ---,
* Report on Endowed Schools, ii., 464. * Ibid., 499.
4 Ibid., 528. * * Ibid., 513. ° Ibid., 480.
7 Ibid., 489. * Ibid., 468. * Ibid., 350.
10 Ibid., 513. 11 Melville's Diary, p. 13.
* See infra, under Studies in the Schools.
---

- GAMES AND AMUSEMENTs. 181
men and sailors, than ‘shopkeepers; in the ‘good old times, it
appears to have formed part of the curriculum at Montrose,
shortly after the Reformation; for James Melville tells us
that he and the other scholars were taught by the master
to ‘Swoum.’ At present swimming does not appear to be a
common amusement or study at our public schools; it is
only mentioned in the report on endowed schools as exist-
ing at Madras college of St Andrews' and the educational
institute at Lerwick.” -
We much regret that in connection with the schools there is
so little of fishing, than which, says the immortal Izaak
Walton, ‘God never did make a more calm, quiet, and innocent
recreation, if I might be judge.’ ‘The scholars attending the
Trinity college, Glenalmond,” and the Newton-Stewart insti-
tute, have the opportunity—an invaluable one—of indulging
in this pastime during hours of recreation. Then there is the
lively—the liveliest, we should say, the gayest, the most
beautiful, the most inspiring pastime of all—skating, by
which, says Klopstock, ' men, like the gods of Homer, stride
with winged feet over the sea, transformed into solid gold.’
Perhaps there is no time of history in which this was not a
popular game among our ‘forebears’—the Norsemen—and
school boards and masters, if they value the highest kind of
education, should give every possible opportunity to their -
pupils of learning this glorious ‘art. The scholars at the .
Cupar Madras academy," and Trinity college, Glenalmond." -
are mentioned as votaries of this surpassing recreation.
We must not omit to mention that in some schools, e.g.,
the Newton-Stewart institute," there are picnics, excursions,
etc., and we think that there might be a great deal more of
this kind of amusement for cheering school days than exists
at present. Alas! in several of the schools, the scholars
cannot indulge in their favourite pastime on account of the
inadequacy of the playground, e.g., at the Annan academy.”
1 Report on Endowed Schools, ii., 587. * Ibid., 523. * -
3 Ibid., 480. . 4 Ibid., 540. . . . Ibid., 400. .
6 Ibid., 480. 7 Ibid., 540. 8 Ibid., 346. -





















































sCHOOLS AFTER THE REFORMATION.
at the Brechin grammar school, at the Glasgow high school.”
There has been less reform with regard to the means provided
for the recreation of the scholars and playgrounds, than in any
other subject connected with the education of our youth. The
commissioners appointed to inquire into the condition of our
burgh schools, report, in 1868, that there is great deficiency in
both points in the Scottish schools. ‘The playgrounds, they
say, of all the day schools put together would not form a place
of recreation, of the same size, as the “playing fields” at Eton,
or “the Close” at Rugby. If nothing were gained by the
increase of the means of recreation in the Scottish schools,
except some additional happiness in schoolboy life, the ex-
periment of endeavouring to mix, to some extent, work and
-
play would not be thrown away.’” - -
º
§ 8. Besides the half and occasional holiday, two annual
‘plays, or “vacancies, have of old been granted to the scholar
—one in winter, generally called the Christmas, or Yule, holi-
day; the other in summer, often called the midsummer or
autumn holiday, or vacation. In the ancient records Christ-
mas is religiously coupled with cessation, for a certain time,
from work in all the schools, great and small. The new opin-
ions in religion, which became prevalent at the Reformation,
told sadly against the Christmas holiday, which is associated
with so much happiness in schoolboy life; and it would be
matter of surprise, and even regret, if the scholars showed so
little spirit as to abandon it without a protest, at the bidding
of fanatical preachers. Accordingly, we find that a decided
stand was made, in more places than one, for conserving the
ancient holiday, to which the scholars believed they had
acquired a prescriptive title from immemorial usage. The
hardest contest in defence of the old ‘privilege’ was fought
at Aberdeen, and the record of the gallant stand made during
half-a-century, by the boys at the grammar school there,
deserves to be quoted, as showing not only the high spirit of º
* Report on Endowed Schools, ii., 368. * Ibid., 475. -
* Report on Burgh Schools, i., 88,89. For the sizes of playgrounds,
see infra, Buildings and Playgrounds. º

CHRISTMAS HOLIDAY.
the youth, but that in number and organisation they were
powerful enough to defy the authority of the masters and
town council." -
In 1568, eight years after the Reformation, on the petition
of the boys to the town council of Aberdeen, praying for
their customary holiday at Christmas, in an ‘epistill in
Latin, they received a vacation from St Thomas Even till
the morning after Epiphany day;” on 22d December 1575,
however, the council, finding that “inconveniences’ resulted
from the holiday granted from 20th December to 7th Janu-
ary, annulled the act.” The next entry in the records shows
that the scholars did not quietly submit to the loss of their
ancient holiday: on 21st December 1580, because of the
‘ enormities’ of the scholars, in rising against the masters
and magistrates, before Yule, the council ordain that no
scholar shall be admitted to the schools without being
first presented to the magistrates and finding caution for
good behaviour.” An entry in the records on the day after
Christmas in the following year, shows that the troubles
of the council are not yet ended; but they were willing
-- to let bygones be bygones, and even to grant some con-
cession to the young rebels: on 26th December 1581, the
council take order with the ‘disordered bairns, who have
taken the school, meaning to have the old privilege, by
remitting past offences, and granting, in lieu of the old
privilege, a holiday of three days, at the beginning of each
quarter.” Still the scholars are not satisfied, but cling to the
memory of their dear old Christmas holiday: on 12th De-
cember 1589, the council are obliged to take new measures
to prevent the scholars from ‘taking the school before the
superstitious time of Yule;’ and enact that no master shall
* All festival days, especially Christmas, were abolished at the Refor-
mation, as far as Acts of Parliament could do so.
- * Burgh Records of Aberdeen. 3 Ibid.
- * Ibid. The scholar's and the cautioner's name to be registered in the
town's books.
* Ibid. On 15th December 1641, this act was repealed.



























AFTER THE REFORMATION. -
º º
mit a boy, without finding caution for good behaviour,
under pain of £10, and being held liable for the damage done -
to the furniture of the school by the scholar. The scholars
became more lawless than ever; on 10th January 1604, it is
recorded that, at the ‘superstitious time of Yule, they took
the school, held it against the master–armed with swords,
guns, pistols, and other weapons—and spuilzied poor folks of
their gear—geese, fowls, peats, and other vivaris, to their
great hurt and ‘sklander of the burgh and magistrattis;’ for
preventing such ‘horrid disorders’ again, the masters are once
more forbidden to receive a scholar without caution that he
shall not defy discipline or attack the school at Yule.” The
council have not yet succeeded in breaking the spirit of the
scholars, who conceive themselves to have been wronged with
regard to their holiday: in 1609, the masters are again com-
manded to receive no scholars, until they find caution not to
trouble man, woman, master, or servant, so long as they
remain at the school. But notwithstanding the stringent
measures taken to establish discipline, the rebellion is actually
gathering strength, now commencing long before the super-
stitious time of Yule: on 1st December 1612, the scholars
of the grammar school, sang school, and writing school, took
possession of the sang school, and held it, with hagbuts,
pistols, swords, and long weapons, until the afternoon of the º:
3d December, when the council, bishop, and ministry were,
compelled, by reason of the great ‘insolencies, riots, and
oppressions’ of the scholars, to apprehend them by force,
º committing a number to ward.” and ordaining the other
Burgh Records of Aberdeen. ” Ibid.
* The names of the ringleaders are preserved, and may be quoted
as being the earliest list of scholars with which we are acquainted:
Alexander Gordon son of Mr William Gordon of Tulligreig; Alexander
Gordon son of James Gordon of Lesmore ; J ohn Innes son of Alexander
Innes of Coltis; Hew Cummyng brother of the Laird of Culter; John
Johnstone son of Robert Johnstone of Kayesmylne; William Fraser
son of - Fraser of —; Thomas and George Gordon brothers
of the Laird of Cluny; William Chalmer son of Chalmer of Balna-
craig; William Setton son of umquhile Mr Alexander Setton; John
º -

CHRISTMAS Holiday.
rebellious scholars to find caution that the town shall be
skaithless of them in future, and that they oppress not again
the lieges in their persons or goods." On 23d December, the
town council ascribe the insubordination— whereof there is
no such within an other burgh'—to the slackness of the
º masters in chastising insolent scholars, and enact that the
masters shall in future be answerable for all disorders com-
tº tfed º the superstitious time of Yule.” -
The infringement on the ‘ancient privilege' of the scholars
produced tumults and riots in other places as well as Aber-
deen: at Christmas 1580, eight scholars in the high school of
Edinburgh were imprisoned for holding the school against the
masters, and were released only after finding caution to pay
the damage caused to the doors.” It is not easy to abolish
old customs; town councils and church courts found it dif-
ficult, if not impossible, to suppress the Christmas holiday:
on 15th December 1641, we find the town council of Aberdeen
re-enacting the ordinance of 26th December 1581, substitut-
ing three days' play at the beginning of each quarter, in lieu
of the Yule vacation, which is now for ever discharged."
Four years later, the General Assembly fulminated an act
against scholars and teachers who observe superstitious Yule:
on 13th February 1645, the Assembly, on the preamble that
scholars are giving great scandal and offence at that season,
enact that, if in future they be guilty of any such profanity,
they shall be severely disciplined; and if the masters be
accessory to the superstition of granting ‘liberty of vacance,
º Forbes son of the Prior of Monymusk; William Leslie son of umquhile
George Leslie, burgess of Aberdeen; John Irvine son of umquhile Gil-
bert Irvine of Collairlie; James Ogilvy son to William Ogilvy of Bal-
dewy; Alexander Cruickshank son of Patrick Cruickshank in Ardiffrie;
Alexander Norie son of umquhile William Norie of that ilk; Alex-
ander Forbes son of Alexander Forbes of Feengzes ; John Meldrum son
of — Meldrum of — ; James Campbell son of the commissar of
Inverness; Alexander Irvine son to William Irvine in the Hirne;
º Robert Farquharson son of John Farquharson of Inverchald.
Burgh Records of Aberdeen. ” Ibid. -
* Burgh Records of Edinburgh. * Burgh Records of Aberdeen.

or any compensation in lieu thereof, they shall also be dealt
with." The authorities continued their hostility to the
Christmas holiday until the beginning of last century; and
in 1700 the masters and doctors of the grammar school of
Aberdeen are requested to give attendance on Christmas at
the usual hours every day, and not to allow their scholars
to withdraw ; any one absenting himself to be punished;”
one of the last acts against the Christmas holiday ap-
pears to have been passed by the town of Dundee, where
on 18th December 1716, the council discharge the Yule
vacation, and appoint the first day of the year to be a
Old privileges die hard. The Christmas holiday has sur-
vived the persecution with which its sacred character was
long assailed after the Reformation, and it still gladdens the
heart of many a schoolboy; but it was not long before the
end of last century that it was legalised: thus in 1791 the
Christmas holiday of the Fortrose academy was fixed to be
eight days;" and in 1805 the English master was ordered
to give his month's vacation from 24th December to 6th
January." The winter holiday now extends from a few days
to even five weeks, if we reckon the schools established .
among us on English models as Scottish schools. From
returns made to the commissioners on endowed schools in
1873, it appears that the length of this holiday in the fol-
lowing schools was as follows: ‘a few days’ at the Irvine
* Acts of General Assembly. º - -
* Burgh Records of Aberdeen. When episcopacy was established the
Christmas holiday was restored: thus on 13th December 1676 the scholars
of the grammar school of Aberdeen were ordained to have ten days'
play at Christmas. In one burgh at least there does not appear to have
been the same horror of ‘superstitious Yule ; ' on the petition of the
scholars of the grammar school of Banff for the ‘Yule play according to
use and wont, the magistrates allow them from 21st December 1701 to
11th January following, and recommend them to behave themselves in -
the interval: Burgh Records of Banff; cf. also under 27th December
1723. º º
* Burgh Records * Records of Academy. * Ibid.

º
º
- AUTUMN HOLIDAY. - 187
royal academy; one week at Bathgate academy,” at Brechin
grammar School,” at Closeburn school,4 at Cupar Madras
academy,” and at Montrose grammar School;" ten days at
Arbroath high school," at Crieff academy,” at Dollar institu-
tion,” at Dumfries academy,” at Fraserburgh academy,” and
at Madras college of St Andrews;* two weeks at Banff gram-
mar school,” at Bellie free school,” at Forres academy,” at
Hamilton academy,” at Leith high school," at Newton-
Stewart institute,” and at Paisley Neilson institute;” three
weeks at Lerwick educational institute;” and five weeks,
‘with margin, at Trinity college, Glenalmond.”
§ 9. Enough of Christmas holiday which, by reason of the
bigotry and intolerance of the authorities—ecclesiastical and
municipal–has been productive of so much discord and
anarchy in the schools, instead of peace and goodwill.
We now pass to the last great holiday—the summer or ,
autumn holiday. The patrons of the schools continued
to find the subject of holiday the most difficult question
which they had to settle in connection with the govern-
ment of the school. A second riot broke out in the high
school of Edinburgh in 1587; the cause is not recorded,
but it too had its origin probably in connection with the
autumn vacation. In August of that year we read that
the scholars barred the school not only against the master
(the distinguished Mr Rollock), but ‘most proudly and con-
temptuously held it against my Lord Provost and the
bailies, who were compellit to ding in peices’ one of the
º
-
º
-º-,
º
1 Report on Endowed Schools, ii., 504. * Ibid., 365.
3 Ibid., 368. 4 Ibid., 378. , 5 Ibid., 400. 6 Ibid., 531.
Ibid., 351. 3 Ibid., 387. "Ibid., 412. 10 Ibid., 424.
11 Ibid., 470, ‘or six days.' 12 Ibid., 587. 13 Ibid., 361.
14 Ibid., 459. 15 Ibid., 468. 16 Ibid., 494. 17 Ibid., 520.
18 Ibid., 540. 19 Ibid., 558. 20 Ibid., 523.
, ” Ibid., 480. Another holiday, besides Christmas, is gaining ground
in Scotland, namely, Easter, while the communion is the occasion of
a general holiday of four or five days, and in some places of four or five
days twice a year. There is also an occasional holiday, such as the
Queen's birthday, etc. -










º doors to get possession of the school, in which the scholars
were found with ‘pistols, swords, halberts, and other weapons,
and armour, against all good order and laws, to the evil
example of others.’ The scholars are fined and punished at
the sight of their fellow scholars, and for their disobedience
it is ordained that they shall receive no privilege in future,
except from 15th to 22d May." - .
The magis rates had reason to be grateful for their provi-
dential escape in this riot. It required no little fortitude to
attack the scholars armed, as they were, with dangerous
weapons. Another barring out in the high school, also occa-
sioned by the holiday question, ended more tragically. On
15th September 1595, the scholars marched in a body to
the council chamber, and petitioned, according to custom, the
magistrates for a holiday or ‘privilege.’ The petition having
been refused, a number of them, ‘gentilmen's bairns, resolved
to resent the refusal, and, after arming themselves with
victuals and weapons, took possession of the school. The
good and learned master, Mr Rollock, unable to obtain access
to the school, applied to the town council for assistance;
whereupon Mr John Macmoran, one of the magistrates of the
city, with a reinforcement, appeared on the scene, but the
scholars becoming excited, dared any one at his peril to attack
the school, which was converted into a garrison. Poor Mr
Macmoran, having bravely persisted in forcing the door, was
‘slene be the schot of ane pistoll on the forehead out of the
scholl. The author of the foul act was William Sinclair, son
of the chancellor of Caithness, who took a prominent part in
the barring out. After two months' imprisonment, seven of
the scholars, with William Sinclair, were tried by an assize,
but no record is preserved of what took place at the trial.
We know that the prisoners were soon set at liberty.”
It is proper to observe that, in the different acts of
mutiny to which we have referred, the scholars were merely
1 Burgh Records of Edinburgh. This rule was relaxed next year, the -
º master being authorised to grant the same privilege in September.
* Steven's High School, 23-25. --- - -

resenting the encroachments made on their liberties—only
contending for their ‘auncient privileges’—and on no occa-
sion did they wantonly defy the authority of the masters
and councils. The insubordination was occasioned by an
unnecessary severity of discipline—a discipline which made
them often desperate. Unfortunately, the scholars carried
their resistance in one case at least to extremities, but it would
be bold to say that there were not faults on either side."
We shall now quote cases illustrating the practice in the
different burghs with regard to the summer or autumn vacation,
which is referred to as an ‘auncient custom' in the records of
Stirling on 15th June 1663, when the scholars humbly sup-
plicate in Latin the council to grant the ‘vacance;’ the provost
and bailies are desired to “go to the school’ and grant a vaca-
tion of fourteen days, for the encouragement of the scholars.”
In the same year, on the 14th of August, the “master of the
grammar school of Edinburgh, with some of the doctors, and
many of the scholars, presented a petition to the council of
Edinburgh for a “vacancy after the usual form;’ the council
comply with the prayer of the petitioners, granting a holiday till
Friday the 15th of September; and a committee is appointed
to repair to the high school and dismiss the boys.” On 19th
April 1678, the council of Irvine allow the schoolmaster to -
dismiss the scholars for a month or twenty days, “providing
they keep the school during harvest.” On the petition of
1 A modern writer says that the ‘barring out’ was a general custom,
usually taking place at Christmas. ‘If the boys,” he says, “kept out
the master for three days, the pedagogue was obliged to sign articles of
agreement relating to the number of holidays, hours of play, matters of
discipline. But if the barring out was unsuccessful, the pupils were
dictated to in these matters, and they had also to undergo an unlimited -
amount of flagellation:” History of the Rod, p. 442.
* Burgh Records of Stirling. - -
* Steven's High School, 70. It was a common custom for the teachers
and scholars to march in procession to the council chambers, and pre-
sent to the patrons a request, generally written in Latin, for the autumnal
holidays, -
4 Burgh Records of Irvine. º













































1678, for a vacance, in order that they may recreate them-
selves, and visit their friends, the council allow them a
holiday till 23d September next." The town council of
Forfar unanimously agreed, on 24th August 1681, that the
scholars shall have the play from this day until Wednesday
the 7th September, but shall have only Christmas and St
Stephen's days.” On 6th September 1686, on the petition of
the master of the grammar school of Dumbarton, ‘in Latin
verses craving the vacancie as use is,” the council grant it
for a fortnight.” On 1st September 1697, the council of
Montrose ordain the boys of the grammar school to have
the “vacance’ from the 1st to the 10th of May;4 on 18th
April 1705, the master of the school represents to the
council that in his humble opinion the beginning of June
would be more convenient for the “vacance, because the
first of May is the beginning of a quarter, and for certain
other reasons; the council accordingly alter the “vacance' as
follows: two days' play only during the Rood market, and the
first week of June yearly, reckoning from the first Monday
thereof, inclusive, in place of the first ten days of May
formerly granted." On 2d August 1706, the scholars of the
grammar School of Dunbar having presented to the council
a bill for a “vacance, are ordained to meet again on 10th
September next." The council of Perth, understanding,
in 1709, that it is hurtful to the scholars at the grammar
school to have the ‘vacance’ at the end of August and
beginning of September—which is the period of ‘grein fruit
and peise," and doe occasion diseases, and is destructive to
---
---
--
1 Burgh Records of Cupar. º
* Burgh Records of Forfar. & Burgh Records of Dumbarton.
* Burgh Records of Montrose. "Ibid.
* Burgh Records of Dunbar. From other entries in the minutes, this
seems to have been the vacation usually given. -
7 The proper period for the autumn holiday in the parish schools is,
in some places, ascertained by the boys presenting to the master a ripe
ear of corn.

AUTUMN HOLIDAY. 191
their health, authorise the master to give the holiday at any
time he pleases, between 15th May and 15th June, the holi-
day lasting as long as the magistrates and master shall agree
upon." On 5th August 1725, the council of Dundee fix the
‘play from the first fair in August till after the latter fair in
September, and so yearly hereafter.”
The following pleasant entry, indicating that a feast was
held on “breaking-up day, occurs in the records of Kirkcaldy
in 1736: ‘The toun of Kirkcaldy is debtor to William Salis-
bury for 19s 7d., the expence of an entertainment to the
masters and scholars of the grammar school when getting the
vacation on 26th August 1736;” and the next entry is
interesting for the reasons it gives for fixing the play later
in the year than formerly: in April 1748, Mr John Mair,
rector of the grammar School of Ayr, presents a missive to
the council, showing, that as the Justiciary Court inter-
feres this year with the time proposed for the public ex-
amination of the school, and the ordinary time of keeping
the examination and for the vacancy. If the masters be
allowed to judge, the month of June seems most proper
for the vacation, for the following reasons: First, The month
of May in this climate is generally cold, the fields wear a
winterly face, and there is little abroad to entertain either
the senses or imagination; secondly, This is the month in
which birds build their nests, and boys often run great
hazards by being at liberty to stroll abroad in quest of them;
thirdly, Several of their scholars for a good many years past
1 Burgh Records of Perth. * Burgh Records of Dundee.
* Burgh Records of Kirkcaldy. The items are:
- 11 lbs. of raisins, at 6d. per lb., £0 5 6
1 lb. of almonds, . . . . 0 1 2
5 bottles white wine, - ... O 8 4
1 bottle claret, and 1 bottle, . 0 4 - 0
Rolls and biscuits, . . . 0 0 7
--- 7
-
the vacation, it would much oblige him and the other
masters if the magistrates and council would fix a day for
º
º
º
º
º
º































º º
R THE REFORMATION
have been in use to repair to Arran, or other distant places, º
for goat milk, and seldom return till the fair week, which º
happens on the last of June, and it would be more convenient
for them that this time were taken from the vacation than -
from the usual time of attending school; fourthly, He had
observed for a good many years past that any scholars they
get from Carrick or Galloway do not come till some time
after the June fair; and the parents usually speak with the
masters to provide a place for lodging their children, whom
they send down some days after; fifthly, Scotland in general
seems to be so sensible of the force. of one or other of the
foregoing reasons, that no school has its vacancy sooner than
June, and most of them later. The arguments were irresist-
ible, and the magistrates and council resolved that the vacation
shall commence from and after the last day of May. On
16th August 1762, the town council of Forfar, understanding .
that the schoolmaster has only given two days of vacation
about Christmas last, and five days at the two summer
markets, agree to give a further vacation in the harvest time,
as being the most proper season of the year; the vacation
shall begin this year on 23d August, and continue for twenty
days, the scholars convening again on 13th September next.”
In 1763 it was ordered that a month of vacation, beginning in
the middle of August, should be given to the grammar school
of Kinghorn.” On 3d September 1765, the holidays in the
English school, Kirkcudbright, were ordered to be the same as
in the grammar school, the vacance in harvest beginning at the
discretion of the master, and not exceeding fourteen days."
The town council of Banff, on 27th September 1781, enact.
that there shall be no harvest or Christmas vacation longer
than shall be directed by the magistrates.” In 17 91, it
was ordered that the holiday of the Fortrose academy shall
---
º º
* Burgh Records of Ayr. Mr Mair, who indited this missive, was the
author of the well-known ‘Introduction;' and of mathematical works of
authority.
Burgh Records of Forfar. * Burgh Records of Kinghorn.
Burgh Records of Kirkcudbri * Burgh Records of Banff.

AUTUMN HOLIDAY. 193
extend from middle of August till 1st October; and after four-
teen years' experience, the annual course was changed into two
sessions: the spring session commencing on third Tuesday
of January and rising on third Tuesday of June; autumn
session from third Tuesday of July to third Tuesday of De-
cember. The third master, who teaches young scholars, shall
give a vacation of a fortnight from third Tuesday of June—
- no other vacation besides the winter holiday allowed, save on
fast days, the communion public fasts, the king's birth-
day, and the afternoon of the day of the Fortrose November
market. In 1797, the town council of Stirling enact that in
future the vacations in all the public schools of the burgh
shall commence at and continue for the same period, either
On 19th June 1800, the council of Greenock insist that the
- different schoolmasters in the burgh, including those who are
not under the direction of the council, shall give the vacation
- at the same time, so that the scholars meet on the same day;”
on 29th June 1802, the teachers in the burgh are informed
- that the vacation shall begin on first Monday of July, and
continue for five weeks only.* In 1803 the annual recess of
the Elgin academy extended from 1st July to 1st August."
In 1868 it was calculated that fifty-nine of our higher schools
work forty-four weeks in the year, leaving only two months
for the vacation, and all other holidays." By 1873 the aver-
age length of the holiday does not appear to have varied, as
may be gathered from the practice in the following schools,
in which the vacation extends from one month to two months,
places not before the end of July, e.g., Edinburgh. The
number of burgh schools in which the summer holiday
extends to one month is few; among them are Lanark burgh
school," Irvine academy,” and Renfrew grammar school.” At
1 Records of Fortrose Academy. * Burgh Records of Stirling.
8 Burgh Records of Greenock. 4 Ibid.
* Elgin Case. * Report on Burgh Schools, i., 86.
7 Report on Endowed Schools, ii., 515. *Ibid., 504. "Ibid., 575.
N
-
in June, July, or August, as the council shall afterwards fix.”
beginning in some places in June, e.g., Glasgow, but in other.
º
º






























- - - - ----- ---
º º - º -----
the Annan academy it extends to five weeks. But in the
majority of the schools it is six weeks, e.g., Arbroath high
school.” Banff grammar school," Bathgate academy," Brechin
grammar school," Caerlaverock Hutton Hall academy," Elgin
academy, Bellie free school.” Forres academy,” Fraserburgh
academy," Hamilton academy." Moffat grammar school.”
Montrose grammar school.” Newton-Stewart institute.” Pais-
º ley Neilson institution,” Peebles grammar school," Tain royal
academy." Thurso institution.” The length of holidays at
Kirkcudbright academy is six and a half weeks,” and in a
few of the schools it is seven weeks; as at Cupar Madras
academy,” at Dollar institution,” at Dumfries academy,” at
Lerwick educational institute.” at Peterhead academy.” At
Closeburn school, Dumfries, it is seven weeks and three days.”
and in nearly all the largest schools it is two months, e.g.,
New Aberdeen grammar school.” Ayr academy.” Edinburgh
high school, Glasgow high school.” Greenock academy.”
Leith high school.” Perth academy and grammar school,”
Madras college of St Andrews.” Trinity college, Glenalmond,
00Ls AFTER THE REFORMATIO
is conspicuous for its liberality, where the scholars have ten
days at spring (Easter), seven weeks in summer, with margin,
five weeks in winter (Christmas), with margin.”
§ 10. Discipline— disciplina’—has come to mean the
police of the school, and includes all the means necessary
for governing it, and promoting the end for which it was
- -
established, viz., the education of pupils. In every school
there are laws or duties, written or unwritten, which the
scholar must observe and discharge, more or less strictly, for
the common benefit of the school. Of the duties ordinarily
º
* Report on Endowed Schools, ii., 346. 3 Ibid., 351.
* Ibid., 361. “Ibid., 365. 5 Ibid., 368. * Ibid., 374.
7 Ibid., 452, 8 Ibid., 459. "Ibid., 468. 10 Ibid., 470.
* Ibid., 494. *Ibid., 528. “Ibid., 531. 14 Ibid., 540.
* Ibid., 558. "Ibid., 561. 17 Ibid., 603. 18 Ibid., 606.
* Ibid., 506. * Ibid., 400 * Ibid., 412. *Ibid.,424.
* Ibid., 523. *Ibid., 571. * Ibid., 378. 2: Ibid., 343.
* Ibid., 351. * Ibid., 475 * Ibid., 489. "Ibid., 520.
* Ibid., 568. “Ibid., 587 * Ibid., 480.
-

DISCIPLINE. 195
prescribed, the following may be taken as examples; they are
extracted chiefly from three school directories—those of Elgin,
Dunbar, and Aberdeen, dated respectively 1649, 1679, and
1700, which are substantially identical. The positive duties
are few, but important, and consist of injunctions to the
scholars to seek God in the morning before they come
abroad; to come to school with washed hands, combed hair,
and neat clothes; and to obey and respect the masters.
The negative duties are numerous enough—forbidding them
to come late, to be absent or truant, to speak English, to
sport or bargain, to throw stones or snowballs, to carry hurtful
weapons, to provoke to fighting, to tease or nickname, to
entertain common discourse, to be perturbers, vaguers—
wandering from place to place—to lie, to steal, to swear, to
curse, to talk profanely, to break the Sabbath, to be indecent
or immodest. These laws are applicable to every school, but
in almost every school directory there are rules which have
- only local application: thus in 1674 the council of Dundee
forbid the scholars to frequent the shore; the scholars of the
high school of Edinburgh are told not ‘to go on that precipit-
ous part of the Calton Hill immediately behind the school,
situated between the two lower walks.” The catalogue of
transgressions which subjected the offender to punishment
frequently concluded with a tailso comprehensive that masters
seemed to have been invested with absolute powers—powers
which, in many cases, were cruelly exercised; thus a catalogue
of offences drawn up for the grammar school of Elgin in 1649,
concludes with the penalties to be inflicted on those who shall
be guilty of ‘delinquencies within and insolences without the
|-
i-º
-
-- ---
------ º--
-- --
------
- -----t-
-- --- ----
-* -- -
-º----
-- --º--
school.”
Horace prayed for a settled standard of punishment, lest any
- one should be subjected to the horrible thong, who is only
deserving of a slight whipping; for ‘I am not apprehensive,’
says the poet, ‘that you should correct with the rod one that
deserves to suffer severer stripes:’
i Burgh Records of Dundee. * Steven's High School, 300.
* Report on Burgh Schools, i., 16.
--
*










































SCHOOLS AF
º
-----
º
Regula, peccatis que poenas irroget aequas
Ne scutica dignum horribilisectere flagello
Nam, ut ferula caedas meritum majora subi
Verbera, non wereof.” - - º
Nor was unishment to be inflicted for the v Slation of
law generally defined with us, except in the case of flagrant
offences, of which there is an instance in the burgh records of
Dundee, in 1674, when the council ordain that, if any scholar
swear, break the Sabbath, or rebel against his master, he shall
be ‘publicly whipped’ for the first fault, flogged' for the
second, and expelled for the third.” But the general rule was
that the master punished at his discretion, inflicting punish-
ment according to the nature of the fault, and as each case
required. Thus we find that, in 1640, the schoolmaster of
Dundonald was required to punish ‘according to the quality
of the faults; striking some on the hand with a birch-wand or
pair of taws, others on their hips, as their faults deserve.” In
ió49 the master of the grammar school of Peebles was ordained
to punish those transgressing the school laws only ‘according
to the nature and quality of the law;” the ordinance was
e-enacted 55." In 1679 the council of Dunbar ordain
that if a scholar becomes fugitive, the master shall punish
him as he thinks ‘fit;" in the same year it is enacted
that if scholars throw stones or snowballs, they s
punished according to their deserts, especially if
one another, or in the streets, or at or about dwelling-hous
-- ------ the same year, the council enact that if the
scholars use irritating words, or call nicknames, they shall
be ‘punished with discretion;” they who are not ‘neat in
* , º • .
again, in
their clothes, and have not their hands and face washen,
their heads combed, shall be 'slightly punished.”
In the records we find some early entries giving directions
* Chambers's Domestic º 4 Tºrri, Tao, ---
- ---

--- DISCIPLINE.
important directions, to the masters regarding the infliction
of punishment for breaches of discipline: The town council
of Dunbar were of opinion, nearly two hundred years ago,
that the less corporal punishment was inflicted the better—
that as far as possible the discipline of the school should
be maintained without flagellation—that the master who
uses the rod east uses it best; but, on the other hand,
when neither exhortation, admonition, warning, censure, nor º
threatening availed, the master is not ‘to spare the child for
his much crying.' The council, in 1679, instruct the teachers
of the burgh that if the children can be ‘prevailed upon by
words or threatenings, it is expected that the masters shall
make use of their prudence in their actions, and spare the rod
as long as it may consist with the children's good; but if
neither fair words nor threats will gain them, then they, the
masters, shall show, both by their words and countenance, an
º aversion to passion and a dislike to the action, with suitable
expressions to that effect, in which humour they may correct
the defaulters.”
- School punishments in the past were unquestionably more
harsh, severe, and cruel than in our day; but it would be a
great mistake to suppose that, in matters of discipline, the
patrons left the masters to do as they liked. The little evi-
dence preserved proves that the council exercised a careful
supervision over masters in using the rod; thus in 1640 the
schoolmaster of Dundonald is forbidden to strike ‘at any
time, or in any case, any of the scholars on the head or
cheeks;” the masters of the burgh schools of Dunbar are
told, in 1679, that, “for every trifle they are not to stupify
the scholars with strokes, which should only be inflicted in
cases of ‘necessity’—when the ‘welfare of the children' re-
º, quires it ;3 in 1793, on the appointment of a master of the
grammar school of Elgin, the magistrates take him bound to
“correct with moderation.” We have found no case of
severity or cruelty of discipline mentioned in the records
i Burgh Records of Dunbar. * Chambers's Domestic Annals.
* Burgh Records of Dunbar. * Elgin Case.






































THE REFOR
which did not lead to the removal" of the teacher, or to his
promising to behave better in future. Take, for instance, a
case recorded in the burgh records of Cupar, which is curious
not only for the defence set up by the disciplinarian, but as
º ---, *... - º º: º - - ºn . on ºf .* - º º *… . ---
council threaten to remove from his office the master o the
grammar school for the cruel exercise of discipline in
correction of the bairns, in girding of tham to the blood;’
the flagellator having been summoned before the council,
declares that the fault was not his, ‘bot only be the new
tawis our small maid, I had never useit thaim befoir, and
promises never to do the like again.” Take another illus-
tration of the superintendence exercised by a town council
in a case of severity of discipline: in 1672, upon infor-
mation being given to the town council of Paisley that
Mr Alexander Park does strek the bairnes severely, they,
upon consideration, appoint a committee to take cognition in
the matter.” A more recent case may be quoted from the
Tument of flagellation—the tawse: in 1639 the
records of Crail; in 1795 the c
he compears, confes - -
the council enjoin on him better behaviour for the future.”
There is an important act, of date 1700, in the records of
Aberdeen, from which it appears that if a parent complained
of the master of the grammar school for exercising severe
discipline on his child, it was customary for the council to
call the master before the ‘latron, where public cognition
was taken of the complaint. But in the past, there having
been so many groundless complaints on this head, the council
ordained that in future the master, on being accused of se-
verely ‘correcting’ the scholars, shall first be examined
privately by the quarterly visitors, who shall hear both
--> * For instances of deposition, see infra, Removal of Masters from
Office. º --
- - *Burgh Records of Cupar.
“Burgh Records of Crail.
--- ---
Burgh Records of Paisley.

parties, take information, and report, if need be. It is
further enacted that if a parent complain without cause he
shall be fined or censured, and the child chastised."
The records point to the conclusion that the unhappy teacher
had sometimes to perform the duties of a flagellant-general—
*
-- o punish not only for breaches of discipline committed in the
school, but to flog for offences of which the scholar may have
been guilty at home. Mr. Andrew Duncan, master of the
grammar school of Dundee, in a letter dated 1595, dedicating
his grammar” to the community of the burgh, preaches the
necessity of punishment, but protests against transferring to
him and to his professional brethren the unpleasant duty of
chastising scholars for offences committed at home. ‘Be dili-
gent, says the stern disciplinarian to the parents of his scholars,
‘in correcting the youth. Do you spare the rod? indulgence
leads to the gallows. Perhaps you would transfer this part of
your duties to masters of schools! But on what principle
Parents! God has laid on you the charge of suppressing evil.
The school is a place of intellectual exercise, not a place of
execution. - No wonder that so many, when they become
their own masters, detest those studies that were rendered so
bitter to their taste. Parents you may do much to make
your children like the school, and not regard it as a place
of weeping and flagellation. Is it not to be desired that they
should of themselves prefer to attend school than lurk at
home 2. But how is this to be effected, if indulgence prevails
at home, whilst terror and the rod prevail in school? Fare-
well! most Christian men.' Another reference to the practice
of flogging domestic vices out of scholars in the school, occurs
in the burgh records of Dunbar, and is of a considerably
later date. In 1679, the council desire the parents of scholars
to signify to the schoolmasters of the burgh any acts of dis-
------
º
rds of Aberdeen.
1 Burgh Reco
* Latinae Grammaticæ siue Etymologia Latina in usum rudiorum,
published at Edinburgh in 1595. The grammar contains an early
Scottish glossary, lately contributed by Mr John Small, M.A., to a
volume issued by the English Dialect Society.

schools AFTER THE REFORMATION
º
obedience of whic
their children may be guilty at home;
--- --
in such cases the masters shall first admonish the disobedient,
and if they continue stubbornly obstinate, they shall then
-- - ---- - -
soon as it was possible, or convenient, after the act of trans-
gression; but in the schools which had directories, the time
was fixed—extending generally from a day to a week. In 1671,
the council of Aberdeen passed an actrequiring the master and
doctors to exercise, once every twenty-four hours, discipline,
which was formerly done only on the forenoon of Saturday.”
In Dundee, on the other hand, an act of council, dated
three years later, ordained that discipline shall be exercised
only once a week; in 1674, the council ordain a roll of th
scholars in the grammar school to be called once every
Monday for chastising breakers of the laws of the school.”
Thus, in Dundee, the postponing of the time of punishment
would, in all probability, lead to a batch of offenders being
chastised at the same time—a practice calculated to deprive
the penalty of its salutary effect.
On the highly important subject of the different methods.
adopted for establishing and maintaining school discipline, the
records throw little light, though there are indications that
the pupils were held responsible for the conduct in certain
cases of their fellows. Thus, in 1679, the council of Dunbar
enacted that if a scholar break a glass window, or desks,
locks, or anything in the school, and cannot be found out, all
the scholars shall be made to contribute towards repairing
the damage." A more important act was passed by the
council of Aberdeen at a later period, by which the principle
of self-government was to some extent recognised, and intro-
duced into the grammar school: in 1700 it was enacted, for
the discipline of the school, that there should be chosen out
º
º º -º ------ - - - -- ----- - *—º
* Burgh Records of Dunbar. * Burgh Records of Aberdeen.
* Burgh Records of Dundee. Burgh Records of Dunbar.
-

DISCIPLINE. - 201
of the high class, whom the masters judged most fit ‘for their
observance and faithfulness, so many as may have inspection
of the rest of the school under the masters, to be called
decuriones, each decurio having six scholars committed to his
care. The duties of this functionary consisted in taking
account of ‘two questions of the Shorter Catechism each day,’
and how the scholars pray and read the Scriptures; at prayer,
- each decurio was required to attend the faction under his
- inspection, and take notice that the hands of the scholars ‘be
washen, ther heads combed, and ther cloaths neat; each
decurio giving up daily to the master a list of the faulty,
‘together with the absents of the morning and preceding
day.” There was also another class of inspectors appointed,
who were called censors, whose duty it was to superintend
the several factions, and take account of those who ‘speak
English, talk profanely, or swear;” they also giving in a list
of offenders.” -
We do not know the success with which this method of
maintaining discipline was attended, or how long it continued,
if indeed it ever took root in that famous seminary. The
principle of it appears good: the masters delegated part of
their authority to their advanced pupils, who were held
responsible' in the same way, though to a less extent than
themselves, for the good order, moral character, and proper
discipline of the school. The defect of the plan may seem,
to some, to be that the decuriones and censors, though appointed
for the government of the school, were not provided with
means and appliances for correcting the pupils or check-
ing bad conduct, except merely reporting to the masters.
The inspectors were not invested with the same power and
authority as the ‘praepostors’ of the system of school dis-
cipline, developed and organised, if not originated, by the
distinguished Master of Rugby. To many it might seem,
that of the two systems, the one introduced at Aberdeen was
preferable; and, indeed, the power of chastising the younger
boys at Rugby, entrusted to the praepostors, was vehemently
1 Burgh Records of Aberdeen. - * Ibid.
















































AFTER THE REFORMATION
condemned at the time, though the good Maur way
maintained that it was essential for preserving order in the
great school. Dr Arnold's system was this: For checking
vices and elevating the tone of the school, he made use of the
Sixth Form, that is, the thirty boys who composed the highest
class, and of fagging, the ‘power given to that Form, over the
lower boys, for the sake of securing a regular government,
and avoiding the evils of anarchy, in other words, of the law-
less tyranny of physical strength.’ He endeavoured to make
the praepostors feel that they were ‘fellow-workers’ with
himself, and had with him “a moral responsibility, and a deep
interest in the real welfare of the place.” ‘You should feel,
he said on one occasion to them, ‘like officers in the army or
navy, whose want of moral courage would, indeed, be thought
cowardice. When I have confidence i
º, º confidence in the Sixth, there is
no post in England which I would exchange for this; but if
they do not support me, I must go.”
We have borrowed not only the literature, but, with modi-
fications, the instruments of discipline used by the Romans,
who are believed to have carried the art of punishing to a
high degree of perfection. Their instruments of punishment
best known to us are the scutica, ferula, flagellum, and virga,
which are mentioned by several classical writers. Juvenal,
in his Satires, speaks of one who has ferulas' broken on his
back, another as growing red under the ‘flagello, another
under the “scutica:’s -
‘Hic frangit ferulas, rubet ille flagello, hic scutica.”
The “scutica” was a scourge or whip made of leathern thong:
º
º
& Scuticague loris horridis Scythe pellis, qua vapulavit Marsyas
Celenaeus.” --
º - - - ---
The ferula' was a rod or stick, the blows of which are, in
some places, called pandies; another form of the ferula was
a broad leather strap, of which the one end was rounded and
Arnold's Life by Dean Stanley,i, 117-119 (3d ed.). *Ibid., 121.
3 vi., 479. - "

DISCIPLINE.
203
--
the other tapered and fastened to a handle. Juvenal describes
this instrument of offence:
& Feruleque tristes, sceptra paedagogorum;’” .
and speaks of the schoolboy drawing back the hand from the
ferula:’ --
- Einos ergo manum ſerule subduximus.’”
The flagellum, called by Horace ‘horribile flagellum,” was
a whip or lash of leathern thongs or twisted cords tied to a
handle, and sharpened with knots, and sometimes with small
bits of iron or lead.* Of the ‘virga’ used by the Roman
choolmaster for correcting scholars, Martial says:
‘Item de virga qua caeduntur pueri a magistro in ludo literario.”
The virga perhaps suggested to our dominies the use of the
birch, which, according to Solomon, is ‘for the fool's back; ”
and Plautus, in his Captivi, agrees with that high authority:
- ‘Wae illis virgis miseris,
Quae hodie in tergo morientur meo.'7
1 Sat. I., v., 15.
.” Sat. I., iii., 120. Our own schoolboy still practises this dodge–
sometimes stretching out as well as drawing back the hand, sometimes
dropping his cuff over the hand, sometimes lubricating the hand, some-
times placing a hair on the palm, a device which is believed to have a
magical effect on the tawse. Many more elaborate dodges have been
invented, e.g., a pedagogue, who punished his scholars without removing
their clothes, found that one of the boys placed within his trousers a skin - º
with a view to diminish the pain of ‘skelping.” The ingenious little fellow,
on being discovered, was immediately dubbed by his schoolfellows ‘leather
doup, a name which always stuck to him. The boys of the high school
of Dundee not long ago protected the calves of their legs by their book-
boards, which they placed within the legs of their trousers.
3 Sat. I., iii., 117. 4 History of the Rod, p. 479. * i, 14, Epigr. 80.
* For the convenience of the flogger, the delinquent was sometimes
placed on a block, or hoisted on the back of another boy—a custom
which gave rise to the word horsing. An old-fashioned dominie punished
his scholars by fastening them upon a desk at the door, and their clothes
being removed, every one of the other scholars had to ‘skelp' the culprit
with the tawse.
7 iii., 4, 571.






















































schools AFTER THE REFORMATION.
--
The Scotch ferula is the “ tawse' —also used in the North of
England—which consists of a strap made of soft, pliable
leather, divided at the end into a number of thin stripes,
and sometimes hardened in the fire. Unlike the virga, it is
generally applied to the hand—giving rise to the word
‘palmy, from palma—and produces, as we know from ex-
perience, a severe pain, which, however, is happily of short
duration.
º The tawse, the tional instrument of punishment, is not
unknown at the following schools: New Aberdeen grammar
school.” Burntisland grammar school,” Cupar Madras academy,
Dollar institution,” Forfar academy," Hamilton academy,"
Kirkcudbright academy.* Paisley grammar school.” Tain royal
academy.” The instrument of infliction is called a ‘thong of
leather' at the Dumbarton burgh school;” a “strap' at the
Annan academy,” at the Closeburn school,” at the Forres
academy,” at the Greenock academy;" a ‘cane' at the
Montrose grammar school,” and at the Peterhead academy."
Breaches of order and bad conduct at the Moffat grammar
school are punished by flogging,” and at the Elgin academy
by ‘pandies.' The method of inflicting corporal punishment in
the following schools is not specified: Arbroath high school.”
Brechin grammar school.” Caerlaverock Hutton Hall aca.
demy.” Crieff academy.” Bellie free school.” Glasgow high
school.” Trinity college, Glenalmond.” Inverness academy.”
Lanark burgh school.” Leith high school.” Lerwick educa-
tional institute.” Linlithgow grammar school.” Paisley Neil-
º
-
- *The Edinburgh high school is said to rejoice in a pair of tawse
furnished with a wooden handle. º * - ºr
* Report on Endowed Schools, ii., 334. 3 Ibid., 372.
*Ibid., 400. "Ibid., 412. "Ibid., 464. 7 Ibid.,494.
Ibid., 506. "Ibid., 550. "Ibid., 603, in Ibid.,420.
13 Ibid., 346. 13 Ibid., 378. 14 Ibid., 468. -
19, Ibid., 531. 17 Ibid., 470. 18 Ibid., 528.
* Ibid., 368. 21 Ibid., 374. *:Ibid., 387.
* Ibid., 475. * Ibid., 480. 28 Ibid., 499.
*Ibid., 519. * Ibid., 523. 30 Ibid., 525.

DISCIPLINE. 205
son institution, Peebles grammar school; Stirling high
school.” Corporal punishments are generally inflicted for
moral offences, breaches of discipline, or when other modes fail.
A frequent punishment consists in depriving the defaulter
of his personal liberty by detention in the school, or of
a right or privilege, e.g., loss of place in the class, reward
ticket, holiday, etc. Punishments of deprivation are common
at the following schools: Bree in grammar School,” Caer-
laverock Hutton Hall academy,” Cupar Madras academy."
Edinburgh high school, Fraserburgh academy; Glasgow high
school.” Hamilton academy,” Inverness academy,” Lerwick
educational institute.” Moffat grammar school,” Montrose
grammar school,” Paisley Neilson institution,” Peterhead
academy,” Stirling high school.” • -
Perhaps the most common punishment is the ‘poenas, or
“impositions, which, as well as punishments of depriva-
- tion, are generally inflicted for minor offences, and con-
sist in prescribing additional lessons, or writing out at
home tasks, such as a few lines of poetry, a chapter of the
Bible, etc. Punishments of this description are common in
the following schools: Arbroath high school,” Caerlaverock
Hutton Hall academy,” Dollar institution,” Edinburgh high.
º school.” Forres academy,” Greenock academy.” Inverness
academy,” Lanark burgh School.” Moffat grammar School,”
Montrose grammar school.” Peebles grammar school.” Perth
academy,” Madras collegeof St Andrews,”Stirling high school,” .
Tain royal academy.” Very rarely is fining adopted, but we
find it mentioned in connection with the Dollar institution.*
-
1 Report on Endowed Schools, ii., 558. º * Ibid., 561.
3 Ibid., 599. 4 Ibid., 368. § 5 Ibid., 374. ° Ibid., 400.
7 Ibid., 448. 8 Ibid., 470. ” Ibid., 475. 10 Ibid.,494.
11 Ibid., 499. 12 Ibid., 523. 13 Ibid., 528. 14 Ibid., 531.
15 Ibid., 558. 1% Ibid., 571. 17 Ibid., 599. 18 Ibid., 350.
* -19 Ibid., 374. 20 Ibid., 412. * Ibid., 448. * Ibid., 468.
23 Ibid., 489. * Ibid., 499. * Ibid., 514. 23 Ibid., 528.
27 Ibid., 531. 28 Ibid., 561. * Ibid., 568. 30 Ibid., 587.
31 Ibid., 599. 32 Ibid., 603. -
38 Ibid.,412. At Trinity college, Glenalmond, the punishments consist
































-
The punishments are generally inflicted by the hea
in each department, e.g., in the Annan academy, in
Urbroath high school” in the Ayr academy,” in Crieff academy.*
in the Cupar Madras academy,” in the Glasgow high school."
in the K 7 in the Perth academy,” in the
master alone
º : º º º -- º
laverock academy,”
academy,” in the Fraserburgh academy,” in the Moffat gram
---
mar school.” In several schools the head-master punishes
. . . º º º º * , , , , , º * T
certain classes of offences, e.g., the head-master of the grammar
school of New Aberdeen punishes breaches of discipline outside
the class-room;" So does the head-master of the Hamilton aca-
the Inverness academy punishes offences
demy;” the rector of the Inverness academy puni
against general discipline of the school,” and the head-master
of tasks written, or learnt by heart; refusal of indulgences; compulsory
service at the least interesting part of games—for instance, ‘fagging
out” at cricket, without joining in the game; corporal punishment not
inflicted, except for persistent misconduct, and when other modes fail
Ibid., 480. At Ewart institute, Newton-Stewart, the punishments are
If for neglect of duty, that duty to be done in writing; for bad habits, a
good and thoughtful essay on these bad habits, or a diary of the offences
committed, to be kept and shown till improvement is effected; for bad
but curable offences, dangerous as examples, corporal punishment by the
head-master from once to four times per annum; for offences more
di ngerous to the school than curable in the individual, expulsion:
T1,321 ºf -º-º: --- -º-º-º-º-º-º: - º ºf ºººººººº... "
º
Endowed Schools, ii., 346. *Ibid., 350; and assistants.
3 Ibid., 358, 4. . . Ibid., 400, 3 Ibid.,475.
7 Ibid., 506. 8 Ibid., 56 * Ibid., 587. 10 Ibid., 599.
in Ibid., 603. - *Ibid., 519. 1, Ibid., 460
is Ibid., 470. - - ---
in Ibid., 343. In 1700 the council ordained that, in absence of the
principal master, any of the other masters present may exercise discipline
upon any of the scholars offending: Burgh Records of Aberdeen. In
1710 the council of Edinburgh ordain that, ‘in great faults, the rector
of the high school shall chastise the guilty: Burgh Records of
Edinburgh.
18 Ibid., 495. º º * Ibid., 499.
-
º
---
--
º

DISCIPLINE. 207
of Bellie free school punishes ‘flagrant offences,” while that
of Lerwick educational institute alone inflicts corporal punish-
ment.” The head-master of the Greenock academy punishes
‘some cases;” that of the Dollar institution may suspend, but
not expel, a scholar;4 and the rector of the Dumbarton burgh
academy alone can expel a pupil." - *
wº
An attempt recently made to regulate the difficult
ct of school punishment by an Act of Parliament. In - - -
1869, the Marquis of Townshend introduced a bill in the
House of Lords, providing that the birch-rod should be the
only instrument used in punishing persons under sixteen
years of age; that no schoolmaster should inflict corporal
punishment on any pupil under that age for inattention to
his studies; and that no child under that age should be
struck on the head or face by a teacher—a practice which
sometimes led to fatal results—under a penalty not exceeding
£5, or two calendar months' imprisonment. The Earl of
Airlie objected to the application of the bill to Scotland, and
pointed out that the birch-rod was unknown as an instrument
of chastisement in that country; that the bill would make
the tawse—a safe and sufficient instrument of school discip- -
line—illegal; and that the youth of Scotland would probably
object to the introduction of the birch-rod." The bill was
again introduced in the following year, but withdrawn."
The inflicting of corporal punishment on scholars has been of
old condemned; Plutarch, in his ‘Treatise on Education, is of
opinion that youth should be impelled to the pursuit of liberal
studies by exhortation, and not by blows and stripes, which
he thinks can have no other effect than to induce torpor of .
mind, and disgust for exertion, from a recollection of the pain
and insult endured. Quintilian denounces the practice of ,
flogging, on account of its degrading tendency; but there
are worse punishments than flogging; smart castigation is, in
our opinion, much preferable to fool's-cap, imprisonment, and
1 Report on Endowed Schools, ii., 459. * Ibid., 523.
3 Ibid., 489. 4 Ibid., 412. * Ibid., 420.
* Hansard's Debates, cxcvii., 1864. º 7 Ibid., ccii., 1594.



























































ental degradation caused by being made the subject of ridi-
cule and satire. Boys are no longer flogged as they once
were, for no other reason than that they ought to be flogged;"
and the tendency of pedagogy, or the science of teaching, is
to banish personal chastisement from the higher schools,
and make it as rare as possible in the elementary schools.
Already it is seldom resorted to in the following schools—
only in extreme cases: Greenock academy.” Lerwick educa-
tional institute,” Paisley grammar school, Paisley Neilson
institution, Perth academy and grammar school," Madras
college of St Andrews, Stirling high school, high school of
Edinburgh,” Thurso institution.”
we suspect that in the following case the master punished on this
abstract theory: A Swabian schoolmaster, who conducted a large school
for fifty years, inflicted, it is said, 911,500 canings, 121,000 floggings,
209,000 custodes, 136,000 tips with the ruler, 10,200 boxes on the ear,
and 22,700 tasks by heart; calculated further that he had made 700
boys stand on peas, 6000 kneel on a sharp edge of wood, 5000 wear the
fool's-cap, and 1700 hold the rod : History of the Rod, 425. Most of the
great schools of England have also their stories of flogging. Dr Busby of
Westminster's name has passed into a proverb— Busby's awful reign.”
Vincent's rule nearly equalled that of Busby. Butler of Shrewsbury
was also a famous flogger, and Dr Parr was quite as distinguished
a flogger as a scholar; his rod-maker was a man who had been sen-
tenced to be hanged, but had been cut down and resuscitated. Flogging
is yet an institution of Eton; the most distinguished flagellator in whose
annals was the famous Dr Keate; and among the stories told of Keate, is
one of a boy who called on him to take leave : ‘You seem to know me
very well, said the great master; ‘I have no remembrance of ever ha --
seen you before.’ ‘You were better acquainted, sir, with my other end, -
º
was the unblushing reply: Ibid., 438. ºn tº
º 2 Report on Endowed Schools, 489. 3 Ibid., 523.
4 Ibid., 550. 5 Ibid., 558. 7 Ibid., 587
* Ibid., 599. º
* Ibid., 448. In the rector's class no punishment, beyond writing out
the translation of a passage not well prepared, has been requisite for
seven years. -º-º-º-º-º:
---
º º
* Ibid., 607. From the Reports of the Schools Inquiry Commission
(England), it appears that in 73 per cent of the schools of Surrey and
Sussex, corporal punishment of some kind is in use, which is the correc- º
tion for lying, indecent conduct, swearing, insolence, and moral offences;
---.
º, -º
---

PRIZES. 209
Our best masters find that moral suasion, and an appeal to
their pupils as Christians and gentlemen, are sufficiently
powerful to maintain good discipline. The public opinion of
the class, when properly developed, is also a potent corrective
of offences, great and small; and judging from our own recol-
lection, kindness is not the least effective instrument in
establishing authority and preserving discipline. Indeed, that
teacher governs the school best who loves the scholars most:
“He [ruleth] best who loveth best.’
§ 11. Prize is the complement of punishment; faults are
reprimanded or punished, and good works rewarded. Educa-
tionists have written for and against the system of giving
school prizes, and not a few assert that the balance is per
contra. Prizes, say the latter, stimulate the intellect only,
but develop not the moral faculty; they cannot be given to
all who deserve them, and are only won by scholars of
abilities—those possessing cleverness, the power of remem-
bering facts and figures. But on whatever side the balance
lies, the practice has not only antiquity to recommend it, but
is now become universal. The oldest notice of competition
for school prizes found in our own records, dates from the
impositions, fines, and stoppages of pocket money are the other punish-
ments. There is almost no corporal punishment in the schools of Flint,
Denbigh, Montgomery, Glamorgan, and Hereford; in the girls' schools
of this quarter, sending the delinquent to bed is said to be an efficacious
punishment—a less barbarous punishment than that which prevails in
some of our own boarding schools, where naughty girls are made to
drink dozes of castor-oil In Northumberland, tasks, impositions, and
corporal punishment are the means of enforcing discipline, the last being
inflicted either with the tawse or cane; there is not a birch in the county.
In Lancashire the cane is the last remedy for vice or insubordination,
and there appears to be only one birch in regular use in the county. The
French commissioners observe that a ‘foreigner can hardly conceive the
perseverance with which English teachers cling to the old and degrading
custom of the rod; one is astonished, they go on to say, “at seeing
English masters remove a garment which the prudery of their language
hesitates to name.’ -
O






SCHOOLS AFTER THE REFORMATION.
of studies drawn up for the grammar school of Glasgow." ---
solemn work; and the entries in the records indicate that they
endeavoured to adjudge them with right honourable impar-
tiality. The records of a single burgh sufficiently illustrate
this point: In 1659 the visitors of the grammar school of
Aberdeen are commanded by the town council to be careful
not to give prizes in a partial way to a scholar as being of
kenned freends or allyance, because that would discourage
the deserving and encourage the careless, thus bringing prizes
into contempt, and frustrating their chief end;” in 1779 the
council enacted that no boy who has been a student at
college, or competed for a ‘burse,' shall receive premium at
the annual visitations of the grammar school; * in 1793 a
question having arisen as to whether boys entering any of
the lower or higher classes during the currency of the year
previous to the annual visitation should be allowed to com-
pete for premiums along with the other boys of such classes,
it was unanimously declared that no boy who had not been a
year at the school previous to the visitation should be allowed
to compete for premiums at the annual visitations;4 in 1798
it was unanimously resolved that the merits of the scholars
should be determined by the number of the themes only, and
that the premiums should be put down to the respective
numbers of the versions before any of the scholars' names be
shown."
- - With the exception of a very few schools, including the
grammar Schools of Aberdeen,” Glasgow, and Edinburgh, the
distribution of prizes among the scholars did not come into
* The Original in the archives of Glasgow.
“Ibid. On 23d October 1794, the visitors resolve that the restriction
shall be extended only to the scholars of the fourth and fifth years.
5 Ibid. - - -
first six best scholars in the several classes; in the following year ten
-
- The old patrons of the schools regarded prize-giving as a
º * ,
* At the annual visitation in October 1773 prizes were awarded to the
latter part of the sixteenth century, and occurs in a programme -
--
* Burgh Records of Aberdeen. s - 3 Ibid. -
















PRIZEs. 211
º
º
use previous to the last century. It was only in 1699 that
the council of Stirling ordered three Latin books, not ex- º
ceeding £6 Scots in value, to be given tanquam praemia to
the scholars who, after examination and dispute, should be º
thought best deserving." In 1732 the town council of Banff
invested £1, 17s.6d. Scots, and 2s. 6d. Sterling in penknives
for premiums to the scholars of the grammar school;” and in a
1781 the council of Inverurie gave orders to purchase paper
and pens for encouraging the best scholars in the public
school in the burgh.” In 1785 the provost of Ayr pro-
duced a note of books proposed to be presented to the best
Scholars at the grammar school at the examination.* In -
1794 the council of Greenock being of opinion that the
giving of a few prizes among the scholars would be a ‘salu- -
tary measure,' resolve in future to do so, the expense not ex-
ceeding £3.” - -
In many Schools prizes are given to pupils supposed to be -
the most moral—for what is called good conduct—a most
difficult prize to decide; so difficult or impossible, that
grave objections have been made to singling out in a whole
school one or two boys who may be supposed to have most --
distinguished themselves after this manner. The practice of º
giving prizes for good conduct cannot boast of the same
high antiquity as that for diligence or proficiency; indeed,
the moral prize is so modern that the first notice of it found
in the burgh records is not older than the end of last century:
in 1795 the visitors of the grammar School of Aberdeen, con-
sidering that it is of importance to encourage good conduct,
- - - as well as emulation in learning, resolve that a book, stamped
with the town's arms, shall be given to one boy of each of the
- - five classes who shall be deemed by a majority of the scholars
prizes were distributed, and from that time forward about sixty books,
stamped with the arms of the town, were distributed annually, ten
prizes to each class: Burgh Records of Aberdeen.
1 Burgh Records of Stirling. * Burgh Records of Banff.
8 Burgh Records of Inverurie. * Burgh Records of Ayr.
* Burgh Records of Greenock.
- --- º









212 SCHOOLS AFTER THE REFORMATION.
of his class to have been the best behaved for the preceding
year.”
School prizes are in our day granted sometimes by clubs
consisting of old pupils, sometimes by persons specially
interested in the school, but generally by the town councils—
now, of course, the school boards—and, in a few instances,
out of endowments made expressly for the purpose,” or for
education generally.” They are determined in one or other
of the following methods: by written examinations—at
which in certain schools a certain percentage must be scored
throughout the year at the periodical competitions—by daily
class marks, by the vote of the class, by a system of tickets
for ‘perfectly-done lessons, by place-taking, by oral examina-
tions, or by a combination of two or more of these methods.
In all our burgh schools 4 prizes are now given at the
annual examinations at the close of each session to the good,”
industrious, and successful, and consist generally of books,
often of gold and silver medals, sometimes of silver pens, of
certificates, etc. The prizes in the following schools are books
principally: Annan academy,” Ayr academy," Brechin grammar
school.” Burntisland grammar school," Cupar Madras aca-
demy,” Dumbarton burgh academy,” Glasgow high school,”
Greenock academy,” Inverness academy,” Moffat grammar.
school.” Montrose grammar school.” Madras college of St
- 1 Burgh Records of Aberdeen. =
* At Brechin grammar school there is an endowment of £2 annually
for a medal to the best Latin scholar: Endowed Schools, ii., 368.
* In 1669 the council of Aberdeen find it reasonable that the pre-
miums usually given by the visitors to the scholars of the grammar
school should be furnished at the expense of Dr Dun's mortification:
Burgh Records of Aberdeen.
* No; in Linlithgow grammar school neither conduct, diligence, or
proficiency appears to be rewarded : Endowed Schools, ii., 525.
* No prizes are given at the Greenock academy for good conduct:
Ibid., 494. -
* Report on Endowed Schools, ii., 346. 7 Ibid., 358. 8 Ibid., 368.
9 Ibid., 372. 10 Ibid., 400. 11 Ibid., 421. 13 Ibid., 475.
13 Ibid., 489. 14 Ibid., 499. 13 Ibid., 528, 16 Ibid., 531.






























PRIZES.
213
Andrews, Tain academy.” In the following schools the
scholars most distinguished for scholarship receive gold and
silver medals: New Aberdeen grammar school.” Arbroath high
school,” Ayr academy,” Brechingrammar school," Cupar Madras
academy," Dumbarton burgh academy.” Glasgow high school.”
Greenock academy.” Inverness academy,” Moffat grammar
school,” Montrose grammar school.” Madras college of St
Andrews,” Tain academy.” In the returns made to the com-
missioners on endowed schools, the kinds of prizes given
in the following schools are not specified, though, no doubt,
they are the ordinary ones: Banff grammar school.” Dum-
fries academy," Elgin academy,” Forfar academy,” Forres
academy,” Fraserburgh academy,” Kirkcudbright academy,”
Lanark burgh school,” Leith high school,” Paisley grammar
school.” Peebles grammar school,” Perth academy.” Peter-
head academy,” Renfrew grammar school,” Stirling high
School.39
1 Report on Endowed Schools, ii., 587.
* Ibid., 343.
4 Ibid., 350.
8 Ibid., 421.
of the successful competitors is made in a memorial tablet.
11 Ibid., 499.
16 Ibid., 603.
19 Ibid., 464,
23 Ibid., 515.
* Ibid., 568.
° Ibid., 475.
13 Ibid., 531.
17 Ibid., 424.
21 Ibid., 470.
23 Ibid., 550.
29 Ibid., 575.
a
* 14 Ibid., 587.
2 Ibid., 603.
A gold medal to the dux of the school, and a silver
medal to the best general scholar in each of the four junior classes.
* Ibid., 358.
6 Ibid., 368.
7 Ibid., 400.
Three gold medals, of the value of £5 each ; a record
- -
10 Ibid., 489.
18 Ibid., 452.
* Ibid., 506.
* Ibid., 561.
12 Ibid., 528.
16 Ibid., 361.
20 Ibid., 468.
24 Ibid., 519.
28 Ibid., 571.
30 Ibid., 599. Cf. also under Chapter IV., Visitations and Examina-
tions of Schools.
º
-
--
--
--
--
---
--
-







CHAPTER VI—APPOINTMENT OF MASTERS.
1. VACANT offices ADVERTISED.—$ 2. MASTERs ELECTED on Ex-
AMINATION.— $ 3. AppointED on RECOMMENDATION.—$4.
ADMITTED AFTER PROBATION.—$ 5. voTING BY THE ELECTORS.
–$ 6. MISCELLANEOUs: DEPUTATIONS: CoRRESPONDENCE:
TRAVELLING EXPENSES ; INDUCTION. .
- s
-
- - -
--- --
§ 1. THE town councils, patrons of the schools and guardians
of the educational interests of the youth, exercised, as far as we
can judge—and there is no lack of materials for enabling us
to form an opinion in the matter—their responsible trust
with solicitude and intelligence. Before we proceed to show
how the patrons appointed masters to vacant offices in the
schools during the seventeenth and eighteenth centuries, it is
important to direct attention for a little to the precaution
taken from an early period, to invite candidates to apply for
the situation, by advertising it as publicly as the times al-
lowed. An early instance of advertising occurs in 1636,
when the council of Aberdeen ordain a public edict to be
served at both the kirk doors, and at the college gate, ‘invit-
ing all young scholars who are fit to teach grammar, and
desirous to be admitted one of the doctors of the grammar
school, to compear within the session to underly trial of their
learning, good life, and conversation, to the effect the best
and most qualified may be admitted to the vacant office;”
in 1706, the council of Kirkcaldy, considering how advanta-
geous it would be to have a fit person to supply the vacant
office of schoolmaster, make public the vacancy by putting
it in the newspapers;” in 1727, the town of Ayr being re-
solved to have a ‘doctor of superior qualifications for instruct-
ing the youth, advertise for one, after taking counsel of the
* Burgh Records of Aberdeen. * Burgh Records of Kirkcaldy.

































VACANT OFFICEs. ADVERTISED. 215
minister and chief burgesses;" in 1762, the council of Banff
having resolved to establish three new schools in the burgh,
advertise for teachers in the Edinburgh and Aberdeen papers,
‘in order that proper qualified candidates may appear for
the office;” in 1776, the council of Dumbarton being “de-
termined to have a proper schoolmaster’—one qualified to
teach classics, English, and mathematics—advertise to this -
effect in the Edinburgh Courant and the Glasgow Journal on
three different times; * on 16th November 1778, the town
council and kirk session of Crail, for supplying the vacant
rectorship in the grammar school, resolve to advertise in the
Courant and Advertiser every week until the middle of
January next; * in 1797, the council of Rothesay, considering
that “providing properly for the instruction of the rising
generation is one of the most necessary and patriotic acts to
which those entrusted with the administration of public
affairs can apply themselves,' order repeated advertisements
to be made in the newspapers, holding out encouragements to
a teacher adequately qualified.” The practice of advertising
Scholastic situations has, it need hardly be added, become
now very general. -
The town councils, after giving public intimation of the
vacant office, proceeded to fill it in one or other of three ways:
1st, By subjecting the candidate to a test examination, or to
competition by examination; 2d, By determining the merits
- - - of candidates by testimonials, or on recommendations usually
made by officers of academical standing, or other trustworthy
persons; 3d. By appointing the candidate after a period of
probation, during which he taught in the school. The early
system of advertising the vacancy, combined with competitive
examinations, in the seventeenth and eighteenth centuries,
Secured, let us not doubt, a high class of teachers for the burgh
Schools. During the sixteenth and seventeenth centuries,
- 1 Burgh Records of Ayr. a Burgh Records of Banff.
* Burgh Records of Dumbarton. * Burgh Records of Crail.
* Burgh Records of Rothesay. The burgh records abound with such
entries. -













216 SCHOOLS AFTER THE REFORMATION.
classics and some knowledge of belles-lettres were the neces-
sary qualifications for teachers of burgh schools of note, but
early in the eighteenth century other important studies were
added to the curriculum of the school, including mathematics,
natural philosophy, geography, and civil history.
§ 2. The following extracts throw light on the subjects on
which the teachers were examined, who the examiners were,
and how the examination was conducted: An early example
of the test examination of a teacher occurs in 1594, when
Andrew Dishington was not admitted schoolmaster of Dunbar
until it was ascertained “whether he was able to teach a
grammar School or not,’ which was done by requiring him
to teach a ‘piece of the first book of the Georgics of Virgil.’’
Some years later, there was a searching examination by com-
petition between two scholars, not unworthy of one another,
who were candidates for the office of rector of the gram-
mar school of Aberdeen—an examination which resulted
in a ‘tie: ’ on 6th February 1602, we read that the old and
new councils of the burgh of Aberdeen, after trial and exami-
nation—conducted in audience of the bailies, council, and
learned men of Old and New Aberdeen, for the space of four
days—of Mr David Wedderburne and Mr Thomas Reid, in
public teaching, Oratory, poesy, and composition in prose and
verse, find them “co-equal,' and accordingly admit them ‘con-
junct” masters of the grammar school for the instruction of
the youth in the art of grammar, good letters, and manners.”
Take another description of a later date of a competitive
examination between two candidates of high scholarship for
the office of master of the high school of Edinburgh in 1626:
the examiners ordained, we are told, that the ‘tryal’ should
consist chiefly of examination in Latin and Greek authors ad
aperturam libri; on Monday, 27th March 1626, the day fixed
by the programme, Mr John Armour and Mr Thomas Craw-
furd compeared at two o'clock in the high hall of the college,
before the six judges, the primar and regents, with a ‘frequent
1 Presbytery Records of Haddington.
* Burgh Records of Aberdeen.

































APPOINTMENTS ON EXAMINATION. 217
-º-º-º:
number of learned men.' The lot to speak first fell to Mr
Thomas Crawfurd, the other in the meantime being removed;
the author's cast up being Plautus, some parts of Ovid,
Horace, Lucian, Juvenal, Virgil, Hesiod, and Orphei Thymiata;
both being heard (so long as the judges thought fit), election
was made of Mr Thomas, who was appointed to make an
inaugural lesson upon the fourteenth Ode of the second
book of Horace, Ad Postumum, to-morrow, at two o'clock, it
being eight o'clock before it was prescribed."
When several persons applied for the same office, an ‘open
competition’ became absolutely necessary, unless indeed the
situation was given by influence or by testimonials, neither
of which appeared satisfactory to the patrons of the grammar
schools of Aberdeen in 1602, of Edinburgh in 1626, or of
Leith in 1684. There being, says the record, a great desire
in the town of Leith in 1684, that the grammar School should
be planted with a qualified person for the education of chil-
dren, and several having been recommended for the office—
as Mr Whyte, schoolmaster in Douglas, who is backed by my
Lord Chancellor (Earl of Perth), Mr William Rowe, and Mr
William Blair, doctor of the grammar school of Edinburgh—
the session order a dispute to be held on a certain day, and
appoint for examination the third Satire of the first book of
Horace, of which the candidates shall be required to give a
grammatical analysis.”
The test examination, or limited competition for an office,
does not always work quite satisfactorily: an illustration of
this point is furnished by an entry in the records of Dun-
fermline from which we learn that the council of that burgh
rejected as unqualified the person nominated for the office of
master of the grammar school by my Lord Yester, to whom
belonged the patronage of the school; on 8th March 1705,
we read that Mr James Bayne, Schoolmaster of Musselburgh,
Mr John M'Dougall, brother of the laird of Logan, and
Charles Stewart, having, in presence of the town council,
examined Mr Ker, presented to the office of Schoolmaster by
1 Steven's High School, pp. 49, 50. * Session Records of Leith.






SCHOOLS AFTER THE REFORMATION.
---
the patron, report that the presentee having been tried in the
fundamentals of grammar, gave no proof of his abilities to
convey a clear notion of them to boys, and having also been
examined in the most common places of Terence, Juvenal,
Cicero's Orations, Livy, and the Odes of Horace, he was
found considerably defective in the reading, construction, and
exposition of the Latin; and withal he acknowledged his
ignorance in mythology, Roman antiquity, Roman calendar,
geography, chronology, and scanning of verse; and having
been ‘put' to making a theme and a version, he acquitted
himself indifferently in the former, and made nothing in the
latter. The justice of the decision having been called into
question—no doubt by the rejected candidate and his friends
—the council request the examiners to present a report on
the matter; accordingly, on 23d June the committee present
a report, in which one of the examinators declares before
God and a good conscience that the candidate is qualified,
and the other two examinators declare before God and a good
conscience that he is not qualified; in these circumstances
the council resolve that the candidate shall in the meantime
teach the school by way of trial till Whitsunday next, when,
for the satisfaction of all parties, he must undergo a second
impartial trial, and either be continued in the school or not,
according to his carriage at his second examination.”
The aid sought for by the town councils to determine the
respective merits of candidates was not always graciously
given by the persons to whom they applied: thus in 1707,
several candidates having appeared for the situation of
master of the grammar school of Kirkcaldy, the council
resolve that there shall be a public dispute for the office;
but the board, not being ‘altogether skilful of the Latin and
Greek languages, they apply to the presbytery to appoint
a committee of their number to witness the dispute; it is,
º however, reported that the presbytery refused to attend the
disputation, whereupon the council depart from the kind of -
trial proposed to be held, in respect it would take up some
* Burgh Records of Dunfermline. 2 Ibid. *






































APPOINTMENTS ON EXAMINATION. - 219
-
- -
time and bring the candidates to unnecessary expenses."
Other conditions, such as character, etc., were taken into con-
sideration by the town councils in filling situations, as well as
Scholastic attainments: thus, in March 1708, the master of
the grammar school of Dundee having, on request of the
council, prepared a theme for the candidates who were to
- ‘dispute’ for the office of doctor of the grammar school,
the three candidates are appointed to make their themes in
the council house; the master of the grammar School, after
dictating the same, is ordered to leave them ‘dictionars and
other books necessar, and, as soon as their themes are ready,
they shall deliver them to the master, who shall examine
them in the old church at two o'clock, before such of the
council and ministers as choose to attend. The judges—
Mr. Robert Whyte, Mr George Peirce, and Mr John Hodge
—on 4th March unanimously preferred Mr Harry Dewar,
who is admitted to the ‘haill fees and emoluments, on pro-
ducing a sufficient testimonial of character.”
Provision is from this time made for examining teachers in
other subjects than classical literature; thus, on 21st March
1709, the council of Peebles, finding that the ‘most knowing’
part of the inhabitants desire a ‘scient’ master of arts as
school doctor, recommend the provost to write to their
agent in Edinburgh to try for one;” on 28th April following,
William Simpson, schoolmaster in Potterrow, having been
tried as to his knowledge of writing, arithmetic, and Latin, in
presence of the magistrates, and found qualified, the council
appoint him." In the same way, on 4th November 1721, a
candidate for the office of English master of the burgh of
Selkirk, after having been examined by the council, is found
qualified to teach English, “accompting, and writing." A
more comprehensive and important trial was held at Ayr six
years later, when the candidates were examined in commercial
subjects and natural science, as well as in classics. In June
1 Burgh Records of Kirkcaldy. * Burgh Records of Dundee.
3 Burgh Records of Peebles. 4 Ibid. -
5 Burgh Records of Selkirk.




220 SCHOOLS AFTER THE REFORMATION.
1727, two young men, viz., Mr John Mair, student at St
Andrews, and Mr John Hall, student at Edinburgh, came
to Ayr — offering their services as doctor in the school;
the provost, bailies, dean of guild, and the treasurer, the
two ministers, and the master of the grammar School, and
one of the schoolmasters of Irvine, or any five of them,
were appointed examiners, who took trial of the students
on the 16th, 17th, and 19th June, between whom in writ-
ing, there was, it appears, no competition, Mr Hall being
preferable. The two seemed to be equal in their skill in
Greek and Latin, but Mr Hall's English version was the
easiest; in bookkeeping and arithmetic they were equal;
but in navigation, Mr Mair was more fully confirmed, and
understood the principles better. It was decided by five to
four, that Mr Mair was best qualified for the office, but Mr
Hall was elected by the casting vote of the provost. Mr Hall,
however, declined the appointment; and Mr Mair, having
improved in his writing, in which he was thought deficient,
was appointed." - - - -
It is important to know that in a place so far north, and of
so little note, as the poor little town of Dingwall, the teacher
was not appointed in the way of influence—not selected to
gratify some one or other—but that he had to undergo a test
examination. On 14th November 1730, the master of the
grammar School having demitted his office, the council ‘re-
commend the several members present to think of a proper
person for the office;” three days later they recommend to
the minister to write to Mr William M'Bean, Kiltearn, to
attend the next diet of council, that they ‘may converse with
him;’” on 30th November, Mr M'Bean having compeared, the
council, after discoursing with him, recommend the minister
to examine him as to his knowledge in Latin, ‘by converting
some passages of the classic authors into English, in presence
1 Burgh Records of Ayr. Mr Mair was the author of the well-known
Latin ‘Introduction,’ and of books on mathematics. In 1760 he was
appointed rector of the Perth academy.
* Burgh Records of Dingwall. 3 Ibid.








APPOINTMENTS ON EXAMINATION. 221
-------------------------- ---------------------------------------------
º º ºf º º º º
of the council;' the candidate having been examined and
removed, the minister of the parish, and the last Schoolmaster
of the burgh, now student in divinity, with the members of
the council, having ‘considered the particular passages upon
which he was examined, together with the translation of the
same, find him sufficiently qualified to officiate as Schoolmaster
of this burgh.” -
The town council of Dunfermline, on 8th August 1748, -
appointed a heterogeneous body, consisting of a minister,
preacher, beadle, and tobacconist, to examine in English,
Latin, and writing, a candidate for the office of doctor in the
grammar School of the burgh;” on 19th September, the can-
didate presented ‘four testimonials of his moral character,
which, with the report of the examiners, was approved by the
council, who accordingly admitted him as usher.” In the
same year the council of Ayr having advertised for a ‘person
well skilled in the Greek and Roman languages, to fill the
vacancy in the grammar School, appointed, after trial, Alex-
ander Paterson of Tranent.*
The test examination at Kirkcudbright for an usher was not
very high in 1760, when a candidate for the office of assistant- -
schoolmaster ‘having read the Bible and some other books,’
to the satisfaction of the council, was appointed." In June -
1761, the town council of St Andrews resolved that the ap-
pointment of an English master of the burgh should be by
comparative trial; they nominate Lord Cardross, Principals
Tullideph and Morrison, and the two ministers, any three to
be a quorum, as judges of the trial, and further resolve that
an advertisement be inserted in both the Scots newspapers,
acquainting the public of the comparative trial, which shall
take place fourteen days from the last advertisement.”
1 Burgh Records of Dingwall. The councillors do not seem to have
been so distrustful of their own qualifications as those of Kirkcaldy.
* Burgh Records of Dunfermline. 3 Ibid.
4 Burgh Records of Ayr. * Burgh Records of Kirkcudbright.
* Burgh Records of St Andrews. Cf. also minutes of 16th June 1766,
2d June 1770, and 31st July 1770.




222 schools AFTER THE REFORMATION.
From Ayr we obtain a valuable insight into the nature and
extent of those examinations. In February 1771, the master
of the grammar school there having resigned, a committee
was appointed to examine candidates, according to the fol-
lowing regulations: One person to be chosen as examinator,
who shall hear each of the candidates translate, literally, cer-
tain passages in Caesar, Virgil, Sallust, and Horace—asking
them, at the same time, an accurate account of the parts of
speech, allusions to ancient customs, etc.; the council have
pitched on the following passages: In Caesar, cap. 1, lib. 2,
De bello Gallico; cap. 32, lib. 2, De bello civili, et ab initio
belli Alexandrini; in Virgil, Georg., lib. 2, O fortunatos
nimium, etc., AEneid, lib. 7, Talibus Ilionei dictis; in Sallust,
cap. 51; in Horace, lib. 3d. O. e. [sic] 3, lib. Sat. 3d.; in Greek:
Act. Apost, ab initio; lib. 11, Iliad, ab initio, et ab initio Tal.
Cib [sic]; if any of the candidates be of equal merit in the
books above mentioned, they shall be examined in Liv., cap.
3, lib. 2; and the one who best acquits himself in this last
book, shall have the preference; they shall make a version of
a piece of English into Latin; the examination shall be con-
cluded by the candidates giving a free translation of the above
passages to show their knowledge of the English language."
The committee report in favour of Mr John Inglis as having
given the most satisfactory specimens of his knowledge of the
Greek and Latin languages.”
The year 1790 affords the following interesting description
of an examination conducted in presence and by members
of the town council of Kirkcaldy. There being a vacancy in
the grammar school, several candidates appear before the
council: Mr William Millar, from Kincardine, produced a
letter and sundry certificates, which were read to the meeting;
and, in the hearing of the meeting, read a page of English
from Milton. Mr John Paterson, from Ayr, also produced.
Sundry certificates, read a passage from Milton and the Spec-
tator, and Sang a tune of music. A letter was also read from
Mr Malcolm Bowden, schoolmaster of the united parishes of
- * Burgh Records of Ayr. 2 Ibid.







APPOINTMENTS ON EXAMINATION. 223
-
Fossoway and Tullibole, in whose favour several letters were
read, one from Dr Blacklock, in Edinburgh; one from Mr
Graham, minister of Fossoway; and one from Sir Harry
Moncreiff Wellwood, Bart., all recommending him amply.
Mr Bowden then read in the hearing of the meeting a pass-
age from Milton and the Spectator, and sang a tune of music.
The meeting, after considering the different letters and the
exhibitions made by the respective applicants, unanimously
prefer Mr Bowden as second teacher in the grammar school."
The incompetency of the candidates who applied for the
office of master in the grammar school of Forfar in 1793
argues that the inducement held out was not high. In that
year the magistrates and council advertise twice in the
three Edinburgh newspapers, for a master of the grammar
School, to be preferred after a comparative trial; none need
apply, it is added, but those who have a college education, and
who can produce satisfactory evidence of their good character,
diligence, and other necessary qualifications;” the council
having considered the report of the ministers, whom they
invited to examine candidates, find that none of the four are
qualified to teach Latin grammar, and accordingly do not
think it proper to admit any one of the candidates; but on
account of their trouble and expense in attending the com-
petition, they allow each of them a guinea for defraying his
expenses.”
Take one other illustration of a more recent case as to the
subjects on which a teacher was examined: On 15th July
1815, the council of Elgin advertise for a teacher to instruct
the youth in Latin, Greek, and French languages; and being
resolved to prefer merit, have fixed Tuesday, 1st August,
next for a competition,” the council agreeing to appoint the
candidate certified by the presbytery to be the best quali-
fied. The ministers resolve that the specimens of trial shall
consist in translating passages of a prose and verse Latin
classic, of the Greek New Testament, or of the Aberdeen
1 Burgh Records of Kirkcaldy. * Burgh Records of Forfar.
3 Ibid. Session Papers, No. 541, p. 70.



SCHOOLS AFTER THE REFORMATION.
Greek Delectus, of Hallard's Extracts from French Authors,
—analysing any word of the same; his skill in grammar shall
be tried by turning English into Latin; and the candidate
shall also be required to condescend on his plan or course in
teaching Latin from the rudiments to the end of the course."
The burgh registers do not always indicate the subjects
on which candidates were examined, or how the examination
was conducted—only recording the fact of examination; but
as it is of importance to the educationist to know that
teachers, during the seventeenth and eighteenth centuries,
were not admitted in the way of influence, it may not be
out of place to refer to other instances of entrance ex-
aminations or competitions by examinations. In 1595 a
master of the grammar school of Ayr was appointed after
giving ‘proof of his literature to the presbytery of Ayr.” On
9th January 1632, the town council of Perth nominate a
‘leet’ of five for the office of master of the grammar school,
and on 14th May one of the number is chosen;8 in 1653
another master was appointed under similar circumstances,”
and in the neighbouring burgh of Stirling, we also read that,
in 1673, the council have chosen from a “leet’ a master of
their grammar School.” In 1663 the master of the grammar
school of Stirling having ‘tryed out a Latin doctor for the
school and found him both able and willing to embrace the -
charge, the council appoint him to the office." In 1666,
there being a candidate for the office of doctor of the grammar
school of Aberdeen, the council remitted him to a professor of
divinity and to a minister of the burgh to be “tried;’ the
examiners after the trial declare before God, in presence of the -
council, that they have found him qualified." Four years
later, a master of the grammar school is admitted upon report
of his qualification by the principal and regents of Marischal
college, and one or two of the ministers.” In 1668, two young
* Session Papers, No. 541, pp. 67, 68. * Burgh Records of Ayr.
8 Burgh Records of Perth. 4 Ibid.
- - * * Burgh Records of Stirling. 6 Ibid.
- - - 7 Burgh Records of Aberdeen. 8 Ibid.















































* APPOINTMENTS
ON EXAMINATION.
º
men having applied for the office of Latin doctor of Stirling, the
council order the master of the grammar school to take ‘tryall
of the qualifications of both, that soe the ablest be admitted.”
In 1674 the council of Dundee ordain that, from henceforth, no
doctor orjanitor shall be installed in their schools until their
qualifications and conversations be first tried.” In 1689 the
council of Peebles apply for the assistance of five ministers to
take trial of the qualifications and literature of the candi-
dates for teaching the grammar school, and declare that the
best qualified shall be preferred, without fear or favour;”
in 1693, a candidate having been tried by the presbytery of
Peebles and found qualified for teaching any grammar school,
is, admitted to the charge of the grammar school.” In June
1698, the provost of Ayr speaks to Mr James Ferguson,
with the view of fixing his ‘trial’ for being doctor of the
grammar school." On 11th August 1702, the council of
Dundee appoint 15th September next for trying the quali-
fications of candidates for the office of doctor of the grammar ---
school, so that the office may be given to the best deserving,
they bringing with them “testimonials from whom they
came;” in 1715 a vacancy in the office of doctor of the
grammar school of Dundee is ordered to be intimated in the
Cowrant; candidates shall be tried on 21st March at two P.M.,
º in the Old Church, where the ministers are invited to attend."
º The council of Forfar, in May 1717, being anxious to have
1 Bu gh Records of Stirling 2 Burgh Records of Dundee.
3 Burgh Records of Peebles. 4. Ibid. -
5 Burgh Records of Ayr. In September 1708, the council, considering -
that Mr Ferguson has served the town for twelve years—to the great
satisfaction of the inhabitants—and had been found well qualified after
- xamination at his entry, appoint him head-master.
& Burgh Records of Dundee. On 19th September the master of the
grammar school reports to the council that the ‘dispute’ for the office is -
gained by Mr James Brown, schoolmaster at Dunbar. º
Burgh Records of Dundee. On 1st May 1716, the office again fell
vacant, and the council wrote to a certain person ‘to come to be tried
before the magistrates, by any they shall appoint.’ Of also the minute
dated 27th July 1727, when two candidates were examined. º -
- º º P - -
--














































the ſchoolmaster of the burgh planted with a
diligence, appoint an advertisement to be put in the public
prints in most ample form, and the same is to be carried by
way of dispute.” In 17 19 the council of Fortrose resolve
o accept no schoolmaster who shall not, at the sight of the
presbytery, satisfy as to his capacity of teaching humanity.” -
ºA teacher was admitted to the grammar school of Kinghorn,
in 1725, after having been examined before a committee of
the town council and kirk session;" in 1736 four ministers
were appointed to examine candidates for the office." In
1726, the council of Dunbar resolve that an advertisement
shall invite candidates for the vacant offices in their school
to repair to Dunbar, where they shall be tested by a public
dispute or other trial, - before the magistrates, or such persons
as they shall appoint; the offices shall be given to those who
give the best specimen of their qualifications." In December -
1728, the town council of St Andrews resolve that the school-
masters of the burgh shall be chosen by comparative, trial of
the candidates, reserving power to elect otherwise if the
council think proper: the provost, dean of guild, four bailies,
convener and treasurer of the city, the rector, professors of
Greek and humanity, and the two ministers of the parish, to -
In 1733, a schoolmaster of
º --- -º- -
- - ------- irkcudbright being ‘amply
recommended, and his ‘conversation having pleased, is
appointed." Three years later, three candidates for the office
of master of the grammar school having been found, on ex-
amination, equally qualified for the office, the council, after
voting, elect one of their number.” In 1741, an advertisement
was ordered to be inserted in the Courant for a writing-master
* Burgh Records of Forfar. The advertisement was inserted, but only
one candidate appeared, whom the council, knowing his fitness, appoint.
* Burgh Records of Fortrose. º º
* Burgh Records of Kinghorn. -
* Burgh Records of Dunbar. º
* Burgh Records of St Andrews. The major part of them
elect, but the two professors were always to be of the number.
7 Burgh Records of Kirkcudbright. 8 Ibid.
º º
-

º º -
APPOINTMENTS ON EXAMINATION. 227
º º-º-º: -º-º-º: - -
-------- ---
º ----
----- --
of Stirling; the council appoint John Burn, after ‘having had
a trial of several persons;” in 1752, the council having taken
trial of several candidates for the office of music-master, prefer
William Gordon;” on the report of Mr Callendar of Craig-
forth, and other examinators of candidates for office of rector
of the grammar school in 1755, John Livie is preferred.”
In 1746, two candidates having applied for the doctorship
of the grammar school of Dunfermline, the patrons allow them
from 17th March to the second Tuesday of April, in order
to produce their credentials, and to prepare for a comparative
trial." In the following year, the council of Irvine appoint an
English teacher, of whose ability and qualifications they ‘took
trial by a skilful person.” In 1746, the patrons of the school
of Pittenweem, being anxious that the vacant office of school-
master should be supplied in ‘an agreeable way, fix on two
schoolmasters, who shall have to ‘undergo a comparative tryal,
before proper and competent judges.” º
In 1758, the schoolmaster of Renfrew having been asked
by the council of Dumbarton, whether he would stand a
‘tryall single, or comparatively with others, before the pres-
bytery, for the office of rector of the grammar school of Dum-
barton, refuses to compete." On 25th April 1761, the council
of Dundee advertise for a doctor in the grammar school; but
on 8th June, it was found, after trial of several applicants,
that none of them was qualified for the place.” On 3d Feb-
ruary 1762, the applicants for the vacant offices in the schools
of Banff are requested to appear at the burgh with proper
recommendations of their moral character, on Thursday 15th
April, in order to a ‘trial of their qualification for supplying
Burgh Records of Stirling. The schoolmasters of Stirling were
hitherto appointed on recommendation. -
* Ibid. 3 Ibid. º
Burgh Records of Dunfermline. Burgh Records of Irvine.
6 Burgh Records of Pittenweem. The competition did not take place
—the candidates having refused to accept the situation.
7 Burgh Records of Dumbarton.
8 Burgh Records of Dundee. Cf. under 23d August 1763, when a
similar advertisement was ordered.
-

































































schools AFTER THE º
REFORMATION
--
the situations they claim —certifying that they will be pre-
ferred according to their merit." A comparative ‘tryale'
of the different candidates who may apply for the office of
teacher of Lochmaben, according to an advertisement in the
newspapers, was fixed to take place on 1st May 1766; some
of the heritors of the parish and three ministers of the
presbytery are appointed judges for the heritors, and the
council of the burgh, sensible that their minister is the most
proper person to represent them “in that tryale, nominate
him—exclusive of his other right in law.”
In 1772, the council of Greenock having advertised for a
teacher of English, elect one of the applicants, after examina-
tion of his abilities, method of teaching, and of the certificates
of his moral character;” seven years later (19th October
1779), the council advertise again for an English teacher,"
and on 9th November, there were laid before the council
several letters from candidates, who are informed that the
person found best qualified should be preferred; the council
recommend the magistrates to ask the ministers, and any other:
of the inhabitants thought proper, to attend the examination,
and to procure, if necessary, some person from Glasgow, who
understands the method of teaching the English language;
accordingly, Mr Burns was summoned to examine fifteen
candidates, who are called in and examined, one after another,
in presence of the council, the ministers, and many of the
principal inhabitants of the town; five of the candidates
are found equal, but a Mr Mitchell, preacher, having a better
“utterance, is preferred."
The town council of Dumbarton advertise that, on the
second Tuesday of April 1776, a comparative trial shall take
place, before the presbytery and other learned gentlemen, for
the office of rector of the grammar school." On 21st Decem-
ber 1778, in answer to letters from several candidates asking
1 Burgh Records of Banff. º
* Burgh Records of Lochmaben. The school was burgh and parochial.
* Burgh Records of Greenock. º
* Burgh Records of Dumbarton.

APPOINTMENTS ON EXAMINATION. 229
--
-- º
for particulars of the vacancy in the grammar school of Crail,
the council acquaint them, that they who ‘intend to stand -
trial are expected to meet at St Andrews, on 20th January
next, in Bailie Glass's house, at eleven forenoon.” In 1780,
on the report of “learned examinators,' two schoolmasters are
appointed for the burgh of Wigtown.” The council of St
Andrews, on 16th August 1782, remitted to a committee to
take trial with regard to the qualifications and moral char-
acter of certain candidates for the office of English master
of the burgh.” In 1822, four candidates having applied for
the office of the grammar school of Dunbar, they were ex-
amined by Professor Pillans, who recommended Mr David
Lyon.* In 1825, the town council of St Andrews advertise
for an English schoolmaster, and appoint a committee to
examine candidates.” In 1835, the commissioners appointed
to inquire into the condition of the Scottish burghs reported,
that the teachers in certain burghs—Banff, Linlithgow, Stir-
ling, etc.—were generally appointed after a comparative trial
of the candidates, usually conducted in presence of the council."
The teachers no longer compete by examination for vacant
offices, which are now invariably given, after a comparison
of the different certificates—confidential and public—to the
candidates most favourably recommended. We conclude our
notice of the examination of masters by referring to the im-
portant provision made by the Education Act for protecting
the public against incompetent teachers, by ordaining that
the principal teacher" in every public school must be the .
1. Burgh Records of Crail. * Burgh Records of Wigtown.
* Burgh Records of St Andrews. James Smith was preferred.
* Burgh Records of Dunbar. 5 Burgh Records of St Andrews.
* Municipal Corporations Report, i., 109, ii., 228, 408.
734 & 35 Vict, c. 62, §§ 56, 59. But any one who, at the passing of
the Act, is principal teacher of a parish school, side, parliamentary, or
heritors' girl school, or the principal teacher of a burgh School, or
subordinate teacher of a burgh school, if member of council of a Scotch
university, or holder of a certificate from, or registered as a certificated
teacher by, the Committee of Council of Education, shall be deemed a
holder of a certificate of competency: § 56 (Sub. 1, 2, 3).
















scHOOLs AFTER THE REFORMATION.
holder of a certificate of competency, to be obtained by pass-
- ing anexamination." º -
§ 3. A common way of appointing teachers was on recom-
mendation, or by testimonials. From the middle of the seven-
teenth century to the middle of the eighteenth, a number of
entries in the records show that corporations, who adopted not
‘contestation’ for determining the merits of candidates, did
not depend on their own judgment in the selection of masters
for the schools. References were sometimes made to the uni-
versities, or to distinguished scholars, or to trustworthy per-
sons, to recommend fit men for the office; and, generally,
recommendations obtained from those sources decided as
between the claims of rival candidates. We quote minutes
of town councils with the view of showing the manner of pro-
cedure in selecting candidates recommended to the patrons.
In 1635 Mr John Irvine was appointed schoolmaster of
Burntisland, “at the earnest recommendation of the chan-
cellor, archbishop of St Andrews.” In 1684 the council
of St Andrews, “being fully informed of the qualifications
and ability’ of Mr Patrick Lindesay, schoolmaster at Pit-
tenweem, nominate him to the office of master of the
grammar school of the city.” In 1709 the magistrates of
Montrose entreat the professors of philosophy in Marischal
college and King's college, Aberdeen, “to inform the council
of persons qualified to be master and doctors of their gram-
* If a candidate has taken a degree in arts or science in any university
of England, Scotland, or Ireland, the examiners may dispense with
his examination in any subject comprised in his degree examination;
but he must satisfy them of his skill in the theory and practice of .
music: § 59. Act 24 & 25 Vict, c. 107, passed in 1861, provided that
the persons entitled to elect a teacher might, instead of electing one
person to the vacant office, nominate two or three persons to be tried by
the examiners appointed to take the place of the presbytery, the
certificate by the examiners and the minute of nomination completing
the right of the candidate. If the magistrates remitted any candidate
for examination, they were required to pay to each of the examiners a
fee of £1, is should there be only one, and a fee of 10s. for each
additional candidate: 24 & 25 Wict., c. 107. º
* * Burgh Records of Burntisland. 8 Burgh Records of St Andrews.
--

APPOINTMENTS ON RECOMMENDATION.
231
. º
mar school.” In 1713 the council of Crail being-informed
of the fitness and qualifications of Mr Robert Graham' for
the office of master of the grammar school, ordain the magis-
trates to contract with him.” In 1716 the council of Kirk-
cudbright, considering a ‘ certificate by the presbytery as to
the fitness of a son of the late Bailie Campbell for being
master of the grammar school, and being inclined to encour-
age any of their own inhabitants capable for the trust before
any extraneous person, though equally fit, nominate Mr
Campbell to the office.” In 1720 Mr Scott having given
sufficient proof of his fitness to be master of the music
school of Dundee by the certificates he has produced, the
council appoint him to the office.* In 1722 the council
* - of Forres, considering that the ministers of Inverness recom-
mend a qualified young man for teaching the grammar school
of the burgh, unanimously accept him to be their school-
master." In 1728, Mr Alexander M'Queen being specially
recommended to the council of Kirkcudbright as a fit
person for the office of schoolmaster, and having produced
before the council several certificates of his capacity and
behaviour, the council having the “universall consent of the
parents present, and of the minister, appoint him to the
office." The council of Fortrose, two years later, being ‘suf-
ficiently informed of the literature and good character' of
Mr George M’Culloch for teaching English and Latin, appoint
him schoolmaster of the burgh." In 1742 the provost of
Banff laid before the council many recommendations in
- behalf of several candidates for the office of master of the
grammar school, and particularly one by Mr Thomas Ruddi-
man at Edinburgh in favour of George Robertson; the
council having particular regard to the recommendation
of Mr Ruddiman as being in every way a competent judge
of the qualifications of any person fit to serve as School-
1 Burgh Records of Montrose. - % Burgh Records of Crail.
* Burgh Records of Kirkcudbright. * Burgh Records of Dundee.
* Burgh Records of Forres.
" Burgh Records of Kirkcudbright. 7 Burgh Records of Fortrose.






























--- Ls AFTER THE REFORMATION.
º º - --
master
of this burgh, appoint Mr Robertson schoolmaster."
In 1746 the council of Irvine appoint a teacher of English,
he having got a “sufficient certificate from a skilled person,
-- that he is qualified to teach English after the modern
way.” In 1747 the professor of humanity in Edinburgh
having given a ‘very ample character with regard to the
ability and knowledge in the languages, of a candidate for
º
the office of master of the grammar school of Dumbarton, and
likewise ‘a fair character as to his morals, the council accord-
ingly appoint him to the office.” In the following year the
council of Rothesay being informed of, and fully satisfied with,
the learning and abilities of Mr Thomas Smith, preacher of
the Gospel, appoint him master of the grammar school;" in
1750 his successor was appointed, the council being well
informed of his learning, and other good qualifications. In
1754 the council of St Andrews ‘being informed of the quali-
fications, fitness, and capacity of the master of the grammar
school at Falkland for the office of first doctor of the gram-
mar school of the city, appoint him to that office.” The
council of Dumbarton, ‘having nothing more at heart than
appointing a properly qualified schoolmaster, order, in 1758,
an inquiry to be made as to the ‘character and skill in the
Latin and Greek languages, in writing and arithmetic, of Mr
MFarlane at Callander." In 1764 the council of Stirling
having read the recommendations in favour of seven candi-
dates for the office of English teacher, prefer Andrew Dow."
The council of Greenock advertised in the Glasgow papers in
1767 for a master of the grammar school; three candidates
having presented themselves with testimonials of their moral
character and abilities as teachers, the council, after examin-
ing their credentials, select one of them.” In 1773 the council
-
* Burgh Records of Banff. Mr Ruddiman was a native of the parish
of Boyndie, which is within three miles of Banff. - -
* Burgh Records of Irvine. & Burgh Records of Dumbarton.
* Burgh Records of Rothesay. * Burgh Records of St Andrews.
--- * Burgh Records of Dumbarton. 7 Burgh Records of Stirling.
*Burgh Records of Greenock. -











































APPOINTMENTS AFTER PROBATION.
233
of Banff appoint a master of the grammar school, who is
recommended by ‘several letters as a person well qualified
for the situation, and being of a moral good character;” in
- 1782 the council, considering that Mr James Morris, Portsoy,
has been recommended in the ‘strongest terms as a proper
person for being master of the grammar School, appoint him
to that office.” In 1786 the council of St Andrews take
‘steps for procuring characters and recommendations in favour
of persons fitted for the important office of master of their
grammar school.” In 1789 several candidates having applied
for two vacant offices in the grammar school of Dumbarton,
a committee selected two out of a great many applicants as
the most preferable, and the council being entirely satisfied
with the choice, elect them as masters." In 1831 the council of
Campbeltown, after inquiry made as to the qualifications and
character of a candidate for the office of rector of the grammar
school, unanimously appoint him to that office, remitting him
to the presbytery of Kintyre for examination." The general
practice at present is to appoint the candidate who has qualified
himself for the office and is the most highly recommended by
competent persons—gentlemen connected with education.
§ 4. Sometimes appointments were only made after the
candidates had served a short period of probation; a few cases
from the records of four burghs will illustrate this point: In
February 1712, Alexander M'Colme of Maybole is allowed
to enter as teacher of the English school of Ayr, in order to a
trial of his qualifications." Two years later, Mr John Muir,
chaplain to Glenlee, is admitted to ‘trial as English school-
master of Cupar, in presence of the magistrates, and appointed
to give aspecimen of his skillin music, by precenting publickly
in the church of Ayr, on the 11th instant.’" On 3d August
1717, Mr George Reid having taught the grammar school of
1 Burgh Records of Banff. 2 Ibid.
8 Burgh Records of St Andrews. * Burgh Records of Dumbarton.
5 Burgh Records of Campbeltown. The grammar school was a parochial
school, though managed by the town council.
* Burgh Records of Ayr. - 7 Ibid.































º SCHOOLS AFTER THE REFORMATION.
Banff for some time, and given sufficient proof of his integrity,
ability, and qualifications, as ascertained by an examination
of the school, the council appoint him master thereof;1 again,
º in 1742, the council ‘assure’ a candidate for the office of
master that if, ‘after a trial of his conduct and behaviour for
a few months, both parties shall be satisfied with one another,
he shall receive the appointment.” In 1725 a schoolmaster
in St Monance ‘being most willing to serve as doctor of the
grammar school of Crail, the council—nemine contradicente—
are content that he should enter the school for ane tryall;”
in the following year the council, ‘all in one voice, statute
that a schoolmaster be taken in trial for half a year; 4 in
1736 the council, after having considered a letter by the
professor of Greek in St Leonard's college, St Andrews,
recommending a doctor for the grammar school, ‘condescend
that he shall enter for ane tryall;” in 1756 an usher was
not appointed till a “trial be made of his care, diligence,
and qualifications for discharging that duty.'"
§ 5. When the town council agreed to appoint the master on
- - - recommendation, the merits of candidates—when more than
one applied for the same situation—were usually disposed of
by ‘plurality of votes;’ and there are instances of some warm
differences of opinion among the electors as to the candidate
who was best qualified for the office. In 1634 the council
of Jedburgh being convened in the Tolbooth for electing a
schoolmaster, ‘be moniest voitts electit and choysit Mr Harie
Ellot.” On the occasion of a subsequent appointment the
power of election was delegated to the minister of the parish,
in order to avoid disputes: in 1662 the council, seriously
remembering the ‘great divisions, quarrelling, controversies,
and debates formerly among the inhabitants of the burgh,
anent the placing and displacing’ of the late schoolmaster—
- a division tending to the burgh's great prejudice—and being
, now anxious that the vacant office in the grammar school
1 Burgh Records of Banff. 2 Ibid.
* Burgh Records of Crail. “Ibid. 3 Ibid. 6 Ibid.
7 Burgh, Records of Jedburgh.

-- VOTING BY ELECTORs.
shall be supplied with an able schoolmaster, and that “all
controversy and debate may be fully extinguished and taken
away, all, in one voice—nemine contradicente—nominate Mr
Peter Blair, minister of the burgh, to give a call to a quali-
fied schoolmaster, for whom he shall be answerable.' The
minister accepted the power conferred on him, but the pro-
vost, for his exoneration, protests that this temporary arrange-
ment shall not be prejudicial to him and the burgh, either
by law or otherwise, concerning the appointment of a school-
master." In 1704, it being put to the vote of the council of
Montrose, convened for, appointing a master of the grammar
school, ‘who should be master, it was carried in favour of
Mr Robert Strachan.” On 18th July 1710, there being three
applicants for the office of master of the grammar school of
Dundee, the provost is informed ‘of one Mr Rudieman, who
is of a very good character, and promised to write (by the
post) his mind in that affair;’ on a vote, the council elected
Mr Patrick Lyon.” In 1749, there being two candidates for
the office of master of the grammar School of Crail, both re-
commended by several persons, the council, after voting, elect
Mr William Don, usher of the grammar school of Perth, “an
able and sufficient teacher of youth, under whose hands the
scholars prosper well, and of a good, blameless, and modest
character, well affected to the present government.' * The
merits of candidates are in our own day usually disposed of
by the votes of the electors, on whom are brought to bear in
favour of the applicants all kinds of pressure, especially for
important offices—a pressure which, in political elections,
might go far to invalidate the nomination.
§ 6. Appointments were sometimes made by a committee
deputed to wait on the master recommended; and we find
1 Burgh Records of Jedburgh. * Burgh Records of Montrose.
8 Burgh Records of Dundee. The grammarian was at this time assist-
ant librarian to the Faculty of Advocates, who, on 15th July, consider-
-- - ing his extraordinary care of the library, settled on him £363,6s. 8d. Scots
(£30, 6s. 8d. stg.), in lieu of all fees: Chalmers' Life of Ruddiman, 52.
Burgh Records of Crail.










schools AFTER THE REFORMATION.
-º-, - -
entries in the treasurers' accounts for payments of the expenses
of these deputations—not unlike bills paid to deputations
in our own day, perhaps less heavy, but more justifiable.
Take the following extracts as specimens of deputations in
quest of schoolmasters: In 1600 the town of Dysart sends two
commissioners to St Andrews to employ a qualified master
for the grammar school;" in 1642 the council of Glasgow.
ordain John Anderson to ‘ryd to Stirling to try the quality
and present condition of the schoolmaster’ there, and whether
he be willing to ‘transport’ himself;” in 1649 the council of
Stirling ordain John Short, the old provost, and Christopher
Russel, deacon, to ‘ryd’ to Glasgow for choosing a school-
master;" in 1664 the council of Forfar authorised the min-
ister, who is ‘going south, to get a qualified man to be
master of the grammar school—either at Edinburgh, St
Andrews, or at any other place;" the minister having not
succeeded in his mission, the council, on 7th January, deter- - -
mine that Bailie Guthrie shall go to Dundee with the
minister for trying’ for a schoolmaster;" and on 16th
January 1665, the doctor of the grammar school of Dundee
having accepted the situation," he was on 20th January ad-
mitted to his office, and made a burgess;" in 1666 the provost
and a bailie of Peebles were authorised to go to Edinburgh to
‘spear out’ a schoolmaster;” in 1673 the council of Stirling
having nominated the teacher of Culross as master of their --
school, ordain a committee to wait on him and communicate
the appointment ;" in 1683 the council of Paisley ordain
their clerk to 'goe to Glasgow to use his endeavour for a
scholar to be doctor’ of the grammar school;" in 1690 the
council of Irvine ordain the provost and minister to go to
Burgh Records of Dysart. -
* Burgh Records of Glasgow. This entry occurs in the ‘Comptaris
Descharge;’ ‘Item, To John Anderson, for his charges in going to Stir-
ling for the grammar school master, É15, 18s.” -
* Burgh Records of Stirling. * Burgh Records of Forfar.
5 Ibid. S 6, Ibid. 7 Ibid.
* Burgh Records of Peebles. * Burgh Records of Stirling.
* Burgh Records of Paisley. - -------"

TRAVELLING EXPENSES. 237
Glasgow and ‘deal for a transportation of Mathew Couper,
schoolmaster at Ocheltree, to be master at Irvine;” the
council of Stirling, in 1727, appoint two bailies and the dean
of guild to go to Greenock, and, in a prudent manner, inform
themselves of the moral character of Mr Erskine, who is
recommended for the office of master of the grammar school
of Stirling;” in 1738 the provost of Dundee reports to the
council that he and others had waited on Mr Young, school-
master at Haddington, and proposed to him to be master of
the Latin school in Dundee.” -
Rarely was a master appointed, during the seventeenth
and eighteenth centuries, like the schoolmasters of Paisley
and Stirling, through correspondence: in 1648 the council
of Paisley conclude that Mr Alexander Dunlop 4 and Bailie
Alexander ‘sall wryt to Dowglas to Mr Alexander Park, now
pedagogue to the Marquis of Douglas' bairns, to see if he will
come pedagogue here;’ ” in 1665 the council of Stirling
‘write to Mr William Papley that he may come here and be
settled with as Latin doctor of the grammar school."
There are innumerable entries in the records showing that
the town councils paid the travelling expenses of the master
when he ‘transported himself;’ thus, on 8th December 1702,
the town council of Dundee pay to a doctor of the grammar
school £40 Scots for ‘transporting him and his family from
Dunbar to this place;’" on 1st August 1713, they appoint a
‘gratification for his transportation’ to be paid to a master
come from Aberdeen to set up a music school; * and on 16th
September 1773, they grant to Mr Watson, rector of the
grammar school, ten guineas for ‘transporting his furniture’
from Campbeltown to this place.”
The schoolmaster, after presentation, and before admis-
1 Burgh Records of Irvine. * Burgh Records of Stirling.
* Burgh Records of Dundee. 20th September, declines the offer.
* One of the Abbey ministers. -
* Ibid. Mr Park agreed to become schoolmaster of Paisley.
* Burgh Records of Stirling. -
7 Burgh Records of Dundee. 8 Ibid. 9 Ibid.









schools AFTER THE REFORMATION.
sion to his office, took invariably, like the Officers of State,
his oath de fideli administratione as vse is” in presence
of the patrons. The master having run all the gantlets—
satisfied the patrons as to his abilities and character, the
church and state as to his orthodoxy and loyalty,” he was in-
troduced into his office with some formality: thus, in 1606, the
grammarian Mr Alexander Home having been presented master -
of the school of the Pans, the whole parishioners, on 8th July,
being asked how they approved of him as schoolmaster, they,
in token of their approbation, took him by the hand, faithfully
promising to concur for the furtherance of the work yet to
be done, and keep the schoolmaster and scholars skaithless;
finally, it was thought meet that the whole visitors and
parishioners present should enter him into the school, and
there hear him teach—which also was done.” On 28th Sep-
tember 1727, new masters of the schools of Dunbar having
been appointed, the magistrates order the schools to be opened
with the usual solemnities for their installation, and that in-
timation thereof be made through the town by a drummer.”
The patrons generally invested the newly-appointed school-
master with a symbol of his possession and authority; thus,
in 1602 the provost and bailies, and divers of the council, -.
- berdeen passed to the grammar school, and gave to the
masters whom they had appointed institution of the office
- by delivering to them a grammar." In 1658 a schoolmaste
of Perth having been appointed, he takes his patrons by the
hand, who thereafter went with him to the school, and de-
livered to him a grammar, the key of the school door, and a
pair of ‘tawes.” In 1670 the town council of Cupar put their
master in possession of the school by giving him the key of
the door and tawse." º - -
1 Burgh Records, passim. .
* See infra, under Removal of Masters from Office.
3 Presbytery Records of Haddington.
Burgh Records of Dunbar. * Burgh Records of Aberdeen.
* Burgh Records of Perth. The same formality was repeated in 1704
7 Burgh Records of Cupar,

CHAPTER VII—TEN
ºr -
URE OF ORFICE OF MASTERs.
§ 1. Appointments ‘At PLEASURE.”—$ 2. Appointments for A
DEFINITE PERIoD.—$ 3. AppointMENTs DURING ‘ GOOD BE-
HAVIOUR.’- $4. Appointments during ‘good BEHAVIOUR
AND AT THE will,’ of THE ELECTORs –$ 5. AppointMENTs
‘AD VITAM AUT CULPAM.'—$ 6. SUMMARY OF DIFFERENT
TENURES.–$ 7. TENURE of office CHANGED. .
PREVIOUS to the Reformation the schoolmaster was appointed
sometimes for life, and sometimes during the pleasure of his
patrons." In the period subsequent to that event, the master
continued to be appointed (1) durante bene placito; (2) for a
definite period; (3) ad vitam aut culpam. For the sake of
clearness we shall classify, as well as we can, the appoint-
ments according to the nature of the tenure of office—
arranging them chronologically under the respective burghs - -
in which they were made. -
, § 1. We shall begin with appointments during pleasure. -
In 1572, the council of Haddington grant ‘ane gyft of thair
comone schole' to the master, “during thair willis allenarlie.”
In 1580, a schoolmaster of Brechin is appointed during the
‘council's pleasure.” In the same year, the bailies and
council of the Canongate grant the office of master of the
grammar school of the burgh to a teacher ‘induring the
bailies' and council's will alenerly.” In 1593, the first writ-
ing-master in the high school of Edinburgh was appointed, ‘in-
during the town's will;” in the following year, a successor
during the town's pleasure allanerlie;’” and in 1654, a
doctor ‘dureing the counsell's pleasure;’’ on 28th August
* Supra, § 17, p. 41. * Burgh Records of Haddington.
3 Black's History of Brechin, p. 45 (2d ed.).
* Burgh Register of the Canongate. -
5 Burgh Records of Edinburgh. 6 Ibid. 7 Ibid.


























schools AFTER THE REFORMATION.
1719, the town council resolved that in future all the teachers
should be appointed during the pleasure of the council, and
that a clause to that effect be inserted in every deed of pre-
sentation. In 1620 the master of the grammar school of
Burntisland was requested to deliver up the keys of the
schoolhouse, and of his dwelling-house, to the council, in
acknowledgment that he held his office during the pleasure
of the council.” In 1628 the council of Aberdeen appoint a
doctor of the grammar school during the will and plesour of
the councillallanerly;” in 1641 a doctor during the council's
& pleasure;”. and, in 1642, another ‘ad bene placitum concilii
tantum.” In 1632 the council of Perth appoint a master of
the grammar school during their goodwill and pleasure;”
in 1641 two doctors are chosen during the ‘councillis will
allanerlie.” On 3d November 1662 the council of Paisley
agree with Mr Alexander Park, and he with them, to be their
schoolmaster ‘aye, and till he either be called away or not
permitted to stay;’ he shall have 100 merks for the first half-
year, whether or not he shall have liberty to stay the whole
time or, more or less, part of it;8 in 1751 a master of the
grammar school appointed during the ‘pleasure’ of the coun-
cil;9 in 1758 his successor chosen on the same condition.”
In 1682 a master of the Scots school of Ayr admitted during
the ‘pleasure’ of the council; it in 1727 a doctor of the
grammar school, during the council's pleasure alanerly;” in
May 1755 an English master, during the pleasure of the
magistrates and council.’”
It was agreed, in 1690, that the English master of Dunbar
"…
-
º:
* Burgh Records of Edinburgh. vº ---
* Burgh Records of Burntisland. This custom long continued.
* Burgh Records of Aberdeen. 4 Ibid. 5 Ibid.
* Burgh Records of Perth. 7 Ibid. ,
* Presbytery Records of Paisley. * Ibid. 10 Ibid.
* Burgh Records of Ayr. - 12 Ibid. º
*Ibid. In 1835, the royal commissioners appointed to inquire into
the condition of Scottish burghs, report that the teachers of the Ayr
academy may be discharged at six months' notice: Municipal Corpora-
tions Report, i., 86. º - -

º-ºº:
APPoſNTMENTs ‘AT PLEASURE.’
and the council, if not satisfied with each other, may mutually
part, on giving notice of forty days preceding Whitsunday or
Lammas; in 1727 it is agreed that a master of the English
and grammar schools shall continue in office so long as he and
the council are satisfied with one another.” In 1685 it was
ordained that a doctor of the grammar school of Stirling may
continue in office during the pleasure’ of the council;8 in
1698 a doctor admitted during pleasure;” in 1728, 1730, 1732,
1735, 1736, 1737, and 1744, respectively, doctors appointed
during pleasure;” in 1753 a rector, during the council's
pleasur allenarly ;” in the same year, a music-master, writ-
- ing-master, and teacher of arithmetic, during “pleasure;” and
in 1764 and 1765 teachers of the English school, during
“pleasure.” In 1692 the council of Wigtown declare that they
and the schoolmaster may always part with one another, on
giving two months' advertisement, “if they are not amind to
keep longer together.”
In 1707 a schoolmaster of Kirkcaldy was admitted during the
pleasure.” In 1710 the doctor of the grammar school of Crail
was appointed ‘during the council their pleasure allennerly;”
the commissioners appointed to inquire into the state of the
Scottish burghs in 1833 report that in the burgh school of
Crail (not the united burgh and parochial school), the master
holds office at the pleasure of the council.” On 18th July
1710, the council of Dundee, after voting, statute that whoever
be presented to be master of the grammar school of the burgh
shall only hold office during the council's pleasure only;” on
º Burgh Records of Dunbar.
3 Ibid. All the early appointments were insecure ; latterly, however,
it would seem that the ‘ad vitam aut culpam' has been tacitly acknow-
ledged, as shown by retiring allowances granted to masters. See minutes,
19th December 1818, 17th February 1819, 1st March 1822, 10th Sep-
tember 1852.
8 Burgh Records of Stirling. *Ibid. 5 Ibid. 6 Ibid.
7 Ibid. 8. Ibid. 9 Burgh Records of Wigtown.
10 Burgh Records of Kirkcaldy. 11 Burgh Records of Crail.
12 Municipal Corporations Report, i., 158.
18 Burgh Records of Dundee.
Q


































irly;’i in 1711, doctor, on the same terms;” in the
following year, master of English, during the council's
pleasure;” on 31st March 1715, doctor of the grammar
school, during the council's pleasure;” others on 14th
November 1717.5 on 26th June 1718, 20th August 1718."
29th July 1727 on the same terms;* in 1763, doctor of the
grammar school and master of the English school, during the
- council's pleasure;” in 1764, rector of the English school, º
grammar school, during the council's pleasure.” In 1716,
and again in 1720, masters of the grammar school of Kirkcud-
bright were appointed during the pleasure of the council
alanearly.” In 1717 a schoolmaster of Forfar was appointed
‘during pleasure and no longer.” In 1721 the council of
Selkirk grant to the English schoolmaster of the burgh a
certain salary during pleasure.” In 1723 the schoolmaster
“during council's pleasure;” in 1771, under doctor of the
of Irvine was appointed during pleasure.” In 1730 the
council of Fortrose appoint a schoolmaster of the burgh during
‘their pleasure; * in 1807, master of the grammar school,
‘during the pleasure of the council.” In 1748 a doctor of the
grammar school of Dunfermline was appointed during the
pleasure of the town council and kirk session, or major part of
them, only, and no longer;” in 1767 an usher was chosen on
the same terms.” In 1748 the magistrates and council of
Rothesay appoint a master of the grammar school of the burgh
‘during their pleasure;” his successor was appointed in 1750
on similar terms;” the next master of the school was also
appointed during the pleasure of the council allanerly.”
There were appointed, during the pleasure of the council of
- ---> --
-º- º
* Burgh Records of Dundee.
2 Ibid. 3 Ibid. 4 Ibid.
* Ibid. "Ibid. 7 Ibid. 3 Ibid. "Ibid. 10 Ibid. 11 Ibid.
* Burgh Records of Kirkcudbright. 18 Burgh Records of Forfar.
14 Burgh Records of Selkirk. * Burgh Records of Irvine.
* Burgh Records of Fortrose. IT Ibid. º
* Burgh Records of Dunfermline. 10 Ibid.
* Burgh Records of Rothesay.

APPOINTMENTS Fo
R PERIOD.
- St Andrews in 1747, an usher of the grammar school; in
1750 and 1752 other ushers ;” in 1750 an English master;"
- - the grai ma school;4 and in 1767 it
was ordered that the master of the English school shall possess
the schoolhouse during th ‘ple sure of the council alanerly.”
In 1776 the council of Dumbarton continue the usher of the
grammar school during pleasure;” the burgh commissioners
report in 1835 that the teacher of writing and arithmetic in
the burgh school is removable on six months' notice; the other
teacher, who, it is said, may be considered as parish school-
master, holds his situation for an indefinite period." In 1781
the ouncil of Greenock admitted a master of the mathematical
school during pleasure.” In 1791 the council of Campbel-
town declared that it is competent for them always to remove
the master of the grammar school at any time they may
think proper, on giving him six months' notice of their inten-
tion to remove him.” The burgh commissioners report, in
1835, that the masters of the grammar school of Banff hold
their office during the pleasure of the council.”
§ 2. A great number of appointments were made for a
limited or definite period, extending from a few months
to eleven years. We shall give instances of such appoint-
ments, arranging them also in a chronological order, under
the respective burghs in which they were made. In 1571
a schoolmaster of Crail is chosen for one year." In 1573
a doctor of the grammar school of Haddington is engaged
“during the space of ane yeir ;” in 1577, another doctor
for a year;” in 1582, a master for five years;” and in
1591, another for fifteen months.” On 24th April 1582, the
township of Kirkcudbright conducit a schoolmaster until
--- ---
1 Burgh Records of St Andrews. *Ibid. 3 Ibid. “Ibid. "Ibid.
6 Burgh Records of Dumbarton. -
7 Municipal Corporations Report, i., 206. -
8 Burgh Records of Greenock. * Burgh Records of Campbeltown.
19 Municipal Corporations Report, i., 109.
11 Burgh Records of Crail.
1% Burgh Records of Haddington. 13 Ibid. 14 Ibid. 13 Ibid.

































º: º -
- º
Ls AFTER THE REFORMATION.
º
-
- -
Martinmas next;” on 6th January 1582,
a master engaged.
till Martinmas next;” in 1584, he is continued for another
year;8 in 1586, James Dickson is ‘feid for ane yeir;” on
23d July 1588, he is ‘feed fra Beltane last till Alhallowmas -
next;” on 13th October 1591, another schoolmaster engaged
from Hallowmas next till Beltane;" on 9th February 1592,
Mr Herbert Gledstanes' conducit’ schoolmaster till Lammas
next;" in 1593, Mr John Callendar ‘feit' for a year;" in
1607, Mr James Glen appointed for a year;” in 1620, Mr.
Thomas Lamb, for three years;” in 1696, a schoolmaster ap-
pointed for half-a-year; he shall be continued longer if found
well qualified;” in 1699, a schoolmaster appointed for half-
a-year; his further. continuation being at the determination
and pleasure of the council.” In 1595, a master of the gram-
mar school of Ayr is elected for five years;” in 1596, a
doctor, ‘for one year;” in the following year, William Wal-
lace, son of William Wallace of Barnwell, for the same
period;" in 1601, a master of the music school, for one year;”
in 1605, a master of the grammar school, for five years; it in
1612, another master, for the same period; * in the following
year a master of the music school appointed for one year;”
in 1675, a teacher agrees to serve the town, as master of the --
grammar school, for one year;” in 1676, a doctor of the gram-
mar school is admitted for half-a-year, or longer, during the
pleasure of the council;” in the following year, another doctor
of the grammar school admitted for one year.” On 6th Feb-
ruary 1602, two masters of the grammar school of Aberdeen
appointed until the feast of Candlemas next, on their good
service and diligence, and during the will of the council
only.” -- º
º
On 14th November 1602 reland is appointed
-- º
º -- -
--->
* Burgh Records of Kirkcudbright. 3 Ibid.
4 Ibid. * Ibid. " Ibid. 7 Ibid.
9 Ibid. 10 Ibid. ii Ibid. 13 Ibid
* Burgh Records of Ayr. 14 Ibid. is Ibid.
* Ibid. is Ibid. 10 Ibid. 20 Ibid. 21 Ibid.
22 Ibid. * Burgh Records of Aberdeen.

to ‘travail in the office of doctor of the grammar school of
Stirling till Whitsunday next;” on 27th June, in the follow-
ing year, two doctors chosen for one year ; * on 18th Novem-
ber, in the same year, two doctors appointed for one year;”
on 30th December 1604, a doctor admitted till the 'feast and
term of Whitsunday next;’4 on 26th July 1613, a doctor
‘conduces himself of new, from 1st August to 1st F ebruary,
and longer, ‘induring the will of the council, of the master,
and of himself;” on 24th October, in the same year, a doctor
appointed for one year;" on 22d May 1620, another for the
Sāme period; 7 on 6th December 1620, a doctor admitted for
three years and a half, the town reserving to itself the liberty
to demit him at any time within that period, if not pleased
with his service; * in 1625, a master of the grammar school
engaged ‘for the space of five years;” in 1631, a doctor,
“for one year;” in 1641, another, for the same period;" in
1642, a master, for five years; * in 1649, master, for eleven
years;” in 1661, a Latin doctor, ‘for one year and further,
during the pleasure of the council, or doctor;” in 1662,
a principal master elected for nine years; * on 7th June
1671, the council, considering that the agreement between
them and the master expires at Whitsunday next, agree to
º continue him for one year after Whitsunday next, providing
he “be always at the council's disposal to depose him at their
pleasure, if he malevers in his charge;’” in 1665, a Latin
doctor chosen for ‘ane yeare;” on 19th June 1665, an
‘English doctor for half an yeare and farder, dureing the
counsell's plesour;” on 18th April 1668, a Latin doctor
chosen for a year from Whitsunday next;” on 28th April
1673, a Latin doctor and English doctor of the grammar
school elected till Martinmas next, and ‘farther, during the
pleasure of the council;” in the same year, a master ap-
1 Burgh Records of Stirling. 2 Ibid. 3 Ibid.
4 Ibid. 5 Ibid. 6 Ibid. 7 Ibid. 8 Ibid.
9 Ibid. 10 Ibid. 11 Ibid. 12 Ibid. 13 Ibid.
14 Ibid. 15 Ibid. 16 Ibid. 17 Ibid. 18 Ibid.
º - - - - 19 Ibid. 20 Ibid.




SCHOOLs AFTER THE REFORMATION.
pointed ‘for ane year; and longer, during the pleasure of
the council; in 1698, master appointed for nine years;” in
1722, an English teacher in the grammar school for a year.”
In 1604, the council of Paisley bind a master to teach the
grammar school for the ‘space of five yeiris at the lest;”
in February 1648, a schoolmaster engaged for four years
from Whitsunday coming— the fyiſt yeir being refered in
the master's will;” on 4th November 1653, a master engaged
from Martinmas 1653 till Martinmas 1654;" on 26th March,
a doctor appointed for a year from Whitsunday next;" on
6th October 1653, a master, for four years;* on 12th October
1654, a master for a year;” on 8th May 1654, a doctor for
a quarter of a year;” on 25th May 1680, a master and doctor
for one year;” on 22d March 1683, a master for a year;” the
schoolmasters of Paisley were generally appointed for a term
of years—frequently from year to year; down even to the
present time—till the school board took over the school—
the rector was appointed annually.” On 23d October 1607,
- the town of Inverurie engages a schoolmaster for a year;” on
24th December 1608, another teacher, ‘for ane yeir ;” on 10th
October 1612, Alexander Mitchell, for a year;” on 3d February
1650, two candidates apply for the vacant office of school-
master—Mr Alexander Mitchell and Mr Walter Torie; the for-
mer is elected ‘for ane quarter of a year, and that to try how
the youngers profited with him, assuring him if the youngers
did not mak proficiency he should be changit att the quarter's
end.” In 1627, a school doctor appointed for Peebles from
Whitsunday to Martinmas;* on 21st July 1654, a master
undertakes the charge of the grammar school for one year;
if he fails to submit to the admonition and censure of his
patrons in anything, he shall be removed ipso facto; * on 30th
April 1655, he is called before the council, and demits his
-
1 Burgh Records of Stirling. 2 Ibid. 3 Ibid.
* Burgh Records of Paisley. * Ibid. "Ibid. 7 Ibid.
* Ibid. 9 Ibid. 10 Ibid. 11 Ibid. 12 Ibid. 13 Ibid.
* Burgh Records of Inverurie. 15 Ibid. tº Ibid. 17 Ibid.
18 Burgh Records of Peebles. 19 Ibid. ' - ---

APPOINTMENTS FOR PERIOD. 247
office, which of new is granted to him for another year; on
29th October of the same year, a schoolmaster is engaged
from 1st November 1655 to 1st May 1656, and agrees to
remove on the latter date, if it please the council, on a
premonition of forty days, previously made to him; if he
transgress any of the school regulations, he shall, ipso facto,
be removed, without ‘any appellation or again calling, within
twenty days after the council try the offence;” on 15th May
1656, Mr Robert Speir, son of William Speir, writer to the
signet, is admitted Schoolmaster for the year ending 15th
May 1657; * on 25th November 1689, the council elect a
master for half a year—till Beltane next;4 on 28th April
1693, a master elected from 1st May next to 1st May 1694;
on 28th April 1709, a school doctor appointed for a year or
longer as the council please.'"
In 1620, a schoolmaster is chosen for the town of Jed-
burgh, from 16th November of that year to 3d May 1621,
for trial; if after the trial he shall not be found qualified,
the school shall, ipso facto, ‘vaik;” Andro Kirkton—that
was his name—having given Satisfaction, was admitted on
16th May 1621 de novo for four years;* the next school-
master was appointed on 20th April 1624, exactly on the
same terms;” on 27th October 1627, Mr William Stephen
is accepted as schoolmaster for half-a-year ‘as ane assay;”
on 15th May 1628, he is appointed for five years; the deed
of appointment concludes—'And in cace within that time
a better place is offered to him, some of the five years may
be dispensed with, according to reason and discretion, on
condition that he, with consent of his patrons, plant another
master in the school, so that the place shall not ‘Vaik
in his default;”-his successor was appointed for one year
‘as ane assay;’ if found suitable at the year's end, for the
space of five years;” on 27th August 1649, a master is ap-
pointed for seven years.” In 1638 the council of Cupar
------
Burgh Records of Peebles. Ibid. “Ibid. “Ibid.
5 Ibid. 6 Ibid. 7 Burgh Records of Jedburgh. 8 Ibid.
9 Ibid. 10 Ibid. ii Ibid. tº Ibid. 13 Ibid.











SCHOOLS AFTER THE REFORMATION.
appoint a master of the grammar school for aneyeir to come
and swa long therefter as the town pleasis to continew him;’
if found negligent or unable to discharge his duty, the council
may always remove him. In 1645 a doctor of the grammar
º school of Montrose obliges himself to remain ‘in the charge,
God willing, thrie zearis.” On 11th June 1660, a school-
master of Forfar is admitted for three years from Lammas -
next;” on 20th January 1665, another schoolmaster is ap-
pointed for three years." On 13th April 1663, a schoolmaster ---
elected for the burgh of Pittenweem from Candlemas 1663
to Candlemas 1664;” on 2d May 1677, a schoolmaster elected -
for ‘ane yeir;” on 27th February 1692, a master of the gram-
- mar school nominated for ‘ane yeir after his entrie, and longer
during the pleasure of the council ;” on 19th January 1697,
a master of the grammar school elected ‘from 23d January
instant to 23d January 1698, and longer if the patrons be
satisfied with him;” on 21st April 1699, a schoolmaster
admitted from 1st May next to 1st May 1700;” on 17th
June 1704, a schoolmaster appointed for a year, and longer
as shall be hereafter agreed upon;” on 24th October 1712, he
is elected for a quarter of a year only.”
In 1686 the council of Irvine engage a schoolmaster for
‘ane yeir;” on 16th December 1692, one is appointed for
five months;” on 26th May 1746, an English teacher ap- -
pointed ‘for one year;” on 26th May 1747, another for the
same period.” On 28th November 1684, the council of Stran-
raer continue Alexander Bruce in the office of ‘scoolmaister
from Witsonday nix to cum, 1685, to Witsonday nixt ther-
eftir.” Schoolmasters of Wigtown appointed from 1st October
1692 to 1st April 1693, from 1720 to 1721, from 1730 to 1731;
the council and they may always part from one another on -
giving two months' advertisement, “if they are not amind to
-
* Burgh Records of Cupar. * Burgh Records of Montrose.
* Burgh Records of Forfar. 4 Ibid.
* Burgh Records of Pittenweem. 6 Ibid. 7 Ibid. 8 Ibid.
* Ibid. 10 Ibid. 11 Ibid. 12 Burgh Records of Irvine. --
13 Ibid. “Ibid. tº Ibid. is Burgh Records of Stranraer.














































APPOINTMENTS FOR PERIOD. - - 249
keep longer together.” On 1st May 1697, the council of
Banff appoint a master of the grammar school until Lammas,
and longer, according to his behaviour and peaceable demean-
our, and as the youths are instructed in learning;” on 21st
December 1780, the council resolve to continue the masters
of the grammar and English schools on their present establish-
ment ‘from year to year, at the council's pleasure;” on 27th
September 1781, it is re-enacted that the masters continue
“for one year after Whitsunday next;” on 7th May 1782, a
master of the grammar School is appointed from Whitsunday
1782 to Whitsunday 1783, and is to have a certain salary
“so long as the council shall keep him in employment.” In
1702 a schoolmaster of Musselburgh is appointed for three
years.” In 1743 a school doctor appointed for Kinghorn for a
year." On 15th May 1776, a master of the grammar school
of Dumbarton appointed for the ‘year ensuing, and thereafter
during pleasure;” on 14th November 1785, two joint teachers
appointed ‘for the year to Martinmas next;’ ” on 11th
November of the following year they are continued for an-
other year, ‘that is, till Martinmas;’” on 25th October 1787,
they are elected ‘for two years only after Martinmas 1787;”
on 15th July 1789, the council are of opinion ‘that it is much
to be desired that a short agreement should be made with the
masters of the grammar school, in order that the council shall
be fully satisfied with their diligence in teaching and prudent
behaviour in the place;’ accordingly, on 22d instant, two
masters are appointed for two years.” When the Dundee
academy was established, some of the masters were appointed
in May 1786 for three, and others for two, years.” In 1793
the magistrates of Elgin appointed a master of their grammar
1 Burgh Records of Wigtown. The schoolmaster of this burgh appears
to have been always appointed from year to year: Burgh Records, passim.
* Burgh Records of Banff. 3 Ibid. 4 Ibid. 5 Ibid.
6 Report on Burgh Schools, ii., 130.
7 Burgh Records of Kinghorn. * Burgh Records of Dumbarton.
9 Ibid. 10 Ibid. 11 Ibid. 12 Ibid.
18 Burgh Records of Dundee.































SCHOOLS AFTER THE REFORMATION.
school for three years; and his successors were appointed for
the same period.
§3. Appointments were frequently made during the diligence
and good behaviour of the incumbent: thus in 1577 the coun-
cil of Haddington stipulated that ‘in caiss the town funds ony
faill or ſalt in the schoolmaster, he shall remove at the quarter
end.” In 1623 the council of Perth appoint a master of
the grammar school, during his good and diligent service;”
in 1633, and again in 1679, masters were appointed during
the ‘haill time of their diligent attendance—ad culpam
worthie of deprivation.” In 1643, schoolmaster of Montrose
is admitted ad culpam, he obliging himself to remain for seven
years; * on 15th November 1643, another schoolmaster ad-
mitted ad culpam, and obliges himself to remain for ten years,
and so long afterwards as the council please; in 1656 a
master chosen ad culpam, and is required to remain five
years." In 1698 a master appointed to teach the grammar
school of Banff, during his good behaviour and peaceable
demeanour; 7 in 1718 a master of the grammar School chosen
during his ‘good deportment and behaviour;'s in 1742 a
master appointed during his good behaviour.” In 1703 Mr
Robert Chisholm ‘is heartily invited to be schoolmaster of
Selkirk, during his behaving himself faithfully and homestly
as he ought to do in the function of his office.” In 1752.
a schoolmaster of Fortrose appointed during his good be-
haviour;” in 1791 it was declared that no master shall be
settled for life in the academy, but only during his diligence
and good behaviour, so as to give satisfaction to the visitors
and public.” In 1755 the council of Stirling appoint a rector
who shall be continued during his good behaviour and
application in the office, to the satisfaction of the council, for
---
1.
1 Burgh Records of Haddington.
* Burgh Records of Perth. 3 Ibid.
* Burgh Records of Montrose. 5 Ibid.
7 Burgh Records of Banff. 3 Ibid. "Ibid.
* Burgh Records of Selkirk. i Burgh Records of Fortrose.
* Records of Fortrose Academy. º

APPOINTMENTS DURING BEHAVIOUR AND ‘AT will.’ 251
the time allenarly, who are declared to be sole and ultimate
judges thereof.” On 15th May 1761, the council of Paisley
declare that ‘in case they shall, from faults alleged and
proven respecting the office of master of the grammar school,
find cause to remove him, the power of which is hereby re-
served to them in that event, they shall give him three
months' warning.” In 1779. the council of Greenock ap-
point an English teacher, during his good behaviour and
attention to the school, of which they shall be the only
judges; if they find him defective they may always dismiss
him, on giving him six months' notice.*
$4. Again, we find appointments made in the same terms as
the last group, with the addition of at the will of the coun-
cil: thus in 1603 a master of the grammar school of Aber-
deen is admitted ‘during his good service, and the will of the
council;” in 1620 the magistrates declare that if any defect
be found in the master, they shall have ‘absolute power to
deprive him of his benefit, in respect he has the same only
during his good conduct and the pleasure of the town; ” in
1661 the council permit two persons to teach children,
‘ during their good service and the council's pleasure;” in
the same year, licence is granted to Mr William Aidy to
teach Greek, on similar terms;" a doctor of the music
school is appointed in 1664, during his good service and the
council's pleasure.” In 1648 a doctor of the grammar school
of Ayr appointed, so long as the magistrates ‘think good, and
according to his deserving.” In 1722 a schoolmaster of
Forfar nominated during his good behaviour, and the
pleasure of the council.’” The last two classes of appoint-
ments—those made during ‘good behaviour, and during ‘good
* Burgh Records of Stirling. In 1757 the music-master, who also
taught writing, arithmetic, and bookkeeping, was, on his own supplica-
tion, installed on the same footing. -
* Burgh Records of Paisley. It has been supposed that in this entry
there is the germ of a life appointment. -
* Burgh Records of Greenock. * Burgh Records of Aberdeen.
5 Ibid. Ibid. 7. Ibid. - 8 Ibid.
9 Burgh Records of Ayr. - * Burgh Records of Forfar.

















SCHOOLS AFTER THE REFORMATION.
--- --~ * -º-º:
º behaviour and at the will’ of the patrons—probably ap-
proached to, if they did not correspond with, life appoint-
ments, of which we shall now proceed to give examples from
the records of different burghs.
§ 5. The first instance which we have found of an office
being granted ad vitam aut culpam after the Reformation
occurs in the records of Haddington, where, on 17th February
1563, the town council, in name of the whole community,
elect Mr Thomas Cumyng schoolmaster of the burgh during
all the dayis of his lyftyme.” A few years later (1568),
8, principal master of the grammar school of Edinburgh was
elected ‘for all the dayis of his lyfe;” in 1584 Mr Hercules
Rollock was appointed principal master of the grammar
school “all the dayis, termes, or zeris of his lyfetime: at
the leist, ay and quhill he is dischairgeit thairof be ressoun
of sum just occasioun or fawlt in him fund be tryell of the
provest, bailzeis, counsall, and deykins.” A life appointment
appears to have been granted on 18th February 1580 to Mr
John Buthill, master of the grammar school of Crail, who is
allowed to continue in his office ‘in time coming after the
expiry of his former gift; ’4 at a long interval we find a
person appointed doctor of the same grammar school for life: ;
on 8th May 1726, a doctor is chosen for ane tryall for half
ane year; if he give satisfaction during that time, he shall
be settled wholly to the haill emoluments as other school-
masters were in use formerly to bruik;” on 12th December
of the same year, the council, finding no complaint against
him since his entry, appoint him schoolmaster ‘ad vitam, he
exercising the office faithfully and truly sine culpa;” in 1749
1 Burgh Records of Haddington. The burgh commissioners report,
in 1835, that the two schoolmasters of Haddington are appointed ad
vitam aut culpam: Municipal Corporations Report, ii., 68. --
* Registrum Secreti Sigilli, xxxviii., 34. --
* The original deed in the archives of Edinburgh.
4 Burgh Records of Crail. 5 Ibid.
* Ibid. Ten years later a doctor is appointed ‘for ane tryall' from
Martinmastill Whitsunday; if he give satisfaction, he shall be appointed
‘ad vitam aut culpam :” Ibid. - º

a schoolmaster appointed ‘ad vitam, he exercising his office
faithfully and dutifully sine culpa;” in 1779, the rector having
dismissed his usher, who was admitted ad vitam aut culpam,
the council censure the rector, and repone the usher.” The
appointment of Mr John Blackburn to the mastership of the
grammar school of Glasgow on 13th November 1582 appears
to be practically ad vitam aut culpam : the council chose him
master ‘in time coming.” The inference appears to be that
the master of the grammar school of Aberdeen, who, in 1620,
binds himself not to leave his charge during his lifetime, was
º appointed to the charge for his lifetime;4 in 1636 a master of
the music school of Aberdeen is admitted ‘ad vitam vel ad
culpam, the fault, if deserving of deprivation, to be tried by the
council as the only judges;” in 1640 a master of the grammar
school is appointed ‘ad vitam vel ad culpam.” In 1640 Mr
James Ainslie, ‘be moniest votes, is admitted schoolmaster of
Jedburgh ad vitam vel ad culpam.” In 1664 a master of the
grammar school of Ayr is admitted ad vitam aut culpam.” In
1693 the council of Perth nominate a doctor of the grammar
school ‘ad vitam aut culpam, in which this house ar to be
only judges;” in 1704 a master is appointed, “during his
lifetime, and diligent attendance and waiting on the school,
or ad culpam worthy of deprivation.’”
No record is preserved of the acts appointing the masters
of the grammar school of Cupar who resigned in 1706, but it
appears from the terms on which they demitted office that
they regarded their appointments to be ad vitam aut culpam :
in 1706 the council, considering the ‘great decay of the school,
request the master and doctor to resign their office, which they
decline to do, without receiving a yearly gratuity during life,
their act of admission being, they allege, ad vitam; the
I Burgh Records of Crail. 2 Ibid. * Burgh Records of Glasgow.
4 Burgh Records of Aberdeen. - 5 Ibid. 6 Ibid.
7 Burgh Records of Jedburgh. This is the only appointment made
for life in Jedburgh from 1618 to, at least, 1668, the reason for the
change of tenure, perhaps, being that he was the son of a bailie of the
burgh. -
& Burgh Records of Ayr. 9 Burgh Records of Perth. 10 Ibid.
-












































schools AFTER THE REFORMATION. ---
council, judging that unless they voluntarily demitted, the
town might be brought to trouble and expense, grant them a
retiring allowance." In 1710 a doctor of the grammar school
of Montrose is appointed during all the days of his liftime,
but it is provided that for all ‘faults, misdemeanour, or
neglects, he shall be subject to the trial, judgment, sen-
tence, and determination of the town council;’ any sen-
tence pronounced by them shall be final, and no appeal
shall be competent; at his entry he shall be obliged to grant
bond, binding him to acquiesce in case of any difference in
the deliverance of the council, that he shall never appeal
from the town council, nor raise advocation of any process
pursued before the town council against him.” In 1718 the
council of Selkirk appoint a master of the grammar school of
the burgh during all the dayes of his lifetime, he behaving
himself suitably as effeiring to one of that station.”
The earliest entry in the minutes of the town council of
St Andrews throwing light on the subject of tenure of office,
occurs on 16th November 1723, on which day the council
considering that the present master is old and infirm, super-
sede him, but grant him a retiring allowance equal to his full
salary; the old master, dissatisfied with the decision of the
council, disclaims and protests for remedy in law.” The
minute books contain no more information regarding the sub-
ject, but the protest is of importance as showing that he re.
garded his office as one ad vitam aut culpam, but the next
entry regarding the school establishes the nature of tenure at
the grammar school: on 27th November of the same year, the
council admit a successor to the pensioned master, ‘ad vitam
---
--
- aut culpam;” in 1775 a master of the English school is ap-
-- pointed ‘ad vitam aut culpam, he being obliged not to leave
Burgh Records of Cupar. º -
* Burgh Records of Montrose. This contract was made after the -
decision of the Court of Session in the case of Strauchan: infra, p. 259.
* Burgh Records of Selkirk. This appointment was set aside, having -
not been granted with consent of the heritors, as well as town council.
- * Burgh Records of St Andrews. 5 Ibid.

















































LIFE APPOINTMENTS, -
255
the office, at least for the space of five years, on any pretence
whatever;" in 1761 a master is appointed of the English
school, ad vitam aut culpam,” and in 1762, a master of the
grammar school, ad vitam aut culpam; * in 1786, a rector of
the grammar school-appointed, ad vitam aut culpam, in room
of Mr Hackett, who, on 5th April 1787, was awarded 100
merks Scots annually, for having resigned; * in 1814 a gram-
mar schoolmaster was appointed ad vitam aut culpam.”
The earliest life appointment in Stirling occurs in 1727,
º when the council elect a master of the grammar School ‘ad
vitam aut culpam;’" the only other instance of such a tenure
of office at Stirling, before the beginning of this century at
least, occurs in 1791, when the council instal a teacher of writ-
ing, arithmetic, bookkeeping, and mathematics ad vitam aut
culpam." The appointment of the schoolmaster of Forres,
though, in the first place, for a limited period, appears practi-
cally to have been one for life: the town council, in 1736,
appoint a schoolmaster for ‘three years after this date,
and during his life, and his teaching and instructing the
youth and children at the grammar school of this burgh, and
ay and while he behaves himself suitably in that station.”
In 1739, the council of Kinghorn elect a schoolmaster of the
burgh ad vitam aut culpam.” A life appointment appears
substantially to have been made in Banff in 1742, though
the act is not so expressed: on 26th February, on the re-
commendation of Mr Thomas Ruddiman, the famous gram-
marian, the council invite Mr George Robertson to officiate
as schoolmaster, assuring him that, after trial of his con-
duct for a few months, if it be satisfying to them both, he
will be settled in the office;” on 19th August it is declared
1 Burgh Records of St Andrews. * Ibid. 3 Ibid. 4 Ibid.
5 Ibid. * Burgh Records of Stirling. 7 Ibid.
8 Burgh Records of Forres. The limitation of the appointment to
three years, and the condition of the teacher giving satisfaction to the
council, were continued or repeated in the minutes of subsequent ap-
pointments: Ibid.
* Burgh Records of Kinghorn. 19 Burgh Records of Banff.


























schools AFTER THE REFORMATIO
last, and given full satisfaction to the community in general,'
the council appoint him master of the grammar school; on
3d February 1762, the council resolve that the masters and
mistresses of the burgh schools shall be settled during their
lives and good behaviour;” in 1766 a teacher of writing,
arithmetic, and mathematics appointed during life and his
good behaviour.” In 1749 a rector of the grammar school of
Dundee appointed ad vitam aut culpam; in 1761 a teacher
of the English school is ordered to have the ‘haill salary and
profits, and that ad vitam aut culpam;” on 27th December
1764, a master of the public English school is nominated ad
vitam aut culpam;" on 22d December 1773, a teacher of writ-
ing, arithmetic, bookkeeping, and church music appointed ad
Mr Robertson having taught the school since 1st April
vitam aut culpam," and on 15th June 1773, a rector of the
grammar school,ad vitam aut culpam," on 18th December 1794,
a doctor of the grammar school, ad vitam aut culpam;" and
on 24th March 1798, a public teacher of the English school, on
the same terms." In 1766 a teacher of English and mathe-
matics in Kirkcudbright is appointed ad vitam aut culpam,
the magistrates being the sole judges of the latter.” In 1772
the town council of Greenock appoint Mr John Irvine English
teacher of the burgh, during his natural life or good behaviour,
of which they shall be the only competent and final judges;
in case of there being anything immoral in his behaviour,
or negligence, or incapacity in his attending on the school,
they may dismiss him, on giving six months' notice;” in
Burgh Records of Banff. ... -- -
* Ibid. But on 28th April 1763, Mrs Innes, from Dalkeith, was ap-
pointed ‘for a year after Whitsunday next, and during her good be-
haviour and the pleasure of the magistrates and council:” Ibid.
* Ibid. “Burgh Records of Dundee. 5 Ibid. • Ibid.
Ibid. 3 Ibid. 9 Ibid. 10 Ibid.
iſ Burgh Records of Kirkcudbright. -
- * Burgh Records of Greenock. A teacher of writing, arithmetic, book-
keeping, geography, and mathematics was appointed in the same year,
on similar terms. In 1779, the council considering the decay of the
English school, caused by the negligence of Mr Irvine, request him to

SUMMARY OF TENURES. 257
1789 the council appoint a master of the grammar school,
of whose good behaviour they shall be the only judges; if
they find him defective, they may dismiss him on giving him
three months’ previous notice in writing; 1 in 1823 a master
of the grammar school is appointed ‘in the usual terms (ad
vitam aut culpam).’” In 1789 the council of Lanark appoint
a doctor of the grammar school ad vitam, aut culpam.” In 1794
a schoolmaster of Forfar is appointed during all the days
of his life; but the council may ‘elect another in his place
in case of neglect in the instruction of youth or immoral con-
duct;’ “a successor was appointed, on the same terms, in
1802, but the council add that, if after trial they shall be dis-
satisfied with his conduct, or the success of the school, they
may withdraw one-third of his yearly salary.”
§ 6. Briefly, we have recorded from the middle of the six-
teenth to the end of the eighteenth centuries sixty-nine
appointments, distributed over twenty-six different burghs,
made during the pleasure of the town councils; one hundred
and nine appointments, distributed over twenty-three different
burghs, made for a definite period, extending from a few
months to several years; and forty-nine life appointments,
over twenty-one burghs; again, there are fifteen “good be-
haviour’ appointments, distributed over nine burghs, and
seven ‘good behaviour and at will” appointments, over three
burghs. From this short abstract, it appears that the class of
appointments by far the most common from the Reformation
to the beginning of this century, were those made for a definite
period; the next most prevalent were those made during
pleasure; and the less frequent were those made ad vitam
aut culpam. To which of the two last groups the appoint-
ments made ‘during good behaviour’ and ‘good behaviour
and at will’ of the patrons belong, we shall not undertake to
resign on condition of receiving a ‘compliment;' if he refuse, they must
make a judicial inquiry into the cause of the decay of the school: Ibid.
Mr Irvine resigns, and receives £100 sterling, in full of every claim.
1 Burgh Records of Greenock. *Ibid. “Burgh Records of Lanark.
4 Burgh Records of Forfar, Ibid.
- R



258 schools AFTER THE REFORMATION,
determine, but, perhaps we shall not err much by including
them among those made for life. -
The nature of the tenure was not more different in the dif-
ferent burghs than even in the same burghs: thus, in Aber-
deen, three appointments were made for life, two during plea-
sure, two for a limited period, and five during good behaviour
and at the will of the council; in Ayr, one for life, three
during pleasure, ten for a period, and one during good be-,
haviour and at the will of the council; in Banff, three for
life, four for a period, and one during good behaviour; in Crail,
six for life, four during pleasure, and one for a period;
in Cupar, two for life, and one for a period; in Dumbarton,
one during pleasure, and six for a period; in Dundee,
seven for life, twelve during pleasure, and the period-appoint-
ment was introduced when the academy was established in
1786; in Edinburgh, two for life, and three during pleasure;
in Forfar, two for life, two for a period, one during pleasure,
and one during good behaviour and at will; in Fortrose, two
during pleasure, and two during good behaviour; in Greenock,
one during good behaviour, one during pleasure, and three
for life; in Haddington, one during life, one during pleasure,
One during good behaviour, and four for a definite period; in
Irvine, one during pleasure, four for a period; in Jedburgh,
one for life, and four for a period; in Kinghorn, one for life,
and one for a period; in Kirkcudbright, one for life, one dur-
ing pleasure, and twelve for a period; in Montrose, one for
life, one for a period, and three during behaviour; in Paisley,
three during pleasure, one during behaviour, and all the rest
for a period (one year); in Perth, two during behaviour, two
for life, and three during pleasure; in St Andrews, seven for
life, and five during pleasure; in Selkirk, three kinds (be-
haviour, life, and pleasure); in Stirling, one during behaviour,
two for life, twelve during pleasure, and twenty-three for a
period. Appointments during pleasure only appear to have
been made in Brechin, Burntisland, Campbeltown, Canongate,
Dunbar, Dunfermline, Kirkcaldy, and Rothesay; for a period,
in Elgin, Inverurie, Musselburgh, Peebles, Pittenweem, Stran-


















































TENURE OF OFFICE DISPUTED. - 259
raer, and Wigtown; and for life, in Forres, Glasgow, and
Lanark. .
It may safely be asserted that, even so late as the begin-
ning of this century, neither town councils nor masters
regarded the office of teacher as a munus publicum ; the
councils appointed the master, paid his salary out of the
common good, removed him for reasons assigned," or without
condescending on any reasons”—deeming him, in every sense,
as an ordinary servant, to be treated and disposed of ac-
cording to the convenience of the burgh, always, of course,
observing the terms of any contract made with him, when
admitted to office. The question of tenure of office was
first raised in connection with the school of Montrose on
10th August 1709, when the council, seriously considering
the ‘much decayed and daily decaying condition of the
grammar school, resolve that the master, Robert Strauchan,
shall be removed at Martinmas next—a resolution, says the
record, intimated to him in face of council.” The schoolmaster
having resisted the resolution, the council, on 9th November,
pass a further act, ordering him to deliver up the keys of
the school-door, on pain of imprisonment;4 on 30th Novem-
ber, Mr Strauchan presented, before the Court of Session,
a bill of suspension,” in which he contends that being
admitted without mentioning either ad vitam aut culpam,
or durante bene placito, the inference is that he was appointed
quamdiu se bene gesserit; he is ready, he says, to subject him-
self to any censure for malversation or insufficiency; further,
all his predecessors had, he pleads, enjoyed the place for life,
and it would be a great discouragement to competent men to
be removed summarily ; the council answered that though
1 See infra, under Removal of Masters from Office.
2 Thus, on 19th October 1683, the council of Forfar ordain the
schoolmaster to ‘provide for himself: ' Burgh Records of Forfar. On
9th September 1689, the council of Peebles order the schoolmaster to
‘provide for himself by Hallowmas next, as they are resolved to provide
for themselves by that time: ' Burgh Records of Peebles, et passim.
8 Burgh Records of Montrose. 4 Ibid. Ibid.






260 schools AFTER THE REFORMATION.
they are not bound to give any reason, more than a master
needs when he dismisses his servant at the term, here they
have sufficient cause in removing him from the fact that
the school which used to be flourishing is now decayed; the
office, they contend, wholly depends, as to salary and admis-
sion, on the town, and there being neither a separate patron
nor mortifier, they are not obliged to give any reason for dis-
charging him; it would have a very bad consequence, they
continue, if it were found that he held not his office at their
pleasure, because it might happen, as in this particular case,
that the school might be ruined if there were an absolute
necessity to prove a malversation, which is a matter of great
difficulty, if at all possible. The Lords thought it a matter
of vast importance to the kingdom that grammar Schools
should be furnished with men of learning and prudence, and
that persons entrusted with such responsibility should not be
turned out at the caprice of every new set of magistrates who
come into office; they ordained, therefore, the town to conde-
scend on Some ‘rational grounds of their dissatisfaction, either
from immoralities, insufficiency, malversation, or unsuccessful-
ness in his way of teaching or discipline, in order that they
might consider whether Mr Strauchan should be deprived or
not." Unfortunately, no more notice of the dispute is found
in our law books, but an entry in the minutes of the council
of the burgh proves that the town did not altogether succeed
in their contention: on 31st May 1710, the schoolmaster
‘demits his office, and the town, in respect thereof, grants him
£50 sterling, for helping him and his family to a way of living.”
The next case bearing on the question of tenure of office
is that of John Hastie, rector of the grammar school of
Campbeltown, to which office he was called from Watson's
Hospital, Edinburgh, by the town council of Campbeltown on
28th January 1760, and admitted, after examination by the
presbytery, on 4th June. No complaint was preferred against
Mr Hastie until 18th August 1767, when a memorial, at the
instance of Patrick Campbell of Knap and others, was pre-
* Dictionary of Decisions, 13,118. * Burgh Records of Montrose.



TENURE OF OFFICE SETTLED. 261
sented to the council, in which he was charged with disre-
garding School hours, neglecting his office, engaging in trade
incompatible with his duties, and “obstinately persevering
in Severe and improper methods of correcting the scholars,
notwithstanding repeated injunctions to the contrary.’ Mr
Hastie's answers, with the depositions of witnesses, and the
whole steps of procedure having been considered by the
council, they, finding all the articles of the indictment proved,
remove him from his office." Mr Hastie, having raised an
action against the council for his illegal removal, was suc-
cessful in the Court of Session, but the House of Lords, to
which the case was appealed, reversed, in 1770, the judgment
of the lower court, and held that neglect of duty, acts of cruel
chastisement, and engaging in business incompatible with his
duty, justified the council in dismissing him.” A more recent
case, in which the question of tenure of office of the burgh
teacher was discussed, occurred in 1815, when Lord Meadow-
bank observed: ‘It has always been a matter of regret that
the ultimate reward of schoolmasters is so small in this
country. They have no scale as they have in England, where
they rise to the first situations in the State. The bench of
bishops in the House of Lords is filled with them. We have
but a very scanty opportunity of giving them any reward, but
we have at least the common law of Scotland, giving them
independence and protection from the caprice of any set of
men. It is contra bonos mores to appoint a man to a school
during the pleasure of any set of gentlemen. It is using
him like a shoeblack, whose situation depends upon the
will of a gentleman; and worse than a shoeblack, for it
leaves him to the disposal of a numerous open body, who
always, to a proverb, have no conscience.’ ‘The common
law is, says Lord Bannatyne, ‘that schoolmasters hold their
situation ad vitam aut culpam. They cannot make a bargain
under it that will deprive them of their right.” Mr Bell,
1 Burgh Records of Campbeltown.
* Dictionary of Decisions, 13,322; Patton's Appeals, 277.
* Shaw's Cases, xiv., 715 (note).


AFTER THE RE
RMATION.
one of our institutional writers, says that the schoolmasters
of public schools established in burghs by the magistrates are
public officers who hold a munus publicum, their offices being
ad vitam aut culpam. In 1868 counsel gave it as their
opinion that any stipulation making the tenure of office of the
burgh teacher other than advitam aut culpam, would be illegal;”
and the masters of the following schools, for example, claim
life appointments subject to the provisions of sections 55 and
60 of the Education Act: Aberdeen grammar school.” Annan
academy,” Banff grammar school," Brechin Preceptory." Burnt-
island grammar school, Edinburgh high school.” Elgin aca-
demy.” Forfar academy,” Forres academy," Irvine academy,” -
Kirkcudbright academy,” Lanark burgh school," Linlithgow - -
grammar school.” Montrose grammar school.” Paisleygrammar
school," Renfrew grammar school," Perth academy.” It thus
appears that for some time past the office of a burgh teacher
has come to be regarded by lawyers, teachers, and probably
by the patrons, as one ad vitam aut culpam ; but it cannot -
be said that the point has been expressly decided, though
raised again and again, in the law courts.
In academies and high schools which are under the
superintendence of the council and subscribers, the patrons
have more liberty in disposing of their teachers. If the
charter contains special powers, such as the making of
by-laws, the masters, says Mr Bell, are more in the discre-
tionary power of the directors, provided they do not remove
them under a by-law inconsistent with their constitution,
or the law of the land.” Thus the directors of the Inver-
ness academy had, by their charter, power to dismiss their
masters On ‘proper grounds, but it was found that they had -
* Bell's Principles of the Law of Scotland, § 2189 (5th ed.). -
* Report on Burgh Schools, i., 229.
* Report on Endowed Schools, ii., 337. nº-
- *Ibid., 344. . " Ibid., 360. ° Ibid., 366. 7 Ibid., 369.
-" * Ibid., 437. * Ibid., 449. 10 Ibid., 460. 11 Ibid.,465.
* Ibid., 503. 13 Ibid., 505. 14 Ibid., 514. 13 Ibid., 524.
* Ibid., 529.
- * Ibid., 546. 18 Ibid., 574. * Ibid., 564,
20 Bell's Princi
ples of the Law of Scotland, § 2189 (5th ed.).

































TENURE IN ACADEMIES. 263
no power to make a by-law whereby they could dismiss
- - - - them at pleasure." The question of tenure of office was also
raised in connection with the Ayr academy, whose chartered
constitution provides that the situation of masters shall be
held during the pleasure of the directors, who may dismiss
them on giving six months' notice: in 1824, the rector
having become insolvent, and his character having been
affected, he was dismissed, whereupon he presented a bill of sus-
pension, and contended that, being unimpeachable as a teacher,
the directors had no right to inquire into his moral character;
the court held it to be essential that he should be pos-
sessed of a moral character, and that the directors were justi-
fiable in dismissing him.” The master was therefore here dis-
missed for immoral principles; and the decision did not touch
the merits of the question, the tenure of office. In 1837 the
same question was raised in connection with the Tain academy,
when Adam Gibson was dismissed for intemperate habits;
the rector having raised an action against the directors for his
dismissal, it was held that they had power to dismiss a
teacher, when they considered it necessary, under a by-law
not inconsistent with the terms of their charter.” In this
case there was no settlement of the question either, but un-
doubtedly the tendency of the decision is to establish the
presumption of law that tenure of office of an academy teacher
is also, in the absence of an express contract, one ad vitam
aut culpam. -
§ 7. The Education Act has put the tenure of office of the
* Shaw's Cases, xiv., 714. At present engagements at Inverness
academy and Greenock academy terminate on three months' notice; at
- Arbroath high school they continue for six months only; at Cupar
Madras academy, and Madras college, St Andrews, they are renewed
yearly; at Stirling high school the masters are appointed for a number
of years, varying from one to five, but the assistants hold their situations
during pleasure only.
* Shaw's Cases, iv., 63. The masters appointed previous to the pass-
ing of the Education Act claim to be ad vitam aut culpam.
* Shaw's Cases, xvi., 301. At the Tain academy engagements terminate
on three months' notice. -





264 SCHOOLs AFTER THE REFORMATION.
public school teacher, including the burgh teacher—a teacher
who is under the control of the school board—beyond
question, by changing it, in the case of teachers elected after
the passing of the Act, from ad vitam aut culpam to durante
bene placito, the teacher being now appointed ‘during the
pleasure of the school board”—the true meaning, if not the
... proper construction, of which appears to be that the school
º boards and the teachers may make any agreement as to the
tenure of office that they please.” The school boards would
not, accordingly, be acting ultra vires by appointing a teacher
for one year, for three years, or even for life, and the teacher
can compel them to implement the terms of any such agree-
ment. It may be questioned whether there was necessity for
the sweeping change made in the nature of the tenure of the
public school teacher by the Education Act, especially when
it is considered that the zealous and learned commissioners -
appointed to inquire into the burgh schools in 1867 reported
that, “as a fact, there were very few cases in which the burgh
schoolmasters were retaining offices for which they were un-
fit.” The office being one of great labour and small emolu-
ments, it is to be feared that the precarious character of the
tenure will make it less attractive now than formerly to dis-
tinguished teachers. - -
1 35 and 36 Vict, c. 62, § 55. -
* Counsel has given it as his opinion that, according to this clause, the
teacher's tenure depends upon the will and pleasure of the school boards
in such a way that they cannot by any resolution or contract appoint him
teacher for a limited period—say a year or three years. Was this section
passed with the view of interfering with, or putting an end to, the freedom
of contract between masters and servants—school boards and teachers?
Was it not rather the intention of the clause to prevent a public school
teacher from claiming—as he was formerly entitled to do bylaw—his office
as a munu's publicum—to prevent him from saying to the school boards:
‘It is contra bonos mores of you to appoint me your teacher during your
pleasure, and it is ultra vires of me to enter with you into any stipulation
limiting the nature of my tenure, which, de jure, is ad vitam aut culpam 2
If the opinion of counsel be correct, all parties—school boards as well as
teachers—will, we doubt not, demand the repeal of this vicious clause.
* Report on Burgh Schools, i., 48. -






CHAPTER VIII.—REMOVAL OF MASTERS FROM OFFICE.
§ 1. NoNCONFORMITY. —$ 2. PoliticAL DISAFFECTION.—$ 3. INEF-
FICIENCY.—$ 4. SEVERE DISCIPLINE.—$ 5. OTHER CAUSEs of
REMOVAL-Ś 6. REMOVAL IN TERMS OF THE EDUCATION ACT.
THE power of removal has an important bearing upon the
question of tenure of office, and the following cases have been
culled from the records as specimens of the causes and cir-
cumstances under which teachers have been deposed.
§ 1. A frequent cause of removal was ‘nonconformity,'
the position of conformity varying according as episcopacy or
presbyterianism was the established form of church govern-
ment for the time. At the Reformation all schoolmasters
were required to sign, under pain of dismissal, the Confession
of Faith: a notable, and perhaps the earliest, instance on
record of refusal is that of Ninian Winzet, the schoolmaster
of Linlithgow, with whom, in May 1561, Mr John Spotswood,
superintendent of Lothian, and Mr Patrick Kenloquhy, min-
ister of Linlithgow, held “diverse conferences to make him
confess his errors;’ he, however, continued “obstinate, and
was deprived of his situation." In the Assembly of the kirk,
held at Edinburgh on Christmas 1562, Mr Robert Cumyng,
schoolmaster of Arbroath, was deposed for “infecting the
youth with idolatry;” seven years later, Mr Ninian Dalzell,
master of the grammar school of Dumfries, was accused by
the Assembly of ‘privily professing Papistry, and corrupt-
1 Certane Tractatis, p. xii. º
* Booke of the Universall Kirke, 25. In 1563 the kirk ordained that
teachers who do not profess “Christ's true religion’ shall be removed
from their office: Ibid., 33. The municipal authorities sometimes
hunted heresy with hardly less zeal than even the kirk Thus, in
1562, the council of Edinburgh strove hard to depose the ter of the
high school as an “obstinate Papist:’ Burgh Records of Edin •
gh
º
º







SCHOOLS AF
ing the youth with erroneous doctrine in sundry points;”
the Assembly, having found him guilty of apostasy from the
‘true religion of Jesus Christ, and of corrupting the youth of
his school with Papistry, suspend him until they have as
much experience of his good life and behaviour as of his
defection and apostasy; further, he is ordained to confess
publicly his offence, by going to Dumfries and other places
where he has abused the simple people, confessing and revok-
ing his errors, and craving pardon of God and the kirk, under
pain of excommunication;” in the meantime, one of the
school doctors, if sound in religion, is ordered to teach the
º school. It was not an age of toleration; there was no ‘con-
science clause;’ scholars as well as masters were punished for
nonconformity: in 1587 the General Assembly ordain that
no scholar who refuses to subscribe the religion presently
established and professed by the mercy of God, and to parti-
cipate in the sacraments, shall be admitted by masters into
schools.” Nor was there any respect of persons: all, high and -
low, must conform—be educated in the true religion: in
1601 the Assembly earnestly dealt' with his majesty for
the purpose of getting his daughter removed from the com-
pany of Lady Livingstone, an obstinate Papist; the king pro-
-
mises to ‘transport her to his own house.” º
Masters of schools who did not subscribe the Confession of
Faith and the Covenant, in 1640, were deprived of their
office,” and parents contumaciously refusing to conform to
the church government then established were bereft of the
management of their children, provision being at the same
time made for educating them according to the prevalent
opinions: in 1645, the Marchioness of Douglas, being accused
of ‘malignancy, is peremptorily ordered by the presbytery
of Lanark to ‘sequestrate’ her children; and a committee is
appointed to take steps for educating them;" in 1648 the
Marquis of Douglas is commanded not to ‘reduce ’ his son
* Booke of the Universall Kirke, 25. *Ibid. 3 Ibid., 693.
* Ibid., pp. 964, 968. Acts of Parliament, v.272,
* Annals of Parish of Lesmahagow, p. 153. º

RELIGIOUS DISABILITY. 267
º
-
from Glasgow without the consent of the presbytery, and to
‘purchase' a pedagogue who shall be approved by them."
Scotland enjoyed more toleration during the government of
the Commonwealth than at any other period before the
Revolution. During Cromwell's vigorous rule in our country,
all denominations were protected in the exercise of their
religion except the Roman Catholics: in 1655 and 1658 it
was enacted that no Papists might keep a school in Scotland.”
The Restoration was soon followed by the conscience-
degrading Declaration, by which teachers were required to
sign a bond declaring it unlawful for a subject to enter into
leagues and covenants, or to erect ‘council tables.” This oath,
which was intended, according to the zealous presbyter Mr
Robert Wodrow, to “put the gravestone upon the covenant.”
pressed with great severity against schoolmasters, many of
whom were removed from office for refusing to submit to
sequence of nonconformity to the episcopal church govern-
ment which was now established may be mentioned: in 1664
the council of Forfar are requested to depose Mr John Ford,
schoolmaster of the burgh, in respect that he “spoke certain
words against the present government in the church, and has
not his testimony from the archbishop of St Andrews, in con-
formity with the Act dated 29th October 1662, requiring the
brethren to take notice that expectants and schoolmasters shall
not officiate without the licence of my lord archbishop; the
council declare that they cannot “goodly discharge 'Mr Ford
until the cause alleged against him be proven;" in the end,
however, the clerical authorities were too strong for the poor
schoolmaster, who, on 1st November, had to deliver the kye
of the school dore' to the provost." Another sufferer for con-
* Annals of Parish of Lesmahagow, 156. Cf. also supra, pp. 83, 84,85.
* Acts of Parliament, vi., part ii., 827, 877.
* Ibid., 1662, c. 54, vii., 405; 1663, c. 17, vii., 462. These two Acts
were rescinded at the Revolution by Act 1690, c. 57, ix., 198.
4 History of the Kirk, i., 267 (2d ed.).
* Burgh Records of Forfar. 6 Ibid.
‘black prelacy.’ A few cases of demission or removal, in con-





























SCHOOLS AFTER THE REFORMATION.
science sake in these bad times was Mr David Skeoch, who
in 1674 had been removed from the office of master of the
grammar school of Linlithgow on account of his refusing to
abstain from attending conventicles;’ two years later, having
received an offer of the mastership of the grammar school of
Paisley, he signifies (24th August 1676) his willingness to
accept it—‘if he may have security of trouble from superior
persons;’ the council agreed that “two baillies sall speak to the
Earl of Dundonald and Lord Ross for procuring his security
of trouble from the bishop; some trouble was experienced on
his settlement, however, as he did not enter on his office till
5th December following. In 1675 the synod of Aberdeen
order the presbyteries to summon all schoolmasters within
their bounds to take the promise of canonical obedience, under
pain of removal.” In June 1676, Mr James Anderson is
suspended ab officio et beneficio as doctor of the grammar
school at Ayr, because of his refusal to sing the doxology;”
in the same town, in 1680, the masters of the grammar
school and Scots school were obliged to demit their office
for not conforming to the church government.” On 2d
January 1679, the privy council write letters to the arch-
bishop of St Andrews, and to the bishops of Aberdeen and
Edinburgh, requesting them to cite all schoolmasters in their
dioceses, and inquire if they had taken the Oaths appointed—
compelling such as had not complied to obey, under pain
of deprivation;" in obedience to this request, the town
council of Edinburgh, at the instance of the bishop, on
21st February 1679, cited Mr Alexander Heriot, master of
the grammar School, Mr James Scott, younger, doctor of the
school, Mr George Sinclair, master, and Mr George Allan,
1 Burgh Records of Paisley. He demitted at Whitsunday 1678.
* Synod Records of Aberdeen, ‘I, A. B., promise that I will render
to my ordinary, by the mercy of God, Lord Bishop of Aberdeen, and his
successors, canonical obedience, and to them to whom the government is
committed over me, following with a glad mind and will their godly
admonition.’
* Burgh Records of Ayr. 4 Ibid. *Wodrow's History, iii., 3.

RELIGIOUS DISABILITY. 269
doctor, of the grammar school of Leith, and Mr Alexander
Strang, master of the grammar school of the Canongate, who,
compearing in the council chambers, were informed by the
provost that, if they did not obey the government of the
church by bishops between this date and 1st March next,
they would be deposed. The master and doctor of the high
school refused to conform, and accordingly were deposed; but
Mr George Sinclair, we learn, satisfied the bishop of Edin-
burgh, and retained his office."
Parliament, in 1681, passed an Act requiring all persons in
offices of public trust to take an oath—the infamous oath
called ‘Test,” which led to severe fining, cruel treatment,
and bloody executions of many who refused to take it. This
Act was passed, like the Declaration, in order not only to
‘ overturn the solemn covenants,’” but, what was worse,
to extinguish personal liberty. We quote one case which
explains the tenor of the Test, and shows the formality
and even solemnity with which the poor schoolmaster of .
Ayr swallowed it in 1683. Having at first refused, like
so many of his brethren, to take it, he was deposed, but
was afterwards prevailed upon to recant and subscribe the
Test on 21st December 1683, when he was reponed in his
office. ‘I, Mr William Rankin, master of the grammar school
in Ayr, subscribing upon my knees, Solemnly swear in presence
of the eternal God, that I sincerely profess the true Protestant
religion contained in the Confession of Faith, and believe the
same to be founded on the written Word of God; I swear that
I will adhere thereto during all the days of my life, and shall
endeavour to educate my children therein, and never consent
to any change contrary thereto; I disown all principles or
practices, popish or fanatical, contrary unto the said Protestant
religion and Confession of Faith; and for testification of my
obedience to my most gracious Sovereign, Charles II., I do
affirm and swear, by this my solemn oath, that the king's
1 Burgh Records of Edinburgh.
* Acts of Parliament, 1681, c. 6, viii., 243.
3 Wodrow’s History, iii., 297. -




SCHOOLS AFTER THE REFORMATION.
º - - - º - º -
majesty is the only supreme governor of this realm, over all
persons and in all causes, as well ecclesiastical as civil; and
that no foreign prince or pope hath any jurisdiction, ecclesi-
astical or civil, within this realm; therefore I do utterly
renounce and forsake all foreign jurisdictions, and promise
that, from henceforth, I shall bear faith and true allegiance
to the king's majesty, his heirs and lawful successors, and
defend all rights and prerogatives belonging to the king's
majesty, his heirs and lawful successors. I further affirm and -- " …
swear, by this my solemn oath, that I judge it unlawful for
subjects, upon pretence of reformation, or any other pretence -
whatsoever, to enter into covenants or leagues, or to convene
in any civil assemblies for consulting in any matter civil or
ecclesiastic without his majesty's special express licence, or to
take up arms against the king or his commissioners; and that
there lies no obligation on me from the national covenant, or
the solemn league and covenant, or any other manner of
way whatsoever, to endeavour any change in the government,
either in church or state, as it is now established by the laws
of this kingdom; and I promise and swear that I shall, with
my utmost power, maintain his majesty's jurisdiction foresaid
against all deadly; and I shall never decline his majesty's
power and jurisdictions, as I shall answer to God. And finally,
I swear that this my solemn oath is given in the plain genuine
sense and meaning of the words, without any equivocation or
mental reservation, or any manner of evasion whatsoever; and
that I shall not accept or use any dispensation from any
creature whatsoever: so help me God.—W. Rankin.” Many
teachers refused to take the oath; thus, in 1682, a doctor of -- . .
the grammar school of Perth, being ‘not at freedom to take
the Test,’ demits his office.” * - - - -
The change of government at the Revolution led to a change
of tests, but not to their abolition; oaths now against Roman
1 Burgh Records of Ayr. is - - -
* Burgh Records of Perth. His brother at St Andrews has no
scruples; in 1684 the master of the grammar school takes the ‘oath. -
called the Test:’ Burgh Records of St Andrews.










RELIGIOUS DISABILITY. - 271
Catholicism, and in defence of presbyterianism, instead of
episcopacy, were imposed, and led in their turn to depositions.
In 1689 a proclamation was made excluding Papists from all
offices, civil or military; and in 1700 it was declared that no
Papists were capable of acting as schoolmasters.” In 1690 it
was statute that no schoolmaster shall be admitted to that
office, or allowed to continue therein, without subscribing the
Confession of Faith; * the Act was ratified at the Union, with
the addition that the schoolmasters must conform themselves
to the worship presently in use in the church, and never
endeavour directly or indirectly to prejudice the same.* Space
permits us only to refer to two or three cases of removal
under this headſ: On 1st May 1716, the master of the grammar
school of Dundee was deposed for ‘committing practices
contrary to the Confession of Faith,’ teaching his scholars a
catechism not approved by the church, deserting the com-
munion and joining a schismatical meeting, in which he
officiated as an elder." On 14th August 1717, the master of
1 Acts of Parliament, 1689, c. 7, ix., 16. * Ibid., x., 218.
* Acts of Parliament, 1690, c. 25, ix., 163.
*Ibid., 1706, c. 6, xi., 402. See also supra, p. 82, § 4.
'" Burgh Records of Dundee. The following case may be read in con-
trast : the council of Dunfermline was in advance of the age when they
appointed a schoolmaster in spite of the kirk session, who opposed the
nomination because he did not attend their church. On 12th October
1767, the council and kirk session having met for appointing a doctor
of the grammar school, the council stated that they were unanimously
of opinion that they have only to consider the moral character and
qualifications of the candidates, and accordingly proposed Mr Andrew
Donaldson as a proper person for the office. The kirk session, who had
inquired of Mr Donaldson whether he would attend public worship in
the Established Church, and having not yet obtained his answer, moved
that the appointment be delayed until he promises to that effect. The
vote was put, ‘proceed or delay, and the whole council voted ‘proceed;’
and the kirk session dissented and left the meeting ; whereupon the
council being fully satisfied of Mr Donaldson's moral character, and of
his qualifications in point of literature, unanimously elected him as usher
of the grammar school: Burgh Records of Dunfermline. Mr Donald-
son attended the church of Mr Ralph Erskine, and, according to his
gravestone, was an accomplished scholar and of good character.








272 SCHOOLS AFTER THE REFORMATION.
--
----
--
the grammar school of Banff was deposed for refusing to
subscribe the Confession of Faith and Formula. The ecclesi-
astical and municipal authorities continued till the latter part
of the eighteenth century to guard with more or less jealousy
against admitting a burgh schoolmaster into office until he
proved himself “sound in the faith:’ in 1719 the council of
IFortrose resolve to admit no schoolmaster who is not well
inclined towards the present establishment in church;” in
1738 the rector of the grammar school of Dundee ‘qualified’
by signing the ‘Form;” in 1802 the presbytery of the
Chanonry of Ross report that the masters of the Fortrose
academy qualified by subscribing the Formula in their pres-
ence.* - -
The law requiring burgh, as well as parochial, teachers to
subscribe the Confession of Faith and Formula, appears to
have fallen almost into desuetude in the case of the former
class of teachers towards the end of last century. From the
year 1800 to 1860 the number of instances in which they
actually subscribed are comparatively few—being five times
at the burgh school of Anstruther Easter, twice at the gram-
mar school of Brechin, six at the grammar school of Jed-
burgh, and four at the Peebles grammar and English schools.
Whether they subscribed at Burntisland grammar School,
Dundee high school, Kirkcaldy burgh School, Lanark grammar
school, and Port-Glasgow burgh school, has not been ascer-
tained; but there is no evidence in the records during that
long period—from 1800 to 1860—that the teachers in any
other burgh school than those already mentioned subscribed
the Formula, or were enjoined to be members of the Estab-
lished Church in conformity with the Acts of Parliament.
How completely the practice of burgh teachers being required
to be members of the Established Church fell into disuse will
appear from the fact that in 1861, of the one hundred and
thirteen teachers in schools subject to the administration of
the magistrates and councils—that is, Schools not falling
1 Burgh Records of Banff. * Burgh Records of Fortrose.
* Burgh Records of Dundee. * Presbytery Records of Chanonry.






PoliticAL DISABILITY. 273
º - -- º
nder Act 43, Geo. III, c. 54—only fifty were members of
the Church of Scotland, the rest being dissenters. But every
burgh teacher was liable to be called upon to qualify to
the church, under pain of dismissal, till 1861, when it was
enacted that it should no longer be necessary for them to
sign the Confession of Faith or the Formula of the Church,
or profess their willingness to submit themselves to the
government and discipline thereof.”
$ 2. Schoolmasters were obliged to give satisfaction to
the civil as well as to the ecclesiastical government. The
government of the Commonwealth ordered that schools in
Scotland should be supplied only with schoolmasters well
affected to the government settled by law.” Parliament,
in 1690, ordained that every schoolmaster shall take the
oath of allegiance to the king and queen;4 in 1693 it was
enacted that masters and doctors shall swear the oath of
allegiance, and subscribe the “assurance, which declares
that William and Mary are sovereigns, as well de jure as de
facto;" in 1696 they are ordained to subscribe the “associa-
tion, engaging to support William III. against James II., and
that if the Protestant champion die a violent death they shall
avenge it and maintain the succession." The Treaty of Union
1 Parliamentary Accounts and Papers, xlviii., p. 729 (1861). The
number of instances from 1800 to 1860 during which burgh teachers
were examined and passed by the presbytery of the bounds are not
numerous: On three occasions at the Elgin academy the appointments
were made from a comparative trial of the candidates by the presbytery;
on two other occasions the certificates of the candidates were submitted
to that body, and the party preferred examined. Up to 1841 the candi-
dates at the Forres academy were examined before the magistrates by
members of the presbytery of Forres and other judges present. In 1849
the examination was by members of the Forres Established, Free, United
Presbyterian, and Episcopal churches. In three or four instances the
teachers were examined and passed at the grammar School of Kirkwall
by the presbytery : Ibid.
2 24 and 25 Vict., c. 107, § 22. See also supra, p. 93.
3 Acts of Parliament, 1655, vi., ii., 826. * Ibid., 1690, c. 25, ix., 163.
5 Ibid., 1693, c. 14, ix., 262; 1702, c. 1, xi, 15.
6 Ibid., 1696, c. 3, x., 33.
--
S






declares that no schoolmaster shall be allowed to hold office,
but such as owns and acknowledges the civil government."
The oath of allegiance long continued to be administered to
schoolmasters before they were admitted to office: we read
that in 1738, the rector of the grammar school of Dundee º
qualified to the government in common form, by Swearing º
allegiance to George II.” The church appears to have been
no less zealous for the loyalty than for the orthodoxy of our
teachers: in the years 1749 and 1800 the Assembly required
all teachers of youth to produce to the presbyteries attesta-
tions of having taken the oaths to government; * in 1802
the presbytery of Chanonry report that two masters of the
academy of Fortrose have ‘qualified to government.” The
master did not always ‘qualify, nor was it always true that
-º-,
“His loyalty he kept, his love, his zeal;” º -
and there is record of some of their number having been de-
posed for political causes, as well as for nonconformity in
religion; but the instances on record hardly assume the gravity
of political persecution, although the Campbeltown case does,
according to modern notions, touch the verge of it. In 1694,
John M'Lachlan, schoolmaster at Glasgow, was appointed by
the privy council to be set in the pillory, and sent to the planta-
tions, for ‘seducing’ soldiers to desert their majesties' service;
a further prosecution was recommended on account of "dis-
loyal and impertinent speeches, uttered by him when he stood
in the pillory at Edinburgh.” On 30th May 1702, Mr John
Hill, doctor in the grammar school of Dundee, though often
entreated by the town council, refused to take the oath of
allegiance, and subscribe the assurance; accordingly he was
deprived of his office." In the case of Mr Patrick Lyon,
* Acts of Parliament, 1706, c. 6, xi., 402.
* Burgh Records of Dundee.
* Acts of Assembly, 1749, c. 4; 1800, c. 11.
* Presbytery Records of Chanonry. º
* History of the Rod, p. 183. :
* Burgh Records of Dundee. His brethren are more loyal; in the -
º
---





































INFIRMITY. 275
master of the grammar School of Dundee, one of the reasons
for his rémoval from office was his having joined, at the time
of the ‘unnatural rebellion, preachers who prayed expressly
for the Pretender, under the title of King ‘James the Eighth.”
In 1746 Alexander M'Farlan, schoolmaster of Kinghorn, was
deposed for ‘being concerned in aiding and assisting the
rebellion, or, at least, following and endeavouring to rescue
rebels from justice.” In the same year, the schoolmaster of
Fortrose was accused of several acts of disloyalty, during
the late horrid and unnatural rebellion;' such as encouraging
the scholars to make a bonfire in honour of the Pretender,
and writing on their copies “Honour to Prince Charlie;’
he is therefore declared ‘utterly unqualified as teacher of
youth;’ the magistrates, however, ‘think it hard to break up
the school at present, but will dismiss him quam primum.’”
Towards, the end of last century the master of the grammar
school of Campbeltown was politically in advance of the times:
in 1775, the council being informed that Mr Dobbie, teacher
in the grammar School, is propagating principles that may
prove prejudicial to the youth and community of this place
and, if not checked in time, may be hurtful to the public at
large, warn him that if in future he interferes in political or
religious matters, he shall be removed from his office. The
warning had not the desired effect, and the radical school-
master was dismissed on 3d April following.”
§ 3. Infirmity is frequently a cause of removal; and, we
regret to notice, there are few traces in the records of any
provision having been made for the old servant, who had,
through no fault of his own, become incapacitated for his
laborious work. In 1584 the council of Edinburgh, in
same year, the master and one of the doctors of the grammar School take
the oath of allegiance, and subscribe the assurance. Two years later,
the master of the grammar school of Montrose also takes the oath, and
subscribes the assurance: Burgh Records of Montrose.
1 Burgh Records of Dundee. * Burgh Records of Kinghorn.
3 Presbytery Records of Chanonry. -
4 Burgh Records of Campbeltown,
*






schools AFTER THE REFORMATION.
º -º-º: º
---
º
respect that the master of the high school is no longer able
to exercise his office, remove him from his place. On 15th
April 1665, the Latin doctor of the grammar school of Stir-
º ling was, in respect of his infirmitie to attend the school,
rdered to provide for himself by Whitsunday next;’ this
abrupt. dismissal seems to have been acquiesced in by the
acher, without a word of protest, or appeal for con
on.” The conduct of Edinburgh was more generous
towards Mr Hew Wallace, master of the grammar school in
1656, when, on his supplication, they grant to him 1000
merks for his expenses to France, where he is going for the
cure of the stone, wherewith he is grievously tormented.”
In May 1675, the master of the grammar school of Ayr was
called on to demit his charge, in respect of old age and
infirmity." In 1697 the council of Stirling discharge the
master of the grammar school, in respect of his age and
other infirmities." In the same way, on 3d April 1721, the
schoolmaster of Pittenweem receives his leave, he being, by
- ‘weakness, unable to wait upon the school." The next cases
are even more harsh: the doctor of the grammar school of
Dunfermline having ‘been seized with a palzy, his office is,
on 9th February 1745, declared vacant;7 and on 17th March
of the year following, the commission of the doctor of the
grammar school is recalled, because he is not able to attend
the school through loss of judgment;8 in the same manner,
on 7th May 1782, the master of the grammar school of Banff
is dismissed, he having, from bad health, given no regular
attendance on the school for many months.”
We come now to the most frequent cause of the dismissal
of the teacher, namely, incompetency, inefficiency, negligence,
or mismanagement, of which there are numerous instances in
Burgh Records of Edinburgh. * Burgh Records of Stirling.
Steven's High School, p. 60. * Burgh Records of Ayr. . .
Burgh Records of Stirling. " Burgh Records of Pittenweem,
Burgh Records of Dunfermline. No provision was made for the
doctor, though he had served the town for thirty-four years.
- 9 Burgh Records of Banff.
7
8 Ibid.
























































INEFFICIENCY. 277
º
the records. In 1576 the council of Haddington request the
master of the grammar school to resign his charge, because the
scholars are being “attracted to other schools.” In 1592 the
council of Kirkcudbright, ‘all in one vote, dismiss the school-
master, who has been found inefficient to “await on the school.”
In 1629 the schoolmaster of Linlithgow was removed because
he allowed his school to fall into ‘decay.” No complaint
appears to have been made against the master of the grammar
school of Paisley, who was appointed in 1654, until 1660,
when on 9th August many complained of his inability to
teach or to govern the school, so that it is ‘greatly decayed
and the children are not instructed sufficiently;” the council,
‘finding in him no satisfying excuse, but only his want of a
doctor, declare the school vacant at Whitsunday next.* In
the same burgh we find another schoolmaster who had served
the community faithfully—at least without a complaint—for
fourteen years: on 7th August 1676, the council parted with
him because they did not consider that the ‘schoole prospered
under his hand.’” In 1670 the council of Dumbarton, under-
standing that the children do not profit in learning under the
instruction of the master of the grammar School, ordain him
to be warned to remove from the school.” The grammar
school of Stirling being, in 1672, ‘decayed to the great hurt
and discredit of the burgh, through the children making not
sufficient progress, the council unanimously declare the places
of the master and doctor vacant." In 1688 a doctor of the
grammar school of Glasgow was deprived of his office for neglect
of duty.” In 1692 the school of Wigtown being turned ‘ deso-
late’ under the present teacher, the children. “vaiging and
committing evill things by not being kept to school, the
-
1 Burgh Records of Haddington. -
* Burgh Records of Kirkcudbright. & Burgh Records of Linlithgow,
* Burgh Records of Paisley. 5 Ibid.
Burgh Records of Dumbarton.
7 Burgh Records of Stirling.
* Burgh Records of Glasgow. Cf. also Burgh Records of Crail, on 31st
December 1710.








SCHOOLS AFTER THE REFORMATION.
council remove him. In 1694 the council of Stirling remove
the English doctor from his office because of his ‘supine
negligence, and many other faults;” three years later, the
council, considering the ‘bade caise’ of the public school by
the “insufficiency’ of the master and doctors, remove them.”
Mr George Glen, who was appointed master of the grammar
school of Paisley in 1703, was made a free ‘burgess for
good deeds done, and to be done, to the burgh. On 24th
July 1713, however, heavy complaints having been lodged
against him of his frequent misbehaviour, partly flowing
from want of authority, and partly from his not-attend-
ance in the school, he receives notice to lay down his office
at Michaelmas following.” On 19th February 1711, the
º council of Peebles, considering the decay of the school,
order the master to provide for himself by Whitsunday
next." The grammar and English schools of Dunbar being
- much decayed, and going on decaying daily, the council, on
12th December 1726, dismiss the masters." In 1731 the
council of Fortrose remove their teacher for neglect of duty."
Next year the council of Lanark dismiss their schoolmaster
for ‘want of talent in communicating his art’ and indis-
cretion in discipline, and for other causes.” In 1736 the
council of Kinghorn remove their school doctor on account
of ‘insufficiency.” In June 1738, the master of the English
school of Ayr being ‘not known in the new method of
teaching English, the council appoint another teacher in
his place." In 1748 the master of the grammar school of
Forres, for ‘not taking care of the education of the children
under his care, is removed." In 1750 the council of Rothe-
say being well informed of the learning, abilities, and other
qualifications of Mr William Macartnay, appoint him master
Burgh Records of Wigtown. ” Burgh Records of Stirling.
* Ibid. 4 Burgh Records of Paisley.
* Burgh Records of Peebles. " Burgh Records of Dunbar.
7 Burgh Records of Fortrose. * Burgh Records of Lanark.
"Burgh Records of Kinghorn. 19 Burgh Records of Ayr.
14 Burgh Records of Forres. ---.

SEVERE DISCIPLINE. - 279
º
of the grammar school; thirteen years afterwards, they are,
however, of opinion that as he cannot teach navigation and
bookkeeping, it is ‘very improper to continue him, and
resolve that another schoolmaster ‘be looked out with these
qualifications.” The legality of this step was called into
question by the heritors—the school, though managed by
the town council, being a parish school—on the ground that
he was deposed without trial; accordingly, he was reponed in
this office, which he continued to hold until his death in 1792.
In 1781. the schools of Kirkcudbright having of late much
decayed, the council dismiss all the teachers.” On 23d Sep-
tember 1779, the council of Banff, considering that the
grammar school, formerly a ‘convenience and ornament to
the town, has dwindled away to nothing, owing to the in-
ability or inattention of the teacher, who was appointed in
1773, they resolve to remove him at Whitsunday next.”
The decădence of a school through incapacity of the master
was, as we have seen, made the cause of removal in several
instances, and in June 1784 a further case occurs at Ayr,
where the scholars at the mathematical School having made
little progress in the branches on which they were ex-
amined, owing to the inattention and want of authority in
the master, the town take steps for appointing another in his
room.4 > -.
§4. There are numerous instances of deposition for severity
of discipline, additional to the case of Mr Hastie, already
quoted,” where, in conjunction with other offences, this was held
by the House of Lords to be a sufficient ground for removal.
On 31st July 1657, the magistrates of Jedburgh order the
schoolmaster of the burgh to give up the keys of the School; we
learn the cause of deposition from a subsequent entry, men-
tioning that he had applied to the presbytery for a certificate,
but that several members of the town council gave in several
reasons why it ought to be refused—one being that he ‘had a
- 1 Burgh Records of Rothesay. ” Burgh Records of Kirkcudbright.
8 Burgh Records of Banff. -- “Burgh Records of Ayr,
* Supra, Chapter VII, under § 6.


SCHOOLS: AFTER THE REFORMATION.
hand in the death of a bairne, and had said that ‘before he
left Jedburgh, there sould be bluid.” John Howie, who was
admitted schoolmaster of Arbroath in 1679, was dismissed
from his office for cruelty to the children.” On 26th June
- 1688, Hugh Muir, doctor of the grammar school of Glasgow,
was deposed for exercising too rigid and cruel method of dis-
cipline.” In 1699 a boy, John Douglas, son of Douglas of
Dornock, while attending the school of Moffat, was killed by º
the master, Robert Carmichael, who thereupon fled, “but by
the providence of God he was discovered and seized;’ he
was indicted in the Court of Justiciary in 1700; the verdict
was in these words: “Find it proven that the panel did three
times, ea: incontinenti, severely and cruelly lash and whip the
defunct upon the back and hips, and in rage and fury did
drag him with his hand, upon head and back, with heavy
and sore strokes; and after he was out of his hands he imme-
diately died; and find it likewise proven that after the de-
funct’s death, the side of his head was swelled, and blue
marks were thereupon, with several marks of stripes from the
small of his back to his houghs.' * The judges found the
treatment of the poor boy ‘relevant to infer the pains of
death;' but in the circumstances it was decreed that he ‘be
taken from the Tolbooth of Edinburgh, by the hangman, under -
a sure guard, to the middle of the Lawnmarket, and there
lashed by seven severe stripes; and then to be carried to the
Fountain-well, to be severely lashed by five stripes; and then
to be carried back by the hangman to the Tolbooth: Likeas,
the Lords banish the said Mr Robert furth of this kingdom,
never to return thereto under all the highest pains.” Our
institutional writer on criminal law says, that in consideration
of the station of a ‘preceptor, his severity of discipline lead-
ing to the death of his pupil shall not ordinarily be ascribed
--- --- * …
1 Burgh Records of Jedburgh.
* Kirk Session Records of Arbroath. * Burgh Records of Glasgow.
* Hume's Criminal Law, i., 238 (3d ed.). º º
* History of the Rod, p. 183. For other examples of disci
line, see
supra, Chapter W., § 10. -








































QUARRELLING, 281
to a vindictive or cruel disposition; but it is not therefore to
be entirely pardoned, being so great an intemperance, and in
such a person, but shall excuse him only from the pains of
murder. Nor shall he be excused even from these, if the
excess be so great as can only be imputed to personal malice
or a depraved temper; if, for instance, he invent some extra-
ordinary mode or employ some dangerous and unusual instru-
ment of discipline.”
§ 5. Teachers were frequently removed or dismissed for
quarrelling among themselves, though not without efforts made
by the authorities to keep the peace; many of the quarrels arose
from one teacher encroaching on the province of the other, and
so depriving him of fees. A few instances to this effect may
be given. On 14th November 1711, the master and doctor of
the grammar school of Peebles having quarrelled as to their
respective powers and privileges in matters of teaching and
discipline, the town council ordain them to live peaceably
together, thereby giving good example to the children under
their care, lest they ruin the school.” This warning does not
appear to have been sufficient, for, on 12th March 1712, the
master turned the doctor out at door, and beat him; the keys
of the school were ordered to be delivered up instantly.” On
2d November 1711, the doctor in the grammar school of
Dundee was suspended for a misunderstanding with the mas-
ter." On a complaint of the master of the grammar school of
Kilmarnock against the English teacher, for teaching Latin
in his school, the council, 5th September 1748, order him to
- - desist from teaching Latin for the future, under pain of dis-
missal.” Take another case of encroachment, which also led
- to a dismissal, on 3d April 1795, when the rector of the gram-
mar school, and the teacher of the English school, of Camp-
beltown, were both removed from office, because the one
1 Hume's Criminal Law, i., 238.
* Burgh Records of Peebles. - 3 Ibid.
- * Burgh Records of Dundee.
5 Burgh Records of Kilmarnock, 17th October 1748. Another teacher
was appointed in his place.
-
º
º
-
-
-
º
-*
º
º
º
º
-











º º
SCHOOLS AFTER THE REFORMATION.
infringed on the other's right to teach certain branches. In
1808 a complaint was preferred against the second master of
the Fortrose academy, for teaching branches not belonging to
his province.” The evil of competition between teachers in
the same schools still, alas ! is far from being uncommon in
Scotland. The masters of many of our secondary schools are
at this day so entirely dependent on their fees, that their
interests often clash—one master actually struggling with the
other for the possession of the boys. A serious difficulty
lately arose in the Elgin academy in consequence of this
unseemly contest, and quite recently there was a ‘deadly
quarrel’ between some of the masters of the Forfar academy
about fees. This evil arises from the teachers being, as we
have said, principally supported by fees, from the imperfect
organisation of the school, and from want of endowments.” º
Schoolmasters have been, not unfrequently, removed for
breaking the law of the land, or coming under the cogni-
sance of the ecclesiastical authorities, because of irregularity
of affections. In 1656. the schoolmaster of Crail was de-
prived for assaulting another person to the effusion of blood.*
The particular offence of the school doctor of Stirling is
not specified: on 8th May 1665, the doctor of English in the
grammar school, having been found guilty of several base
usages towards his scholars, was discharged.” Robert Inglis, º
doctor of the grammar school of Dunfermline, was, on 18th
January 1659, deposed from office for drunkenness and scan-
* Burgh Records of Campbeltown. --
* Presbytery Records of Chanonry.
* Report on Endowed Schools, iii., 103.
4 Burgh Records of Dysart. In 1697 James Bean, schoolmaster of º
Rirkcudbright, and John Campbell were fined and imprisoned for
“venting and expressing’ against each other “several unchristian words,
such as confoundit lyers, knaves, begerlie rascals, and the lyke, which
brak furth in strocks ane upon the other:' Burgh Records of Kirkcud-
bright. In 1702 Mr Henry Gibson, schoolmaster of Kirkcudbright,
and John Walker, burgess there, were indicted for ‘mutuall blood and
batterie, and “being in excess of drink; they were fined: Ibid.
* Burgh Records of Stirling.

WITCHCRAFT.
283
-
--
dalous carriage with Elspett Matheson; the kirk session, how-
ever, suspended his public rebuking on Sunday until the time
of his departure, because it would contemn and vilify him
before the scholars;” the same burgh furnishes another case
of scandal, in the person of John Hart, who, in July 1705, was
deposed from the office of master of the grammar school, ‘in
respect he had committed the crime of fornication.” In 1689
the master of the grammar school of Paisley having become
the subject of church censure and discipline, receives three
months' warning of dismissal.” In 1808 the Fortrose academy
appears to have been unfortunate in its staff of teachers: the
rector, Mr Pollock, is charged with drunkenness; the second
master has exposed himself to censure; the third is accused
of inebriety—appearing sometimes in that state among his
scholars—and of a more heinous immorality, detailed at large,
which, however, is condoned by his marrying his servant-maid.*
A painfully minute description is preserved of the suffer-
ings of one poor Schoolmaster, who was not only deprived of
his office, but murdered by the authorities for an imaginary
crime. In 1591 John Fian or Cunningham, as he was some-
times called, schoolmaster at Prestonpans, was tried for witch-
craft; he admits, under torture, that he had had conferences
with the devil, and had attended various meetings of witches
with the Enemy of Man, some of which took place in North
Berwick kirk; on these occasions he had acted as clerk of
proceedings. He and other witches, he confesses, went off
from Prestonpans one night to a ship at sea, which, by their
incantations, they sank; he had chased a cat at Tranent
with the design of throwing it into the Sea, in order to raise
storms for the destruction of shipping; in this chase he
had leaped a wall, the top of which he could not, but for
witchcraft, have touched with his hand. ‘Passing to Tranent
on horseback, and ane man with him, [he] by his divilish craft,
raisit up four candles upon the horse's twa lugs, and ane
* Kirk Session Records of Dunfermline.
* Burgh Records of Dunfermline. * Burgh Records of Paisley.
4 Presbytery Records of Chanonry.









SCHOOLS AFTER THE REFORMATION
other candle upon the staff whilk the man had in his hand,
and gave sic lict as gif it had been daylict; like as the said
candles returned with the said man at his hame-coming, and
causit him fall dead at the entry within the house.’ The
unfortunate teacher, one of the many victims sacrificed to
this terrible superstition—' darkness visible, having after-
wards denied the confession wrung from him under tor-
ture, was subjected a second time to torture of the direst
kind: his nails were torn away with pincers; needles were
thrust up to the heads in his fingers, and his legs were crushed
in the boots till the blood and marrow spouted forth." He
resisted all, and thus only impressed the king, who was a -
witness of the torture, that the devil had entered his heart;
he was then arraigned, condemned, and burnt.” The only
other instance we have discovered of a schoolmaster having
been connected with this melancholy subject, curiously enough,
occurs at the same place, where, in 1661, Mr Andrew Ruther-
ford, schoolmaster in the Pans, was appointed commissioner
for trying certain persons in that parish accused of witchcraft.*
The extracts quoted in this chapter show the different
grounds on which teachers were dismissed or removed, from
the Reformation to the end of the eighteenth century; from
1800 to 1860—a period of sixty years—the number of ap-
pointments of teachers in burgh schools—schools under the
* Chambers's Domestic Annals, i., pp. 212, 213. º
* The enormity of his crime created a profound sensation throughout
the country. In London, an account of his life and death was published
at the time, the following being a summary of the little pamphlet:
Newes from Scotland, declaring the damnable life and death of Doctor
Fian, a notable sorcerer, who was burned at Edenbrough in January º
1591, which doctor was regester to the Divell, that sundry times preached
at North Barrick Kirke, to a number of notorious witches; with the
true examinations of the Saide Doctor and witches, as they uttered them
in the presence of the Scottish King; Discovering how they pretended
to bewitch and drowne his Majestie in the Sea, comming from Den-
marke ; with such other wonderful matters, as the like hath not been
heard of at any time. Two editions of this tract were printed in 1591
and 1592. The former edition has been reprinted for the Roxburghe Club.
* Acts of Parliament, 1661, c. 205, vii., 196.

REMOVAL OF OLD MASTERs. . 285
º
administration of town councils—exclusive of the Dundee
high school and Stirling high school, was about 397, of which
eighteen only were removed or dismissed by the magistrates
and councils. The causes of removal, which we shall not
specify, correspond with those already cited, witchcraft being
the only exception. The burgh schools in which the dismissals
took place during that period are the following: Three teachers
at the Airdrie academy, two at the Banff grammar school, one
at Dumbarton burgh academy, three at Dunbar grammar
school, one at Dundee high school, one at Elgin academy, two
at Forfar burgh school, one at the high school of Glasgow, one
at Linlithgow grammar school, one at the Paisley commercial
school, one at the English school of Perth, and one at the
burgh school of Pittenweem. It may be added that none of
these teachers was removed by the sentence of the pres-
bytery. -
§ 6. The Education Act has made the following provision
for the removal of the teachers appointed before 6th August
1872 charged with immorality, cruelty, improper treatment
of the scholars, or inefficiency in teaching: A school board
may prefer a complaint to the sheriff of the county, charging
a teacher with immoral conduct, or cruel or improper treat-
ment of his scholars, specifying the particular acts in respect
of which the complaint is made—a copy of the complaint
to be served upon the accused, who shall, on an induciae of
eight days, answer to the complaint before the sheriff, who
shall thereafter proceed to the trial of the complaint, which
if he find proved, he shall pronounce sentence of deprivation,
the sentence being final, and not subject to review.” If a
school board consider that the teacher is incompetent, unfit,
or inefficient, they may require a special report regarding the
school and the teacher from her majesty's inspector; on
receiving the report the school board may, if they see cause,
remove the teacher from office, provided that before they give
judgment they shall furnish to the teacher a copy of the
1 Parliamentary Accounts and Papers, xlviii., p. 729 (1861).
2 35 and 36 Wict., c. 62, § 60, sub-sect, 1.


















SCHOOLS AFTER THE REFORMATION.
------ -- - -----> ºº: tº º
t, and receive confirmation of their judgment removing
repor
º the teacher from the Board of Education.* Since the passing
of the Act, fifteen different school boards have taken advan-
tage of this provision for the removal of teachers by applying,
in terms of the second sub-section, to the Board of Education,
for confirmations of their judgments—viz, the school boards
of Kilmallie, Dalmellington, Haddington, Lintrathen, Stow,
Logiealmond, Bowden, Stirling, Whitburn, North Knapdale
(Tayvallich school and Balanoch school), Towie, Glenshiel,
Mochrum, Forteviot, St Fergus, Kelso, and Ardrossan. Three
applications to the Board of Education for removal of teachers
were withdrawn by the school boards—viz, Stirling, North
Knapdale (for Tayvallich school), and Forteviot. The judgment
of the school boards removing the teachers of Towie and Kelso
was not confirmed by the Board of Education; and the appli-
cations of St Fergus and Ardrossan to the supreme board were
not disposed of when they published their report in July
last, but in all the other cases they confirmed the judgment
of the school boards.” Nearly all the teachers acquiesced in
their removal, but some appealed to the Court of Session for
pensions due to them as parish schoolmasters. Mr Little
having been removed by the school board of Whitburn as
“incompetent, unfit, and ineffi cient, the Lord Ordinary thought
- he was entitled to look into the grounds of his dismissal to
see whether he was entitled or not to a retiring allowance,
In the Logiealmond case, on the other hand, Mr Robb having -
been removed in terms of this sub-section, another Lord
Ordinary held that the school board need not prove before the
Court the ground on which they had dismissed their teacher:
to do so would, he said, be contrary to the intention of the
Act, and detrimental to the public interest; * but the Inner
- House, to which the case was appealed, required the school
board to specify the grounds on which they had dismissed
him.* In the Glenshiel case, on the other hand, the Second
* 35 and 36 Vict, c. 62, s 60, sub-sect. 2.
* Report of Board of Education, ii., 122.
* Scottish Law Reporter, xii., 278.
-- ºr
“Ibid, 469.






















































- REMOVAL OF OLD MASTERS.
Division held that the decision of a school board dismissing
a teacher was not subject to review unless there should ap-
pear to be oppression or evasion of the statute on the part of
the board." There being thus a conflict of opinions among
the learned judges as to whether school boards are required
to specify the faults on the ground of which they dismiss
their old teachers, or whether the decision of a school board
dismissing him is subject to review, the legislature should
settle without delay all doubts in the matter.”
No good teacher is opposed to giving facilities for getting
rid of members unworthy of the profession—teachers con-
victed on Satisfactory proof of gross negligence, incompetency,
remissness, or mismanagement; but it may be doubted whether
the Education Act has sufficiently provided against unjust or
capricious dismissals. The vague and elastic grounds on
which a teacher is liable to removal— incompetent, unfit,
and inefficient’—are calculated to lead to the annoyance, op-
pression, and finally removal, of any teacher, however com-
petent, who is under the control of an officious and perhaps
unscrupulous board—a board interfering, it may be, with his
method and manner of teaching, or with the way in which
he is carrying out the system of the school—matters in which
he should be absolutely free of any control on the part of the
board.
1 Scottish Law Reporter, xii., 473.
* See also infra, Chapter IX., § 8.

























-- - -
APTER Ix—MASTERs Encouraged AND PENSIONED.
$1. MasTERs MADE FREE BURGEsses.—$2. MASTERS RECEIVE SPECIAL
PRIVILEGES.–$ 3. PRESENTATION To MASTERS.–$ 4. GRANT
of PENSIONS.–$ 5. PENSIONS GRANTED CONDITIONALLY-$ 6.
ENsions at ExPENSE of TEACHERs—$ 7. PENSIONS IN THE
º HIGHER schools—s 8. EDUCATION ACT AND supHRANNUATION.
-" º - * º º jº
THE records supply a few illustrations of how the councils
honoured, encouraged, and rewarded their servants the teachers
—sometimes while they were discharging the duties of their
office, but more frequently after becoming incapacitated through
*
ill-health, or age, for further service.
- - --- -
§ 1. A frequent compliment consisted in presenting the
successful teacher with the freedom of the burgh –a. dis-
tinction which, in those days, was not honorary only, but
conferred important privileges. In 1613 a master of the
music school of Ayr is made an honorary burgess and guild
brother;” in 1677 the master of the grammar school is also
made a burgess and guild brother for the good service
done in attending on the youths in the school.” In 1620
the master of the grammar school of Paisley is created
a burgess and freeman of the burgh; * in 1683 the ‘under-
teacher, for his encouragement, is created a burgess with-
out payment of any composition;” and in 1685 the master
of the grammar school is made a burgess ‘gratis, in respect
of his benefit to the town, and for his encouragement to be
painful and diligent.” In 1705, for the good services of
the doctor of the grammar school of Montrose, the council
make him a burgess and guild brother." So pleased were
the magistrates of Edinburgh with the appearance of the
---, -- -
* Sometimes conferred in lieu of increase of salary.
* Burgh Records of Ayr. *Ibid. * Burgh Records of Paisley.
* Ibid. * Ibid. 7 Burgh Records of Montrose.

MASTERS ENCOURAGED. 289
scholars of the high school at the public examination in
August 1762, that they admitted the five masters to be
burgesses and guild brethren without paying the customary
dues; but for the future, no master of the high school shall
be admitted burgess until he is five years in office. In 1771
the town council of Dundee grant, as a compliment to one of
their teachers and to his children, the ‘freedom of the town
and guildry.” - º
§ 2. Good teachers were sometimes rewarded with other - º
favours. Thus, in 1671, the council of Aberdeen allow each
of their doctors the liberty every third week of prosecuting
their private studies, the indulgence being granted in respect
the place may not always be settled on them.” They also
received special privileges, including freedom from taxation,
exemption from common burdens, etc. : in 1687 the master
of the grammar school of Stirling was freed from the pay-
ment of the merk on the boll of malt to be ‘browen be him
for the use of his familie.' * In 1706 the master and doctor
of the grammar school, and the master of the music school,
of Montrose were freed from paying any annuity in the
burgh.”
§ 3. Again, the burghs showed their gratitude, perhaps, by
granting small presents in money and other articles. In
Paisley, for instance, the doctors are rewarded almost annually,
from 1703 downwards, with ‘half a guinea in gold for their
pains and furder encouragement; ' " in 1715 the doctor is
voted £20 Scots in a compliment;" and in 1716 ‘one guinea
of gold for his encouragement.” In 1720 the town council
of Dundee present a new hat, of the value of 10s. Sterling,
to James Mudie, one of the masters of the English school;”
and in 1764 the same council present a piece of plate, being
a silver teapot and salver, to a teacher in the town.” There
are many instances, it need hardly be added, in our own day.
1 Burgh Records of Edinburgh. 2. Burgh Records of Dundee.
8 Burgh Records of Aberdeen. 4 Burgh Records of Stirling.
5 Burgh Records of Montrose. * Burgh Records of Paisley.
T Ibid. 8 Ibid., et passim. "Burgh Records of Dundee. "Ibid.
T -












schools AFTER THE REFORMATION
----------- - - º º - * -
---
---
of popular teachers receiving testimonials of this description
—chiefly, however, from grateful pupils—a circumstance
which does not make the donation less acceptable.
§ 4. There are, however, no traces in the records of a
regular system of provision having been made for the Super-
annuation of teachers, but, at the same time, the councils.
frequently granted, ew gratid, retiring allowances—annuities to
good teachers who had faithfully served the burgh for a period,
but were no longer able to exercise with advantage discipline
in the schools. Thus, in 1584, the council of Edinburgh remove
a master in the high school on account of old age, but, as they
cannot leave him destitute of a livelihood, grant him a yearly
pension.” In 1640 the council of Aberdeen, considering
that Mr David Wedderburne, master of the grammar school,
in regard of his old age and inability to serve in such a labori-
ous and toilsome calling as the place requires, has demitted his
office, in which he had faithfully served the town for forty years,
and also considering that the poor old master is likewise bur-
dened with a wife and children, grant to him a pension of
200 merks yearly during all the days of his lifetime, with the
condition that if they find out any other means equal to the
pension, he will accept the second provision and demit the
pension.” In 1723 the council of St Andrews, considering
that Mr Patrick Lindesay, master of the g ammar school, hath
faithfully behaved as master, and by reason of his old age and
infirmity is now unable to use discipline, continue to him
his salary during all the days of his lifetime.” In 1746
Mr James Ferguson, master of the grammar school of Ayr,
who had served in the school for nearly fifty years, being now
‘aged, valetudinary, tender, and much affected with the gout
and gravel, the council ‘continue his yearly salary during
the short time he may now live.” In 1782 the council of
Kirkcudbright grant a pension of £10 to the master of the
grammar school, who has served the town for thirty-five years,
and is now ‘far. advanced in years and unable to be employed
Burgh Records of Edinburgh. --
- - - - - "Burgh Records of Aberdeen.
* Burgh Records of St Andrews. Burgh Records of Ayr.
--














































GRANT OF PENSIONS. 291
elsewhere.” In 1824 Mr Smith, English master of St
Andrews, having resigned his office, the council record ‘the
high sense of the very important services rendered to the
public by their late much respected and very valuable teacher,
who, during the long period of forty-three years, has so much
to the satisfaction of all classes most ably, usefully, and faith-
fully discharged the duties of his office, and in testimony of
their gratitude appoint him city factor; it is provided that,
--- when he feels himself unable to discharge the duties of that
office, or if the council deprive him of it, he should receive from
the town's funds the amount of his salary as schoolmaster.”
“O blest retirement friend to life's decline—
How blest is he who crowns, in shades like these,
A youth of labour with an age of ease I’
§ 5. When the teachers held their appointments not
2exactly during pleasure of the town councils, the patrons
were obliged to make some compensation to them on con-
dition of retiring, after they became disqualified for the
due performance of their office. In 1704 the master of
the grammar school of Perth, on voluntarily demitting his
office, gets a pension of 300 merks Scots.” In 1761 James
Broun was appointed by the council of Dundee teacher in
1 Burgh Records of Kirkcudbright.
* Burgh Records of St Andrews. There are also instances of pro-
visions for the relicts of teachers. In 1600 the relict and bairns of Mr
Hercules Rollock, master of the grammar school of Edinburgh, petition
the council for assistance; the good town owes him nothing, but because
he was their common servant, and being desirous to give all others in
the like rank occasion to do their duty, ordain 500 merks to be paid to
him out of their common good : Burgh Records of Edinburgh. In
1725, on the petition of the relict of Mr William Johnstone, school
doctor of Kirkcaldy, the council furnish her with half a boll of meal
and two loads of coals: Burgh Records of Kirkcaldy. In 1778 the
council of Banff, considering that Mr Robertson, master of the grammar
school, had long and faithfully served the town for thirty-one years,
grant to his widow a yearly pension of £8 sterling; Burgh Records of
Banff.
8 Burgh Records of Perth,
º
n
º
n







SCHOOLs AFTER THE REFORMATION.
------- º º
º - - ---
one of the burgh schools ad vitam aut culpam ; in 1771 the
council appoint a committee to confer with him about retir-
ing from the school, to which he agreed on condition of
receiving £15 sterling yearly during his life; the council
complied with his terms. Again, in 1763 a committee of
the same council was appointed to meet Mr Park about
resigning his office as teacher in the Kirkyard school, on
receiving a reasonable allowance during life.”
§ 6. There are too many instances in the records of the -
councils having been generous to the outgoing at the cost of
the incoming schoolmaster, a practice we know which is
still in use and very injurious to the interests of the school.
The following extracts from the records of five burghs .
may be taken as instances of such dealings—dealings by
which scholastic offices were bought and sold, or encumbered
with the burden of making provision for the last incum-
bent—a provision which should have been made by the town
instead of the teacher who was discharging the active
duties of the office, and already underpaid for his ser-
vices. On 23d September 1712, a master of the English
school of Dundee agrees to retire from his office on condition
of receiving ‘payment of 100 merks yearly during life, and
Mr Barclay, who petitioned the town to appoint him to the
place about to be vacant, is content to give that sum; on the
following day he comes under a special obligation to that
effect.” We find the same practice at a later date in connec-
tion with the same school: in 1759, on the resignation of the
teacher of the English school, the council appoint his suc-
cessor, with the condition that he makes a yearly payment
to the last teacher of £15 sterling." In 1726 Mr Patrick
Coldstream was chosen schoolmaster of Crail; he shall have -
all the fees, profits, and emoluments pertaining to the office
after the decease of Mr William Row, late schoolmaster; in -
1734 Mr Coldstream petitions the council to grant him the
‘haill immunities, liberties, and privileges enjoyed and intro-
* Burgh Records of Dundee. 2 Ibid.





















































GRANT OF PENSIONS.
- - - º
mitted with by the now deceased Mr Row;” so that the poor
schoolmaster of Crail was saddled for eight long years with
the payment of an annuity to his predecessor. In 1728 the
council of St Andrews confess that they cannot give an ade-
quate salary to the master of the grammar school, in respect
it is settled on the late schoolmaster during his life.” In 1822
the council of Dunbar recommend that the salary of the rector
of the grammar school be increased on the death of his pre-
decessor, who receives part of the salary which should have
been paid to the teacher now in office.” In 1827 a person
was appointed master of the mathematical school of Greenock
without the usual salary, which was assigned to his prede-
cessor during his lifetime." It would be invidious to mention
similar instances in our own day.
§ 7. The foregoing extracts illustrate the practice which
prevailed in our burgh schools till the passing of the Educa-
tion Act with regard to the granting of retiring allowances to
teachers who were no longer able to discharge their duties to
the satisfaction of their constituents. We have seen that
some burghs, generously pensioned good teachers who were
spent in the service of the community, others superseded their
old servants without mercy when they became unfit for fur-
ther service;" others, again, granted retiring allowances, not
ew gratid, but in order to get rid of inefficient teachers, who, in
virtue of a contract or usage, held their offices for a period or
life. But at no time in the history of burgh schools were the
masters entitled to demand, by law or practice, pensions from
their patrons when compelled because of infirmity or old age
to resign their office—a resignation occasioned by no fault of
their own. There is no doubt that the higher instruction
in Scotland has suffered immensely from no regular provision
having ever been made by Parliament or the burghs for grant-
ing superannuation allowances to teachers who worked satis-
factorily for a number of years, but became incapacitated for
---
1 Burgh Records of Crail. º º
* Burgh Records of St Andrews. * Burgh Records of Dunbar.
* Burgh Records of Greenock. * Supra, Chapter VIII., § 3.


















SCHOOLS AFTER THE
---
- - ---
-- - ----- -
further service. It is true that it has been the custom-in-
variable custom—with a very small number of the burghs to
grant retiring allowances to some of their teachers, but not
one of the following, which include all our best schools, has
ever made any regulations for granting annuities in cases of
long service and infirmity: New Aberdeen grammar school,"
Annan academy.” Arbroath high school.” Ayr academy,” Banff
grammar school.” Brechin grammar school," Burntisland gram-
mar school, Cupar Madras academy.* Dumbarton burgh aca-
demy.” Elgin academy,” Forfar academy,” Forres academy.”
Glasgow high school.” Greenock academy.” Inverness aca-
demy,” Kirkcudbright academy.” Lanark burgh school.”
Leith high school.” Linlithgow grammar school.” Montrose
grammar school.” Paisley grammar school.” Perth academy
and grammar school.” Madras college of St Andrews.” Stir-
ling high school.” Tain academy.*
§ 8. In the interest of education, we respectfully venture
to say that the ad vitam aut culpam tenure of office ought
not to have been abolished without adequate compensation
having been made for the loss of dignity and independence
which the office suffered in consequence; the security of the
tenure having been destroyed, a liberal system of retiring
allowances should have been granted in cases in which the
teacher served the school board for a number of years, but
became, through no fault of his own, unfit for further services;
public school teachers should have been put on the same
footing as professors, who, if incapacitated to conduct the
work of the class, can be made to retire on an allowance;”
the Education Act should have introduced and regulated a
system of pensioning off teachers, the managing bodies being
* Report on Endowed Schools, ii., 338. * Ibid., 343.
* Ibid., 348. “Ibid., 353. "Ibid., 360. 6 Ibid., 366.
7 Ibid., 369. 3 Ibid., 393. "Ibid., 418, 10 Ibid., 449.
11 Ibid., 460. 13 Ibid., 465. 13 Ibid., 471. 14 Ibid., 482.
16 Ibid., 495. * Ibid., 505. 17 Ibid., 514, 18 Ibid., 516.
19 Ibid., 524. * Ibid., 529. * Ibid., 546. * Ibid., 564.
23 Ibid., 578. *Ibid., 596. 23 Ibid., 600. -
* Report on Burgh Schools, i., 49. - -






































































GRANT OF PENSIONS. 295
---
invested with the power of compelling them to accept of
these retiring allowances when disabled in any degree to
perform their duties. Section 55 of the Act, which provides
that the teachers who were in office previously to the passing
of the Act shall not be prejudiced by any of the provisions
contained therein, protects, to some extent, the parochial
schoolmaster who is entitled by law to a retiring allowance,
but it makes no provision whatever for the burgh school
teacher, who is now more liable to dismissal than formerly,
but has no compensation made to him for any loss which he
may sustain. It is true he could at no time demand a retir-
ing allowance, but he held what was considered a life ap-
pointment, and Parliament should have made some allowance
for him if superseded, because it multiplied the grounds on
which he might be dismissed.
º The provision made by the Act for granting pensions to
parochial teachers in office previously to the passing of the
Act, is as follows: In the case of teachers of parish schools
who may be removed in terms of section 60, the school boards
shall have the same powers of granting retiring allowances,
and the teachers shall have the same rights to demand retiring
allowances, as were vested in heritors and ministers and in
parish schoolmasters respectively, by sections 19 and 20 of
the Act of 1861. This provision for granting retiring allow-
ances has already been fruitful of disputes between school
boards and teachers, and will probably give rise to further
litigation in the case of teachers removed for alleged faults,
unless the legislature remove all doubt as to the meaning of
the statute. The schoolmaster of Whitburn having, on 30th
January 1874, been removed from office, claimed before the
Court of Session his statutory retiring allowance, which had
been refused by the school board; the Lord Ordinary, after
examining the grounds on which he was removed, found that
his inefficiency arose from want of abilities rather than fault
of his own, and decided in his favour. In the case of the
schoolmaster of the side parochial School at Logiealmond
* -- . . 1 § 60, sub-sect. 2. -
-













schools AFTER THE REFORMATION.
against the school board of Logiealmond, Lord Young refused
the teacher a pension, on the ground that a teacher removed
from office as 'incompetent, unfit, and inefficient, has no legal
right thereto; the Act of 1872 has come, according to its
author, with regard to granting retiring allowances to old
parochial teachers, in the place of the Act of 1861, which
authorised pensions only when the teacher became ‘dis
qualified because of infirmity or old age, but permitted the
removal of a teacher who, from negligence or inattention,
has failed efficiently to discharge his duties, without any
pension. The case having been appealed to the Inner
House, the Lord President observed that the Lord Ordinary
had omitted to notice that the Education Act of 1872 was
a remedial measure, and should therefore be interpreted in
a favourable manner; causes of dismissal and liability to
loss of office having been multiplied, there ought to be
a corresponding extension of the grounds on which a retir-
ing allowance might be granted; if a dismissed teacher
were without fault, he had a right to demand a pension;
if he were in fault, the school board had still power to grant
him a retiring allowance. The Court ordered the school
board to reconsider their resolution refusing the teacher
a retiring allowance, and if they should adhere thereto, to
specify in their resolution the ground of such refusal.” The
school board having reconsidered their decision, adhered to it,
and specified the teacher's inefficiency (the causes of which are
º specified) as the ground of their refusal, and the Court being
satisfied that these statements were true, dismissed the action.
But in this case the Court distinctly held that a schoolmaster
dismissed for inefficiency might have a right to demand a
retiring allowance, although his case did not fall within the
category of old age or infirmity.”
The next case was an action by the schoolmaster of
Glenshiel against the school board of the parish, who had
dismissed him from office on the ground that he was ‘incom-º.
petent, unfit, and inefficient, the result of his intemperate
Scottish Law Reporter, xii, 278. “Ibid. “Ibid.,469.

GRANT OF PE
Nsions. --- 297
habits, neglect, nd frequent absence from his duties, etc.
The Lord Ordinary decided against the teacher's claim for a
º
retiring allowance, on grounds similar to those set forth in
the Logiealmond case—a decision confirmed by the Second
Division, but for reasons different from those given in the
Logiealmond case.” The provision made by the Act for
granting retiring allowances to public school teachers ap-
pointed after the passing of the Act is illusory and amounts
to nothing. Section 61 provides that a school board may
permit any teacher of a public school to resign his office upon
the condition of receiving a retiring allowance; and the board
may award to such teacher such retiring allowance as they
shall think fit; always without prejudice to the right under
the existing law to a retiring allowance of any teacher
appointed under the previous Acts of Parliament.” º
There is no person in Scotland who has taken a warm
interest in the state of our education, that does not regret
that a competent retiring allowance has not been provided
for long service. Such a provision, while most proper and
just in itself, would immensely facilitate the removal of
teachers who have been faithful in the good cause for a
- sufficient term—servants who have become unfit for the duty
of the school through old age—and so improve and elevate
the standard of education throughout the country.
1 Scottish Law Reporter, xii., 473.
* 35 and 36 Vict, c. 62, § 61.
























---
º --- - - - - º
- CHAPTER X-THE MASTER AS A PLU
º º - - º --- --- - - º - - -
- º º - º -: - - º -- º
§ 1. THE MASTER A READER, PRECENTOR, AND SESSION CLERK.—
§ 2. MINISTER ACTING AS MASTER.—$ 3. SECULAR EMPLOY-
MENT OF MASTER.—$ 4. MASTER AS PUBLIC or ATOR OR POET.
—$ 5. PLURALITIES CONDEMNED.—$6. PLEA FOR PLURALITIES.
--- º - º º
RALIST.
º *
§ 1. IN the pre-Reformation times, as shown in the earlier
portion of this volume, the rector or master of the school was
frequently called upon to discharge various public functions
—in some cases not of local interest only, but connected with
important national affairs. In the same way, though perhaps
not on a platform so highly elevated, the schoolmaster after
the Reformation frequently filled more than his own proper
office—the most common being those of reader, precentor, and
session clerk.
The schoolmaster of Cupar was ordered, in 1564, to read
and exhort in the kirk of Cupar;" in 1572 the reader
or exhorter of the common prayers in Haddington was also
master of the school;” in 1595 and 1596 the doctors of the
grammar school of Ayr read on Sundays the morning prayers,
and also read after the preaching in the forenoon and after-
noon;" in 1604 the master of the grammar school of Paisley
‘read the prayers in the Abbey kirk daily;” the school-
masters of Inverkeithing were readers in 1628 and 1634;
and those of Tain in 1620 and 1622;" in 1671 a schoolmaster
in Aberdeen read a portion of Scripture with the ordinary
prayers, morning and evening, each day in Trinity Chapel.”
---. - -
- º'
1 Booke of the Universall Kirke, 46. --
* Burgh Records of Haddington. º -
* Burgh Records of Ayr. In 1605 the master is required to read on
the Sabbath and on week-days. - º
* Burgh Records of Paisley. " Maitland Club Miscellany, ii., 45, 50.
* Burgh Records of Aberdeen. º
- wº
--- º -:

PLURALITY OF OFFICEs. */
The practice after this time began to slacken, and efforts were
required to revive it: forexample, in 1703, it being considered
a grievance that there are not morning and evening prayers
and reading in the church of Banff, every week-day and on
Sunday, before the forenoon and afternoon sermons, the council
unanimously decern the master of the grammar school to say
well as reader, is seen from numerous entries: in 1592 a
doctor in the grammar school of Haddington was required to
take up the psalms in the kirk;” the master of the grammar
school of Banff, in 1628, read the prayers and uptook the
psalms;* the schoolmaster of Wigtown, in 1633, was reader,
and raised the psalms;4 in 1649 the doctor in the grammar
school of Paisley was also precentor;" in 1650 and 1677,
doctors of the grammar school of Ayr had ‘to conceave
prayer, read the Scripture, and raise the psalms on Sabbath
and week-days;” in 1689 the schoolmaster of Kirkcudbright
was precentor;" in 1748 and 1750 the masters of the gram- .
mar schools of Rothesay were precentors in the church of
the burgh.” The master, as we have remarked, sometimes -
discharged the duties of session clerk, in addition to those of º
reader or precentor, or both combined: thus, in 1573, the
doctor in the grammar School of Haddington, besides reading,
officiated as clerk in the session;" in 1602 the doctor of the
school of Burntisland was uptaker of the psalms, keeper
of the kirk records, and reader of the prayers;” in 1612
the master of the grammar school of Ayr read in the kirk
1 Burgh Records of Banff. º In 1708 it is enacted that if he fail to
read and pray at the appointed hours, the magistrates will ‘consider his
contempt, and abstract his salary accordingly.” -
* Burgh Records of Haddington.
3 Spalding Club Miscellany, ii., 41. “Ibid., 50.
5 Burgh Records of Paisley. * Burgh Records of Ayr.
7 Burgh Records of Kirkcudbright. * Burgh Records of Rothesay.
9 Burgh Records of Haddington. ” Burgh Records of Burntisland.






































as clerk of session and
'; he also furnished a
lms; in 1663 the school-
aster of Pittenweem was precentor and session clerk, and
did other things incumbent on a schoolmaster;” in 1689
and 1694 doctors of the grammar school of Irvine acted as
session clerks and precentors;* in 1693 and 1696 the school
masters of Kirkcudbright were also precentors and kirk-
clerks;” in 1700 the council of Fortrose delivered to the
schoolmaster, as session clerk, the ‘church Bible, the register
of baptisms and marriages, and the register of the distribu-
tion of the mortifications of the poor ones;” in 1767 the
council of Greenock promise to use their interest to get the
master of their -
§ 2. For some time subsequent to the Reformation the min-
ister was frequently engaged—as was befitting—in teaching
the school of the burgh. We learn that on 25th February 1566,
Mr Thomas Kinnear, minister of Crail, obliges himself that,
though chosen minister of Crail, he will teach the school, pro-
vided that he preaches but once in the week, and that he is
allowed to have ‘honest stipend;’ the ministe ding-
1 Burgh Records of Ayr. º º -
* Burgh Records of Pittenweem. Cf. also under minutes datedi
April 1663, 2d May 1677, 18th June 1684, 27th February 1692, 19th
January 1697, 21st April 1699, 17th June 1704, et passim.
* Burgh Records of Irvine. The South Leith session records furnish
an illustration of an opposite character, it being the duty of the precentor
and session clerk to write the copies for the children attending the ‘hie’
school : Campbell's History of Leith, p. 318 ºf
* Burgh Records of Kirkcudbright. º
* Burgh Records of Fortrose. In 1709 the council, considering the
inconveniences arising from the frequent changing of session clerks, who
were the successive schoolmasters of the place, and neglected to fill up
dates of baptisms and marriages, appoint the town-clerk to be session
clerk.
* Burgh Records of Greenock. 7 Ibid. “Burgh Records of Crail.
º

PLURALITY OF O
prices. - 301
-
ton officiated for many years as schoolmaster of the burgh;
but in 1576 the town council pray him, because of his great
burden in the ministry, to allow them to plant another master
in the school, who might ‘hallelie’ attend to the charge; but
they request him to teach the school until another master be
provided; in the same year, 1576, the minister of Kirkcud-
bright was also teacher of the ‘schole' of the burgh; in
1578 the town council ratify the ‘feing' of Mr James
Dodds, minister, as schoolmaster; in 1591 Mr David Blyth,
minister, is ‘conducit’ schoolmaster—John Henryson becom-
ing his ‘cautioner that he will do his duty;” in 1582 Mr
David Spens, minister of Kirkcaldy, undertakes to teach
a grammar school as principal, with a doctor under him; if
the number of bairns increase, that the minister's house shall
not contain them, the town promises to find a roomy house
for the purpose; * in 1600 the town of Dysart wants a quali-
fied master for the school, and proposes that if the kirk would
provide the minister with a helper, who would also undertake
to teach the youth of the town, and to read, the council would
give him a salary of 100 merks;* Mr David Lindsay, the
celebrated Reformer, at first master of the grammar School of
Montrose, was rector of the grammar School of Dundee, and
minister of St Mary's: in 1606, however, he resigned his
office as schoolmaster, because he was not able to discharge
both with good conscience." It was so common for the parish
minister to be master of the grammar school of the burgh—
teaching adults on the Lord's day, and children on week-
days—that in 1587 the convention of royal burghs, being
opposed to pluralities, protested against the same person
holding in future the offices of minister and schoolmaster."
- --
º
-----
1 Burgh Records of Haddington. ” Burgh Records of Kirkcudbright.
8 Burgh Records of Kirkcaldy. 4 Burgh Records of Dysart.
5 Burgh Records of Dundee. On the other hand, the schoolmaster
sometimes performed the duties of the minister: thus, in 1674, the
bishop of Brechin appointed the schoolmaster of Brechin to supply his
charge as minister: Black's History of Brechin, 89.
6 Record of Convention of Royal Burghs, p. 241.
º
º
º
º
º
















SCHOOLS AFTER THE REFORMATION.
§ 3. The teacher was now and then employed in duties less
elevated and sacred than reading, precenting, clerking, and
preaching. In 1581 the schoolmaster of Kinghorn was common
clerk of the burgh; and in 1627 and 1628 the doctor was paid
for 'guyding and keeping of the clock;” in 1633 the school-
master and the scholars of Linlithgow were appointed to
‘walk the marches’ of the burgh;” in 1731 the English
schoolmaster of Ayr presents his account ‘for dressing and
heightening the town clock, and assisting at the bells in July
last for several days;” the writing-master of the grammar
school, in 1759, conscientiously resigned the office of collector
of poors' stent, as it had often employed his time, which
might have been more usefully spent both for himself and
the community.” In 1759 the council of Fortrose appointed
their schoolmaster collector of the ‘aeques;” and in the fol-
lowing year the teacher of humanity and mathematics in the
grammar school of the burgh is appointed commissioner to
the convention of royal burghs;" in 1784 the schoolmaster of
Inverurie was depute town-clerk and general writer of dis-
positions;” and in 1786 the singing-master of Ayr was
keeper of the register of the dead.* - º:
§4. The authorities sometimes turned to special use the
literary abilities of their teachers, who, on great occasions in
the history of the community, were appointed as poets, orators,
or historians, to commemorate the important event. Thus, on
the arrival of Anne of Denmark as the bride of our James VI.,
the master of the high school of Edinburgh, Mr. Hercules
Rollock, a man of letters, offered the queen, “at the Strait
of the Bow, where the royal procession halted, in the name
of the authorities, a hearty welcome to the capital of her
new dominions.” The grammarian, Alexander Home, when
1 Maitland Club Miscellany, ii., 46.
* Report on Burgh Schools, ii., 115.
3 Burgh Records of Ayr. - 4, Ibid. º.
5 Burgh Records of Fortrose. 6 Ibid. - º
7 Burgh Records of Inverurie. * Burgh Records of Ayr.
9 Steven's High School, 22. - - - º
sº-
---
--

PLURALITY OF OFFICES.
schoolmaster of Dunbar, was appointed orator to welcome the
first return of her husband to Scotland since his accession
to the English throne; and at Dunglass Castle, on 13th May
1617, he addressed the king in a magniloquent Latin speech,
which is still preserved. We read in the records of another
burgh that, on the 22d of September 1601, “the council of
Aberdeen, remembering the labours and travels’ of Master
Thomas Cargill, master of the grammar school, in making
a treatise in Latin congratulating his majesty on his delivery
-- from the Gowrie conspiracy, and containing some memorials
of the antiquity and privileges of the burgh, ordain £20 to be
paid to him;” the same Mr Thomas received £3 for writing
verses in Latin in commendation of my Lord Marischal
for erecting the new college in Aberdeen.” Mr Cargill's
worthy successor, Mr David Wedderburne, was taken bound
in 1620 by the magistrates and council to ‘compose in Latin,
both in prose and verse, quhatsumeuir purpose or theme con-
cerning the common effairis of the toune, ather at home or
afield, as he sal be requyred be any of the magistrattis or
clerk, in tyme comeing.” In 1731 Mr Coldstream, school-
master of Crail, translated for the council one of the town
charters from Latin to English at ‘vast trouble;’ the trans-
lation being done to the satisfaction of the council, they order
15s, to be given to him as a ‘compliment, with hearty thanks
over and above.’” -
§ 5. Zealous patrons of Schools naturally regarded with
much disfavour occupations not relating to teaching, including
the common practice of using the School as a stepping-stone
to the ministry—using it for Supplying means to qualify
for the church—a practice which has done, much injury to
the welfare of our schools. A few extracts will show how
earnestly the councils endeavoured to remedy this evil, and to
prevent plurality of offices—an evil which is not yet quite
extinct: In 1587 the convention of royal burghs request
* Steven's High School, 22. - -
- * Burgh Records of Aberdeen. 3 Ibid. . 4 Ibid.
5 Burgh Records of Crail.
















3 SCHOOLS AFTER THE REFORMATION.
Parliament to pass an Act forbidding masters of the grammar
schools in burghs to act as ministers or notaries—occupa-
tions which draw them from their ordinary care—or minister
to bear the office of schoolmaster. In 1605 and 1612 masters
of the grammar school of Ayr become bound not to study
theology, or any other art which may prejudice in any way
their teaching of the grammar school.” In 1625 and 1642
masters of the grammar school of Stirling promise to devote
themselves ‘haillilie to the teaching of the grammar school,
and not withdraw thairfra’ without the licence of the
town.” In 1625, 1634, 1640, and 1649, the masters of the
school of Jedburgh obliged themselves ‘not to exerceis’ the
function of minister." In the same way schoolmasters of
Montrose, in 1643 and 1656, engage not to ‘exercise, or go
to the presbytery, or take to any study.” In 1638 the
master of the grammar school of Cupar was required to
abandon the ‘exerceis of the presbitry and preaching in any
landward kirk.” The General Assembly, in 1645, ordained
visitors of grammar schools to see that the masters be not
distracted by any other employments calculated to divert
them from their diligent attendance on the schools." In 1648
the kirk session of Crail appoint Mr William Haggie, master
of the grammar school, clerk pro tempore to the session, with the
condition that the clerkship be not prejudicial to his attend
ance on the school, or ‘occasion any hindrance, distraction, or
aberration in his diligent care of instruction in the school; if
it does, the session will appoint another clerk." In 1702 the
council of Dundee, considering that the master and doctors of
the grammar school ‘exercise ane trade of merchandise which
doeth very much hinder their attendance on the school,
1 Record of Convention of Royal Burghs, 241. ---
* Burgh Records of Ayr. º * Burgh Records of Stirling.
* Burgh Records of Jedburgh. " Burgh Records of Montrose.
* Burgh Records of Cupar. 7 Acts of General Assembly. -
* Session Minute-Book of Crail. This entry, so creditable to the
honesty and intelligence of the kirk session, is subscribed “Ja. Shairp,
minister, who became the famous archbishop of St Andrews. º





















































PLURALITY OF OFFICES. 305
ºt
discharge them of such occupation. In 1711 the council of
Dunfermline elect a doctor of the grammar school on condition
that he engage in no other business.” In 1716 the school-
master of Kirkcudbright becomes bound not to meddle with
any other employment that may divert him from his office.”
In 1711 the magistrates of Peebles declare that, if the school-
master shall make use of the work of the holy ministry, the
council shall deprive him of his office and benefice.* The
English teacher of Ayr being, 1738, session clerk, precentor,
keeper of the town clocks, and collector of cess, the council
resolve to have a new master in respect of his many avoca-
tions, which have led to the decay of his school.” In 1770
the council of Kinghorn enact that, in future, no master or
doctor may act as clerk to any society in the burgh." In
1772 the council of Ayr resolve that no person who has any
view towards the ministry need offer himself as candidate
for the English mastership." The master of the grammar
school of Elgin, in 1793, obliges himself not to enter into holy
orders during the existence of the contract;* still nearer our
own day the same objection finds record, as in 1815 the
same council resolve that the successful candidate for the
situation of classical master in the academy shall be bound
not to preach, except during the summer month of the
vacation;” and in 1844 they advertise for a classical master,
who will be restricted from preaching, except during the
summer and Christmas holidays.”
§ 6. The poor schoolmaster was sure to be a candidate for
any stray office which became vacant in the burgh—any
genteel employment which contributed a little towards his
maintenance; indeed, but for the emoluments derived from
some of these offices—especially those which he so frequently
held in connection with the church,” his income was so mean
8 Burgh Records of Kirkcudbright. 4 Burgh Records of Peebles.
5 Burgh Records of Ayr. * Burgh Records of Kinghorn.
7 Burgh Records of Ayr. 8 Elgin Case, 35. 9 Ibid. 10 Ibid.
- 11 In 1663 the salary of the rector of the grammar school of Dumfries
was drawn partly from marriage proclamations, baptisms, and burials:
º - - U
º:
1 Burgh Records of Dundee. * Burgh Records of Dunfermline.


































306 scHOOLs AFTER THE REFORMATION.
that, in many cases, it was hardly adequate to supply the
necessaries of life. If the school patrons—instead of passing
acts prohibiting their teachers to engage in any business cal-
culated to divert them from their proper duties—had placed
them in easy circumstances, or even beyond the depressing
cares of indigence, they would have taken the surest means.
to promote the virtue, usefulness, and education of their chil-
dren, the highest interests of the country, and the welfare
and happiness of the poor instructor, who, after having toiled
at his little school for many years, could not look into the
future without much uneasiness and dark forebodings. His
income was miserably small; the res angustae domi were
becoming more urgent every day—however economically and
sparingly he lived; his health was failing, and his strength
exhausted; poverty had overtaken him at a time when he
was fit for no other work; no superannuation was provided
for him by a grateful community; he had no private means,
and no windfall ever came his way; he received no perquisites º
of any kind—nothing, in fact, but the little stipend from
the board, which, without terrible struggle, could not make
both ends comfortably meet. Who could, in these cir-
cumstances, blame the poor teacher for trying to turn an
honest penny outside the profession for which he had already
made so much sacrifice, and which had not charity enough to
stretch out to him a helping hand in his distress? It was an
ill-judged economy to deal meanly with those whom we had
entrusted with imparting to our children virtuous and useful
education. --- - - - - ºr
MDowall's History of Dumfries, 502. In 1663 and 1684 the school.
Dunbar, in 1721, were paid partly from the kirk sessio º - -
baptisms and marriages: Burgh Records of Dunbar. The English ,
master of St Andrews, in 1746, was paid from the kirk session, the
trades and guildry: Burgh Records of St Andrews. English masters of
Dundee, in 1773, were paid from the kirk fabric, from the guildry, from a
tax imposed on ale, and from the hospital funds: Burgh Records of Dundee.

































































-
CHAPTER XI-COMPULSORY EDUCATION.
º
§ 1. PARLIAMENT AND CHURCH oRDAINING SCHOOL ATTENDANCE.
–$ 2. ACTs of councILs compeLLING ATTENDANCE. —$ 3.
DIFFICULTIES IN ENFORCING COMPULSoRy CLAUSEs.-$ 4. DE-
FECTs of THESE CLAUSES.–$ 5. How THE CLAUSES ARE EN-
Forced—s 6. COMPULSION NECESSARY. —$ 7. CoMPULSION To
BE EFFECTUAL.—$ 8. OPERATION OF THE CLAUSEs,
PARLIAMENT has resolved that ‘knowledge shall be increased,’
and that ‘the million' shall be brought in some way or other
to the knowledge of letters; accordingly, the ‘schoolmaster is
abroad,' and the compulsory officer is met at every corner
—in the ‘streets and lanes of the city, bringing in the poor,
and the maimed, and the halt, and the blind,” and it is the
Solemn duty of every one who loves his country and his fellow-
beings to do all that in him lies to compass this great end.
§ 1. The oldest Act on our statute-book relating to education
contemplated making school attendance compulsory, at least
on the eldest sons and heirs of ‘barrenes and freholders,'
from the time that they shall be six or nine years of age
until competentlie founded in Latin and jure.” It appears
from the tenor of this wholesome statute, and from entries in
the records of the church courts and of several burghs, that the
compulsory clauses in the recent Education Act were not alto-
gether an innovation on the former law and practice of our
country. Thus, in the Book of Discipline, drawn up in 1560,
it is proposed that all fathers, of whatever estate, shall be
compelled to bring up their children in learning and virtue.”
1 Luke xiv. 21. - * 1496, c. 3, ii., 238.
3 Works of Knox, ii., 209. Ninian Winzet marvels greatly why at
this time [the Reformation] so few children ‘ are held at the study of any
science, and specially of grammar:” “Tractatis, p. 27 (Maitland Club).
-























º schools THE REFORMATION.
AFTER -- -------
--- ºº -
The kirk session of Anstruther, towards the end of the sixteenth
century, urged the education of the youth with no less zeal; in
1595 the youth of Anstruther are ordered to attend the school,
and it is provided that such as are too poor shall be taught
at the common expense; they who are able to maintain their
children at school are commanded to send them thereto, that
they may be brought up in the fear of God and in virtue;
those who refuse shall be called before the session and ad-
monished of their duty, and if after admonition they do not
mend, there shall be exacted from them the quarterly pay-
ments for their children, and ane dewetie for the dayes meat,
as it shall com aboot onto them, whether they put their
bairnes to the school or not; it is also provided that no
poor children shall receive alms unless they attend the
school, but as many of the ‘puir’ as attend shall have three
hours daily for seeking their meat through the town—from nine
to ten A.M., from twelve to one, and from six o'clock furth; the
inhabitants are desired to help only such as give themselves to
virtue; as for the others, they shall ‘deal lyardly with them
to drive them to seik efter vertue;” in the year following
it is ordained that every man within the town who has bairns
shall send them to the school, the session paying five shillings
quarterly to the schoolmaster for as many of the poor as has
ingyne.” The arrangement made by the kirk session of
Anstruther for educating poor children—children belonging
to the substratum of society—appears to have been greatly
in advance of that provided for the same class by the
Education Act; their fees are not only to be paid without
question—and it is important to note, that by the ancient
custom of Scotland careful preparation was made for teach-
ing poor children gratis—but the most necessary provision
of all is not overlooked, supplying the destitute children with
food. - -
§ 2. In illustration of the same subject, let us quote a few
acts of council from the records of different burghs in order
to show that during the seventeenth and eighteenth centuries
1 Kirk Session Records of Anstruther.

- º -- ---
COMPULSORY EDUCATION.
the municipal authorities, as well as Parliament and the
church, brought some degree of pressure on parents to educate
their children. In 1628 the town council of Cupar ordain all
neighbours of the burgh to present their bairns to the school •
- ‘to-morrow morning before eight o'clock;” and in 1664 the
practice of compulsion is regarded by the same council as an
existing rule: considering, they say, how much they are
bounden in duty and conscience to attend to the educa-
tion of the children in this burgh, they confirm all former
acts ordaining parents to send their children to school,
and by this act statute that all parents send their chil-
dren to the grammar School who are past the age of eight
years; each person transgressing this act shall pay £5.
Scots quarterly for each child absent from school, the
money to be employed for the use of the poor.” The -
following extract from the same records resembles the
measures adopted in our own day to enforce the compulsory -
clauses: in 1677, it being represented to the council that
there are several young boys in the town, of whom a fourth
is not at School, although there are many acts of council com-
manding them to attend, the magistrates undertake to cause
defaulting parents to send their children to school, according to
the former acts of council, as soon as the session send them
a list of absentees.” In 1637 all the inhabitants of Peebles
who have children fit for school are ordered to send them .
thereto primo quoque tempore, under penalty of ten merks,
conform to a roll delivered to William Melrose;4 in 1653
the inhabitants of the burgh promise to send their male
children capable of learning to school, trade, or craft,
within the next forty-eight hours, under pain of being held
liable for their future misdemeanours, the parents who can
afford it paying quarterly fees;" in the following year, the
council undertake to execute the acts formerly made against
those who neglect to send their children to school, and to
uplift the penalties for the use of the teachers;" in 1656
1 Burgh Records of Cupar, 2 Ibid. 3 Ibid.
* Burgh Records of Peebles. 5 Ibid. 6 Ibid. - & -


































schools AFTER THE REFORMATION. -
the town officer was ordered to go through the town and
cause all parents who have any male children to send them
to school within twenty-four hours, under the certification
º --- - - - - - - ----------------- the
burgh who have children capable of learning are commanded
to send them to school, under pain of being liable for their
quarter fees; whoever are not able to pay the fees, the magis-
trates. shall order the master to teach them. gratis.” At the
head court of Jedburgh, in 1641, it was ordained that all
having bairns outwith seven years of age, and able to main-
tain them at school, shall send them thereto immediately;”
in 1643 it was ordained ‘that every honest man or woman
...that has bairns past six years old send them to the school,
under pain of £5, and punishment of their person;” in 1656
the council ordain that parents having children from six to
fourteen years old who ought to be at school and are not
shall be liable to the schoolmaster for their quarter's pay-
ment as if they had been pupils;” and the master undertakes
to teach the poor scholars gratis, on producing the certificate
from the minister, magistrates, and elders, that their parents
are not able to pay their fees." ... º * - - -
º,
In 1643 the brethren of the presbytery of Lanark promise
to the bailies of the town to deal seriously with their parish-
ioners ‘for keeping of the school”. In the years 1649, 1662,
1698, and 1727 respectively, the town council of Stirling
passed acts ordaining all male children in the burgh above
six years of age to be sent, under penalties, to the grammar
school.” In 1675 the provost, bailies, and council of Ruther-
glen, considering the great carelessness and neglect of duty of
divers parents by not keeping their children at school, so that
* Burgh Records of Peebles.
*Ibid. For payment of fees of poor scholars, see supra, p. 81, and
infra, under Fees and Salaries.
* Burgh Records of Jedburgh. - - -
“Ibid. The same ordinance was repeated annually till 1648, also in
1652, 1653, 1657, and 1661. .
5 Ibid. ° Ibid. * Presbytery Records of Lanark.
* Burgh Records of Stirling. -
---
º

COMPULSORY EDUCATION. 311
they might become fit and useful instruments both for kirk
and kingdom, statute that all the inhabitants of the burgh
from henceforth shall send their children between six and
twelve years of age to the common school; with this certifi-
cation that whoever neglects to do so shall pay the quarter
wages used and accustomed to the schoolmaster, as if their
children were at the school, and for that effect order the
officers of the burgh, upon a list subscribed and delivered to
them by the schoolmaster, without any further orders, to
charge all such persons as shall be given up in the list to
make payment to the schoolmaster of all bygone quarter
wages then due from Candlemas last, as if their children had
been at the school; in case of refusal, the officers shall imme-
diately poind and distrain the readiest goods and gear of de-
faulting parents; if the officers find no goods ‘streinzieable,
they shall apprehend the defaulters and commit them to the
tolbooth, ‘thairin to remayne ay and quhill payment be made;’
the act shall stand, it is added, in force in all time coming,
and intimation is ordered to be made “heirof by towk of drum
throw the toun.” The following entry in the minutes of the
town council of Dunbar, dated 1706, also refers to an existing
law by which the inhabitants were compelled to send their
children to School: At this date, the council having con-
sidered an act, dated 18th January 1677, with regard to
parents keeping their children from school, ratify and renew
that act, and ordain it to be made public that none pretend
- ignorance.” -- -
These acts of Parliament, church courts, and town councils
—of which more might be quoted—are of great value to the
student of education, as showing the zeal with which the little
local parliaments endeavoured to promote education from the
Reformation to the Union of England and Scotland in 1707.
From the Union to the passing of the Reform Act, there
appears to have been less zeal or activity than in the pre-
1 Burgh Records of Rutherglen.
* Burgh Records of Dunbar. Unfortunately the former act of council
has not been engrossed in the council minute-book.









S
GHools AFTER THE REFORMATION.
º º
º
--
-
vious century on the part of the municipal authorities in re-
quiring the youth to take advantage of the public schools
established in the burghs. Several attempts have been made
during the last twenty years' to devise a national scheme
of education, but it was only in 1872 that a measure was
passed which was really national, though its most important
feature—the compulsory clause—can hardly be said to be a
novelty unknown to the former law and practice of Scotland.
The two principles on which the Education Act is founded
are provision for the education of every child of school age in
the country, and compulsion on every” child to take advantage
of the education thus provided.” Section 69 ordains that
every parent shall provide elementary education in reading,
writing, and arithmetic, for his children between five and
thirteen years of age. Section 70 provides that defaulting
parents may be prosecuted by the procurator-fiscal, on failure
to comply with the above provision of the Act, on a certificate
from the board.*
§ 3. Many difficulties—serious difficulties—are being ex-
perienced by school boards in enforcing the compulsory
clauses: they feel that it would be harsh to take extreme
measures against poor but honest parents who require the
assistance of their children at some season in order to pre-
vent them from becoming chargeable on the poor-rates; in
dealing, for instance, with a child who is kept at home in
order to take care of younger children whose parent, per-
haps a widow, is working hard outside to obtain a liveli-
hood for her helpless offspring. Again, it is not easy for
school boards to enforce strictly the compulsory clause when
young children are far from school, unprovided with shoes
-
1 Five bills were introduced into Parliament on education between
1854 and 1870, and only the Act of 1861 (which is repealed by that of
1872) was carried. º º - - .
* Except ‘half-timers, who appear to be at present exempted from
the operation of the clause. - º º -
* Second Report of Scotch Board of Education, p. xxiv.
* 35 and 36 Vict, c 69. º





























































COMPULSORY EDUCATION.
*- ---
and clothes, especially in winter, or perhaps are not enjoy-
ing good health: cases in which parents—decent parents—
cannot well afford to feed, clothe, and educate their children.
For such cases section 69 of the Act endeavours to provide
a remedy by ordaining that when the parents are unable to
pay the school fees, they shall apply to the parochial board,
whose duty it shall be to pay out of the poor fund the
ordinary fees for the elementary education of every such
child. At particular times of the year great difficulty is
experienced in compelling school attendance in the rural
districts, e.g., during the herding season, which lasts six
months, and the turnip-hoeing and potato-raising seasons,
which last a few weeks; the enforced attendance of children
during these seasons has given rise to great complaints on the
part of parents and farmers, who require the labour of young
people, but on these occasions the boards, we believe, endea-
vour to enforce the clauses—clauses which in many instances
are useless, unnecessary, harsh, and oppressive—with as much
toleration as is consistent with their duties under the Act.
§4. The remedy provided by the Act for paying the fees
for the elementary education of poor children does not in
practice work well, and falls far short of the necessity of par-
ticular cases: thus when poor parents apply to the parochial
board for allowance for clothes, the board often refuse because
the parents are not paupers; and the want of shoes and clothes
prevents the children of many parents from attending school,
, especially in winter, however anxious they may be to send
them to school. The Act appears to be defective in constitut-
ing the parochial boards the only judges of the parents' claim
to assistance, for which in 1874, 3139 poor petitioners applied
in terms of this section, but of that number 1051 were refused
the help prayed for." School boards find that when questions
of ability to pay school fees arise between themselves and
the parochial boards, the effect in practice is that such cases
are shelved, the education of poor children being in the
meantime neglected. It would assist the school boards to
1 Second Report of Board of Education for Scotland, p. xxviii.
*

























































- schools AFTER THE REFORMATION.
carry out the provisions of these clauses if they had the
power of relieving poor parents of payment of school fees in
whole or in part; and it would be well for the cause of edu-
cation if other parochial boards followed the liberal example
et by that of Dingwall, which gives to each of the principal
teachers of the two public schools £10 a year for the educa-
tion of poor children. The clauses, as they now stand, are
also defective in having made no provision to preventirregular
attendance—one of the greatest difficulties with which boards
have to contend, it being difficult, if not impossible, to get
children sent to school under pressure to attend continuously
or regularly. Shakespeare's picture remains true to nature—
º
*The whining schoolboy, with his satchel,
And shining morning face, creeping like snail,
Unwillingly to school.'
§ 5. Persuasion, threats, visitations, remonstrances, issuing
of notices, and the summoning of parents before the board,
are the means by which defaulting children are enrolled,
and thereafter induced to attend with more or less of regu-
larity. When all these methods fail, recourse is had to
prosecution, of which during 1874 there have been only in
Scotland 156—viz, 155 parents and one employer—and
110 convictions were obtained at an average cost of nearly
£1, 13s. 4d. for each case. It may be added that during the
year ending 31st December 1874, no summonses have been
issued against parent or employer in Orkney and Nairnshire,
and there have been no prosecutions in the counties of
Shetland, Orkney, Caithness, Sutherland, Inverness, Nairn,
Elgin, Kincardine, Kinross, Haddington, Peebles, and Dum-
fries. The heavy cost of prosecutions, at present conducted
by the procurator-fiscal in the sheriff-courts, greatly deters -
boards from prosecuting defaulters, and the Board of Educa-
tion for Scotland recommend that the failure to send a child
to school should be summarily dealt with in the police courts
in burghs, and in counties in the justice of peace courts—
which could be done at a trifling cost. In some places there



























































COMPULSORY EDUCATION. 315
is no compulsory officer, the members of the board, the .
clergy, and others, undertaking the duty of that functionary,
and making periodical visits throughout their jurisdiction to
induce defaulting parents to send their children to school.
§ 6. The necessity for compulsory education in our large
towns—towns which are growing to an unnatural size and
becoming every day more ignorant and corrupt in consequence
of a rapidly increasing mining and manufacturing population
—is admitted by all thinking people; but in rural districts
the parish schools—the greatest institution of which Scot-
tish history can boast—have done the work for which they
were established so completely, that down to a very recent
period scarcely a single individual of mature age could be
found in the lowland parishes who was unable to read.”
In the rural parishes where parents, as a rule, are willing
to make any sacrifice to give education to their children,
there was less necessity—if indeed any at all—for the com- -
pulsory provisions of the Act, but even here the clauses will
be productive of good; though it seems advisable that they
should be carried out in the country with even more forbear-
ance than in towns. -
§ 7. The activity of the school boards in carrying out the
compulsory clauses, which has been more or less consider-
able in every town and parish of Scotland, has greatly in-
creased school attendance throughout the country, but the
deficiency of school accommodation is everywhere—especially
in rural districts—a great barrier to the enforcement of
compulsory education;” and it may safely be asserted that
until provision is made for supplying clothing and food, as
well as the fees of poor children, otherwise than through
the parochial boards, the school boards can never properly
give effect to this important feature of the Education Act
for Scotland—a feature wanting in its integrity in that carried
for England.
- -
1 Second Report of Scotch Education Board, p. xxv.
* Report of Board of Education, pp. xxiv.-xxvii., and 139-153. º

























SCHOOLs AFTER THE REFORMATION.
-
---
º
ss operation of causes for the Year ending 1874.
- F. º:
- arents who
No. of No. of Iº have applied to:
.. §: ------- Parochial Board,
ions Of I UlOnS O Total Cost and to whom
of relief has been
Prosecutions,
---i
1--
:i
i
22
Shetland
Orkney. -
"Caithness .
Sutherlandº.
Ross and Cromarty
Inverness -
Nairn 4.
Elgin .
Banff .
Aberdeen
Kincardine . .
Forfar .
Perth .
Fife .
Kinross. -
Clackmannan
Stirling -
Dumbarton .
Argyll . -
Bute . e
Renfrew
Ayr . 751
Lanark. 1356
Linlithgow . 33
Edinburgh . 323
Haddington . 81
Berwick - 41
Peebles . - 17
Selkirk. - 31
Roxburgh . 160
Dumfries . 52
Kirkcudbright 76
Wigtown . 170
TOTAL, 6342 || 155 109 259 9 14
* Accounts not rendered,

CHAPTER XII.-FORMS OF SCHOOL GOVERNMENT.
§ 1. FoEMS of school, government—s. 2. TEACHERs NoMINATED
- By MASTERs, witH APPROVAL OF COUNCIL-$ 3. TEACHERs
Appointed by council, witH consent of MASTERs—$ 4.
TEACHERs AppointED BY THE MASTERs ALONE-$ 5. Govern-
MENT ABsolute.—S 6. GovKRNMENT CONSTITUTIONAL.—$ 7.
GovKRNMENT REPUBLICAN.—$ 8. DIFFERENT SYSTEMs CoM-
PARED.
§ 1. WHICH is the most perfect form of government for a
school containing departments taught by more than one
teacher ? Should the form of school government be absolute,
limited, or republican Ž In other words, should the school
superintendent be absolute, like the English rector, or should
he have limited powers only; or again, should all the head-
masters of departments be made equal—each supreme under
the patrons in his own class-room, and only responsible to
them 2 Each of these forms of government prevailed of old,
and still prevails, in the schools; each has been tried perhaps
more than once in the leading schools, and set aside in favour
of some other form, perhaps the one last superseded.
§ 2. The old patrons of the school generally appear to have
favoured monarchy—government by One master—and it was
a natural consequence that they should allow the master to
nominate his assistants, or to have Some voice in their appoint-
ment: thus, in 1600, the master of the grammar School of
Glasgow undertakes to furnish a doctor, who shall be presented
to the council for approval." In 1627 the Schoolmaster of
Peebles having presented John Dunlop to be doctor under him,
and his qualifications having been tested, the council receive
him into office.” In 1633 the master of the grammar school
* Burgh Records of Glasgow. *Burgh Records of Peebles.
º
º
------
-
º







SCHOOLS AFTER THE REFORMATION.
º - - º
of Perth was authorised to elect his own doctors, but it was
stipulated that he must present them to the council, to “heir
their iust exceptionis, seeing they most pay their stipendis.”
In 1703 the master of the grammar school of Paisley appointed
his doctor with the sanction of the council.” From the year
1749 the assistants in the grammar school of Wigtown were
appointed by the masters, with the approval of the council.”
In 1781 the master of the grammar school of Kirkcudbright
was authorised to appoint two ushers, subject to the approval
of the council;4 in 1792 the same council enact that the
English usher shall be admitted only with their consent."
In 1786 the council of Banff recommend the rector to get
‘proper ushers, and they, being satisfied with his choice,
authorise him to employ them." Appointments similar to
the foregoing are still made: the teachers in the Bathgate
academy appoint their own assistants, subject to the approval
of the trustees." In the high school of Stirling the assistants
are appointed by the masters, with the sanction of the council;*
and in the Tain academy the teachers have been appointed
since 1861 by the rector, subject to the approval of the
directors.” The inference is that, in all this class of appoint-
ments, the managers hold the masters answerable for the
conduct of their assistants; but the record in one instance
only (at Perth in 1633) fastens responsibility upon the
rector. If the masters were held wholly responsible by the
council for the results of the school as a whole, they had
probably the power of dismissing as well as nominating their
assistants; but it is impossible to say whether they could
exercise that power without obtaining the sanction of the
council. "
1 Burgh Records of Perth. º
* Burgh Records of Paisley. In Paisley the doctors, as a rule, were
appointed by the council, but sometimes the schoolmasters were allowed
to choose, subject to the approval of the council.
* Burgh Records of Wigtown, et passim. "…' --
* Burgh Records of Kirkcudbright. 5 Ibid.
" Burgh Records of Banff. * Report on Endowed Schools, ii., 3
8 Ibid., 596. * Ibid., 600.
62.























































school govKRNMENT. 319
- *-
iſ - º
§ 3. On th other hand, the school managers frequently
appointed the under teachers after taking counsel of the
master, and obtaining his approval or consent: in 1612 the
council of Stirling admit a doctor in the grammar school
who had been presented in name of the master;" in 1645
the council appoint a doctor with consent of the master.”
In the following year, the council of Jedburgh, with consent
of the master, nominate a doctor.” In 1763 the council of
Kinghorn reserve to themselves the power of electing a
doctor, he being recommended by the master." In 1802 the
council of Forfar enact that they shall appoint an assistant,
on the recommendation of the master." In 1821 it was
* . agreed that the assistant of the master of the united burgh
and parochial school of Crail should be elected on the re-
commendation of the rector." At present the teachers in
Dumbarton burgh academy are appointed by the council on
the recommendation of the rector." The powers of the head-
master, with regard to teachers appointed by the council with
his sanction, do not appear, but probably they were more
limited than in the case of those selected by himself with
the approval of the council; and if his powers were more
limited, his responsibility for the result of the school as a
whole was also probably limited in the same proportion.
§ 4. Again, there are cases in which the councils left the
appointments of the assistants to the head-master, without
exercising any interference with his choice: as the minister
of Kirkcaldy, who was principal of the burgh school shortly
after the Reformation, was allowed to elect his own doctor,
“for quhome he sall anser.’” In 1611 the master of the high
school of Adinburgh undertakes to procure four doctors in the
school, for whom he shall be responsible.” In 1695 the master
of the grammar school of Paisley was authorised to choose his
1 Burgh Records of Stirling. *Ibid. * Burgh Records of Jedburgh.
* Burgh Records of Kinghorn. * Burgh Records of Forfar.
6 Municipal Corporations Report, i., 158.
7 Report on Endowed Schools, ii., 418.
---
-
-
8 Burgh Records of Kirkcaldy. 9 Burgh Records of Edinburgh.
---
-
-



































SCHOOLs AFTER THE REFORMATION.
-
-
own doctor." Because of complaints made against the doctors
of the grammar school of Stirling, the council authorise the
master to nominate his assistants, he being answerable.” At
the Elgin academy, the assistant teachers were chosen by the
three principal teachers, so as to prevent the choice of an
assistant from friendship or relation in preference to acquire-
ments, and in order to divide the responsibility, thereby lessen-
ing it to the employer.” The magistrates of Campbeltown
state, in 1835, that they think it better to leave the privilege
and responsibility of appointing the assistant with the rector.”
The custom of wholly entrusting the master with the election
of his assistants has almost died out in Scotland; we find it
only at the Forres academy," and at the Fraserburgh academy,
where the teachers choose their own assistants.” In relation
to this class of teachers—those appointed entirely by the
master—the head-master would seem to be absolute, having
the power of dismissing as well as appointing them. The
council deal with the master alone, the other teachers having
no locus standi whatever in the eyes of the employers or the
public. - º
§ 5. We have not found that the powers of the masters, or
the duties of the assistants, were defined in the instances of
appointments referred to. Our next duty is to cite cases in
which the relative powers of the teachers are defined with more
or less precision. The school managers appear to have invested
the head-masters with extensive powers in the following ex-
amples: The doctor of the grammar school of Haddington, in
1592, promises to obey the master as becomes a doctor;" in
1613 a doctor in the grammar school of Stirling binds him-
self to observe the directions given to him by the master;8 in
---
* Burgh Records of Paisley. * Burgh Records of Stirling.
* Session Papers, 541, pp. 51, 83.
* Municipal Corporations Report, i., 150. -
* Report on Endowed Schools, ii., 465. 6 Ibid., 469.
7 Burgh Records of Haddington. - --
* Burgh Records of Stirling. The tenure of the doctor's office was
also in the master's power; thus a doctor engages, in 1613, to serve the
town for six months, ‘and longer, during the pleasure of the council,
-
-









































SCHOOL GOVERNMENT. 321
1615 a principal doctor is employed to teach such classes as
the master shall allot; * in 1620 a teacher of English and
music in the grammar school promises to be always subject
and obedient to the master; * in 1631 a doctor in the gram-
mar school undertakes to be “obedient to the master in all
his directions.” The writing and arithmetic master in the
grammar school of Aberdeen promises, in 1628, to be faithful
to the master and his doctors in all points, and particularly
to be governed by the master; * in 1633 the second doctor
of the grammar school is declared to be liable to the master's
admonition as the other doctor, obeying him in doctrine and
discipline, and in all other things concerning the weal of the
school.” The council of St Andrews ordain, in 1714, the
doctor of the grammar school to be subject to the master in
all things.” The council of Dunbar, considering, in 1726, the
great decline of the burgh Schools, the principal cause being
their constitution, whereby there are two collegiate masters
who have the same powers, resolve that the constitution be
altered into such other plan as shall be afterwards decided;
in the following year they appointed a principal master.”
In 1763 the council of Kinghorn resolve that, in case the
doctor shall become remiss or negligent, the master may dis-
miss him at pleasure.” The council of Banff, being of opinion,
in 1780, that it may tend to the better improvement of youth
to put the grammar School and the School for writing,
arithmetic, and mathematics, under charge of one master,
appoint a head-master and an assistant master.” In 1781 the
council of Kirkcudbright, satisfied of the inutility of having
three masters separate from, and independent of, each other,
resolve to have a master who shall have charge of the three
and direction and will of the master.” In 1617 Mr John Row is
appointed doctor for a year, ‘and further, enduring the will of the
master;’ in 1618 his successor is appointed on the same terms: Ibid.
1 Burgh Records of Stirling. 2 Ibid. 3 Ibid.
4 Burgh Records of Aberdeen. 5 Ibid.
* Burgh Records of St Andrews.
7 Burgh Records of Dunbar. * Burgh Records of Kinghorn.
9 Burgh Records of Banff.




schools, with two helpers under him." In 1786 the council
of Banff appointed a rector, he having qualified assistants;
º the council recommend that, as it is only meant he should have
the superintendence and direction, he should lay down such
rules with respect to teaching, management, and government
of the schools, as he and his assistants shall think prudent.”
Leaving the records and coming down to our own day, we
find that, at Fochabers free school, the teachers must carry
out the rules laid down by the master.” In the Forres aca-
demy the teachers are entirely under the control of the head-
master.” In the Greenock academy the assistants are under the
respective masters, the whole being responsible to the rector,
and he to the directors." In the Hamilton academy the
teachers are subordinate to the rector, who formerly appointed
them." In the Lanark burgh school the assistants hold their
appointment subject to the head-master." The teachers in the
high school of Leith are appointed and dismissible by the
rector.” In these different instances the patrons delegate
their wishes and authority to one person—the master—who,
in virtue of his commission, is for the time ruler of the
$6. In another group of schools the patrons have not divested
themselves to the same extent of their management as appar-
ently they did in the last class. They simply appoint a presi-
dent under themselves with limited powers to administer the
school laws and to carry out their plans and orders; but
they continue themselves as the executive, and may or may
not give effect to the recommendation of their rector. In
1598 the fourth regent in the high school of Edinburgh was
appointed principal—vested with the oversight of the other
regents in matters of attendance, teaching, and discipline, but
received no powers to compel the other regents to obey his
instructions;” the act of 1598 was ratified in 1710, with the
* Burgh Records of Kirkcudbright. . . 2 Burgh Records of Banff.
* Report on Endowed Schools, ii., 453. *Ibid., 465. 6 Ibid., 482.
“Ibid., 491. 7 Ibid., 514. Ibid., 516. -
*Burgh Records of Edinburgh. The powers of the master are not






































SCHOOL GOVERNMENT. 323
addition that, if any of the masters neglect his duty,
perform it superficially, or observe not a prudent course of
discipline and good order, the rector shall admonish him
privately for the first time; for the second, before all the
colleagues; and, if he regard not that, report him to the
council." The powers of the masters of the grammar school
of Aberdeen do not appear to have been much more exten-
sive; it was the duty of the master, in 1631, to ‘teach
the high class, having the inspection and oversight of the
rest;” in 1676 the council ordained one of the under masters
to teach the class formerly taught by the principal, in addi-
tion to his own class, and to have authority over the other
masters and scholars, they obeying him thereanent; * but in
these two instances the head-master appears to have had only
constitutional powers. In the following extract the powers
of the rector were in name only: the master of the grammar
school of Perth, in 1679, shall ‘have no superiority over the
doctors, but only priority;” he shall be primus in paribus.
The duties of the rector of the Elgin academy, in 1791, con-
sisted in visiting the different classes, and reporting their state
to the directors.” There are still head-masters in most of our
important schools, but they possess, as of old, limited powers
only: The rector of the grammar school of New Aberdeen
superintends the other teachers, but they are practically inde-
pendent.” For the most part the masters in the Ayr academy
are independent of the rector." The teachers in the Dollar
institution act under the head-master, but they may appeal
against his authority.” The teachers in the Dumbarton burgh
really so large as they look in the act of council passed in 1630, when they
forbid the master to “input any doctor but such as shall be presented
by the council,” but authorise him to depose any of them on misde- .
meanour, notifying, however, the same to the council, and the reasons
why he deprives them : Ibid.
- 1 Burgh Records of Edinburgh. * Report on Burgh Schools, i., 24.
& Burgh Records of Aberdeen. * Burgh Records of Perth.
* Session Papers, No. 541, p. 24.
* Report on Endowed Schools, ii., p. 337.
7 Ibid., 353. 8 Ibid., 405.





































academy are subject to the rector, with the approval of the
town council. The head-master of Edinburgh high school can
only report on the other masters,” just like his predecessors in
1710, and probably in 1598. In the high school of Stirling
the teachers are not, except in avery limited sense, subject to
the rector.” . - -
The propriety of the old method adopted by the authori-
ties to promote or compel harmony, and to discover the
respective shortcomings of this class of teachers—those who
had not equal rank, or were not absolutely subordinated
to the head-master—appears somewhat questionable: thus
in 1630 the council of Edinburgh resolved that, at the
end of the annual visitation of the high school, the visitors
‘sall remove first the maister, and trye if anything can be
found against him; then the doctors, and tryell sall be taken
what the maister or any other has to say against them, or
any one of them; and this forme to be observit yeirlie in
all tyme coming.” In 1709 the visitors of the high school,
considering the great decay of the school, called the masters
and doctors before them; having removed the doctors and
interrogated the master whether or not the decay of the
school proceeded from the negligence or insufficiency of
the doctors, he answered, that so far as he knew, the doc-
tors did duly attend in the discharge of their duty, and that
the decay proceeded from the great number of private schools
in the town; thereafter the doctors were called in, and the
master removed, and they, being also interrogated whence -
the decay of the school proceeded, said that it was from
the number of private schools; whereupon the master was
called in, and all were exhorted to a faithful and conscien-
tious discharge of their respective duties.” The only other
grammar school in which this invidious practice prevailed, º
appears to have been that of Aberdeen; in 1765, on the
occasion of a visitation of the grammar school, the three doc- is
tors of the school being called in, the master declares he has
* Report on Endowed Schools, ii.,419. Ibid.,448. Ibid., 596. -
* Burgh Records of Edinburgh. 5 Ibid. '












































SCHOOL GOVERNMENT. - 325
- º -
no complaint against any of them; on the other hand, they
had nothing to lay before the visitors, and the whole masters
declare they live in harmony with one another. The same
practice continued till the end of last century at Aber-
deen, where the masters were requested to state anything
they knew against one another in presence even of the boys.
In reference to this custom Dr Adam, of the high school of
Edinburgh, writes to the rector of the grammar school of
Aberdeen: ‘What is said might do very well for private
advice; but there seems no necessity for publishing it to the
boys; and I cannot see the propriety of solemnly interrogat-
ing you in their presence, how far these regulations have been
strictly observed or not during the preceding year. What-
ever tends to diminish the authority of a teacher in the eyes of
his scholars, as this proposal seems to do, is surely hurtful.”
§ 7. The last order of school government is republican in its
character; there is no rector even in name; all the masters are
equal, having co-ordinate powers and authority: for example,
in 1602 two persons were appointed joint masters of the
grammar school of Aberdeen with equal rank and powers.” In
1725 the council of Paisley tried the plan of having two joint
masters for the grammar School, instead of a doctor and a
master as usual; * the joint mastership lasted twenty-five
years, but the system was not again revived. In 1782 the
council of Glasgow abolished the office of rector in the
grammar school, and ordained that the business of the rector,
viz., presiding in the common hall, directing the discipline of
the school, and regulating the method of study, should in
future be conducted by the four masters all in common, with
equal rank, authority, and salaries, the master of the oldest
class for the time being to have the casting vote.” In 1785
1 Burgh Records of Aberdeen. Report on Burgh Schools, i., 25.
3 Burgh Records of Aberdeen. 4 Burgh Records of Paisley.
5 Burgh Records of Glasgow. The rector had a general superintend-
ence—like the rectors of Edinburgh and Aberdeen—over masters till
1782. The office of rector was re-established in 1816 in name only, but
finally abolished in 1830. -








the council of Dumbarton appoint two persons as joint
teachers in the grammar school, declaring that the salary and
emoluments shall be divided equally between them;" in
1789 the council, being satisfied that it is proper to alter the
system on which the last appointment of the teachers pro-
ceeded, resolve in future to have one person to act as rector,
and another as usher;” but on 7th June following, a committee
of the council having been appointed to deliberate whether
there should be two joint teachers or a rector and usher, re-
port, on 16th July, that they are unanimously of opinion that
it is much better to have two well-qualified teachers in the
public school, having equal salaries and emoluments; the
closest co-partnery should exist between them in public and
private teaching, the proceeds equally divided, and all mis-
understandings to be determined by the magistrates.” Ac-
cordingly, on 22d July, the town council having elected two
joint masters, require them ‘to teach together as much
as possible at all times, and to have the same salary.’”
In some important schools, including one or two of our
largest, there are at present no head-masters: thus in the
Dundee high school the masters are of equal authority, and
independent of each other;" in the high school of Glasgow
each department is independent of the other;" in the Elgin
academy there is no head-master;" nor in the Kirkcud-
bright academy, though there is a ‘rector;” nor in the Forfar
academy.” -
§ 8. The prosperity, life, and harmonious wo
school depend greatly on its form of government. We find
the school at one time full and prosperous, at another time
decaying and almost-extinct; at one time the glory of the little
community, at another time its reproach. From the extracts
cited, it appears that the authorities frequently removed the
Schoolmaster from office,” or sometimes altered the form of
government, in order to retrieve the character of the school;
Burgh Records of Dumbarton. Ibid. "Ibid. “Ibid.
* Report on Endowed Schools, ii.,425. "Ibid.,471. Ibid.,449.
* Ibid., 505. "Ibid.,460. 10 Supra, Chapter VIII., § 3.

school govKRNMENT.
but it does not appear that they had fixed on a particular form
of government as the most perfect in all time coming—having
perhaps learned from experience that the most suitable at one
time was a failure under different circumstances. The despotic
government appears to have prevailed chiefly in that class of
schools in which all the branches, including classics, were
originally taught by one master, who required, in course of
of the school. In the grammar schools proper—those in which
0.7°S grammatica alone was taught—the rector was generally
master in a limited way; but if the grammar school was
converted into an academy, other departments became of im-
portance as well as classics, and the masters gradually became
independent of one another, and acquired something like co-
ordinate authority. It does not appear that in any important
school in Scotland the head-master was for any length of time
emphatically rector—having the direct management of the
classes and entire control over the school, with the power of
appointing and dismissing the masters; the authorities may
have been of opinion—an opinion, perhaps, founded on ex-
perience—that it was not the safest system to entrust one
man in every instance with absolute powers over a great
school. - - *
Managers of schools, educationists, and teachers are, we
believe, still divided in opinion with regard to the form of
government best calculated to promote the prosperity of the
school. The arguments usually advanced in favour of masters
having equal powers and rank are: When each teacher works
for his own department, he is likely to be actuated with
greater zeal than when he is part of a general system or
machine; in schools where the head-masters of the different
- - departments are equal, though one of them may be ineffi-
cient the rest may be good, and the school does not alto-
- gether suffer, as it would under an inefficient rector. The
- most prevalent form of school government in Scotland—one
in keeping with the character of our civil government—is
a kind of constitutionalism by which the rector exercises some
time, a doctor, one or more, to assist him in the general work

















ºr --> -
schools AFTER THE REFORMATION.
º-º- º - º -
--- -
degree of supervision over the other masters and scholars,
the extent of which is seldom defined. When every depart-
ment of the school is successful, the position of the constitu-
tional rector is pleasant enough, but if unsuccessful, what can
he do to improve matters? He can only report to the patrons,
who may, or may not, act on his advice; and in practice it is
found that he has not sufficient power to manage and super-
intend the school, and that in point of fact he is powerless
outside his own class. The form of school government that
appears best calculated to secure harmony among the teachers
and promote uniformity of teaching in the school is when the
rector is absolute—entire manager of the school, with power
to appoint and dismiss teachers—and the sole channel of
communication between the school and the school board.
The objections to.this form of government are, that as every-
thing depends on the rector, if he proves inefficient, or per-
verts his power, the school will be ruined, and that the
system is calculated to suppress the individuality of a teacher
—one of the great aims of education. Every good and com-
petent teacher should be left to follow his own way inde-
pendent of the head-master. The burgh School commissioners
recommended, in 1868, that there should be a rector higher
than the other masters, with entire control over the school,
including the appointment and dismissal of the teachers."
It is generally admitted that in every school consisting of
departments there should be a head-master, in order to give
unity and representation to the institution. The difficult
problem to solve is how to give him sufficient powers—
powers larger than he usually has at present—without hum-
bling or depressing his colleagues, each of whom may be as
good, true, and efficient as himself. The rector, it would seem,
ought to be the chief, if not the only, organ of communication
between the school and the board, to which he should be respon-
sible for the general discipline of the school—it being part of
his duty to report to the managers, periodically, whether the
school laws are faithfully obeyed—whether every person on
* Report on Burgh Schools, 91-108. - -
º






























































SCHOOL GOVERNMENT. 329
the staff properly discharges his duty by carrying out the legis-
with such duties must be invested with a general charge or
Superintendence over his colleagues—visiting their classes at
any time he pleases, but without having the direct manage-
ment of them. The rector should interfere as little as possible
with the other masters—if competent masters—who ought to
be absolutely allowed to teach after their own method, being
answerable only to the board, directly, or, still better, in-
directly, through the head-master in all matters specially
relating to their own department. There will require to be
an intimate relation between the head-master and the board,
which should take no important step without consulting him,
interfering as little as possible with his system of administra-
tion. The proper duties of the board consist in deliberating
as to the varying educational requirements of the district, in
legislating when necessary, in auditing the accounts, and in
appointing teachers—the last duty being their most important
function of all. Many good teachers are of opinion that if the
school be under proper superintendence—under an efficient
board—the relation of the masters to one another is not a
matter of great importance, and that it is only necessary that
there should be powerful authority somewhere."
- - * Report on Burgh Schools, i., 211.
lation passed for the government of the school. A master



















CHAPTER XIII-STUDIES IN THE SCHOOLS.
§ 1. ARS GRAMMATICA: EXTENT; QUANTITY AND QUALITY; CURRI-
CULUM ; PROMOTION; GRAMMARIANS AND GRAMMARs. -$ 2.
- MUSIC.—$ 3. ENGLISH AND WRITING.—$ 4. GEOGRAPHY-$ 5.
ARITHMETIC AND MATHEMATICs—$6. DRAwing AND PAINTING.
—$ 7. MoDERN LANGUAGES: FRENCH, GERMAN, AND ITALIAN.—
$8. GAELIC.—$9. DANGINg.—$ 10. GyMNASTICS.–$ 11. ACTING
of PLAYS.–$ 12. RELIGIOUS INSTRUCTION.—$ 13. Sunday
WORK.—$14. LIBRARIES. º º ---
-
§ 1. THE curriculum of the grammar school not very long ago
consisted only of the ars grammatica, which our forefathers
regarded as the most constant and fundamental subject of
instruction—the only instrument fitted for educating every
one, irrespective of his circumstances, capacity, and inclina-
tion, without taking into consideration the age at which he
was to leave school, or the occupation which he intended to
follow. At a time when Latin was not altogether a dead
language—when it was the vehicle for transmitting learning
and carrying on correspondence among the nations of Europe
—when the literature of no other country could be compared
in richness with that of Rome—when education of direct
utility was never dreamt of it was natural enough, at such
times, to make Latin the principal, if not the sole, subject of
study in the Schools; but the same reasons no longer exist
for pursuing a classical education, which is now considered
chiefly valuable for its indirect effect on the mind, there
being in the case of the learned professions the further
element of direct practical utility. No one doubts that
classical training is an admirable instrument for disciplining
the mind—it is certainly the best means for acquiring an
exact and thorough knowledge of languages—but the age is






















CLASSICAL STUDIES. 331
-
gradually losing the reverence for the dead languages which
distinguished our ancestors, and modern educationists differ
widely in opinion from such zealous advocates of classical
education as maintain that Latin alone is more ‘instrumental
than all other subjects together in stimulating thought.”
Many think, on the contrary, that a course equally long and
thorough in other subjects—say in modern languages, logic,
mathematics, and the sciences—is an instrument of intellec-
tual discipline perhaps as effective as classics, while it is
calculated to be of much more service in after-life, there being
few of those who receive a ‘liberal education, but are not
followers of liberal pursuits, or members of the learned pro-
ºfessions, that read a classical author after leaving school.
We shall, in the first place, produce some evidence, in as
small a compass as possible, indicating the extent to which
ars grammatica—classical literature generally—was taught, or
proving the facilities afforded in every little centre of popula-
tion in Scotland, from the middle of the sixteenth century to -
our day, for imparting scholastic education in the schools which
were under the administration of the magistrates and town
councils: In 1563 the master of the grammar school of Had-
dington promises to “leir the bairnis diligentlie in grammatik
letters, in latyne tourng;’” in 1571 the schoolmaster of Crail
engages to teach the ‘bairns in grammar as becomes a master
of a grammar school;” in 1585 the bishop of Aberdeen insti-
tutes a grammar school at Banff for instructing the youth in the
elements of Greek and Latin, and ordains that the rector shall
be one well versed in these languages—knowing how to educate
thoroughly in the rules of Greek and Latin grammar; * in
1591 the master of the grammar School of Haddington under-
takes to instruct the ‘whole bairns sufficiently in their Greek
and Latin grammars, and in all the classic authors necessary;”
in 1606 Parliament ratifies Mr John Davidson's foundation of .
1 Report on Burgh Schools, i., 188.
* Burgh Records of Haddington. * Burgh Records of Crail.
* The Original in the charter chest of Banff. -
* Burgh Records of Haddington. -












schools AFTER THE REFORMATION.
-
- -
the school atPrestonpans for the teaching of Latin, Greek, and
Hebrew; in 1612 the council of Inverurie appoint a master
for ‘educating the youth of the burgh in the Latin tuing;”
in 1614 a fifth class was established in the high school of
Edinburgh for teaching the rudiments of the Greek lan-
guage;” in 1625, 1642, and 1656 respectively, the masters
of the grammar school of Stirling promise to instruct the
‘haill youthe presented to them in all the parts of grammar
and authors, both Latin and Greek;” Mr John Row, who
was afterwards minister of Aberdeen, introduced Hebrew into
the grammar school of Perth, of which he was appointed master
in 1632;" in 1653 the master of the grammar school of Pais-
ley shall ‘use his best endeavours to train up the youth in
literature;’ ” in 1655 the schoolmaster of Peebles swears
to instruct the youth ‘in all liberal sciences, including
humanity;’7 in 1661 the council of Aberdeen authorise Mr
William Aidy to teach young scholars in the Greek tongue
at such hours as shall not be prejudicial to the grammar
school;" in 1663 Latin and Greek were taught in the grammar
school of Dumfries; * in 1686 the schoolmaster of Stranraer
undertakes to ‘educat all children sent to the public school
in Latin or any other science, in so far as he and they are
capable;’” in the same year the schoolmaster of Wigtown
shall, among other subjects, teach Latin to the scholars;”
in 1727 the council of Ayr appoint a school doctor skilled
* Acts of Parliament, 1606, c. 29, iv., 302.
* Burgh Records of Inverurie. * Steven's High School, 48.
* Burgh Records of Stirling.
* M'Crie's Life of Melville. There is no evidence in the records of
Perth—the best of all authorities—corroborating Dr M'Crie's statement.
In 1632 the council ordained Mr Row to teach, among other subjects,
‘grammar,' but there is no mention made either of Greek or Hebrew : '.
Burgh Records of Perth. -
* Burgh Records of Paisley. 7 Burgh Records of Peebles.
* Burgh Records of Aberdeen. º
° M*Dowall's History of Dumfries, 502.
19 Burgh Records of Stranraer.
* Burgh Records of Wigtown.

--~ *
Es.
- º º
CLASSICAL STUDI
-
º
º
in the * Greek and Latin tongues;” in the same year is
chosen 8. schoolmaster of Dunbar, for teaching ‘Latin and
Greek;” in 1731 the master of the grammar school of
Haddington becomes bound to teach Latin, Greek, and
other liberal sciences;” in 1747 Latin and Greek were
taught in the grammar school of Dumbarton;4 in 1762 the
council of Rothesay procure a schoolmaster qualified to teach,
inter alia, Latin;" in 1780 Latin and Greek were taught in
• the grammar school of Banff;" and in the following year in
that of Wigtown;" in 1787 the rector of the grammar school
of Kirkcudbright was required to teach Latin and Greek; * in
1789 the master of the grammar school of Greenock was
allowed to teach only Latin and Greek;” in 1823 it was
reported to the council of Greenock, by a committee deputed
to visit the Irvine academy, that a ‘class of lads, most of
whom were not employed beyond twelve months upon Greek,
had read several prose authors, and made such progress in
Homer, that they could translate readily the first six books of
the Iliad, ad aperturam libri, and the New Testament Epistles
and Evangelists, ad aperturam libri ; ” in 1826, the year in
-which James Melvin was appointed rector of the grammar
school of Aberdeen, after full discussion, the magistrates and
visitors order the Greek language to be taught in the two
higher classes;’ and we learn in the following year that in
the examination in the elements of the Greek language the
scholars acquitted themselves greatly to the satisfaction of
the visitors, ‘presenting a happy earnest of what might be
expected were the study of Greek more general in the schools
of Scotland;’” in 1831 and 1835 the rector of the grammar
* Burgh Records of Ayr.
* Burgh Records of Dunbar. 3 Burgh Records of Haddington.
4 Burgh Records of Dumbarton.
* Burgh Records of Rothesay. 6 Burgh Records of Banff.
7 Burgh Records of Wigtown. 8 Burgh Records of Kirkcudbright.
9 Burgh Records of Greenock. "Ibid. -
11 Burgh Records of Aberdeen, The study was more general than th
council imagined, but, judging from this entry, the famous school had
for once fallen behind its neighbours in classical literature.
-














schools AFTER THE REFORMATION.
--
school of Campbeltown taught, u
---
among other su
and Greek.
In the year 1835 Latin and Greek were taught, or there
was provision for teaching these languages, in the following
burgh schools at least (in addition to the higher schools,
those of Edinburgh, Aberdeen, Glasgow, Dundee, Perth, Ayr,
Irvine, Inverness): town school of Airdrie,” burgh school of
Burntisland,” united burgh and parochial school of Crail,
Cupar academy.” Dumbarton burgh school," Hamilton burgh
school, Inverkeithing burgh and parochial school.” Inveraray
grammar school.” Montrose academy," Musselburgh grammar
school.” Paisley grammar school.” Peebles grammar school.”
Renfrew grammar school.” Stirling high school,"Taingrammar
school"—in all, twenty-three schools. With the exception of
Burntisland burgh school and Peebles grammar school, Latin
and Greek were taught in all these schools in 1868, and
also in the following: Annan academy, Dumfries academy,
Kirkcudbright academy, Banff grammar school, Elgin academy,
Peterhead academy, Falkirk parochial or grammar school,
Lanark burgh school, Greenock academy, Dunbar burgh -
school, Forres academy, Kilmarnock academy, Port-Glasgow
burgh school, Kirkcudbright school, Arbroath high, and
parochial or burgh schools, Brechin burgh school, St Andrews
Madras college, Kirkwall burgh school, Stranraer academy,
Wigtown burgh and parochial school."
We gather from these notices of the different places in
which Latin and Greek were taught, that a liberal provision
was made all over Scotland from an early period for impart-
ing to the young a scholastic education—an education, if
not an acquisition of a useful knowledge form, upon which
the highest structure might with safety be reared. There
was hardly a burgh in which there was not a school for in-
* Burgh Records of Campbeltown; Mun. Corp. Report, i. 150.
* Municipal Corporations Report, i., 56. 3 Ibid., 139.
*Ibid., 158. Ibid., 181. "Ibid., 206. 7 Ibid., ii., 75.
* Ibid., 93. * Ibid., 82. - "Ibid., 241. "Ibid., 252.
*Ibid., 310. “Ibid., 295. “Ibid., 361, is Ibid.,408.
"Ibid., 425. " Report on Burgh Schools, i., pp. 254, 255.
---
bjects, Latin

CLASSICAL STUDIES. 335
º
º:
º
--- º tellectual exercises, for developing the powers of the mind—
there was no important centre in which the authorities did not
provide such a machinery as gave facilities to every clever
lad who thirsted for learning to acquire knowledge of the
languages of Greece and Rome—a knowledge which intro-
duced him to a science, philosophy, and mythology, un-
equalled in richness, beauty, and thought, by those of any
other country. We have not investigated the educational
- history of other countries with any diligence or care, but so far
º
---
º,
as our limited inquiry has proceeded, we have discovered no
other place so small, barren, and poor as old Scotland which
had devised and maintained a system of education in burghs
and parishes so free and enlarged, that parents of small or
moderate means, or no means at all," were enabled to give
to their children the highest form of instruction in the
country; and it is our opinion that in no other country did
the poorer classes, including the small farmers, crofters,
artisans, and labourers, prize a liberal education to the same
extent as those classes have done in our own country.” The
1 See Notice of Poor Scholars, infra under Fees and Salaries.
* Out of 882 students in the Latin, Greek, and mathematical classes
in the universities of Edinburgh, Glasgow, and St Andrews, and of the
junior Latin and Greek classes in the university of Aberdeen, for the
session of 1866-67, it appears that the profession or occupation of their
fathers was in the following proportion :
- Classes. Aberdeen. Edinburgh. Glasgow. || St Andrews. | Total.
Professional . . . 34 104 108 29 275
Commercial . . . 11 50 - 76 9 146
|Agricultural . . . 37 54 60 11 162
º: Shop-keeping. . . | 3 12 13 I 29
Artisans and skilled
labourers . . . 12 57 65 9 143
Labourers . . . . º. 3 10 15 1 29
Indefinite & Sundries 7 17 13 1 38
Profession not given 11 12 24. . 13 60
Total . . . 118 316 374 74 882
The instances of persons reaching our universities from the humblest
origin, and afterwards reflecting lustre on their alma mater, are endless:
Report on Burgh Schools, i., pp. 154, 155.
º
º
º
º












































---
effect of this generous system of education in exalting our
national character cannot be over-estimated.
Having given a rough estimate of the degree or extent to
which classics were taught at different periods, our next duty
is to endeavour to ascertain the character of the instruction
given in this subject, at various times, in our leading grammar
schools. We begin, for this purpose, by citing the testimony
of the fullest, if not the first, curriculum preserved after the
Reformation, viz., that of the grammar school of Glasgow.
According to this programme, it is appointed that a course
of five years, beginning on the first of November, shall be
devoted to the study of Latin, and that the pupils be pre-
viously instructed in reading, writing, and in committing some
words to memory.
FIRST YEAR's CoursF.—During the first six months part
of the rudiments and etymology shall be prelected upon, and
the scholars shall compare the names of things in daily use;
during the last six months, besides repeating daily a portion
of what they had previously acquired, they shall learn the
remainder of the rudiments of etymology and syntax; they
should also commit to memory short sentences, inculcating
piety, good morals, and conduct, to be rendered into the
vernacular in the best style possible. º
SECOND YEAR's CourSE—During the first six months
—a part of the rudiments being repeated daily—one half of
the first part of Despauter shall be learned with the collo-
quies of Corderius; during the remaining six months, what
remains of the first part of Despauter shall be taught, nor º
shall the morning lessons in etymology be omitted; the pupils
shall also make as much progress as possible in the dialogues
of Corderius, which, being learned, shall be followed by the º
select epistles of Cicero, the minor colloquies of Erasmus,
and the sacred dialogues of Castalio.
THIRD YEAR's COURSE—During the first six months—a por-
tion of the rudiments or of the first part of Despauter being
repeated daily—the syntax of Despauter, or at least the
* Cf. Supra, p. 59. -












































- - CLASSICAL STUDIES. 337
greatest part of it, shall be taught, along with a few of Cicero's
epistles and Terence's comedies. During the other months—
a portion of the grammar lesson being repeated daily—the
remainder of syntax shall be taught, and further progress
made in the comedies of Terence. To these there shall be
added prelection on Ovid's Epistolae de Ponto and on his book
of Tristia, also on the Psalms of Buchanan, especially those
written in elegiac verse—each lesson to be gone over according
to the rules of etymology and syntax. In this year, twice
or thrice in each week, there shall be taught a theme in the
native tongue, selected from the works of some elegant and
polite Latin writer, particularly from the works of Cicero.
When each pupil has translated this into good Latin, and has
neatly written down the same, he shall deliver it for examina-
tion to the master or to the usher, whose duty it shall be in
examining the theme to hear each (the rest listening with
silence) distinctly, and in a clear voice, read his theme, to see
that each passage is properly written, and if it be incorrect,
he shall amend it in the hearing of all; and lastly, to give
the words of the author himself, to be committed to memory,
or at least carefully read, so that thus each scholar may the
better learn to correct his mistakes. There should also
occasionally be prescribed some passages from the best Latin
authors, to be translated into the vernacular.
FOURTH YEAR's COURSE—For the first quarter, more or less,
ars versificatoria of Despauter shall be prelected upon, with
Selections from Buchanan's prosody and epigrams; also,
there shall be taken from the poets read in a former year,
examples of each of the rules of prosody. For the rest of
that year the scholars shall employ themselves (their pre-
scribed tasks being repeated daily) in the art of poesy and in
the practice of rules; Virgil, Ovid's Metamorphosis, Horace,
and Buchanan's Psalms, should be prelected upon. Twice
every week, also, there should be given out a short sentence
having some wit or point, or an argument, or narrative; those
who can, turning the same into verse—heroic, elegiac, or
lyric; should there be any who have no aptitude for poetical -
- Y

338 SCHOOLS AFTER THE REFORMATION.
composition, let him be employed in converting loose Sen-
tences into grammatical language, and in writing themes.
FIFTH YEAR's CourSE—For the first half of the year (the
grammar lesson not being neglected in the interval), prelec-
tions will be given upon rhetoric—the greater part of Tully
and of Cassander, Cicero's Oratio pro Archia, and thirteen
books of Ovid's Metamorphosis, etc. During the remainder
of this course, the pupils should be exercised in the study of
the poets foresaid, of Sallust's history, Caesar's commentaries,
and certain works of Cicero; towards the end of the year
let them study the elements of Greek grammar; they shall,
on every alternate day translate into Latin a theme written
in the vernacular, following as closely as possible the style
of Cicero, Caesar, or Terence—during the examination of the
theme all who belong to the same class listening with silence;
where the scholars shall in any respect have departed from a
correct style, they must be instantly recalled to the rules of
grammar; and where they depart from purity of diction, they
should be corrected by examples from Terence, Cicero, and
Caesar; twice a week, also, let those who have the faculty tr
their skill in verse writing." - -
1 The Original, which is in the archives of Glasgow, is not dated, but was
written in the same hand as an act book of the town council in 1573.
In 1685 the masters of the college and the ministers of the city drew
up, at the request of the town council, a scheme for teaching the grammar
school which would, in their opinion, “raise both the reputation of
the grammar school and make the children distinguishable for their
proficiency from those who are educated at country schools: 1. The
scholars shall continue in the grammar school for five years, correspond-
ing to which there shall be five classes. 2. The first year's scholars shall
be taught the common rudiments of Latin, including the vocables, Dicta
Sapientium, Sulpicius, etc., as presently taught in the school. 3. In the
second year they shall ascend to the next, or fourth class, which shall be
taught the large half of the first part of grammar, together with Corderius,
Erasmi Minora Colloquia, some select epistles of Cicero and Cato. 4. In
the third year they shall advance to the third class, which shall be
taught the other half of the first part of the grammar, and a little piece
of the second, as far as Regimen genetivi; for authors they are to have
Ovid's epistles, his books of de Tristibus et de Ponto, Buchanan's Psalms,

CLASSICAL STUDIES. 339
Several improvements were made in the course of study
pursued in the high school of Edinburgh since the time when
the ‘grace builº, prymar, and plain donat' were among the
class-books." The ‘ordo Scholae grammaticæ Edinensis, used
at the high school in 1640, was as follows: During the first
six months of the first year, the scholars shall be taught the
principles of grammar in vernaculo sermone—learning at the
Same time the Latin names of everything on earth and in
heaven; during the second six months they shall daily repeat
a certain portion of grammar, and learn particular sentences
relating to life and manners; during the first six months
of the second year, they shall repeat daily certain parts of
grammar, more particularly as laid down by Despauter,
translating the same into English; also, they shall read
Cordery's colloquies; during the second six months they
shall be taught daily the syntax of Erasmus, the masters
teaching and the scholars learning in the Latin language.
Through the whole of the third year they shall repeat daily
a portion of etymology and syntax, be exercised in reading
Cicero's de Senectute and de Amicitia, Terence's comedies
and elegies, Ovid's Tristia, Buchanan's Psalms, and Cicero's
epistles—reading the same clara voce. In the fourth year
they shall repeat daily for the first month what they had
already learned, be taught Buchanan's prosody, with Despauter's
select rules, and Buchanan's epigrams and poetry; during
the other months they shall be exercised in poetry and in the
such of them, especially, as are written in elegiac or Sapphic verse;
with themes and versions out of the best authors, and especially Cicero.
5. The fourth year scholars, being promoted to the second class, shall
learn the rest of syntax from Regimen genetivi, not neglecting the repe-
tition of the former parts, together with Caesar's Commentaries, Justin's
History, Ovid's Metamorphosis, and Virgil. 6. The last year scholars,
being ascended to the first and highest class, shall perfect the third and
fourth parts of the Latin grammar; also learn Buchanan's Epigrams, his
Jephtes and Baptistes, some select parts of Horace and Juvenal, with
exercises in poesy, themes, and versions: The Original in the archives
of Glasgow.
* See supra, p. 49.



340 SCHOOLS AFTER THE REFORMATION.
practice of the rules of grammar—reading Virgil, Ovid's Meta-
morphosis, Horace, Buchanan's Psalms, translating Cicero,
Caesar, and Terence; the beauties of these authors to be
explained to them. In the fifth year they shall study the
whole rhetoric of Tully, and the greater part of the com-
pendious rhetoric of Cassander; read Cicero's orations, and
the short speeches in Sallust, Virgil, and Lucan; they shall
read distinctly and audibly, and declaim."
1 Chalmers' Life of Ruddiman, pp. 88-90. Two earlier curricula of
this grammar school are preserved : In 1598, the first and second rudi-
ments of Dunbar, with the colloquies of Corderius, were taught to the
first class. To the second class was taught the first part of Pelisso,
Cicero's familiar epistles, with version, thrice in the week; the third
regent taught the second part of Pelisso, with the supplement of Erasmus,
Syntaxis, Terence, the Metamorphosis of Ovid ; the fourth regent,
the third part of Pelisso, Buchanan's prosody, Tully's figures and
rhetoric, Figurae Constructionis Thome Linacri, Virgil, Sallust, Caesar's
Commentaries, and Florus' Ovidii Epistole : Burgh Records of Edin-
burgh. In 1614 Dunbar's Rudiments is enjoined to be taught to the
first class as the most approved book, the master conjoining with it the
vocables of Stanisburgius [?] for declining Dicta Sapientium, and the
distich of Cato. The second class shall learn Despauter's first part, Cor-
derius, Minora Colloquia Erasmi, Select Epistles of Cicero as collected
by Sturmius; and as soon as they enter into the third book of part one,
they shall be exercised in themes and versions. The text-books pre-
scribed for the third class are Despauter's second part, the familiar
epistles of Cicero, his treatise de Senectute, or de Amicitia, and always
Terence ; Ovid's Epistles, or his Tristia; they shall also be exercised
in themes and epistles. The fourth class shall be taught parts three
and four of Despauter, Ovid's Metamorphosis, or Virgil, with Quintus
Curtius, or Caesar's Commentaries; and if they be sufficiently qualified,
Suetonius; they shall have exercises in versions, themes, and verses,
according to their abilities. The high class shall learn rhetoric, some of
Cicero's Orations, or de Oratore, or de Claris Oratoribus, Sallust, Plautus,
Horace, J uvenal, Persius; it shall have exercises in orations, composi-
tions, versions, and verse, according to their gifts. They are to be
taught prose and verse alternately, and the Greek grammar, Lyesiod
[Hesiod?], or Thergius [Persius'ſ]. There shall be repetitions and dis-
putes every week: Burgh Records of Edinburgh. A later curriculum
was drawn up for the high School in 1710, when, on the recommendation
of a committee of the professors of the university, the council appointed

CLASSICAL STUDIES. 341
The curricula in the grammar schools of Glasgow and
Edinburgh may be compared with that prepared for another
grammar School, that of Aberdeen, in 1700: The entrants
shall read Latin during the first quarter, or longer, as shall
seem good to the masters. After reading, they shall learn the
declensions, comparisons, pronouns, conjugations, and the rest
of the rudiments, to the constructions; they shall also learn
by heart, decline, and conjugate the first four sections of
Wedderburne's vocables; with the constructions they shall
have the two last sections of the vocables—dicta sapientis
and rudimenta pietatis; with the first part of the grammar
they shall have Lilly, Sulpicius, distich of Cato, Ovid's
epistles, Virgil's epigrams [sic], Moretum, Terentii Andria; and
for prose authors, Corderius, Minora Erasmi Colloquia, Ludo-
vici Vivis Dialogi, Minores Ciceronis Epistolae; and for sacred
‘pense, Ursin's Catechism, Dialogi Sacri Sebastiani. With the
second part of the grammar, Virgil's eclogues, Ovid's Metamor-
phosis, Virgil's fourth book of Georgics; and for prose authors,
Curtius, Sallust, Caesar's Commentaries; for sacred lessons,
Buchanan's Paraphrase on the Psalms. With the third part
of the grammar, Virgil's second and sixth AEneids, Horace's
Odes; and for prose authors, Cicero's Offices, Colloquia Erasmi
Majora, Sweton [Suetonius 7); and for sacred ‘pense, Bu-
the following text-books to be read in the several classes: In the highest
class—Poets: Terence, Virgil, Lucan, Horace, Juvenal, Buchanan's
Psalms; Prose authors: Cicero's Select Orations, Livy, Florus, Sallust,
‘Sueton,” Wossius' little compend of Rhetoric. In the second class—
Virgil's Pastorals, Claudian, Ovid's Metamorphosis, Buchanan's Psalms;
Prose authors: Caesar's Commentaries, Welleius Paterculus, Justin,"
Curtius. In the third class–Poets: Phaedrus, Ovid's Epistles or Meta-
morphosis; Prose authors: Cicero's Select Epistles, Cornelius Nepos.
In the fourth class—Sulpicius de Moribus, Cato's Moral Distichs,
Phaedri Fabulae; Prose authors: Corderii, Erasmi, et Castalionis Col-
loquia. In the lowest class—Vocables, variae loquendi formulae dicta
sapientium, rudimenta pietatis. Persius is omitted, because his style is
obscure, and the Westminster Catechism, the Latin being not unexcep-
tionable. They recommend Buchanan's history and his other distinct
poems to be read in private by the first class: Burgh Records of Edin-
burgh.

342 SCHOOLS AFTER THE REFORMATION.
chanan's paraphrase continued. With the fourth part of the
grammar, some of the select Satires of Horace, the tenth
and thirteenth Satires of Juvenal, some of the Satires of
Persius; and for prose, the first decade of Florus' Livius,
and Buchanan's chronicle, together with the turning and
making of verse, dictates of rhetoric, and rules of elegancy, to
which shall be added some practice in composing and resolv-
ing orations according to the rules of rhetoric. After Des-
pauter's grammar is taught, Kirkwood's Orthography and
syntax shall be learned, with his tract ‘de variis carminum
generibus.” From Vives' Dialogues all along through the rest
of the prose authors, the choicest sentences of each day's lesson
shall be dictated in Latin and English, together with the
versions of each day's lesson; and for each lesson throughout
the several factions, a daily conference shall be appointed.
As to composition, the public arguments shall be dictated
three times in the week; besides these, the high class shall
have five arguments more. On Saturday forenoon there
shall be disputes, repeating of rules and authors publicly by
the several classes by course; once a week all the rules and
questions of the Shorter Catechism shall be repeated pub-
licly. In the winter quarter, each scholar of the higher
class shall repeat a fable of AEsop from the public desk
before the whole school." The work done in this school
* Burgh Records of Aberdeen. The following regulations, dated 1711,
for teaching Latin in the grammar school are worth quoting: The first
or lower class shall, every year, be formed in the first week of Novem-
ber—when the highest class goes off to college—out of those who have
lately joined the school, or have been formerly employed in reading
Latin, or not duly qualified to begin the grammar. The doctor who has
to teach that class (the elementarians) shall carry them through the rudi-
ments, vocables, and small authors, with all possible despatch, so that
after an examination at the general visitation in the following year
they may be found duly qualified to be admitted to the grammar school.
With the view of composing this class—on which all the rest in a great
measure depends—the children shall be enrolled at Rood-day and Lam-
mas, sufficiently instructed in English, so that the master of the lowest
class may engage them in reading Latin, mandating vocables, or other
suitable exercises, until formed into a class. All who have not entered




CLASSICAL STUDIES. 343
nearly a century later, will appear from a statement made to
the council in 1796, when it was reported that the fourth and
fifth classes in the grammar school were reading Virgil,
Terence, Livy, Cicero, Sallust, Caesar, Horace; the greater
part of their time was spent in reading prose authors; they
got about three versions in the week; in the third class the
boys were reading Cornelius Nepos and Eutropius, in the
Second class, Corderius and grammatical exercises; from the
first to the third year, the boys will have read the rudiments,
vocabulary, Corderius, Eutropius, Watt's grammar, gramma-
tical exercises, Cornelius Nepos, Ovid, and Caesar; the reading
of English was practised in first and second year, particularly
in the first year."
seasonably, or are not fitted to begin Latin, or to be reduced into a class,
shall be continued in reading until the next year's class shall be formed.
The foresaid class, now the second class, shall, in the beginning of No-
vember following, begin grammar, so that within the second year they
may be taught etymology, or first part, and some of the second, which,
with the authors prescribed in 1700 (see supra, p. 341), may be taught
within a year. That class, now the third, shall, in the beginning of
November, be carried forward in the grammar, so that in a year more
they may learm the remainder of the syntax, prosody, or third part, and
the few pages relating to orthography; thus learning the whole grammar
within two years; the authors to be taught to this third class shall be the
same as formerly appointed, according to the progress in grammar. The
rudiments and grammar having been carefully taught within three
years, with the proper authors, the class, in the beginning of November
in the fourth year, shall be delivered to the master, whose work shall
consist in expounding and resolving authors to the highest or fourth
class, according to their proficiency in themes, versions, poetical compo-
sitions, and orations; these exercises shall always be accompanied by the
constant repetition of the rules and the most abstruse or necessary por-
tions of the grammar. The master shall, after the first day of May,
yearly teach his class some very plain and short treatise of rhetoric,
along with other exercises; and he shall be required to teach a complete
set of new authors every year, but there shall only be one prose author
and one verse author beside the sacred lesson, and some diets for read-
ing or practising colloquies: Burgh Records of Aberdeen.
i Burgh Records of Aberdeen. An illustration of the course of study
pursued at a school, embracing English and mathematics, is furnished .
by the records of Ayr : In 1746 the council, after much ‘deliberation,
344 SCHOOLS AFTER THE REFORMATION.
Every student of classical literature will value the ancient
curricula, or the statement of the work prescribed or done in
our fine old grammar schools—recognising in the various
courses a large and liberal scheme admirably, if not wonder-
fully, arranged for acquiring sound scholarship, which was
taught in the more important grammar Schools, including
Edinburgh, Aberdeen, Glasgow, Dundee, and other minor
schools, independently of, and in no way subordinated to,
other branches of knowledge, however useful and important in
themselves. In this enlightened age, there is so much else
to learn that even in the schools which have to some extent
clung to the old faith, less attention can be devoted to
classics; and, accordingly, exercises so useful and admirable
in themselves as recitation, declamation, verse-making, and
Latin writing—exercises which formed a conspicuous part
of the old course of studies—our present classical masters
have been obliged to discard or throw overboard, though
fully admitting their importance, in order to the thorough
grounding of their pupils in grammatical knowledge; these
branches of the course or methods of teaching have been
driven out of School programmes by the constantly decreas-
ing time given to classical literature on account of the
increasing demands of the modern branches of study; the
adopted a method that appears to them most proper for promoting the
purposes of education, that is, the training up of the youth in the know-
ledge of literature, and preparing them for business in the most expeditious
and effectual way possible.” There shall be three masters: one to be
occupied in teaching English ; another in teaching arithmetic, book-
keeping, geometry, navigation, surveying, Euclid's Elements, algebra,
with other mathematical sciences, and parts of natural philosophy; the
second master shall have charge of the Latin scholars, assisted by the
mathematical master who shall take charge of one of the classes, which
will give him an opportunity of acquainting himself with the genius of
the boys, and so judging how far they are fit for mathematical studies.
The school will thus be converted into a sort of academy, where almost
every sort of the more useful kinds of literature will be taught, and the
want of college education, in a great measure, supplied. In 1751 a fourth
master was added, each master having a separate charge : Burgh Records
of Ayr. - -
CLASSICAL STUDIES. 345
chief sin of our age—hurry—has made it simply impossible
for our masters, however zealous in the good old cause, to
listen to declamations, or introduce into their class verse-
making—a practice which prevails to a large extent, we be-
lieve, in the great English schools. Classics being at the
time of which we are writing a necessity or reality, and not
a matter of tradition—which it is to a large extent at present
—the old master laid a broad, deep, and firm foundation for
the acquirements of thorough and extensive learning, the
benefit of which was much more largely reaped than it is
now, when only a smattering of classics can be given even in
many of the Schools which read the highest classics—such a
smattering as will be of comparatively little use in after-life
from its want of thoroughness. Can Latin be so taught as to
be really useful to pupils who can attend it only for one
year ! We think it might; but the system on which it has
hitherto been taught makes it almost a waste of time for a boy
to join a Latin class unless he continues in it for three or four
years.
The records quoted showing the classical studies which
were common in the greater grammar Schools of Scotland
during that long period, are also, we think, of great interest
and value to the student of liberal education, as proving the
strong similarity between the old classical studies and those
at present pursued in our highest classical schools—showing,
in fact, mutatis mutandis, that they were substantially the
same as those now followed at the Edinburgh high school,
the grammar School of Aberdeen, and others, though it may
fairly be doubted whether even these great schools lay now
so deep and stable a basis as their predecessors in the six-
teenth, seventeenth, and eighteenth centuries. We need
hardly add that the grammatical books—the books employed
for teaching how to use correctly the languages of Greece and
Rome—have been changed, teachers in the higher schools
* Books discontinued: Despauter—Grammar; Corderius–Colloquies;
Erasmus—Colloquies, Syntax; Castalio (1515-63)—Sacred Dialogues;
Buchanan—Psalms, History, Poems; Cassander (1515-66)—Rhetoric;
346 SCHOOLS AFTER THE REFORMATION.
preferring compilations of their own based on the works of
more recent grammarians, such, for example, as Zumpt, Mad-
vig, and other models. The Colloquies, and similar books,
have given place to Readers, etc., by which greater variety
and completer gradations of difficulty can be secured; and
above all, because the good old practice of Speaking Latin
has been wholly abandoned." -
We have seen the extent to which classical literature was
taught from an early period down to 1868 when the royal
commissioners reported on the condition of our burgh Schools;
and we have also seen the thorough character of the classical
instruction imparted at Our higher grammar Schools from a
short time after the Reformation to the end of last century.
Our investigations in this branch of education cannot be
complete without giving some idea of the work done at pre-
sent in our principal burgh Schools, and fortunately there are
materials enough at hand which show at least the quantity, if
not the quality, of the instruction given in them during the
session of 1872-73, just when the schools were passing from
the administration of the magistrates and council to that of
the school boards. We begin our analysis and classifica-
tion of the returns made to the endowed schools commis-
sioners with Latin, illustrating the work done by reference
to the text-books used by the highest class in the different
Linacre (1460–1524)—Figurae Constructionis; Pelisso, Jo. Condriensis—
Rudimenta prima Latinae Grammatices (1560); Dunbar—Rudiments
(1614); Stanisburgius [?]; Wedderburne—Vocables; Lilly—Grammar,
‘Brevissima Institutio;’ Sulpicius (363-410)—‘De Moribus;’ Wives, Juan
Luis (1492–1540)—Dialogi; Ursinus, Zachary (1534-83)—Catechism,
and its Defence against the Lutherans; Vossius—Rhetoric. It may be
added that of the class-books prescribed for the grammar school of
Aberdeen in 1700, Dicta Sapientium, Rudimenta Pietatis, Lilly, Sulpi-
cius, Disticha Catonis, and Ursin's Catechism, were taught in the first.
class of that school a little before Dr Alexander Beverly became master
in the institution, and the ‘Rudimenta Pietatis’ were used for several
years after he was appointed. The following authors referred to in the -
list of books are not now usually read in schools: Justin's History,
Lucan, Florus, Suetonius, and Claudian.
* See Supra, p. 161, and infra, p. 372.




CLASSICAL STUDIES. 347
schools, and make only one observation, viz., that at present
Caesar is considered an elementary class-book, used generally
near the beginning of the curriculum, whereas in the old
grammar schools it was not, as a rule, introduced till the
fifth, and never before the fourth, year of the course. Caesar
—Bathgate, Burntisland; Caesar and Ovid—Moffat; Caesar
and Virgil—Leith, Linlithgow; Caesar, Virgil, Horace, and
Iivy—Lanark; Caesar, Cicero, and Plautus—Greenock; Ovid
and Sallust—Hamilton; Virgil—Crieff, Dumbarton, Renfrew;
Virgil and Livy—Banff, Brechin, Forres, Montrose; Virgil,
Sallust, and Horace—Perth; Virgil, Livy, and Horace—Elgin,
Inverness; Virgil, Livy, Cicero, and Horace — Arbroath,
Dundee, Glasgow; Virgil, Cicero, Horace, and Tacitus—Pais-
ley; Virgil, Sallust, Cicero, Livy, Terence, Tacitus, etc.—St
Andrews; Livy—Lerwick; Livy and Horace—Annan, Fraser-
burgh; Livy, Cicero, and Horace—Aberdeen, Ayr, Cupar,
Dundee ; Cicero — Peterhead; Horace — Tain; Cicero and
Horace—Kirkcudbright, Stirling; Horace and Tacitus—Ir-
vine; Cicero, Horace, and Terence—Forfar; Horace, Cicero,
Juvenal, etc.—Dumfries; Horace, Cicero, Plautus, and Taci-
tus—Edinburgh." -
It appears from the extracts quoted from the records of
different burghs that provision was made for teaching
Greek in several of the grammar schools during the seven-
teenth and eighteenth centuries; but the omission of Greek
text-books from certain lists of classics prescribed for the
grammar Schools of Edinburgh, Aberdeen, and Glasgow,
renders it somewhat doubtful if advantage was taken to any
great extent of the liberal provision made by the authorities for
acquiring a knowledge of the language of Greece, which does
not seem to have taken at any time a deep hold of our semi-
naries of learning. Some estimate may be formed of the work
done, and of the proficiency of the most advanced scholars,
in our , secondary Schools, in this department of classics,
during the session of 1872 and 1873, from the returns made
to the endowed Schools commissioners, which as in the case
* Report on Endowed Schools, ii., 341-602.



348 SCHOOLS AFTER THE REFORMATION.
of Latin we have arranged and classified as well as we could in .
the following order: First Greek Reader—Hamilton; First
Greek Reader and New Testament—Dumbarton; Xenophon—
Brechin, Forres, Fraserburgh; Xenophon and Anacreon—Aber-
deen; Xenophon and Homer—Annan, Banff, Crieff, Greenock,
Kirkcudbright, Montrose, Perth, Peterhead, Stirling; Xeno-
phon, Homer, and New Testament—Cupar, Elgin, Paisley;
Xenophon, Homer, Lucian, and New Testament—Forfar;
Xenophon, Homer, Sophocles—Inverness; Homer—Tain;
Xenophon, Homer, Sophocles, Euripides—Dundee; Xenophon,
Homer, Herodotus, a play—Arbroath, Dollar, Dumfries;
Xenophon, Homer, Euripides, Herodotus, and New Testament
—St Andrews; Xenophon, Homer, Sophocles, Thucydides,
and New Testament—Edinburgh; Homer, Herodotus, Thucy-
dides, or a play—Glasgow; Thucydides, Euripides, Lucian—
Ayr; Plato—Irvine. It may be added that there are no
Greek reports from Bathgate, Burntisland, Lanark, Leith,
Lerwick, Linlithgow, Moffat, and Renfrew." -
We have no means of estimating the quality of the in-
struction given in Latin and Greek, in the various schools
mentioned, but judging from the foregoing statements, founded
on authoritative returns, it appears to be highly satisfactory
as to quantity, though an examination of the great body of
them would probably show that with the exception of the
higher-class schools proper, their organisation in classics is
Somewhat defective. This, indeed, is almost inevitable from
the limited material supplied to the teacher in small provin-
cial centres,” and from the narrowing influence hitherto of
the privy council system.” The burgh school commissioners
reported in 1868 on the quantity and quality of classics as
* Report on Endowed Schools, ii., 341-602. -
* The number studying classics in the highest classes of the burgh
and other schools of the kind, was during session 1872-73, only 607,
mathematics 616, and modern languages 682: Endowed Schools, iii.,
p. 101. Out of the 3343 scholars on the rolls of the higher-class public
schools proper at the end of 1874, only 475 pupils were studying mathe-
matics, and only 305 Greek: Report of Board of Education, ii., 154.
* See infra, Chapter XIV., § 5 (Public Money).
CURRICULUM. 349
then taught in the burgh Schools; they state that classics were
popular and well taught in the higher-class Schools—those
giving an education definitely higher than the elementary
schools—which consisted of six only, viz., the Edinburgh high
school and academy, New Aberdeen grammar School, Old
Aberdeen grammar School, Aberdeen gymnasium, and Trinity
college at Glenalmond; in these schools 39 per cent. of the
scholars were learning Greek, and 94 were learning Latin.
The Edinburgh high school and Edinburgh academy, for
general classical reading, appeared to them the first schools
in Scotland; in the Aberdeen Schools, on the other hand,
our most exclusively classical schools, few books are read,
and only a very small portion of these, a large part of the
scholars' time being taken up in writing versions; the Aber-
deen schools are more distinguished for verbal accuracy and
grammatical precision than for the elegant and extensive
scholarship which characterises the Edinburgh schools. The
system of teaching classics, which is common in the Aber-
deen schools, prevails also, to a large extent, throughout the
counties of Aberdeen, Banff, and Moray. On the other hand,
in the burgh Schools which combine elementary and higher
education, of which the commissioners visited fifty-four public
in burghs, four public not in burghs, and eleven private, the
popularity of classics is on the decrease; in this class of
schools only 3 per cent. were learning Greek, and 21 per
cent learning Latin. Taking all the schools together, they
have summed up the quality of instruction in classics as
follows: Public, private, and mixed elementary, 29 per cent.
of the classical departments were good, 25 per cent. fair, 31
per cent. indifferent, and 15 per cent, bad."
How long did it take our forefathers to establish the first
principles, or lay the sure grounds for the attainment of the
thorough scholarship which distinguished their pupils 2 In
other words, what was the duration of their curriculum ? We
find that it varied from four to seven years, but generally that
it extended to five years. According to the programme of study
- * Report on Burgh Schools, i., 109-113.

350 SCHOOLS AFTER THE IREFORMATION.
drawn up for the grammar school of Glasgow some time after
the Reformation, it is ordained that a course, of five years
shall be devoted to the study of Latin;" and, at a later
period, it was also fixed at five years: in 1685 it was ap-
pointed that the scholars continue in the school for five years,
corresponding to which there shall be five classes.” In 1598
a curriculum drawn up for the high school of Edinburgh, and
headed, “Orders agreed to by the council as long as they shall
find them to stand with the good of the commonwealth and
furtherance of letters, provides for giving instruction to four
classes only, of which the fourth was the highest.” The
length of time, accordingly, of the course in the high School
at the end of the sixteenth century appears to have been
only four years, but this regulation did not continue long in
force, and underwent modification or improvement shortly
afterwards in order to promote the ‘furtherance of letters:’
in 1614 the council ordain in all time coming Mr John Rae,
master of ‘thair hie scole, to observe certain “reullis and
ordouris’ which were enacted for the instruction of five classes,
extending over five years; in 1640, when the same school
was regulated in conformity with the ‘ordo scholae gramma-
ticae, the duration of the course embraced the same period; *
and still later, in 1710, the council approved of particulars in
relation to the mode and method of discipline which had
been prepared by Principal Carstairs and seven of the pro-
fessors, prescribing certain authors to be read in the highest
class, Second class, third class, fourth class, and lowest class.”
In Aberdeen the course also extended to five years, though
there was at first a peculiarity in connection with the curri-
culum at this School, which we do not find elsewhere, and
deserves to be noticed : on 23d October 1710, the council
resolve that the whole Scholars of the school shall be re-
duced to four classes (excepting the elementarians') after
the first day of November next, and that all in each of these
* Supra, p. 336. *Ibid., p. 338.
* Steven's High School, pp. 33, 34; supra, p. 340.
* Supra, p. 339. * Burgh Records of Edinburgh; supra, p. 340.
º

CURRICULUM. 351
classes shall learn one and the same lesson; the element-
arians (who shall be distinct from the four classes) will be
taught equally by the three hypodidasculi per vices weekly or
monthly, as they shall agree; * So that practically there was
at Aberdeen, as at the other great grammar Schools, a curri-
culum of five years, of which the first year was spent in
preparing or qualifying the boys for admission, in a worthy
manner, to the grammar School, at which Latin only was
taught ; in the year 1796 there is an entry in the same
records mentioning the work done by the fourth and fifth
classes, from which it appears that at that time the length of
the course was the regular one of five years;” it was the
same in 1825.” In short, it may be concluded that the dura-
tion of the curriculum of study in all the greater grammar
Schools during the sixteenth, seventeenth, and eighteenth
centuries was five years. The curricula of studies in the
minor grammar Schools usually embraced a longer period of
duration. The records of Ayr afford an example of such a
school: in 1761 the following regulations were adopted for
the grammar school of the burgh : Mr Paterson, the rector,
was appointed to teach mathematics and the highest class
in Latin and Greek; Mr Ochterson shall teach the first five
classes of the Latin School, and as it requires six years to
finish the course of Latin and Greek, it is intended that no
scholar shall be put under the care of Mr Paterson until he hath
been five years under Mr Ochterson, or some other master, so
that Mr Paterson shall have the care of those only in the last
year for Latin and Greek.” The course of study at the gram-
mar School of Dundee was still longer—longer than at any
other school of the kind in Scotland, but it also followed at
last the example of its more important neighbours: in 1773
the council of the burgh, considering that the present plan
of education has been long and justly complained of, parti-
cularly in requiring a tedious course of seven years of at-
tendance; and being informed that at a number of the most
1 Burgh Records of Aberdeen. 2 Ibid. 3 Ibid.
* Burgh Records of Ayr.
º
º -
º
º
ºº
º
º
º
º




352 SCHOOLS AFTER THE REFORMATION.
reputable schools the scholars complete their course in the
knowledge of the Latin language in a much shorter time,
enact that from this date the following method shall be ob-
served in the Latin school: the course which at present
continues for seven years shall be reduced to an attendance
of five years, and the number of classes reduced from seven to
five." At present the duration of the curriculum varies to a
much larger degree than in the old grammar Schools: it is
still five years at the Aberdeen grammar School, Glasgow high
school, and Stirling high school; six years at the Edinburgh
high School; nine years at the Leith high school, and at the
Perth academy and grammar School; eleven years at the Ayr
academy, and at the Paisley grammar school;” its length varies
at the Montrose academy, and there is no uniform curriculum
at the Elgin academy, nor any at all at the Dumfries aca-
demy; the Irvine academy does not apparently fare better—
at least it is not credited with any in the returns made in
1874 to the Board of Education.” -
In all instances in which there is detailed information
with regard to the work prescribed in our old grammar
Schools, we find, as we might expect, a hard and fast course
of study or curriculum, which is very necessary for the order
and discipline of the school and regular progress of the
scholars; but, unlike the English grammar Schools, there is now
no enforced curriculum of study in any of our public schools,
not even in the higher-class public schools, at which, with
hardly an exception,” the course of each pupil is left to the free
1 Burgh Records of Dundee. After searching the records of Dundee,
we have not been able to find a trace of the seven years' course of study.
* The duration of the course at the last four schools seems to indicate
that they have not yet eliminated the elementary branches from their
studies.
* Report, ii., 154.
* In the Edinburgh high school there is a prescribed course, deviation
from which can only be obtained under special circumstances, and by
the permission of the rector. The school boards of Glasgow and Stirling
are, we believe, moving in the same direction with regard to their high
Schools.
SCHOOL course.
choice of parents—subject only to the restrictions imposed
by the time-table. Many teachers recommend a fixed curri-
culum, but however desirable it would be for the order of the
school to have a rigid course, the enforcement of it has been
found after trial quite impracticable, there being in mixed
or large communities so many boys who are preparing for
different occupations; and in all the most important schools
the Senior departments are largely recruited by boys who come
only for one, two, or three sessions. At present, in several
schools, all the pupils go through the same training during
the first part of their course; but after this, a divergence takes
place, some betaking themselves to the classical, others to the
modern, department of the school, according to the occupations
which they intend to follow. The burgh school commis-
sioners suggested, in 1868, that the first part of the course,
extending from nine to thirteen, should include English,
arithmetic, Latin, French, and writing—drawing or music
being optional. After finishing this course of four years,
the boys should have a choice of a literary or scientific course,
from thirteen to sixteen or seventeen; the former intended
for the professions, and the latter for commerce or other
occupations. The literary course would include English,
mathematics, Latin, Greek, French, or German, and perhaps
a course of popular lectures on science—music or drawing
being optional. The scientific course would embrace mathe-
matics, science, English, French, German, music, or drawing—
writing and the elements of bookkeeping being optional."
- The practice, peculiar to Scotland, of the same master
carrying his pupils round the whole curriculum has prevailed
of old in our schools: thus, in 1671, the council of Aberdeen
approved overtures by the visitors for redressing an abuse
lately risen in the grammar School, by which the scholars are
greatly prejudiced in their learning, viz., changing the doctors
from one class to another every quarter; in future, each doctor
shall teach the scholars he receives at the four respective
quarters until they join the master's class;” in 1711 the
* Report on Burgh Schools, i., 148. * Burgh Records of Aberdeen.
Z
- -
-






354 SCHOOLS AFTER THE REFORMATION.
council ratified the act of 1671, and enjoined that each doctor -
shall bring up the class per vices until he delivers it to the
head-master." In 1773 the council of Dundee enact that
the two doctors and under doctor in the grammar school shall
each carry his class from the first principles for three years,
at the end of which he shall deliver it to the rector, under
whose care it shall continue for the next two years.” The
Scottish system is naturally preferred by our own teachers to
that prevalent in other countries, where the scholars ascend
from the class of one master to that of another; the practice
in use in Scotland, which necessarily requires the master to
keep his mind active by fresh subjects and higher studies,
increases his chances of preferment to higher offices in the
profession; at the same time, it is an advantage to the pupil
to have for his teacher one who has become acquainted with
his character and capabilities; and the economy of the system
strongly recommends it to parents who are not in affluent
circumstances. On the other hand, the Scottish method or
order becomes an evil where the pupils make no progress
under the master, or where the master is not sufficiently
qualified to instruct advanced pupils, though admirably
fitted for juniors, or when the pupils in the same class vary
much in age, ability, and industry, which is generally the
case at present. * - - º
In connection with the first-rate system of classical train-
ing which, as we have seen, so remarkably characterised old
Scotland, it is of great consequence to ascertain if possible
what was the practice in the great schools with regard to the
promotion of pupils from one class to another, and fortunately
the records supply us with some information on this most
important point in the organisation of a school. It appears
that in some of the schools in which promotion by routine
prevails at present, a certain proficiency was required in the
* Burgh Records of Aberdeen. At the same time it was resolved that
all the scholars (excepting the elementarians) shall be reduced to four
classes, every one in each class learning the same lesson. -
* Burgh Records of Dundee.

CLASS PROMOTION.
scholars two centuries ago before being advanced from one
class to another; thus, in 1598, the council of Edinburgh
enacted that boys who enter a particular class, if found unable
to ‘hold with their marrowes, shall be put back at the
quarterly examinations; in 1614 the council forbid any of
the scholars in the high school to assend in the schoole or
pass to the colledge, bot quha efter examinatioun ar judgit
worthie.” Promotion by merit prevailed in the same school
at a much later period: in 1710 the council Ordain that,
at the advancement of the classes, care shall be taken that
such only shall be promoted as understand tolerably well
the subjects taught during the preceding year.” The same
admirable custom prevailed at other grammar schools—for
example, at that of Aberdeen: in 1671, by an act of the
council, passed for ‘redressing abuses, it is provided that
if any boy, through “neglect or hardness of engine, come
short of his fellows, he shall descend by advice of the visitors,
or with consent of the parents, to a lower class;4 in 1711 the
same council ordain that, at the quarterly visitation, such
boys as are found incapable of keeping pace with the rest of
their fellows shall descend to a lower class, ‘an arrangement
which will,’ in the opinion of the council, ‘much contribute
to the advantage and good order of their school;’ ” at the
general visitation, it is provided that ‘ elementarians, who, on
the testimony of the doctor and master, are not judged after
trial sufficiently qualified to be advanced to the grammar
school, either for want of capacity, application, or attend-
ance, shall begin the rudiments again with the succeeding
class; in 1769 a committee of visitors (including Dr George
Campbell and Mr James Beattie) recommended that no boys
be advanced to a higher class at the end of a year but such
as have made a certain amount of proficiency: thus, that no
boy be advanced from the first class till he be master of the
etymological part of the rudiments of the Latin grammar, and
have learned some of the easiest rules of syntax; that no
sever, High school, p. 35. * Burgh Records of Edinburgh.
3 Ibid. “Burgh Records of Aberdeen. 5 Ibid.

schools AFTER THE REFORMATION.
º
--- - -
--- -
º
boy be advanced from the second class till he have learned
the syntax, the grammatical exercises, and so much of the
etymological part of Ruddiman's grammar as shall be thought
necessary; and that no boy be advanced from the third class
who has not got the rules of prosody, and is not able to turn a
piece of easy Latin into English, and of easy English into Latin."
In fact, the strong and thorough system of classical training
which prevailed in these schools would have been simply
impossible, without the promotion from one class to another
being understood to be by merit alone—without fear or favour.
It is a defect in the curricula of certain schools that,
at present, promotion from a lower to a higher form does not
depend on merit—on an examination, testing the proficiency
of the scholar—but that it takes place almost as a matter of -º-
course. Promotion in the following schools is not regulated
by examination, and takes place, as a rule, by the pupils
being advanced from one class to a higher at the commence-
ment of each new session: New Aberdeen grammar school.”
Brechin grammar school.” Dundee high school, Edinburgh
high school, Glasgow high school.” Greenock academy," In-
- verness academy," Stirling high school.” In some of these
- schools the pupils rise, as a matter of course, by the year with -
- - - the class; in others, the question of promotion is arranged
between parents and teachers, which is practically promotion
by routine; conscientious teachers frequently recommend the
dull boys to go into the next lower class, but this must be
done with delicacy. It should be added that there are ex-
ceptions in some of these schools to promotion by routine in
the case of special ability, or more than ordinary dulness; but
in important schools like these—which are, in fact, all the
higher class of Schools—every boy should be examined at
- - the end of each session, and those who are not advanced
enough to ascend should be continued for another year in
the same class, proficiency in one subject not affecting pro-
* Burgh Records of Aberdeen.
*Report on Endowed Schools, ii., 340. 3 Ibid., 368. “Ibid., 444,
* Ibid., 474. ° Ibid., 488. 7 Ibid., 499. * Ibid., 599.


























































CLASS PROMOTION.
motion in another." According to the system prevalent in
these schools, the more talented and industrious scholars
are impeded for the sake of the tail of the class, which also
suffers injustice, in respect that the non-proficient scholars
are advanced without having learned thoroughly the elements
of any branch. The present unsatisfactory state of matters
with regard to promotion by routine arises partly from the
opposition of parents to keep back pupils who are unfit to
enter a higher class, but chiefly from the opposition of
teachers, whose income mainly depends upon the number
of pupils attending their classes. In a few schools the pupils
are not advanced altogether en masse, as in the group of
schools mentioned, but their promotion is more or less regu-
lated: age and progress are taken into consideration at the
Arbroath high school” and Cupar Madras academy;” at the
º
º
tions;” at the Montrose grammar school, promotion is regu-
lated by the head-master;" at the Dumbarton burgh academy,
the pupils advance a class every year subject to the discretion
of the rector, who advances those qualified, and detains those
who have not made sufficient progress;" at Madras col-
º lege of St Andrews, promotion is made partly by proficiency,
and partly by age and length of attendance;" at Tain aca-
demy, promotion is regulated by attainments, except in the
case of pupils entering at an advanced age, and far behind
in their studies.* Promotion appears to be obtained in
the following schools through proficiency only : pupils' pro-
gress at the Annan, Crieff, and Forfar academies;” after ex-
amination in the Bathgate academy;” pupils' competency
at Burntisland grammar school;" depends entirely on the
state of the pupils at Closeburn school;” at the Dollar
institution it is regulated by the quarterly written exami-
nations, and if pupils cannot make their 25 per cent, they
1 Report on Burgh Schools, i., 108.
2 Report on Endowed Schools, ii., 350. *Ibid., 399. 4 Ibid., 358.
5 Ibid., 530. 6 Ibid., 420. 7 Ibid., 585. 8 Ibid., 602.
9 Ibid., 345, 387,463. 10 Ibid., 364. 11 Ibid., 371. 13 Ibid., 387.
Ayr academy, promotion is regulated by ‘several considera-



























































SCHOOLS AFTER THE REFORMATION,
º --- º -------
º º
-------
--
-
- º -
- º
- are not allowed to advanc into a higher class ;1 pupils' pro- -
ficiency at Fochabers free school,” at Kirriemuir seminary,”
at Lanark burgh school, at Lerwick educational institute." º
and at Linlithgow grammar school;" at Hamilton academy,
determined by the pupils' attainments—ascertained by ex-
amination at the beginning of the session;' at Moffat
grammar school, by 3xamination and marking;* when a boy
attending a junior class at the Perth academy and grammar
school is not prepared to enter the next higher, he is pre-
vented doing so;" at Peterhead academy, the capacity of the
pupils, as tested by examination;" at Renfrew grammar -
school, proficiency of the pupils.” Promotion is regulated in
- the schools which º give instruction in elementary subjects—
reading, writing, and arithmetic in the more elementary stages
—by the Government standard of examination when they are
in receipt of public money. 1.Tº.
We shall now briefly refer to a few of our principal gram-
marians—authors of books intended to facilitate the reading,
writing, and speaking of Latin, which, as we have already
remarked, was, till recently, almost the whole course of study
in all the important grammar schools. It is not mentioned
anywhere that the grammar written by Mr John Waus was
used in the schools after the Reformation, but the ‘Donat' was
continued as a class-book in the Scottish schools until, at least,
the end of the sixteenth century. In 1567 Robert Lekprevik
received a monopoly of printing the ‘bukes callit Donatus
pro pueris, and the Rudimentis of Pelisso;” Robert Smyth
was authorised in 1599, by writ of privy seal, to print exclu-
sively the ‘Plain Donat, and the haill four pairtes of grammar,
... according to Sebaustiane.” Different editions of Despauter's
grammar, adapted to Scottish schools by our own teachers, long
continued to be used as a class-book in the grammar schools.
The distinguished teacher and grammarian, Mr James Kirk-
º
* Report on Endowed Schools, ii., 411. * 1pid. -
* Ibid., 512. * Ibid., 515. 3 Ibid., 533. 3 Ibid., 525.
7 Ibid., 494. * Ibid., 527. Ibid., 567. 10 Ibid., 570.
"Ibid., 575, 14 Life of Ruddiman, p. 21. 13 Ibid.

GRAMMARIANs 359
wood, who was schoolmaster of Linlithgow and afterwards
of Kelso, having been cited by a parliamentary commission
appointed to inquire into our schools and colleges, to give
evidence as to the best Latin grammar, was asked by one of
the commissioners, his old pupil, Lord President Stair, “What
he thought of Despauter tº ‘A very unfit grammar, replies
his old preceptor; but, by some pains, it might be made a
good one. If, he said, “its superfluities were rescinded, the
defects supplied, the -intricacies cleared, and the method
amended, it might pass for an excellent grammar.” Having
been desired by the commissioners to reform the grammar as
he had proposed, he published in 1695 a revised edition,
which was commonly used in the schools till the early part
of last century. º - - -
The first grammar written by a countryman which really
took possession of the Scottish schools was that of the ad-
mirable Mr Andrew Simson, one of the most distinguished
teachers of whom our country can boast. We have already
made the acquaintance of this celebrated teacher as master
of the grammar school of Perth, where, and at Dunbar (of
which he was afterwards schoolmaster and minister), he
taught ‘some of the ancient nobilitie, and many of the gentry
and clergy, of whom not a few proved worthy instruments
of God's glory in church and commonwealth.” His ‘Rudi-
menta Grammatices,’ called Dunbar Rudiments, published
in 1587, continued to be one of the most popular books of
1 Biographical Dictionary of Eminent Scotsmen. In 1710 the council
of Aberdeen order all entrants to the school to be taught Kirkwood's
grammar, which is preferable to that of Despauter. In the year follow-
ing, they approve of a regulation enjoining the entrants to be taught Kirk-
wood's last edition of Despauter: Burgh Records of Aberdeen. In 1711 a
third edition of Mr Kirkwood’s ‘Grammatical)espauteriana, Cumnovanovi
generis glossa,’ was published at Edinburgh, and in 1720 a fourth edition.
* M:Crie's Life of Melville, ii., 425 (2d ed.). He educated a gram-
marian not inferior to himself, and who was also a teacher not less
successful—Mr Alexander Home: Ibid., 412. He had also the honour
of educating another Home, more eminent still—David - Home of
Wedderburn: Chalmers' Life of Ruddiman, p. 21.



































































the kind in Scotland, until a more learned grammarian, Mr
Thomas Ruddiman, produced, in 1714, his famous ‘Rudiments
of the Latin Tongue, which superseded all other grammars."
In the same year as the schoolmaster and minister of
Dunbar published his Rudiments, his professional brother at -
Haddington, who was also the teacher and minister of the
burgh, Mr James Carmichael, issued his ‘Grammaticae Latinae,”
but the work proved not so acceptable to the profession as
that of Mr Simson. When the national work, the Regiam
Majestatem, was put to press, the privy council, ‘finding non
so meit as Mr James Carmichaell to examine and espy and
--- --- -
correct such errors and faults therein as vsuallie occures in
every printing that first cumes from the presse, appoint him
corrector of typographical errors. At the end of the Scottish
translation there is a poem by the learned minister.
While Mr Carmichael’s grammatical work deserves mention
chiefly for the sake of the author, who was a man of note in his
day, the interest of the production of the following grammarian
consists mainly in the letter of dedication, from which we learn
that the author, Mr Andrew Duncan, master of the grammar
school of Dundee,” prepared his ‘Latinae Grammaticæ" from
having witnessed the painful efforts of the young to master
the elements of Despauter's grammar. Everything in his
grammar is, he says, clear and clearly stated; he has dis-
pensed with verse, and all that is redundant and obscure; he
* The title of the Dunbar Rudiments is, “Andreas Simsonus sive
Simonides, Ludimagister Dunbarensis, et postea ejus Ecclesiae Pastor. º
Rudimenta Grammatices in gratiamjuventutis Scoticæ conscripta. Prima
ejus editio exiit Edin, 1587. Robert Smyth, in 1599, and Thomas
Finlayson, in 1606, were authorised to print exclusively ‘The first and
second Dunbar Rudimentis.’ There was an edition of the rudiments
by Andro Hart in 1612, by Bryson in 1639, by the stationers in 1660,
by John Reid in 1680, and by John Moncur in 1709: Chalmers' Life of
Ruddiman, pp. 21, 22. -
*Copy of the Grammar published at Canterbury in 1587 is preserved
in the Advocates' Library. --"
* He was afterwards minister of Crail, and one of the ministers
banished to France for holding the Assembly at Aberdeen: Scott's Fasti
Ecclesiae Scoticanæ, ii., p. 416. -

GRAMMARIANS. 361
has not accumulated rules, nor entered into niceties and ex-
ceptions. “What is the use of these to children intended for
commerce, seafaring life, agriculture, tailoring, or shoemaking?
- What good can result from the differences of grammarians?
The route taken should be as short as possible. Let even
a rustic traveller, who is going to St Andrews, be asked which
road he would prefer—a short and level one, or one unneces-
- sarily long, roundabout, and rugged How can you, teachers,
with a good conscience, lead tender minds through pathless
wilds and labyrinths, when they are calling out for the
shortest way?' But notwithstanding Mr Duncan's benevolent
intentions and most laudable endeavours, his grammar
appears to have taken little or no root in our schools.
- The next grammarian we shall mention is Mr Alexander
| Home, who, as a scholar and teacher, was not unworthy of his
preceptor, Mr Andrew Simson, who introduced him to the
Latin tongue at the school of Dunbar. Mr Home was, like
so many of his countrymen at that time, a travelled scholar,
having spent sixteen years in England, partly as tutor and
partly as student at the university of Oxford. On returning
º to his native country in 1596, the council of Edinburgh did
themselves the honour of appointing him master of the high
school, in the room of the learned Mr Hercules Rollock"—an
office which he demitted in 1606, for the mastership of the
grammar school of Prestonpans, founded by the minister of the
parish, Mr John Davidson, of pious memory; in the records of
the presbytery of Haddington we read that on 8th July 1606,
the ‘haill parischioners being poisit how thay lyekit Mr Alex-
ander Hoome, in token of the approbation, tuk him be the
hand.” In 1615 he accepted the office of master of the
grammar school of Dunbar, where, as the most eloquent orator
of the day, he was appointed to welcome, in the name of his
countrymen, the first visit made by James VI. to Scotland
after his accession to the English throne, when, on 13th May
1617, the grammarian delivered a magniloquent speech —
we need hardly say in Latin—worthy of the great occasion.
1 Steven's High School, 29. * Presbytery Records of Haddington.












schools AFTER THE REFORMATION.
Mr Home, while master of the high school of Edinburgh,
was maturing his thoughts on his grammar, which he pub-
lished in 1612—believing it to be superior to those produced
by his countrymen, Mr Simson, Mr Carmichael, and Mr Dun-
can, and better adapted for Scottish youth than the foreign
grammars of Despauter, Vives, Ramus, and Pelisso, which
were hitherto the standard books used in the schools." In
an address to parents, tutors, and preceptors of the Scottish
youth, Mr Home deplores the effeminacy and degeneracy
of the age, and maintains that every one should be con-
tinued under strict discipline until twenty-five years of
age. His views on school discipline coincide with those of
Mr Duncan, referred to in a previous part of this work:” “As
soon as a child can speak he ought to love the school; but in
order to do this, if parents and guardians kept him in tighter
rein, teachers would be warranted in leading them by the
appliances of crumbs and apples, and could correct whatever
is amiss by care rather than by the rod.” The grammar
which was published, as already stated, in 1612, and dedi-
cated to his patron, Lord Chancellor Seton, had the honour
of being the first legal grammar in Scotland, that is, the first
grammar appointed by Parliament to be taught exclusively
in all the schools. -
From the Reformation much pressure was brought to bear
on Parliament by the parents of scholars in order to undertake
* In 1602 the council of Stirling ordain the ‘common rudimentis
professit in all uther scoles, with Pelisso's first part of grammar and
the ‘Rudiments of Ramus,’ to be taught in the school: Burgh Records
of Stirling. Petrus Ramus was a famous French philosopher, born in
1515, and massacred on St Bartholomew's Day, 1572. Mr Andrew
Melville attended his lectures, and introduced his method of teaching
into the Scottish universities. A translation of his Latin grammar was
published at Cambridge in 1585, ‘P. Rami Grammatica ab eo demum
recognita,” etc. London, 1589.
* Supra, p. 199.
* Steven's High School, p. 44. The title of his grammar, a copy of
which is in the Advocates' Library, is ‘Grammatica Nova in usum
juventutis Scoticæ et auctoritate Senatus omnibus regna Scholis imper-
ata,' by ‘Alexander Humius.' Edinburgh, 1612.
- y -

the compilation of a national grammar, with the view of remov-
ing the disadvantages under which laboured the youth, who,
if obliged to go from one school to another—which from
some cause or other was very commonly the case—were
required by every new teacher to purchase a new grammar,
and to begin their grammatical studies from the beginning.
Shortly after the Reformation the authorities undertook to
‘set forth a general grammar to be used within scolis of this
realme for eruditioun of the youth,” of which a monopoly of
printing was granted in 1567, but it does not appear to have
come into existence. The absolute necessity of having a
national grammar was so universally felt towards the end
of the sixteenth century, that, when Parliament proved to
be unequal to the task of preparing such a work, the conven-
tion of royal burghs, in 1593, after ‘long reasoning, on the
supplication of the commissioner of Dumbarton,” ordained
two letters to be directed—one to the ministry, and the other
to the presbytery of Edinburgh—requesting them to pre-
pare a grammar to be universally taught in all grammar
schools of the burghs.” Every one interested in education
was anxiously waiting for the publication of the statutory
grammar—a grammar intended to introduce uniformity of
teaching in the country—and only temporary arrangements
were made in the schools,” with regard to the use of class-
books, until the great work was ready. But the preparation
of this school-book proved to have been too great a task for
the collective wisdom and learning of Scotland, including Par-
liament, privy council, convention of royal burghs, and the
ministry of Edinburgh. At length Parliament, wearied with
the importunities of petitioners who were praying for a national
grammar, took decided action in the matter—at least by legis-
-
º 'º
1 Chalmers' Life of Ruddiman, 21.
* Record of the Convention of Royal Burghs, 411.
* Thus, in 1602, the council of Stirling prescribe a certain grammar,
‘until the General Assembly of the Kirk, or his Majesty and Estates of
Parliament agree on a universal grammar to be taught throughout the
whole realm: Burgh Records of Stirling.
a































































-
SCHOOLS AFTER THE REFORMATION.
------------ - º º
lation. In 1607 our sovereign Lord and Estates of Parliament,
understanding that the cause of the ‘Latine towng being
greatlie diminischit, is the ‘want of the uniform teaching of
all the parts of grammar, through the ‘curiositie of diuerss
maisters of scholis, who take upon them, efter thair fantesie,
to teach suche grammer as pleasis them —a practice which
‘haillelly prejudgeis’ the youth, who, because of the ‘pest
and otherwayes, are oft and diuerss tymes changit to diuerss
scholis and maisteris'—appoint a committee for cognoscing and
concluding such form as they shall think most meet to be
observed hereafter by all masters of grammar schools;” school-
masters are ordained to obey the regulations to be made by
the commissioners, under penalty of deprivation, and payment
of £20 to the poor of the parish.” The intentions of the legis-
lation were good, but they embarked in a hopeless, if not a
mischievous, work; they were resolved to suppress wholly the
judgment and individuality of the teacher, and introduce into
all the schools a uniformity of teaching at any risk; we
imagine that if Parliament had succeeded, the profits or
advantages of the plan which they had proposed would, when
the balance-sheet was made up, be found per contra. The
commissioners failed to produce a national grammar, or, as
might be expected, to establish a uniformity of teaching;
but the commission had the effect of enjoining, Some years
afterwards, Mr Home's grammar to be taught in all the schools;
the Acts of Parliament and the privy council passed in favour
of his grammar were, however, defeated by the bishops, who
were opposed to the venerable grammarian;” and in 1630 we
find the privy council again cognoscing on this very subject.
Mr David Wedderburne, master of the grammar school of
Aberdeen, was charged, in 1630, to compear before the privy
council at Edinburgh, and give evidence with regard to the
new school grammar, published by Mr Alexander Home; * at
* Acts of Parliament, 1607, c. 9, iv., 374; M'Crie's Life of Melville,
ii., 505 (2d ed.). º - º
* Acts of Parliament, 1607, c. 9, iv., 374.
8 M'Crie's Life of Melville, ii., 413. * Burgh Records o
- --

GRAMMARIANS,
the same time the council of Glasgow pay the expenses of
the master of the grammar school, for “riding to Edinburgh
about the grammar to be imposed on the country.”
The grammar of Mr Home was superseded at this time by
a new grammar written by an Aberdonian, who was not
inferior to any we have mentioned in industry, ability, and
scholarship. Mr David Wedderburne, master of the grammar
'school of Aberdeen,” honoured with the friendship of the
celebrated Gerard Vossius who praises our countryman as
‘homo eruditissimus, beneque promerens de studiis juventutis,'
and again as ‘homo doctissimus et nostri etiam amicus,” was
born at Aberdeen in 1580, and acquired Latin in the grammar
school of his native city under Mr Thomas Cargill, also a
celebrated preceptor, on whose death, in 1602, he and Mr
Thomas Reid (the well-known Latin secretary of James VI)
were, after an examination extending over four days, admitted
joint-masters.” In April 1603, Mr David appeared before
the town council, and ‘declarit that he being urgit and bur-
denit be the lait provinciall assemblie of the ministrie, to
accept upon him the functioun of ane minister of Goddis word,
was resoluit to obey God calling him thairto, and to leave and
desert the said school.’" The council accepted his resignation;
but in September following, Mr Wedderburne, “now being
otherwayes resoluit not to leave his said office, but being will-
ing to continue, cravit to be reponit; the patrons granted his
request, and in October following, Mr Reid having resigned
1 Burgh Records of Glasgow. -
* He taught Arthur Johnstone, and contributed to the Deliciae Poet-
arum Scotorum. -
3 Collections on the Shires of Aberdeen and Banff, 64. ‘His posthu-
mous edition of Persius,’ says Dr Irving, “ought to have secured him a
respectable place among our philologers;’ Mr Thomas Ruddiman (no
mean judge), in his catalogue of his books, styles him “celeberrimus
scholae Neó-Aberdonensis rector;’ and the famous Thomas Dempster,
who was his schoolfellow at Aberdeen, extols him as ‘utriusquelinguae
doctissimus.’ The honourable place which he occupies in the verses of
his dear friend Arthur Johnstone is well known: Ibid.
* Burgh Records of Aberdeen. - 5 Ibid.



366 schools AFTER THE REFORMATION, , º a
his office, Mr David was admitted to be ‘full maister be him º
selff allane, without any college or coequellmaister with him.”
He frequently taught in both the universities of Aberdeen:
in 1614, on the death of the principal of Marischal college,
he was selected to teach the ‘high class,’ and in 1619 he was
appointed to teach ‘ane lessoun of humanitie, anes every
weeke in tyme comeing within the college of the burght, out
of sic authoris, at sic houris, and efter sic method, as Sal bº
injoymed to him be the counsall;” this lecture was abolished
in 1624;” in 1620 he was nominated grammarian or humanist
in King's college, an office which he did not long retain.”
But it is as a grammarian we have here to do with Mr Wed-
derburne, who, like his predecessor Mr John Waus, encountered
many difficulties in publishing his grammar, but he was sup-
ported in his trials by the patronage of his gallant city: in
1630 the magistrates, ‘havand consideration that the new gram-
mar laitlie reformed be Mr David, can naither be printit nor
publishit for the vse of yong scholaris whto the tyme the same
resave approbatioune from the lordis of counsall,' order £100
to be paid to him in order that he may proceed to Edinburgh
for their sanction;" in 1631 he receives 100 merks for his
‘great expense in Edinburgh, St Andrews, and Glasgow' in
the ‘purches’ and obtaining the consent of the privy council
and clergy to his new reformed grammar;" in the following
year the council grant to him 200 merks for printing his new
grammar—very properly dedicated to themselves;" in the
same year appeared his ‘short introduction to grammar,”
the earliest grammar with which we are acquainted having
an English title; in 1633 he petitions Parliament to allow
the ‘short and facile grammar, drawn up by him under great
pains, to be taught universally, and that all other grammars
be discharged.” He did not receive the monopoly for which
he petitioned, but his grammar became at once popular, and
1 Burgh Records of Aberdeen. * Ibid. 3 Ibid.
* Collections on Shires of Aberdeen and Banff, p. 62. ' -
* Burgh Records of Aberdeen. 6 Ibid. 7 Ibid.
* 1633, c. 34, v., 48. - -











GRAMMARLANs. - 367
had the honour of the approbation of the convention of the
royal burghs, who in 1633 requested each burgh to cause the
rudiments and grammar lately published by Mr Wedderburne
to be taught in their grammar schools, each burgh taking a
number of them." In 1634 he published his ‘Institutiones
Grammaticae, in tres partes distributae, dedicated to Sir Paul
Menzies of Kinmundy, provost, and to the town council of
"Aberdeen; and shortly afterwards his ‘vocabula, cum aliis
Latinae linguæ subsidiis;’ and in 1636 the council grant to
him £50 for his great pains in compiling ‘new vocables for
the weal and benefit of the young scholars of the grammar
school.” Mr Wedderburne was not only a grammarian; we
know him as an admirable writer of Latin verse, and it was
one of his duties to ‘compose, both in prose and verse,’ what-
ever concerned the common affairs of the town.” Our distin-
guished master continued in his office of rector of the grammar
school until 8th July 1640, when, “in regaird of his old aige
i Burgh Records of Dumbarton. The burgh of Dumbarton takes forty
copies, and pays 4s. for the grammar, and 2S. for the rudiments. This
grammar, by the same authority, was ordered, it is said, not to be taught,
as not being worthy : Report on Burgh Schools, ii., p. 95. In 1636 the
council of Peebles ordain the treasurer to buy Wedderburne's grammar:
Burgh Records of Peebles. Two years later the master of the grammar
school of Cupar was required to teach the same grammar: Burgh Records
of Cupar. And in 1696, the council of Edinburgh, considering that the
ordinary Latin rudiments taught to children are hard for beginners, ordain
Wedderburne's rudiments, which are more plain and easily learned, to
take the place of the Latin rudiments: Burgh Records of Edinburgh.
* Burgh Records of Aberdeen. -
* A few of his poetical pieces composed on such occasions may be men-
tioned: “In obitu summae spei Principis Henrici, Jacobi VI. Serenis-
simi Britanniæ Magnæ, Hiberniae et Gallia Regis, filii primogeniti,
Lessus. Authore, Davide Wedderbvrno Scholae Aberdonensis Modera-
tore. Anno Dom., 1613.’ ‘Propempticon Charitum Abredonensium.’
This poem was written at the request of the magistrates of Aberdeen,
who rewarded the poet with a gift of fifty merks. ‘Abredonia atrata,
sub obitum Serenissimi et Potentissimi Monarchae, Iacobi VI. Pacifici,
Britaniae Magnae, Galliae, et Hiberniae, regis fortvnatissimi, fidei defen-
soris et assertoris doctissimi,’ 1625: ‘Wivat Rex, seu Tpoorevktuköv pro-
incolumitate Serenissimi regis Caroli . . . ejusque felice in Scotia






SCHOOLs AFTER THE REFORMATION.
- º º
-
and inhabilitie of bodie, he resigned, subscribing the minute
of his demission, ‘M. David Wedderburne sexagenarius et
vltra.’. He received from the grateful council a pension of
200 merks yearly during all the days of his life—in “respect
hat he had served the burghe fourtieyeires at home and afield,
with commoun applaus both of the councell and communitie’s
Well done! good, faithful, and efficient servant, Master David.
“The school was done, the business o'er,
When, tired of Greek and Latin lore,
Good Syntax sought his easy chair,
And sat in calm composure there.”
-
Mr. wedderburne finished his laborious life—a life of great
usefulness and honourableness—in February 1646, having
enjoyed the bounty of his good town for six years only.
At last, in 1714, all grammars gave way to ‘The Rudiments
of the Latin Tongue, written by Thomas Ruddiman, the most
learned grammarian produced in Scotland. The author re-
duced the work into a short text, giving an English version
with the Latin original, thus leaving every master to select
either the English or Latin, as he liked—pedagogues having
not yet settled about the best method of communicating Latin
—and adding explanatory notes.” The school-book, which
became popular as soon as it was published,” is the labour of
inauguratione,’ 1633. ‘Sub obitum viri clarissimi et carissimi D. Arturi
Jonstoni, medici Regii, et poétarum sui seculi facilé principis, Davidis
Wedderburni Suspiria.’ Abredoniae, 1641.
Mr Joseph Robertson has given a catalogue of his writings, in which
seventeen distinct works are ascribed to him: Collections on the Shires
of Aberdeen and Banff, 60, 65. -
* Rudiments of the Latin Language, by Thomas Ruddiman, keeper of
the Advocates' Library, and sometime schoolmaster at Laurence Kirk
in the Mearns, 1st ed., Edinburgh, 1714, -
* He saw fifteen editions of his rudiments, and, according to his labo-
rious biographer, George Chalmers, “when he departed at the utmost
extremity of life [he was born in 1674, and died in 1757], he left this
saleable treatise as a productive income to his widow:” Life, p. 65.
In 1725 he produced his “Grammaticae Latinæ Institutiones facili et ad
puerorum captum accommodata methodo perscriptae.”
---



















































- GRAMMARIANS.
a master in the Latin tongue, who carefully examined all the
grammars written by his countrymen and foreigners, adopted
what was best in each, and omitted their defects. In short,
the work is a judicious and learned compilation of the excel-
lences of all the grammatical treatises of note written before
his day, containing little or no innovation on the method of
teaching Latin which prevailed at that time.
We shall refer to the grammar written by Mr John Hunter,
minister of the Gospel at Ayr, not because of its merit, but as
being one of the earliest of the “easy grammars, which
appeared in abundance subsequent to the middle of last
century: in 1728 Mr Hunter informs the council of Ayr
that, having “long compassionated the distress to which we
condemn our children—without demerit—he composed a
--
grammar in English for the Latin tongue, and entreats them
to order a trial of its expediency in their grammar school for
ten or twelve months, and if it did not justify itself to every
one who is neither partial or dilatory, it should never be
mentioned a second time; and if it lost any of the children's
time, or did not redeem more than half of the vastly wasteful
profusion of it, which has been hitherto so common, he would
compensate the loss by any rational equivalent of their own
proposal;’ the council, after report, order the doctor to teach
it to the first class in the public school till May 1730; a trial
- to be made of the proficiency of boys who had not before
learned that or any other grammar at Michaelmas 1729."
A more distinguished grammarian was Mr John Mair, master
of the grammar school of the same burgh, who quietly pro-
duced in 1755 his ‘Introduction to Latin Syntax, without any
of the demonstration which inaugurated Mr Hunter's still-
born ‘New Method.” The Introduction, which exemplifies
the rules of construction as delivered in Mr Ruddiman's
rudiments, we need hardly add, has still maintained its
place in the schools—at least it was a class-book in some of
the schools in our day.
Space permits us only to mention one other grammarian,
* Burgh Records of Ayr.

2 A
-- - -
---
SCHOOLS AFTER THE REFO MATION.
whose memory is still cherished by not a few of his pupils
as one of the most exact and perfect Latin scholars produced
in our country since the days of Ruddiman—we mean James
Melvin, rector of the grammar school of Aberdeen from
1826 to 1853—who, as a master of idiomatic Latin, will
bear comparison—we believe favourable comparison—with
the most distinguished names for scholarship in Scottish his-
tory, George Buchanan and Thomas Ruddiman. In 1825
the visitors of the grammar school of Aberdeen prefer Melvin's
grammar, which is ‘very complete and accurate, to any other;
they also recommend that the attention of the fourth and
fifth classes be directed to that grammar as a book of refer-
ence, in order that they may reap the benefit of the valuable
notes and vocabulary which it contains.
-
Before the middle of last century our Latin - grammars–
the quality of which as a whole does not impress us favourably
with the progress hitherto made by our country in philology”—
1 Burgh Records of Aberdeen. . ----
* It is a great desideratum in the history of education in Scotland
that there is no collection of the books which have been used in our
schools at different periods. We hope some zealous member of the
profession may be induced to begin such a collection, of which gram-
mars, as being a very important—perhaps the most important—part of
school literature, should form the prominent department. In addi-
tion to the grammars already noticed, we beg, for the guidance of any
such collector, to give the following list, written by Scotsmen from
the middle of the sixteenth to the middle of the eighteenth centuries; -
and we venture to say that if any person succeeds in collecting these
precious school-books, he will render valuable service to educational
history:
Buchananus (Geor.) de Prosodia Libellus. Edin, ap. Waldegrave.
Leochaeus (Jo.) Rudimenta Grammaticae Latinae in gratiam Jacobi
Moraviae domini Anandiae cui Leochaeus erat Præceptor, Lond, 1624.
Williamsonus (R) Ludimagister Cuprensis. Grammatica Latina ex
Despauterio et Linacro praecipué concinnata: Edin, 1632. Elementa
Linguæ Latinæ & grammaticorum imprimis Donati, Despauterij, Erasmi,
Lilij, Linacri, et Nebrissensis, cornucopia grammaticali excerpta: Edin,
1625. º -º-º-º: -
Lightbodius (Geo.) Questiones grammatice. Edin, 1660, 8vo. -
Kirkwodus (Jac.) Ludimagister Primum Limnuchensis, deinde Kelso-
º
















































GRAMMARLANs.
were written wholly in Latin; that is, the language which the
--
ensis. Grammatica facilis, seu nova et artificiosa methodus docendi
linguam Latinam : Cui praefiguntur animadversiones in rudimenta nostra
vulgaria et grammaticam Despauterianam: Glasg., 1674. Prima pars
Grammaticae in Metrum redacta: Edin., 1675. Grammatica delineata
Secundum sententiam plurium: Lond., 1677. Grammatica Despauteri-
ana, cum nova novi generis glossa: Editio tertia, Edin., 1711.
Dykes (Patr.) Scholarcha Dunensis, Grammatica Latina: Edin, 1679,
8vo. Ejusdem: Edit. 22, multo auction, Edin., 1685, 8vo.
Monro (Jo.) Philosophiæ in Academia Andreapolitana professor.
Nova et artificiosa Methodus docendi linguam Latinam: Lond., 1687.
Eadem ab. Jo. Forresto, Ludimagistro Lethensi, nonnihil immutata et
ad minorem molem redacta. Edit. 38, Edin., 1711, 8vo. -
Gordonius (Geo.) Paedomathes, seu Manuductio Grammaticalis, Lond.,
1689, 12mo. -
Monro (Andr.) Institutio Grammatica. Lond, 1690, 8vo.
\ Hamilton (Wm.) Mystagogus Lilianus; or a Practical Comment upon
A * Lilly's Accidence. Lond, 1692, 8vo.
--- - Sanders (Gul.) Primum Mathesios in Academia Andreapolitana Pro-
fessor, postea Ludimagister Perthensis. Institutiones Grammaticae suc-
cinctæ ac faciles. Edin, 1701, 8vo.
Watt (Tho.), schoolmaster of Haddington. Grammar made Easy;
containing Despauter's Grammar reformed. Together with a Method of
teaching Latin by ten English Particles. Edin., 1714, 8vo. -
Bayne (James), schoolmaster of Dunfermline. Short Introduction to
the Latin Grammar. Edin., 1714, 8vo.
Crawford (Hugh), schoolmaster of Mauchlin. A plain and easy Latin
Grammar. Glasg., 1721, 8vo. º
Love (John), schoolmaster first of Dumbarton, and
º
-
afterwards of
Dalkeith. Animadversions on Mr Robert Trotter's Latin Grammar.
Edin., 1733, 8vo. - -
Ruddiman (Tho.), A Dissertation upon the Way of teaching the Latin
Tongue; wherein the Objections raised against his Grammar are an-
Swered and confuted, and the vulgar Practice of teaching Latin by a
Grammar writ in the same language is justified: with some Critical
Remarks on Mr Jo. Clark of Hull, his new Latin Grammar, etc. Edin.,
1733, 8vo.
Purdie (Ja), schoolmaster of Glasgow. Index to the Etymology of
Mr Ruddiman's Grammar. Glasg., 1733, 8vo.
Stirling (Jo.), Introduction to the four Parts of Latin Grammar, etc.
This, after a singular, and (I may say) a very idle manner, Mr Stirling
hath subjoined to most of the authors published by him, such as Cor-
derius, Eutropius, etc. 8vo.

mple, Mr Home's
º
-
º
grammar begins, ‘Grammatica estars beneloquendi, the third
sentence runs, Vox est sonus oris humani ad sensa animi sig-
nificandum;’ and Trotter's well-known ‘Grºsworno icæ Latinae
Compendium in usum Scholae Drumfrisiensis,' published in
1732, does not contain one English word, with the exception
of examples of etymology translated into English at the end.
The beginner will find it a difficult task to understand a
language unless he has learned the rudiments at least in the
ernacular; but if sufficiently instructed through his mother
tongue in the declensions, conjugations, and the fundamental
rules of syntax, it does not appear absurd that he should then
proceed to learn the rest of the grammar in Latin, though it
may be answered that even the advanced scholar should not
be confused with Latin rules, which he can more easily learn
in his native speech: e.g., the rule a ‘noun in es is of the
-
---- -
-
feminine gender, clothed in English dress, is more easily
º apprehended than the same rule in Latin— nomen in es est
feminini generis;’ or ‘an adjective agrees with its substantive
in gender, number, and case, than “adjectivum concordat cum
substantivo in genere numero et casu.’ It looks ignorant and
cruel to endeavour to teach an unknown tongue by a grammar
written wholly in an unknown language;” but if our ancestors
ommitted such a mistake, it is no less an error in education,
we think, to endeavour to teach Latin and Greek by merely
ading the authors, without any imitation by speech of what
we read—language being more easily and readily acquired by
constant imitation, as every one knows, than by any amount of
critical reading and laborious explanation. In the same way
as we learn a modern language by conversing with people to
--
º
* We must except Vaus's grammar, in which the declensions and con- º
jugations are given in the vernacular. - º
*The same barbarous practice exists at this day in the Highlands,
where children who can only speak Gaelic are taught through the
English language only. We have been told of a person who was taught
in school to repeat from memory the Shorter Catechism in English from
beginning to end without understanding a single word of what he said.
º











































































whom the language is familiar, our ancestors made it a uni-
versal custom that nothing but Latin should be spoken in
their grammar schools and colleges; this practice helped
to make the pupils proficient in classical scholarship—en-
abling them not only to acquire a knowledge of Latin but
making the language to them vernacular—a living language.
It was the constant use and exercise of the language as a
living language that made it possible for them to learn the -
Latin tongue by a grammar written in Latin.
§ 2. Music is the parent of poetry, and her fairest daugh-
ter is the immortal Iliad—a poem so sublime that it had - -
more influence perhaps than any other composition, except
- the Koran. From Homer, says Pope, ‘the
poets drew their inspiration, the critics their rules, and the
philosophers a defence of their opinions. Every profession
wrote books upon him till they have swollen to libraries. The
warriors formed themselves upon his heroes, and the oracles
delivered his verses for answer.” We have already given some
account of sang schools in the Middle Ages—schools in which
the music of the church was taught vocally and instrumen-
tally. Music, as a branch of education in the Schools, was
at that time only second in importance to ars grammatica, - -
but the Reformation in Scotland—a Reformation so violent -
as to have tolerated no art, however noble and refined, calcu-
lated to administer to or increase the luxury or pleasure of
life—dealt so fatal a blow to this most humanising of all arts
that only in our day is it partially recovering from the inter-
diction or condemnation under which it has suffered since
that event. Our duty at present is to collect evidence of the
extent to which singing and music were taught in the Schools -
from the Reformation to our own day. Shortly after the
Beformation, the decline of the study of music became so
apparent that the legislature passed an Act with the view
of reviving it: music and singing being ‘almost decayed, and
will shortly decay, unless timeous remedy be provided, our
sovereign lord commands the patrons of colleges, in which
* Supra, p. 161.





















































schools AFTER THE REFORMATION.
º sang schools are founded, to erect such schools, and to supply
masters able to instruct the youth in the science” But
neither Acts of Parliament nor royal patronage were able to
prevent the decay of this subject: in 1609. James VI, en-
dowed a music school in the burgh of Musselburgh,” and in
1620 a similar school in Elgin;" in 1610 his consort Anne
of Denmark mortifies a sum of money as an endowment to
the sang master of Dunfermline.” The neglect into which
music fell as a branch of education may be estimated from
the paucity of ordinances for visiting music schools and
suppressing private schools for giving instruction in that
subject; we have met with one case of visitation only, 2–º
dated in 1627, when a committee was appointed by the
council of Aberdeen to visit the music school, taking notice
of the form and discipline thereof;" and with the following
isolated instances of ‘protection,’ which was granted in two
or three burghs only: in 1626 the council of Glasgow dis-
charge all other sangsters from teaching music than James
Sanders;" but twelve years afterwards the music school of
Glasgow being ‘altogether decayed, the council called before
them Mr Sanders, and having obtained his consent, grant
licence to Duncan Birnet to take up a music school in the *--
burgh; in 1691 the council agree that no public school may
teach music during the subsistence of the engagement of
a teacher appointed for the burgh.” In 1703 the council of
Montrose forbid any other person than John Gillies to teach
vocal and instrumental music under ‘the falzie of 100 merks \
for each quarter's contravention;''” two years later the same
teacher complains that some women have taken upon them
to teach music to the great prejudice of the public school,
and craves redress of the abuse; a vote, after serious con-
1 Acts of Parliament, 1579, c. 58, iii., 174,
* Report on Burgh Schools, ii., 130.
* Report on Endowed Schools, ii., 332.
* Original in charter chest of Dunfermline. -
* Burgh Records of Aberdeen. * Burgh Records of Glasgow.
7 Ibid. 8 Ibid. * Burgh Records of Montrose.
-




















































sideration, was taken, as to whether the council should sup-
press the private music schools, or only put an ‘imposition
upon them;’ the latter motion was carried ;1 in 1713 the
council of Dundee, because of the decay of the music school,
allow John Coupar, from Aberdeen, to teach music, vocal and
º tental.”
pears to have made one or two
attempts to revive the study of music in the schools, but in
vain: in 1710 the council order an intimation to be made
publicly, that it would conduce much to the ‘interest of the
youth entering the grammar school if they knew somewhat of
musick’ before joining that school;" nearly half a century later
decently performed, enact that each grammar Scholar shall
be regularly taught music.” The succeeding extracts are of
interest in connection with what may be considered a further
attempt at the revival of music as a branch of education: in
1757 William Robison presents to the council of Ayr a
missive, advising that church music, as performed for upwards
of a century in Scotland, having been greatly complained of,
attempts of late had been made in most of our principal
burghs, and several other places, towards reformation; these
attempts, through the encouragement of magistrates and other
influential persons, had succeeded far beyond expectation; a
great many being desirous of a similar reform in this town,
he humbly represents that for some time past he had been
endeavouring to make himself acquainted with the ‘new
musick;’ and being willing to do everything in his power to
promote so good a design, proposes to teach the subject
under the authority of the magistrates;" in 1783 John
Aitken, music master in the same burgh, was granted the
liberty of the assembly room once a year for his concert;
and considering he has, at the desire of the council, been at
* Burgh Records of Montrose. * Burgh Records of Dundee.
3 Burgh Records of Aberdeen. 4 Ibid.
* Burgh Recoids of Ayr.
more stringent measures were adopted: in 1757 the council,
considering the great advantage of having the church musicº
-
-












SCHOOLS AFTER THE REFORMATION.
-
very considerable trouble in teaching church music to the
youth in the poor-house, and the tradesmen and servants
within the burgh, they allow him a present of five guineas."
The church, no less than Parliament, the sovereigns, and -
burghs, endeavoured to promote the cultivation of music: in
1713 the Assembly require schoolmasters to teach common
ehurch tunes, and to sing part of a psalm every day;” and
in 1839 presbyteries are recommended to use all prudent
means for promoting church music in all schools.” --
Seldom was the teacher of the “tuneful art’ professor of
music only; he was generally precentor in the parish kirk of
the burgh. Thus in 1583 a master of the sang School of
Haddington is required to ‘uptake’ the psalms in the kirk."
In 1583 and 1627 the masters of the sang school of Ayr - tº
undertake to sing in the kirk the four parts of music, begin-
ning each Sunday at the second bell." In 1597 and again in
1636 the council of Aberdeen request the music masters and
their doctors to take up the psalms in the two kirks, morning
and evening, Sabbath and week days.” In 1620 the teacher
of music in Stirling was also ‘uptaker’ of the psalms;" and
in the same year James VI, granted to Elgin the Maison Dieu
for supporting a master of music, qualified to perform the
ordinary service in the church.” In 1627 the master of the
music school of St Andrews took up the ‘psalme at preacheing
and prayeris.’” In 1677 the master of the sang school of
Haddington was taken bound to precent; 19 in 1735 the
music master of Dunfermline had also to perform the same
duty.” Frequently the master of the song was also English
master—taught the bairns reading and spelling, and some- º
times writing and grammar, an office so generally discharged
º
---
1 Burgh Records of Ayr. - -
* Acts of General Assembly, 1713, c. 7. 3 Ibid.
* Burgh Records of Haddington. -
* Burgh Records of Ayr ; Maitland Miscellany, ii., 41.
* Burgh Records of Aberdeen. 7 Burgh Records of Stirling,
* Elgin Case, 58. - - * Maitland Miscellany, ii., 49.
19 Burgh Records of Haddington,
* Burgh Records of Dunfermline.





























MUSIC. 377
by him that the sang master became almost synonymous with
English or rather Scots master. Space permits us only to
refer to a few cases illustrating this interesting point: The
council and honest men of Ayr engage, in 1583, a master of
the sang school, who also undertakes to teach the scholars to
read and write English; * in 1602 the girls attending the
grammar school of Ayr were transferred to the sang school
for reading and writing;” in 1621 the master of the music
school of Dunbar was also the English master of the
burgh;” and about 1659 the music school of Elgin was con-
verted into an English school—music, however, being still
taught;" the master of the music school of Dumfries was
required, in 1740, to teach English in the burgh school, from
twelve till one o'clock, and from six till eight o'clock in the
evening." -
In the burgh Schools in which music formed a branch of
the curriculum of study, and was not subordinated to the
other subjects of instruction, the duties of the teacher are
more clearly defined: thus, in 1583 the sang master of Ayr
shall instruct the youth in singing and playing on the
‘pynattis’ and other instruments, according to his know-
ledge." The council of Dundee, in 1652, admit into the
music school a teacher of vocal and instrumental music,
and ordain him to have the ‘highest roume in the church-
yard, for teaching his scholars." In 1669 the town of Glas-
gow was “altogether destitute of a teacher for instructing
the youth in the art of music, and ‘many, we are told,
‘were the honest men who wished that an able musician
should be tried out” and brought to this place; * in 1691
Mr Lewes de France, who had humbly offered his services
to Aberdeen in 1675, undertakes to teach the inhabitants of
Glasgow music, including the ‘writing of the thirteen com-
1 Burgh Records of Ayr. 2 Ibid. -
* Maitland Miscellany, ii., 43. * Elgin Case (Session Papers, 541).
*M*Dowall's History of Dumfries, p. 505.
* Burgh Records of Ayr. 7 Burgh Records of Dundee.
* Burgh Records of Glasgow.







SCHOOLS AFTER THE REFORMATION.
mon tunes, and some psalms, the scholars furnishing their
own books; he will teach, free of expense, such poor in the
town as the magistrates appoint; in 1728 the singing master
of Haddington played on hautboy, bass-viol, German flute,
and other instruments; in 1733 the provost of the burgh
accepted the situation of singing master and precentor;” in
1745 the music master of Dunfermline subscribes a ‘con-
tract similar to that between the last music master and toun,
with this difference, that, instead of the virginalls and moni-
cords’ mentioned in the contract with the last master, the
violin and flute should be inserted.”
Two or three cases may be referred to, illustrating how the
music masters were appointed. The first quoted is only a
temporary arrangement: in 1598 the council of Aberdeen, to
prevent the sang school from ‘skailling’—the last teacher
having lately departed this life—appoint John Leslie, in
Kintore, to the office, ‘albeit he cannot instruct his scholars
in playing’ until a qualified master be provided.” The
authorities took every means to Secure good appointments:
in 1675 the council of Aberdeen issued an edict, inviting
persons expert in the science of music to compete for the
office of master of the sang school;" in 1729 the town council
and kirk session of Dunfermline entreat the Marquis of-
Tweeddale, as patron of the sang school, to allow them to
advertise for music master in the Gazette;" in 1733 the town
wishes to advertise the vacancy of a music master, ‘so that
proper candidates may have access to put in for the same;”
two years later the council state that ‘of late the marquis
was satisfied’ that the vacancy should be advertised.* -
The information with regard to the hours of the day at
which music was taught in the schools is very meagre, but
the following extracts may be given in illustration of this
point: In 1675 the master of the music school of Aber-
-- º
* ,
º, - - º
* Burgh Records of Glasgow. * Burgh Records of Haddington.
8 Burgh Records of Dunfermline. --------- º
* Burgh Records of Aberdeen. 5 Ibid.
* Burgh Records of Dunfermline. -





































- MUSIC. 379
deen was required to teach from seven to nine A.M., ten
to eleven A.M., and two to three P.M.; in 1679 the council
of Dunbar ordained that music, vocal or instrumental, might
be taught in the burgh school from one to two P.M., that
is, during the play hour, the ‘subject being a recreation
rather than a task;” in 1720 the music master of Dundee
refers to an engagement, according to which he was re-
quired to teach for four hours on five days in each week.”
In 1763 the school doctor of Kinghorn taught church music
immediately after dismissing the school on Monday, Tuesday,
Thursday, and Friday, from 1st April to 1st October."
One of the ancient uses to which the singing acquired at the
sang school was put appears from the records of Aberdeen:
the magistrates and council ordained, in 1631, by reason of
the great insolence of the youth of the sang school at night
‘walkis, that in future only four sang scholars shall repair to
the ‘lyik or nicht walk, and only when the master's presence
is desired;" in 1643 the council, understanding the great
abuse committed at ‘lykewakis, and at funerals, by the toll-
ing and ringing of bells, and other superstitious rites, forbid
any inhabitant to desire the master or doctor of the music
school to sing at ‘lykewakis, certifying that the master and
doctor transgressing this ordinance shall, ipso facto, be de-
prived of their office.” Ancient customs are not easily eradi-
cated: in 1658, the council finding that the foresaid abuse
‘is peice and peice Creeping in again, to the great prejudice
of the inhabitants, ratify the act of council, discharging all
singing at all the ‘lykwaks’ in time coming." The ancient
custom of singing at ‘lykewakis’ still prevails in many parts
of Ireland, where it is accompanied by its twin sister, danc-
ing; and many persons still living remember the hearing of
laments or dirges—the singing of mournful poems—on like
occasions in the Highlands of Scotland.” -
1 Burgh Records of Aberdeen. * Burgh Records of Dunbar.
3 Burgh Records of Dundee. * Burgh Records of Kinghorn.
5 Burgh Records of Aberdeen. 6 Ibid. 7 Ibid.
8. At the funerals of members of Highland families of note, even still






schools AFTER THE REFORMATION.
º
The emoluments of the sang master, who was teaching
a subject the interest of which was gradually dying, appear
from the following notices: In 1581 the ‘fie of the maister
of the sing scole' of Cupar was £6, 13s. 4d.; in 1627 he
received £100, and the doctor £26, 13s. 4d. In Hadding-
ton the master of the sang school had, in 1583, a yearly .
stipend of 80 merks, with a furnished house and free
chamber;” in 1677 his salary was fixed at £100 Scots, be-
- sides house-rent and other perquisites.” In Aberdeen, where
music appears to have been taught more energetically than in
º any other burgh, the council grant to the master of the sang
school, on his humble petition in 1587, a yearly stipend of
£20; * in 1597 the sang master received a stipend of 120
merks, and is ordered to restore an altarage granted to him
last year for keeping a doctor, because he receives an augmen-
tation of 10 merks from the town's common good;" on 15th
November 1598, an interim master was elected until the
feast of Candlemas next, at a salary of 20 merks, besides
scholage;" in 1666 the singing master had a yearly salary of
250 merks Scots, with school fees, and the benefit of ‘lyke-
wakes;” in 1675 the council engage a French teacher of -----
music, at a yearly salary of £200, and 30s, quarterly from
each scholar; * in 1757 it was ordered that each grammar
scholar shall pay a fee of 1s. Quarterly for learning church
music.” In 1601 the master of the music school of Ayr had
a salary of £40 yearly out of the common good, and 10s.
quarterly from every town bairn learning to sing or play;” in
- -º-
the ancient custom of discoursing laments upon the bagpipes is not
unknown. We well remember of a Highland parish minister of the
old school, not long ago deceased, whose obsequies were solemnised with
all Highland “pomp and circumstance’—including, of course, liberal
supplies of the national beverage, as well as of the music of old Gaul.
* Maitland Miscellany, ii., 42. * Burgh Records of Haddington.
3 Ibid. “Burgh Records of Aberdeen.
5 Ibid. 6 Ibid. 7 Ibid.
“Ibid. This act shall not be quoted as a precedent, being only
granted to him in respect he is a stranger and well expert in music.
9 Ibid. " Burgh Records of Ayr.






















































MUSIC. 381
1613 his salary and fees were the same, but he was allowed
‘chamber maill and a stand of clayths this year;” in 1627 he
received a stipend of ten bolls of victual and £13,6s. 8d. of
silver;” in 1757 the sang master offers to teach music at
1s. 6d. monthly for an hour a day, and to the poorer sort at
such an annual allowance as may be fixed by the magistrates.”
The ‘maister of the sang scule' of Dundee in 1602 had a
salary of £80; in 1628 he received for fee and house maill
£266, 13s. 4d.; and in 1634 the same as in 1628; 4 in 1612
the council grant to him a stipend of 300 merks, being 250
merks from the common good and 50 merks from the kirk,
besides his house maill, which is worth £20; * in 1613 the
council, for advancing the music school, grant to a doctor
a yearly stipend of £10 out of the readiest of the goods of the
burgh;" in 1652 £50 Scots were ordained to be paid yearly
to the master of the music school; 7 in 1720 a music master
was appointed at a yearly salary of £10 sterling, of which the
town pays £48 Scots, the guildry £39, the seamen fraternity
£9, and the hospital £24; he may uplift quarterly, from those
learning vocal music, £1, 10s. Scots, and from those learning
vocal and instrumental music, £3 Scots.” In 1608 the burgh
of Glasgow pays to the master of the sang school £20, the
maill of his house, for Whitsunday and Martinmas terms;” in
1626 the council fee a teacher at 10s. Quarterly for his own
fee, and 40d. for his man;" in 1669 the town agrees to give
him 350 merks yearly, and the bishop of Glasgow £100
Scots;" in 1691 the master shall teach music at 14s, monthly
for an hour daily, and the writing of the thirteen common
tunes, and some psalms, at 14s.; the magistrates allow him
£100 Scots yearly.” In 1618 the master of the music school
of Paisley was authorised to uplift quarterly from every bairn
6s. 8d. of scholage.” In 1620 the council of Stirling grant
* Burgh Records of Ayr. * Maitland Miscellany, ii., 41.
3 Ibid. , 4 Ibid., 43.
5 Burgh Records of Dundee. 6 Ibid. 7 Ibid. 8 Ibid.
* Burgh Records of Glasgow. 10 Ibid. 11 Ibid. 12 Ibid.
* Burgh Records of Paisley. The music school appears to have ceased
about 1623.
-








382 SCHOOLS AFTER THE REFORMATION.
to the teacher of music a yearly salary of £20, and 6s. 8d.
quarterly for every town bairn learning music; in 1694 the
- precentor of the burgh was appointed to keep a ‘public
- school for teaching the youth to sing and play at the old cel-
larie.” The teecher of musick” in Dunbar in 1621 had a
salary of £100;” in 1626, 1627, the ‘maister of the musik
scholl' of St Andrews received a fee of £200; in 1627 and
1628 the ‘scholemaister that teaches the musick” in Lanark
received £66, 13s. 4d.;" the ‘musichioner of the burgh’ in
1633 and 1634 received 100 merks;" the master of the
music scoil” of Inverness received in 1628 £36;" in the
same year, the master of the ‘musick school’ of Tain re-
ceived for stipend £100;8 in 1633 the ‘doctour and musi-
ciner' of Irving received £100;" in the same year, the master
of the ‘sang schoole' of Dumfries had a stipend of £80.”
The following notice of the sang school of Dumfries is an
example of the decline of this subject: In 1740 the council
voted an annual salary of £100 Scots to a teacher of the
º “tuneful art, from a belief that it will be of a considerable
advantage to the youth of the burgh, and others, that a music
school be erected, the school, when opened, being made free
to all.” In 1717 the council of Dunfermline appoint £60
Scots to be paid to the music master, being his salary for one
year.” The council of Inverness, in 1835, paid £40 yearly
out of the burgh funds to the music teacher.”
From the foregoing notices of sang schools it appears
from an early period down to the end of the seventeenth
century there was in several of the most important burghs
1 Burgh Records of Stirling. In 1620 the brethren of the kirk of
Stirling, at the desire of the council, give the ‘musitionar for uptaking
the psalm in the kirk, and teaching ane musick schooll, 20 merks
yearly:’ Kirk Session Records of Stirling.
* Ibid. * Maitland Miscellany; ii., 43.
* Ibid., 47. "Ibid. -
8 Ibid., 50. ” Ibid., 45.
11 M*Dowall’s History of Dumfries, 505.
* Burgh Records of Dunfermline.
18 Municipal Corporations Report, ii., 110


























































Music. 383
either a separate school for teaching music, vocal and instru-
mental, or that it formed one of the branches of education in
the grammar school; but the art seems not to have been
studied anywhere with interest or zeal, though during that
period it does not seem to have been such a dead subject as
at present, for of fifty-four public schools in burghs, reported
on in 1868, in eight only was it taught—viz., Elgin academy,
Falkirk grammar school, Glasgow academy, Forres academy,
Inverness academy, Leith high school, Stranraer academy,
and Wigtown burgh school;” and last year, in all the higher-
class public schools proper there was only one at which
singing was taught—high school of Glasgow—where we find
seventy-one scholars, each paying a quarterly fee of 5s, and
ten scholars were learning to play on the pianoforte at Leith
high school!"
Music, according to Plato and Luther, should be taught to
all young people; and the throat is known to be such a com-
plete musical instrument that all, with very rare exceptions,
can be taught to sing. We hope that School boards will see
that every pupil read, write, and perform music as they read,
write, and perform any other lesson—a result which will not
only strengthen the lungs and chests of children, but supply
them with a perennial source of enjoyment, pleasure, and
luxury, calculated to support them in their future trials, and
* In addition to the instances already cited of the existence of music
schools, it may be mentioned that there was a music school in St
Andrews at the Reformation; in 1560 Alexander Smith, doctor of the
sang school in the Abbey, depones in a cause of divorce : Kirk Session
Records of St Andrews. Music was taught to the ‘youth’ in the gram-
mar school of Kirkcudbright in 1620: Burgh Records of Kirkcudbright.
* Music vocal,’ taught in the Perth grammar school in 1623: Burgh
Records of Perth. Music, taught in Wigtown in 1686: Burgh Records
of Wigtown; in Forfar in 1713; Burgh Records of Forfar; in Kilmar-
nock in 1745: Burgh Records of Kilmarnock. The English teacher
of Greenock was allowed in 1772 to teach church music at private hours:
Burgh Records of Greenock. We have found no instance of secular
music having been taught in the burgh Schools.
* Report on Burgh Schools, i., 254, 255.
* Report of Board of Education, ii., 154.



SCHOOLs AFTER THE REFORMATION.
º
- º - . º
-- ---
--- ---
to elevate them in feelings and character. A collection of
religious and patriotic songs should be prepared, as in Ger-
many and Switzerland, for the use of the different classes of
our schools; and school boards ought to make it imperative
on the master to teach these, granting dispensation only in
extreme cases. º º
º
‘The man that hath no music in himself,
Nor is not moved with concord of sweet sounds,
Is fit for treason, stratagems, and spoils;
The motions of his spirit are dull as night,
And his affections dark as Erebus:
Let no such man be trusted.’
-- º º --
§ 3. The patrons of the grammar schools—schools in which
ars grammatica was the whole curriculum—found it necessary
to pass at an early period ordinances requiring the pupils to be
instructed in elementary knowledge before being admitted to
the higher schools. Thus, in a course of study drawn up for
the grammar school of Glasgow before the end of the sixteenth
century, it is assumed that the boys shall be instructed in
reading and writing before joining the school; in 1598 it
was ordained that no scholar be admitted into the high school
of Edinburgh who could not read English and did not know
writing—the first regent in nowise teaching any the A B C in
reading;” in 1612 the grammarian, Mr Alexander Home, re-
commends that boys should remain at the schola anglica for
reading and writing till their ninth year, and at ten begin the
study of Latin;" in 1710 the council of Aberdeen order an
intimation to be made publicly, that it will conduce much to
the interest of the youth that, before they be entered in the
grammar school, they should be taught to read English per-
fectly, and to write well, and something of arithmetic;” in
the following year, the citizens are advertised to enter their
* Original in the archives of Glasgow.
* Burgh Records of Edinburgh. º
*Steven's High School, p. 44. Here is a specimen of the English of
the period: piger, sweer; ploro, I greet; sales, bourdes. º
Burgh Records of Aberdeen. -
º ---

ENGLISH AND WRITING. 385
º -
r school, duly primed in reading
The necessity for the pupils to be grounded in the elementary
branches of education before being admitted to a grammar
school compelled the councils from an early period to tolerate,
license, patronise, superintend, andeven to grant small allow-
ances to teachers of English schools, which long continued to be
- of young children II]. Aberdeen, the council grant him 26s. 8d.
yearly for school rent;” and in 1627 they appoint a committee
to visit the English school of the burgh;8 in 1639 the coun-
cil of Glasgow statute that only four English schools shall be
held in the burgh, whose masters shall be admitted by the
º - - - -
* Burgh Records of Aberdeen. Pupils entering the first or elementary
class in this grammar school are still required to be able to write to dicta-
tion a simple English passage; and for admission to the same class in the
Edinburgh high school, the pupils must read English with ease. Ability
to read and write is a condition of admission to the Fraserburgh academy,
and the pupils joining the Brechin preceptory are expected to have made
some proficiency in English. But in most of our other burgh schools, no
age is fixed for admission; the scholars are in fact admitted at all ages; and
accordingly instruction begins with the English alphabet: e.g., Arbroath,
Banff, Burntisland, Dumbarton, Dumfries, Forfar, Greenock, Irvine,
Kirkcudbright, Lanark, Lerwick, Linlithgow, Montrose, Paisley, Rens
frew, Stirling, Tain: Report on Endowed Schools, ii., pp. 367-602. For-
merly the age of admission was fixed at several schools: e.g., in 1656 the
council of Dysart discharge their schoolmaster from keeping any lads at
this school ‘without under five years of age:’ Burgh Records of Dysart;
in 1802 the council of Forfar enact that no children be admitted to the
town's school ‘who are not six, rising seven years of age:’ Burgh
Records of Forfar; in 1710 the council of Aberdeen ordained that
no scholar be admitted to the grammar school until nine years of age,
unless of a ‘large capacity and engyne: ” Burgh Records of Aberdeen.
The age of admission to the following schools varies from five to seven
years: Annan, Ayr, Bathgate, Elgin, Forres, Glasgow, Hamilton, Inver-
ness, Leith, Moffat, Perth, Peterhead, St Andrews: Report on Endowed
Schools, ii. Surely it is a great defect in our educational machinery
that, with three or four exceptions, all our secondary schools—highest
class of schools—are also infant schools -
* Bürgh Records of Aberdeen. 2 3 Ibid.
----- B




















































386 SCHOOLS AFTER THE REFORMATION.
town council; in 1654 eight teachers who had taken up Scots
schools in the city without authority, supplicate most humbly
to be allowed to continue them, and two others pray that they
may take up Scots schools for the first time; after considera-
tion, the magistrates gave them warrant, they conducting
themselves religiously, keeping prayers morning and evening
in the schools, exacting only certain fees, ‘and instructing
freely, without any kind of payment or scholage whatsoever,
all poor children whomsoever, who, or their parents or friends,
shall require the same of them;” it was declared at the same
time that ‘taking up schools without the authority of the
magistrates, is against all reason, and contrary to what has
been heretofore observed in the like;’ in 1663 the fol-
lowing persons were authorised to keep Scots schools in the
town: Jonet Ramsay in Drygait, Elizabeth Miller, William
Bogill, Marion Watson, spouse of William M'Nab, Alexander -
Wilson, George Steinstoune's wife, Mr John Morrison and his
spouse, Mary Murray, George Frissal, William Brock, Robert
Forrest, Agnes Hutcheson, Elizabeth Boyd, Jean Mauchen,
James Hadden.” It having pleased the Lord to vouchsafe to
Alexander Anderson, in Aberdeen, learning—reading and writ-
ing, the council in 1661 allow him to teach these branches; *
in the same year they grant their schoolhouse to James
Schewan for teaching reading and writing; in the following
year the council, considering that the English schools have been
for many years abused by too many persons who are unable
to teach having liberty to exercise that office, engaged an
able man to come from Edinburgh to teach the children in
English.” In 1665 the council of Irvine authorise a person to
teach ciphering and to “rectify writing.” In 1700 the council
of Dundee warrant a person to take up a writing school in the
burgh;" in the same year Dundee patronised a writing master,
1 Burgh Records of Glasgow. 2 Ibid. 3 Ibid.
. * Burgh Records of Aberdeen. – 5 Ibid.
- "Burgh Records of Irvine. English was taught in the burgh in 1746:
Ibid. -- -
Burgh Records of Dundee.



































ENGLISH AND WRITING. 387
who had a salary of £72 Scots yearly, payable by the town,
º dean of guild and his court, the fraternity of seamen, maltmen,
and “nine trades;” seven years later the council visited the
English school and ordered the master to provide a sufficient
writing master.” The council of Greenock, sensible that it
will be of the utmost advantage to the youth to be properly
grounded in the English language, granted to an English teacher
in 1764 an annual salary of £5 sterling;" writing was taught
in the school under the direction of the council in 1772. On
the petition of James Burness, Schoolmaster in Montrose in
1772, representing that he had lately commenced as teacher
of English, writing, arithmetic, and church music—subjects
which he had acquired at considerable expense—and craving
a yearly salary, the council in the following year granted the
prayer of the petition.” Instead of tolerating or licensing
private schools for teaching English, the councils appointed
teachers, in many cases pro tempore only, for instructing the
scholars in the elementary or preparatory branches within
the walls of the grammar Schools. Thus, in 1593 the council
of Edinburgh authorised a master to have the use of one of the
chambers of the high school for teaching the bairns to write;"
the class was optional; in 1704 the masters are requested to
use their influence to get the boys to attend the writing
school." In 1628 the council of Aberdeen appointed a teacher
of writing and arithmetic in the grammar School as a ‘mean to
farther the bairns;” in 1643 a loft was erected in the north
end of the grammar school for the benefit of the scholars ‘for
writing therein;” in 1700 the scholars in this school were
1 Burgh Records of Dundee. The nine trades were: bakers, shoe-
makers, glovers, tailors, bonnet-makers, fleshers, hammermen, weavers,
and dyers. - -
2 Ibid. * Burgh Records of Greenock.
4 Ibid. In 1786 the English teacher taught reading, spelling, gram-
mar, and English grammatically: Ibid. In this year a second English
school was established. - -
5 Burgh Records of Montrose. * Burgh Records of Edinburgh.
7 Education Report (Scotland), 34.
8 Burgh Records of Aberdeen. 9 Ibid. -









388 sCHOOLS AFTER THE -
REFORMATION.
º -
taught writing by the masters of the high English school
between seven and twelve o'clock forenoon—the master of
the grammar school ‘noticing’ the writing." The English
school teacher taught writing in the grammar school of Dun-
dee two years later; in 1712 he is requested to attend the
school from seven to nine A.M., ten to twelve A.M., two to four
P.M. on Tuesdays and Thursdays, and from two to six P.M. on
other days.” º
-
In the smaller grammar schools, English—including read-
ing and spelling—and writing were generally recognised from
an early period as part of the proper course of study, and it
may therefore be assumed that the elements of knowledge
were not less widely diffused in this class of burghs than in
those of greater importance. From the records of several burghs
we quote those entries in which English and writing are
mentioned for the first time; but it is to be borne in mind
that these subjects may have been, and probably were,
taught in these schools previous to the dates assigned to them
in the following instances, although the magistrates and
council did not record any regulation for teaching them. In
1582 the master of the grammar school of Crail is required to
instruct the youth ‘in vulgar language and reading of the
same, as well as in grammar;” in the same year all the bairns
of Ayr may be taught English or Latin in the common school
at the pleasure of their parents; * in 1612 the doctor of the
grammar school of Stirling engages to teach the bairns to read
the ‘Inglis toung;” in 1620 the doctor taught ‘Inglish,”
reading, and writing;" in the same year David Adamson
taught ‘Inglis’ in the burgh school of Burntisland; 7 in 1621
there was an ‘Englische Schoole' in Dunbar whose teacher
1 Burgh Records of Aberdeen.
* Burgh Records of Dundee. - * Burgh Records of Crail.
* Burgh Records of Ayr. ‘Scots’ was taught in the grammar school
- in 1673, and again in 1682: Ibid. One of the masters of the grammar
school of Ayr taught, in 1751, English only: Ibid. And there were two
English masters in Ayr in 1786: Ibid.
* Burgh Records of Stirling. ---
7 Burgh Records of Burntisland.
---




























































ENGLISH AND WRITING, 389
-- *
was paid out of the common good;’ English and writing were
taught in the grammar school of Perth in 1633% of Jedburgh
in 1649;* ‘Scots and writing’ were taught in the grammar
school of Peebles in 1655.4 in the grammar school of Paisley
in the same year,” in the grammar School of Dumfries in
1663," in the grammar school of Leith in 1681;" Scots was
taught in the grammar school of Stranraer in 1686; English,
in the grammar school of Wigtown in 1686;" writing, in-
cluding English, in the grammar school of Dunbar in 1690; 19
in 1693 it was ordained that the doctor in the grammar school
of Kirkcudbright shall teach, “according to former practice,
English and the inferior children in lairning;’” English was
taught in the grammar school of Kirkcaldy in 1707;” English
and writing, in the grammar school of Dysart in 1708,” in the
grammar school of Forfar in 1713,44 in the grammar school of
St Andrews in 1714,” in the grammar school of Selkirk in
1721;” English was taught in the high school of Kilmarnock
in 1727;" English and writing, in the grammar school of
Dingwall in 1730,” of Haddington in 1731;” writing, in the
grammar school of Wigtown in 1730,” of Kilmarnock in
1745; * English and writing, in the grammar School of King-
1 Maitland Miscellany, ii., 43. In 1737 John Sloas, writing master of
Stirling, presents the council ‘with the ten commands, the Lord's -
Prayer, wrot on a sheet of peaper with a fine hand, and in a very curi-
ous manner; ' next year he presents to them an “alphabet of all the
hands in Great Britain curious wrot.’ Mr Sloas' caligraphy is ordered
to be hung up in a frame in the council house: Burgh Records of Stir-
ling. -
* Burgh Records of Perth. * Burgh Records of Jedburgh.
* Burgh Records of Peebles. * Burgh Records of Paisley.
- 6 M*Dowall's History of Dumfries, 502 (2d ed.).
7 Campbell's History of Leith, p. 317.
8 Burgh Records of Stranraer. * Burgh Records of Wigtown.
10 Burgh Records of Dunbar. 11 Burgh Records of Kirkcudbright.
12 Burgh Records of Kirkcaldy. 1% Burgh Records of Dysart.
14 Burgh Records of Forfar. * Burgh Records of St Andrews.
16 Burgh Records of Selkirk. 17 Burgh Records of Kilmarnock.
18 Burgh Records of Dingwall. "Burgh Records of Haddington.
20 Burgh Records of Wigtown. ” Burgh Records of Kilmarnock.






390 SCHOOLS AFTER THE REFORMATION.
horn in 1746, 1 of Dumbarton in 1747;” writing, in the
grammar school of Kirkcudbright in 1748,” in the grammar
school of Dunfermline in 1748; * English and writing, in the
grammar school of Fortrose in 1752," of Rothesay in 1762."
of Banff in the same year." At last the large grammar schools
followed the admirable example set by their lesser neighbours;
writing was introduced into the branches of education in the
grammar school of Glasgow in 1816, and English in 1834;”
English was added to the course of the grammar school of Aber-
deen in 1834;9 not till 1866 was English—higher English—.
taught as a separate branch in the high school of Edinburgh."
The inconvenience of teaching English and classics in the
same school or schoolroom led several of the burghs to erect
separate schools for the English department from the seven-
teenth century, if not earlier; and when the sang school formed
a separate building, arrangements were sometimes made to
- - - teach English there. Thus, in 1583, reading, writing, and
English, as well as music, were taught in the sang school of
. Ayr.” In Dunbar the English school was distinct from
the grammar school from an early period; in 1679 the
- “masters, according to the diversities of sciences, are to be
diversely occupied in teaching the ‘Latin and English
schools.’” In the same year the council of Musselburgh
decide that John Smyth shall be master of the Scots school,
and teach as the late schoolmaster was in use to do.” In
1713 the master of the grammar school of Forfar and his
assistant, who had to teach writing, music, and arithmetic,
were ordered to keep a separate School; * to the same effect is
a resolution of the council, in 1770, to progure another house
for dividing the grammar from the English school”, In 1750
1 Burgh Records of Kinghorn. * Burgh Records of Dumbarton.
8 Burgh Records of Kirkcudbright. .
4 Burgh Records of Dunfermline. " Burgh Records of Fortrose.
6 Burgh Records of Rothesay. 7 Burgh Records of Banff.
8 Report on Burgh Schools, i., 34. "Burgh Records of Aberdeen.
10 Report on Burgh Schools, i., 34. 11 Burgh Records of Ayr.
12 Burgh Records of Dunbar. * Report on Burgh Schools, ii.
14 Burgh Records of Forfar. 15 Ibid.
w










































- ENGLISH AND WRITING. 391
an order to the master of the English school of St Andrews,
with regard to the subjects of instruction, indicates this to
have been separate from the grammar school;" in 1760 the
town council of Forres advertise for a master of the English
school as separate from the grammar school,” but it was not
till 1812 that two separate class-rooms were built for the
masters of the grammar and English schools.” -
From the middle of the last century it was required of the
English teacher that he should be able to teach his subject after
the ‘new method’—English against Scots, we suppose. Thus
in 1738 the English teacher of Ayr is removed from office, he
being ‘not known in the new method;’ 4 in 1746 a school-
master of Irvine is elected to teach English after the ‘modern
way;”, in 1749 the teachers of Dundee are recommended to
teach English after the ‘new method,” and in 1761 the town
advertises for two well-qualified English teachers after the
new method;’7 in 1760 the council of Forres want a teacher
of English after the ‘new method;’8 in 1762 a teacher of
English, after the new method, is appointed in Banff.” One
burgh in particular, viz., Ayr, is conspicuous for the careful
regulations made in it from a comparatively early period for
supplying the scholars with an English education. In 1582
a statute indicates that the grammar school had a ‘classical”
as well as a ‘modern’ side: on 5th February of that year
parents may send their children ‘ at their option and pleasure
to English or Latin, or the common school;’” in 1673 it is
ordained that the master of the Scots school shall teach
the children to read, “pant, and write—instructing them
also in arithmetic and music; * in 1755 the master of the
1 Burgh Records of St Andrews. * Burgh Records of Forres.
3 Ibid. * Burgh Records of Ayr.
6 Burgh Records of Irvine. 9 Burgh Records of Dundee.
7 Ibid. 8 Burgh Records of Forres.
9 Burgh Records of Banff. 19 Burgh Records of Ayr.
11 Ibid. The spirit of protection common to the period finds expression
in the order in 1675, in which the inhabitants of Ayr are forbidden to
send their children to any other Scots school than the public Scots school,
unless it be to learn the catechism and psalm book.
---
e
--
--
-->
º
º
º
º
º
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392 schools AFTER THE REFORMATION.
English school of Ayr was required to attend the public
school every week-day from nine A.M. to mid-day, and from .
two to four P.M. from 1st March to 1st November, and from
one to three o'clock in the afternoon from 1st November -
to 1st March; during these hours he was carefully to teach
children to know the letters and syllables, and to read the
English language; in November 1762 the master represents
to the council certain disadvantages, rendering it impossible
for him to make the scholars as proficient as could be wished:
the number of his pupils (between seventy and eighty), and
the tender age at which they were generally sent to him,
rendered it extremely difficult to bring them forward as their
parents expected; and he desired the council accordingly to
revise the fees, and ordain that none be admitted to the
English school until five years of age;” in February 1769
this master has sixty scholars, including a ‘class learning -
English grammar, which is a branch almost new.” The same
records furnish the following interesting extracts regarding -
the construction of a schoolhouse for teaching English in the
burgh: in November 1746 a committee of the town council
of Ayr was appointed to look out the properest place they
can for an English Schoolhouse;’ the English master, formerly
a teacher of Irvine, addresses to them a missive, in which he
advises that the ‘nearer the schoolhouse is to the centre of the
town the more convenient it will be for children;’ ‘if the town
build a schoolhouse, continues the sagacious and provident
master, ‘a little more expense would make it ane house for
- the master, which would contribute a great deal to the interest
of the school;’ thereby the master would have it in his
power to prevent the abuse which usually happens in schools
- situate at a distance from the master's dwelling; he could
not meet with any avocations in his way to the school, nor
would his scholars have to wait at the door till he came; and
in that season of the year which renders a fire requisite, it
would be easy for the master to have it kindled when the
School convenes; his scholars reaped another advantage in
Burgh Records of Ayr. *Ibid. 3 Ibid.
º














ENGLISH AND WEITING.
the town of Irvine from his dwelling under the same roof,
and which was more considerable than all the rest: it was
that when he had a number of beginners that could not be
classed, and were only diverting their schoolfellows, whilst
they could do nothing themselves, his wife afforded her
assistance, which she could not have done had the school
been otherwise situated. A new English school was sub-
sequently ‘built to the Latin schoolhouse’—then situated
near the present academy." In March 1772 the inhabitants
petition the council to erect a larger schoolhouse, the old
one being ‘by far too little for the number of children
taught in it, so that both their own and the master's health
is endangered;” in April 1773 the council resolve to build
two English schoolhouses—one of them fifty feet in length,
twenty feet in width, the walls twelve feet high in the side
walls, with four windows in front and five upon the back
part thereof, with hewn stone in the corners, door, windows,
settles, and tabling: the other, forty-nine feet in length, and
of the same width; finished in the same manner, and with
the same number of windows.” -
English, which cannot be said to have formed a depart-
ment in our schools till our own day, is now taught in
all the public schools in burghs: in the lower classes,
reading, spelling, and English grammar; in the higher, dic-
tation, analysis of Sentences, literature, and composition.
The burgh school commissioners did not report favourably,
in 1868, of the average of these departments; they give
the following estimate of the different departments in the
various schools: 15 per cent. good, 43 per cent. fair, 33 per
cent. indifferent, and 9 per cent. bad. The numbers of
scholars who were learning English on the roll of 54 public
schools in burghs which they had examined, were 11,788 out
of a sum total of 12,862 scholars on the rolls; 11,333 scholars
attended the writing classes, or 74 per cent of the total
number on the rolls. The commissioners were of opinion that
the older boys and girls, who were spending five or six hours
1 Burgh Records of Ayr. 2 Ibid. 3 Ibid.



SCHOOLS AFTER THE REFORMATION.
per week on writing, might have been more profitably em-
ployed in some higher work—Say languages, science, or draw-
ing." But however important these subjects are, parents
consider good handwriting an essential qualification for those . . . .
of their children who are destined for a commercial life—
the pursuit followed by the majority of children. - º
We have obtained returns from the most important second-
ary schools of the country, with regard to the work done in
English in the highest classes during session 1872-73.” We
are thus enabled to form a pretty clear idea of the subjects
taught, though we have no definite information as to the
time devoted to each. The course of study may be thus
summarised: Besides the general history of English literature,
portions of English classics (especially Scott, Milton, and - - - -
Shakespeare) are read in most schools; * one school returns
Spenser's Faerie Queene, book i., and another, Chaucer, Piers
Plowman, and the elements of Anglo-Saxon.” It is frequently º
stated that the authors are read critically and analytically,
or with exercises in analysis;" and in one case we find the
return—‘Milton for parsing.’” In general it appears that
great importance is attached to the analysis of sentences, and
that this is the department of grammar to which most atten-
tion is paid: less is said about the historical treatment of the
subject. Composition, English essays, essay and letter writing
are set down without further detail. In many cases history
and geography are not mentioned. The history is mainly that
of England, and the geography is, in a few instances, specified
* Report on Burgh Schools, i., 124, 254. Of the total 3343 pupils
attending the 11 statutory higher-class schools (with the exception of the
Haddington burgh school) at the end of 1874, the number of 2898 were
returned as learning the English branches: Report of Board of Educa-
tion, 154. - -
- - * Report on Endowed Schools, ii., 341-583.
* E.g., Arbroath, Ayr, Dollar, Dumbarton, Dundee, Greenock, Irvine,
Peterhead, St Andrews. º --- º
* Ayr academy. * Edinburgh high school. -
"Aberdeen, Arbroath, Dumbarton, Peterhead, St Andrews, Stirling.
* Annan academy. - -
---


















GEOGRAPHY, - - 395
as physical." In one return we find physiology,” and in two
Cases, logic.” From a consideration of this course of study,
as well as from an examination of the text-books now in
general use, we cannot fail to arrive at the conclusion that a
very marked and very rapid advance has been made in the
English department of our schools. Our teachers are aiming
high; and where the aim is high, the needful restrictions and
limitations will gradually make themselves felt. It will
require longer experience and deeper reflection to enable the
student of education to ascertain what is practicable, what is
the best attainable in the time at his command, and under
the conditions of his work. How to adjust the claims of
historical, as opposed to what may be called logical, grammar;
how much use it may be practicable to make of the new
Science of etymology; whether it may be possible to enter
on the systematic study of early English ; whether the study
of Piers Plowman and Chaucer can be pursued with sufficient
minuteness and accuracy to give it any great educational
value, or whether it may not rather be found more stimulating
to the intellect of the pupil to trace the connection between
English and Latin and French on the one hand, and between
English and German on the other—these are questions of
deep interest, which will require for their satisfactory settle-
ment the best efforts and the most anxious thought of the
whole teaching profession. But while much remains to be
done, there can be no question as to the progress already
made; and it must be gratifying to all who have the true
interests of education at heart to find that English has now
a fair prospect of being established as a department in our
schools on an equal footing with classics and mathematics.
§ 4. Geography, political and physical, now an essential
branch of education in the humblest school, was not introduced
into the schools of Scotland before the beginning of last cen-
tury. Geography is first noticed as forming a part of the course
of study in the high School of Edinburgh in 1715, when the
treasurer was directed to buy geographical maps for the
* Arbroath, Cupar. “ Glasgow. * Glasgow and Irvine.





sCHOOLs AFTER THE
REFORMATION.
º
-- º
scholars, not exceeding in value £20 Scots. In 1729 the
doctor of the grammar school of Ayr ‘being convinced that
the council, with the wiser part of mankind, look upon the
flourishing of liberal arts and sciences as a common interest,’
prays their honours to procure a set of maps and globes,
the knowledge of which, as their honours very well know, is
highly necessary for forming the man of business;” in 1735
it is represented to the council that the boys who are taught
grammar are much at a loss for not being instructed in
geography; they desire the doctor to teach that subject at a
fee of sixpence quarterly.” In 1732 the council of Stirling
appoint ‘two geograficall maps to be put up in the grammar
schooll for the edification of the youth, the expense not ex- -
ceeding £24 Scots;” the grammar School having already two
globes, ordered in 1755 that a ‘sett of proper mapps’ be pro- -
vided for teaching geography.” We find ‘globes and maps” in
use at Dunbar in 1734." The council-of Dumbarton being
sensible that geography may be useful to the children of the
inhabitants of this burgh, and may also be an inducement to º -
the gentlemen of the county to send their children to the
school, if Mr. Caldon, who understands this part of learning, -
were furnished with a pair of globes, authorise him to give
for a pair advertised for sale by a bookseller in Edinburgh
‘f4, or as much under £5 as he can.” In 1765 a pair of
globes was purchased for the public school of Kinghorn for
£2, 2s., payable from the sinking fund.” In 1766 geography
was taught in Kirkcudbright,” and in Greenock in 1772;”
in 1781 the teacher of the mathematical school was re- -
quested to lodge an inventory of the globes and other ap-
paratuses of the school with the town clerk.” In 1776 the
1 Steven's High School, 88.
* Burgh Records of Ayr. Their honours take the doctor's petition to
consideration.
3 Ibid. * Burgh Records of Stirling. 5 Ibid.
* Burgh Records of Dunbar. 7 Burgh Records of Dumbarton.
* Burgh Records of Kinghorn. * Burgh Records of Kirkcudbright.
19 Burgh Records of Greenock, n Ibid.



















--
ARITHMETIC AND MATHEMATICS. 397
council of Banff order £3, 3s. to be paid for two globes, for
behoof of the education of the scholars;4 in 1780 the council
of Dundee authorise ten guineas to be expended for a pair of
globes and a set of maps for the grammar school, and ordain
geography to be taught therein.” Geography was not added
till 1834 to the course at the grammar school of Aberdeen.”
Geography, a very difficult subject to teach, is, if properly
taught, most interesting and instructive. In many schools it
is at present made a mere exercise of the memory, the pupils
learning by heart dry catalogues of names of places, and mark-
ing out their relative positions on the map or globe. Such an
operation does not fructify the pupil's mind, and it appears
to us that the name of a place is hardly worth remembering
unless it has some interesting association—as being the birth-
place of a celebrated man, the seat of some industry or manu-
facture, the habitation of people of peculiar laws, manners,
or customs, or illustrating some phenomenon in natural his-
tory. Description, in short, should form a more prominent
part in the teaching of geography than it does at present.
History and geography are so nearly related that they should
be taught, if possible, by the same master. The burgh school
commissioners reported, in 1868, that history and geography
were well taught in some schools; but the average was only
moderately good. Physical geography is taught in a very
elementary way, the scholars being rarely taught the physical
nature of their own country or the effects of the physical
condition of a country upon its history or its people.”
º § 5. Though we found indeed that the scholars attending the
grammar school of Aberdeen, before the Reformation, had to
acquire a moderate knowledge of ciphering— artem numer-
andi’—it would appear that arithmetic — the science of
number, the art of reckoning, and the oldest branch of mathe-
matics—made little progress in our Schools before the end of
the seventeenth century. The earliest instance which we have
1 Burgh Records of Banff. * Burgh Records of Dundee.
8 Burgh Records of Aberdeen.
4 Report on Burgh Schools, i., 120, 121.















SCHOOLS AFTER THE REFORMATION.
-
found—a special arrangement having been made for its being
taught—occurs again in connection with the same grammar
school: in 1628 a master, who is appointed to teach arith-
metic in the grammar School, is ‘satisfied to refer the amount
of his reward or salary to the discretion of the parents of
his pupils.' The earliest notices of it which we have found
in the records are as follow: Arithmetic was taught in the
grammar school of Irvine in 1665;} of Wigtown in 1686; *.
of Dunbar in 1690;% of Stirling before 1697, when the council
resolved to have a qualified man to teach arithmetic in
the grammar school ‘as formerly;’4 of Dysart in 1708;"
in Dundee in 1712;" in Forfar in 1713;7 in St Andrews
in 1714;8 in Ayr and Selkirk in 1721; 9 in Perth in 1729; 19
in Dingwall in 1730;" in Haddington in 1731;” in Kilmar-
nock in 1745;” in Kinghorn in 1746;44 in Dumbarton in
1747;” in Kirkcudbright in 1748; 19 in Banff in 1761; 17 in
Greenock in 1772.” The observation made with regard to
English and writing applies also to this branch of knowledge,
which may have been taught in the schools under the manage-
ment of the town councils long before they condescended to
recognise it as a part of the curriculum of the school.
Mathematics, the science of magnitude and number, is a
branch of comparatively modern growth in Scotland. The
oldest notice of mathematics—pure mathematics—which we
have found in the burgh records does not date so far back as
the middle of the seventeenth century: in 1660 James Corss,
1 Burgh Records of Irvine.
* Burgh Records of Wigtown. Burgh Records of Dunbar.
* Burgh Records of Stirling, 5 Burgh Records of Dysart.
6 Burgh Records of Dundee. 7 Burgh Records of Forfar.
8 Burgh Records of St Andrews.
9 Burgh Records of Ayr and Selkirk. 10 Burgh Records of Perth.
* Burgh Records of Dingwall. 12 Burgh Records of Haddington.
- 18 Burgh Records of Kilmarnock.
14 Burgh Records of Kinghorn. 15 Burgh Records of Dumbarton.
10 Burgh Records of Kirkcudbright. 17 Burgh Records of Banff.
18 Burgh Records of Greenock. For some of the chief heads of arith-
metic taught in the schools, ºf under Fees and Salaries.















ARITHMETIC AND MATHEMATICS. 399
mathematician, presents a supplication to the council of
Glasgow stating that he was born and educated in the burgh,
and made a study of mathematics and other kindred sciences,
being ‘naturally addicted thereto from his infancy;’ he is
resolved to teach these arts and sciences in his native burgh,
in the vulgar native tongue, which has not been formerly
done in this kingdom for want of encouragement; the
ties of birth and education press him to make the first
proposals to his native town; the council having well
weighed the supplication, grant to him licence to open a
school for teaching mathematics, and promise to give him their
best encouragements ;" in 1718 Patrick Stobbie was professor
of mathematics in the grammar school of Perth at a salary
of £3, 3s. ; * in 1721 the doctor of the grammar school of Ayr
was ‘recommended to accomplish himself with all diligence
in the mathematical sciences, that he may be capable to
teach and instruct the youth of the town therein;” in 1729
it was represented to the council that, “as the world now
goes, the mathematical part of learning is a principal part
of a gentleman's education;' + mathematics was taught in
the grammar school of Dunbar in 1734,” in Dundee in
1735,” in the grammar school of Kirkcudbright in 1765,
in Banff in 1766° in Greenock in 1772;” in 1776 there was
presented to the town of Greenock an azimuth compass
for the use of the mathematical school; 19 in 1790 the coun-
cil order a theodolite to be procured for the mathematical
School.” -
The burgh school commissioners found in 1868 that mathe-
matics was best taught at Dumfries, Ayr, and Perth aca-
demies, Madras college of St Andrews, Dundee high School,
and Dollar institution, and they state that arithmetic and
mathematics appeared to them to be the subjects which are
1 Burgh Records of Glasgow. * Burgh Records of Perth.
3 Burgh Records of Ayr. 4 Ibid.
5 Burgh Records of Dunbar. * Burgh Records of Dundee.
7 Burgh Records of Kirkcudbright. 8 Burgh Records of Banff.
9 Burgh Records of Greenock. 10 Ibid. 11 Ibid.



º --- - --- - - º
- º - º
400. SCHOOLS AFTER THE REFORMATION.
º º - - - --- --- ---
best taught in the schools of Scotland. In these departments
they estimated 29 per cent of the scholars good, 27 per cent.
fair, 33 per cent, indifferent, and 11 per cent. bad."
º The work done at present in the mathematical department
of our best secondary schools” shows that the modest pro-
º gramme, of instruction which was sufficient a century ago
would be far from satisfying the demands of our time.
Even in the teaching of so elementary a branch as arith-
metic, much progress has been made, and it is less common
now than formerly to consider this subject merely in its
commercial bearings. Dexterity in calculating is not the
only object aimed at; the learning of rules or methods
is always accompanied by some rational explanation,
and, along with facility in the manipulation of numbers, a
pupil gains also an insight into the principles of calculation.
As evidence of this, one may mention the frequency with
which ‘Theory of Arithmetic” appears in the statements of
work done,” or refer to the text-books used, in our higher
schools. - - º º
As regards geometry (or what used to be called mathe-
matics in contradistinction to arithmetic and algebra), we
still walk in the ways of our forefathers, and, notwithstand-
ing the example of Continental schools, and numerous protests
from mathematical masters at home, retain Euclid's Elements
as a text-book. In some of the burgh schools,” however, a
course of Euclid is supplemented by instruction in the
methods of modern geometry, which have already proved so
º º fruitful. - º º
With respect to mensuration and plane trigonometry, im-
-------- provement has taken much the same course as in the case of
1 Report on Burgh Schools, i., 124.
* Report on Endowed Schools, ii., 341-583. - ---
* E.g., in Dumfries academy, Dundee high school, Edinburgh high
school, Glasgow high school, Perth academy. - -º-
* Colenso's Arithmetic, Barnard Smith's Arithmetic, Thomson's Arith-
metic, Bryce's Theory of Arithmetic, Munn's Theory of Arithmetic.
* E.g., Edinburgh high school, Madras college of St Andrews.





























SCIENCE. 401
arithmetic ; and the rote-learning of rules, apart from a know-
ledge of the process by which the rule is deduced, once so
universal, is falling into discredit. This is evident on com-
parison of the newer text-books" with those of only a gene-
ration ago, and can be confirmed by abundant personal
experience.
It is probable that the teaching of algebra has undergone
less change than that of arithmetic and mensuration, as far,
at least, as regards its disciplinary character. But there
cannot be much doubt that more of the subject is taught than
formerly, and that there is greater attention bestowed on in-
cidental parts of it. The feature which is most characteristic
of modern algebras,” and of modern mathematical text-books
generally (and to them school teaching in a great degree con-
forms), is the large collections they contain of examples for
exercise. These are the result of our extended system of
competitive examinations, which seem to become severer year
by year.
Considering how slender a stock of knowledge is required
of a student when he enters the university, one would perhaps
expect the higher branches of mathematics to be almost un-
known in a burgh School. But it is satisfactory to find from
authoritative reports that considerably more than the mere
elements is taught, and taught efficiently. Although no single
school professes to carry its pupils over a course of Solid geo-
metry, spherical trigonometry, geometrical and analytical
conic sections, and the differential calculus, yet every one of
these subjects finds a place in the schools collectively.”
Navigation, the science of sailing, was zealously taught
in the grammar schools in the principal seaport towns from
the beginning of last century. It was one of the subjects of
1. E.g., Todhunter's Mensuration for Beginners, Munn's Mensuration.
* Compare, e.g., Colenso's, Todhunter's, or Hamblin Smith's Algebra
with Bonnycastle's. -
* Compare the returns from Ayr academy, Dumfries academy, Dundee
high school, Edinburgh high school, Elgin academy, Forfar academy,
Glasgow high school, Perth academy, Madras college of St Andrews.





- 2 C
402 SCHOOLS AFTER THE REFORMATION.
º
---
>
instruction at Dunbar in 1721, at Ayr in 1727,” at Dundee
* - in 1735° at Banff in 1762, at Rothesay in the same year."
at Kinghorn in 1763,” at Kirkcudbright in 1765, at Wig-
town in 1781.*. In 1867 it appears to have been taught in one
school only—burgh school of Burntisland—the class consist-
ing of one pupil 19 Different departments of natural philo-
sophy, including astronomy, were taught in the grammar
school of Ayr and in the Perth academy in 1761." The only
º burgh school in which astronomy was taught in 1867 appears
to have been Kilmarnock academy.” In 1773 the council of
Ayr pay 18s. 10#d. for a ‘crystal receiver to the air-pump
and tubes for mathematical demonstrations;” and three
years later they paid £1, 15s. for two new wheels for the
‘ electorising machine, two horizontal and vertical axes, a
pedestal for vertical axis screws and for repairing the same,
furnishing a new intermitting fountain, tantubas cup to fit
the side of the large conductor, and for soldering the spiers
of the air-pump,' for the mathematical school.” Science,
physical and natural, which has not yet made much progress
in the schools, is becoming better appreciated, and appears to
be in repute at the Dollar institution, Edinburgh high school,
Perth academy, and Madras college of St Andrews; in 1868
there were 545 scholars in physics, 165 in natural history,
and 184 in chemistry, or about 5 per cent. of the whole
pupils in 54 burgh schools.” - -
Bookkeeping, the method of recording business transac-
tions, formed not an unimportant department in several of the
grammar schools since the beginning of last century; we find
it taught in the grammar schools of Ayr in 1721,” of Dunbar
* Burgh Records of Dunbar. * Burgh Records of Ayr.
* Burgh Records of Dundee. 4 Burgh Records of Banff.
* Burgh Records of Rothesay. * Burgh Records of Kinghorn.
7 Burgh Records of Kirkcudbright. -
* Burgh Records of Wigtown. * Report on Burgh Schools, i., 254.
19 Burgh Records of Ayr and Perth.
* Report on Burgh Schools, i., 255.
* Burgh Records of Ayr. 13 Ibid. -
* Report on Burgh Schools, i., 124. * Burgh Records of Ayr.




















BOOKKEEPING—DRAWING. 403
-
in the same year," of Stirling in 1728,” of Perth in 1729.3 of
Rothesay in 1762.4 of Banff in the same year,” of Kirkcud-
bright in 1765,” at Greenock in 1772,7 at Dundee in 1773.8 in
the grammar school of Wigtown in 1781.” This branch has
still an important place among the subjects studied in the
Schools: in 1868 we find that 758 scholars out of a total of
12,862 in 54 burgh Schools were learning bookkeeping, while
only 680 scholars were studying Greek;" and the figures
are instructive as showing that parents prefer bookkeeping to
high scholarship, no doubt because it pays best.
§ 6. From the records of two or three burghs we learn that
drawing, the art of delineating form, and painting, the art of
delineating form and colour, were taught in schools so early as
the seventeenth century: in 1673 the master of the Scots
School of Ayr was required to teach the children to “pant;”
in 1774 the council of the same burgh employ a teacher of
‘drawing; ” there was a drawing master in the academy
of Perth in 1777.18 and in that of Dundee in 1786.14 In
1867 there were 1505 scholars learning drawing in a roll of
12,862 in 54 burgh schools;” and in 1874 there were 969
scholars of a roll of 3343 at the higher-class public schools
who received instruction in this elevating art; three scholars
only at Glasgow high school were instructed in painting.”
The importance of drawing as an instrument of education is
not sufficiently recognised—a subject so well calculated to
educate and develop the pupil's powers of discernment by the
practice of representing objects as they are, and an acquire-
ment of great value.
§ 7. The kindly relation which so long subsisted between
1 Burgh Records of Dunbar.
* Burgh Records of Stirling. 8 Burgh Records of Perth.
* Burgh Records of Rothesay. 5 Burgh Records of Banff.
9 Burgh Records of Kirkcudbright. , 7 Burgh Records of Greenock.
8 Burgh Records of Dundee. 9 Burgh Records of Wigtown.
10 Report on Burgh Schools, i., 124. 11 Burgh Records of Ayr.
12 Ibid. - 18 Burgh Records of Perth.
14 Burgh Records of Dundee. 15 Report on Burgh Schools, i., 255.
tº Report of Board of Education, ii., 154, -
-
º
º
º
º



404 SCHOOLS AFTER THE REFORMATION.
Scotland and France is shown by the fact that the language of
France was pretty generally taught in Scotland from an early
period, while no other modern language was introduced into
our schools before our own time. We have already seen
that French was one of the languages allowed to be spoken
in the grammar school of Aberdeen before the Reforma-
tion." In 1574 the council of Edinburgh authorised a
Frenchman to open a school in the city for teaching his own
language, and desired him to set up a sign for that end.” In
1635 the council of Aberdeen license Alexander Rolland to
teach a French school in the burgh, and for that effect to put
up a sign before his school door.” French was taught in
Haddington in 1731,4 and in Stirling in 1755;" in 1761 the
council of Ayr enacted that no French be taught in the public
schools during the hours set apart for classics and mathe-
matics; any scholars wishing to be instructed in that language
might be taught in the interval betwixt public school hours.”
French was taught in the grammar school of Perth in 1769; 7
in 1772 the English teacher of Greenock was allowed to
teach French at hours not interfering with the public school
hours;” that town, in 1789, appoints a public teacher of
French, who is allowed to exact for fees 10s. 6d. quarterly;”
in 1794 the council, considering that a French teacher is much
wanted, authorise the magistrates to advertise for one ; a
teacher is employed at a yearly salary of £10, 10s.” French
was taught in Wigtown in 1781," in the Dundee academy in
1786,” and in Kirkcudbright in 1789.”
The value of French to men of business, its use as an
accomplishment, and the genius of its literature, have secured
1 Supra, p. 61. .
* Chambers's Domestic Annals, i., 95; Chalmers's Ruddiman, p. 91.
8 Burgh Records of Aberdeen. * Burgh Records of Haddington.
5 Burgh Records of Stirling.
* Burgh Records of Ayr. In 1774, and again in 1776, the council
engage a teacher of French.
7 Burgh Records of Perth. * Burgh Records of Greenock.
9 Ibid. 10 Ibid. * Burgh Records of Wigtown.
14 Burgh Records of Dundee. * Burgh Records of Kirkcudbright.





- FRENch. 405
for it almost universal adoption as a branch of education
at our higher schools, and it is satisfactory to find from
the returns made to the endowed schools commissioners
that the courses of study, as appears from the grammars
in use,” and the literature cultivated,” are most commend-
able. If we had the statement of results instead of the
studies professed, we should be able to form more definite
conclusions as to the relative merits of the teaching in the
different schools, always provided a greater uniformity were
adopted in the method of examination; * for this, the trans-
lation of a piece of ordinary English prose into French by the
most advanced pupils would probably furnish the best test of
the success of the teacher in conveying, and of the diligence
of the pupils in acquiring, the greatest possible amount of
knowledge of the language as used. With a view to practical
usefulness and conversational power over the language, the
reading of good modern authors—such as we find at Arbroath
high school and Ayr academy, where the novels of Erckmann-
1 The burgh school commissioners in 1868 found that, with the ex-
ception of the counties of Aberdeen, Banff, and Moray, French and
German were increasing in popularity : Report, i., 122. In 1874
French was taught in all the higher-class public schools proper: Report
of Board of Education, ii., 154.
* E.g., Hallard, De Fivas, Noel and Chapsal, Poitevin, Schneider.
* Arbroath—Racine, Molière, and Corneille; Ayr — Le Conscrit;
Cupar—Racine, Molière, Corneille, and Saintine's Picciola; Dollar—
Corneille or Racine; Dumfries—Henriade, Racine, and De Vigny;
Dumbarton—L'Avare and Le Misanthrope; Edinburgh—Les Fourberies
de Scapin; Forfar—Molière and Racine; Forres—Charles XII. ; Fraser-
burgh—Pierre-le-Grand ; Greenock—Au Coin du Feu, L'Avare, and Le
Bourgeois Gentilhomme; Inverness—Le Léon de Flandre; Irvine—
Racine; Kirkcudbright—Voltaire; Lerwick—Télémaque; Peterhead
—Charles XII. and Le Bourgeois Gentilhomme ; St Andrews Madras
college—L'Avare; Stirling—Jacques et ses Trois Voyages; Tain—Le
Misanthrope and Le Bourgeois Gentilhomme. - -
* The burgh school commissioners estimated in 1868 the quality of the
teaching of French and German taken together thus: 10 per cent. good,
27 per cent. fair, 41 per cent. indifferent, and 22 bad : Report on Burgh
Schools, i., 122. Had the estimates for each language been stated separ-
ately, the figures would probably have shown largely in favour of French.
º








406 SCHOOLS AFTER THE REFORMATION.
Chatrian are read, at Greenock academy where Souvestre is
used, and, perhaps still better, the French translations of
Henri Conscience, which are not mentioned in any of the
returns—might, without prejudice to the study of works of
the older classical writers, be more largely favoured. .
A knowledge of German is perhaps calculated to be more
useful to the scholar than that of any other modern language.
Its commercial usefulness, its fitness for disciplining the mind,
and its profound literature, have made the ‘German language'
the educational demand of the day; accordingly it is satis-
factory to find this branch well represented in our higher
schools. We have no means of estimating the quality of
the instruction given in this subject at the different Schools,
or the progress of the pupils in the mastery of the lan-
guage, which can best be ascertained by examiners causing
the advanced classes to make written translations into Ger-
man of a page of English prose. With regard to the
literature read in the burgh schools, we find that the works of
the great classical authors are professed at Arbroath high
school,” Cupar Madras academy,” Dollar institution,” Dum-
barton burgh academy.” Dundee high school," Edinburgh high
school," Greenock academy,” and Irvine academy.” Of course,
the important question arises how far the pupils in these
schools are able to prosecute reading of this kind indepen-
dently of master and notes. Indeed, schools which lay less
claim than these do to knowledge of the highest authors,
should not perhaps necessarily be presumed to bestow less
genuine exertion, or to make less real progress in this impor-
* In 1874 it was taught in all the higher-class public schools proper,
except the Elgin academy, Irvine academy, and Stirling high school:
Report of Board of Education, ii., 154. -
- * Schiller's Wilhelm Tell and Maria Stuart. -
- 3 Schiller's Maria Stuart. 4 Goethe and Schiller.
* Schiller's Der Parasit and Goethe's Egmont. -
* Play of Schiller or Goethe.
7 Goethe's Hermann und Dorothea, and Schiller's Thirty Years' War.
* Lessing's Minna von Barnhelm.
9 Schiller's Wilhelm Tell.





ITALIAN–GAELIC. 407
tant Subject than their apparently more advanced or ambitious
neighbours." -
The Italian language has not obtained any footing in our
Schools, no doubt from the absence of such a direct want of
it for practical intercourse as exists for French, and because
its grammar, unlike the compact but difficult German gram-
mar, is not well fitted for mental exercise. In 1868 Italian
was taught only in one burgh School—Tain academy; and at
Dollar institution there was a class of six studying it.” Of
the higher-class public schools, it was taught in 1874 only at
Perth academy to a class of four.” In fact, the study of this
language is pursued chiefly as an ornamental accomplishment
principally of value in connection with Italian music.
§ 8. Gaelic—the language of the Scottish Gael spoken in
the Highlands of Scotland, almost identical with Erse or
Irish and Manx (the dialect spoken in the Isle of Man), and
closely allied to the Cymric, comprehending Welsh, Cornish
(died out about the middle of sixteenth century), and Bas-
Breton—was even within the historic period the language of
Our court and people. Possessed of scanty literature, or rather
of none worthy of that name,” and ill-adapted for the pur-
* E.g., Ahn's Course at Tain academy; Kehrein's Deutsches Lesebuch,
Das Goldmacherdorf, and Liederbuch, at Forfar academy.
* Report on Burgh Schools, i., 122.
* Report of Board of Education, ii., 37.
* In the hope of inducing our Teutonic readers to make a study of
Gaelic—a study which we venture to think will be found both interest.
ing and profitable—we mention the following books, which we are
sorry to confess exhaust the best part of the literature of this branch
of the Celtic language: Dictionaries—The Highland Society's is the
best, Armstrong's is highly recommended, and M*Alpine's is useful
to students. Grammars—Munro's is considered the most practical,
and Stewart's grammar the most philosophical; a Gaelic primer by
Munro is of value to those commencing the study of the language.
In poetry—Mackenzie's ‘Beauties of Gaelic Poetry, containing selec-
tions from the more famous poets; ‘Heroic Gaelic Ballads, from 1512
to 1871, arranged by J. F. Campbell; Dr Smith’s “Sean Dana; ’
‘Dargo and Gaul, two ancient poems from Dr Smith's collection, edited
by an Englishman, C. S. Jeram, M.A. The works of the follow-
-
-
--
--
º
jº
º
º
-
º



SCHOOLS AFTER THE REFORMATION.
poses of commerce, it has been unable to hold its own against
the tide of modern civilisation; and, in fact, it must be re-
garded, we fear, as dying a natural death—destined in a
short time to become simply food for the speculations of the
philologist and antiquary. But it would appear that the
study of this most ancient and venerable language—a lan-
guage, if we believe the testimony of the passionate and
imaginative Celt, only designed for the use of bards, heroes,
apostles, gods, and other such celestials—was not so utterly
unknown in the past at the burgh schools, as at this time
which boasts of promoting liberal education. The scholars of
the grammar school of Aberdeen, for example, were allowed
before the Reformation to speak | Hybernice, 1–meaning, we
suppose, our own Gaelic—the Highland dialect, which at
that time probably corresponded even more than at present
in grammar, idiom, and vocabulary with the mother language
of Ireland;” and, at a later period, Donald Duff taught a
ing Gaelic poets are to be had in separate volumes: Alexander Mac-
donald, Duncan Ban M'Intyre, Mackay (Rob Don), William Ross, Dugald
Buchanan, and Peter Grant. There is a work on the language, poetry,
and music of the Highland clans, by Donald Campbell; ‘Celtic Glean-
ings, by Rev. Dr M'Lauchlan; ‘Ossian's Poems in the Original Gaelic,’
by Rev. A. Clerk. Dr Hateley Waddell has added his contribution to
the Ossianic controversy, in a handsome volume. For early forms of
idiom, the Chronicles of the Picts and Scots are valuable, and the Book
of Deir may also be consulted. The most important work in the language
is the Dean of Lismore's Book, containing authentic specimens of old
Gaelic poetry, with an Introduction by William F. Skene, and Trans-
lation by Rev. Dr M'Lauchlan. Mackay's ‘Eachdraidh na H-Alba,
Mackenzie's ditto, M'Leod’s ‘Caraid na Gaidheal,” and Macpherson's
“Duanaire,’ may also be added to the little Gaelic bookshelf.
* Supra, p. 61. -
* The Scottish Gaelic was anciently known under the name of ‘Irish.’
John Elder, in his remarkable letter, dated 1542 or 1543, proposing to
Henry VIII. to unite Scotland with England, assures the English king
of the love and favour borne to him by the ‘valiaunt Yrishe lordes of
Scotland, otherwayes callid Reddshankes [of whom the Earl of Argyll
was one], and by historiographouris, Picts. Scotland, continues Mr
Elder (who was a clerk and also a ‘redshanke, born in Caithness), ‘befor
the incummynge of Albanactus, was inhabitede by a people who spake











































GAELIC. 409
‘gaelic school' in 1789 in Perth, and received for his service
from the town council a salary of £8, which was paid out of
the common good.
Scotland is famous for having provided an educational
machinery admirably fitted for imparting to the great body
of her children the blessings of education; but it is a matter
of history that she has never made adequate provision for
. . . the education of that not least interesting portion of her
people, the Highlanders, who could only be readily and
efficiently educated by means of their own native language.
No person, we presume, worthy of the name of educator
would venture to doubt that it must take a much longer
time to instruct our Highland youth in the English lan-
guage, by speaking only in English, and teaching from books
entirely English, than by using partly the mother tongue as
a medium of communication. But the authorities, instead of
cherishing the Gaelic tongue—the only one spoken in many
places—as a means of promoting moral, intellectual, and
aesthetic education in the Schools under their charge, have
generally discouraged the speaking of it by the children not
only during play-hours, but while saying lessons—regarding,
in fact, such a practice as an offence liable to be punished;
and we are told that the teachers are few in number who
explain the English lesson otherwise than in English to pupils,
of whom a large proportion are utterly ignorant of the lan-
I
none other language but Yrishe, and was then called Eyryn Veagg, and
the people Eyrynghe.” We learn that in the correspondent's own day,
the “great courtyeours of Scotland repute the Yrishe lordes as wild,
rude, and barbarous, brought vp without lerning and nurtour.' But
John Elder informs the Tudor king, that if ignorant of letters, the ‘Yrish
lordes' surpassed their calumniators in faith, honesty, policy, wit, good
order, and civility; ‘ffor wher the saide Yrishe lordes promise faith, they
keipe it truely, be holdings vp of ther formest fyngar, and so will they
not, with ther sealis and subscripcions, the holy Euangel twickide :”
Collectanea de Rebus Albanicis, pp. 23-32. In 1574 Allan M*Intosche
was “exhorter and reader at Brayevin [Cawdor] and Brachlie in the
Irische toung: ' Fasti Ecclesiae Scoticanæ, part v., p. 248, et passim. *
1 Burgh Records of Perth. -













--- ---, --- ---
-
410 SCHOOLS AFTER THE REFORMATION.
guage. Imagine the torture implied in the attempt to intro-
duce in such fashion an English tongue into a Gaelic head!
Let us hope, for the sake of the Highland youth who have
been so long educationally neglected and cruelly tortured by
ignorant teachers—teachers without wisdom, content to fill
the poor pupil with dead words, not with the things signified
—that the school boards will foster the mother tongue of the
scholars as an instrument, the most potent within their reach,
for conveying instruction." -
§ 9. The art of dancing, ranked by Aristotle with poetry,
which contributes so much to social amusement and healthy
exercise, did not form a prominent part in the education of
our youth, but the exercise was not altogether forbidden; nor
was it considered an immoral excitement in the last cen-
tury—at least for children. In 1711 the council of Dundee
license a dancing-master to teach his art in the burgh.” In
1765 the council of Banff, considering that there is no one
in the town for teaching the youth dancing, ‘which they
apprehend is a very necessary article of education, write to
. the town's agent in Edinburgh to employ one, who shall
. . receive a salary of £5, in addition to fees and perquisites, in
the event of his ‘capacities and conduct ’satisfying the coun-
cil, after a year's practice.” In 1779 the council of Stirling,
in answer to a petition from a respectable number of the
inhabitants, appoint a dancing-master, and allow him a free
* The Gaelic language, hitherto so shamefully neglected, though
spoken by probably half-a-million of people, and used in the public
service of at least 400 out of 2000 congregations in Scotland, is not yet
taught in any school or university in Scotland. A brave and patriotic
Sassenach may be said to have wiped out this stain on our intelligence
as a nation, by founding a Celtic chair in one of our universities. We
are still not within sight of the position attained by Ireland, which has
professorships for teaching the Irish language in Trinity college, Dublin, .
in the Queen's colleges at Belfast, Cork, and Galway, and in the Roman.
Catholic colleges at Maynooth and Tuam.
* Burgh Records of Dundee. -
* Burgh Records of Banff. Notification to be made of Mr Stevenson's
appointment to the inhabitants and all concerned. * -- *
































ACTING OF PLAYS. 411
*
* -
hall for teaching his art." In 1784 the council of Ayr allow
two dancing-masters the use of the lower assembly room
for teaching their scholars country dances;” in 1798 the
council resolved to build a ‘school for teaching the children
dancing.’” -
§ 10. Gymnastics, or athletic exercises, which are every
day becoming more popular throughout the country, have
hardly yet been honoured with a place among the subjects of
instruction given at our schools. Muscular exercises, being
so well fitted to promote the health, strength, and activity of
the body, as well as order and physical obedience, should be
made imperative at all schools. The different classes ought
regularly to be drilled in fencing or gymnastic exercises and
motions according to the age and strength of the pupils, in-
cluding marching, running, jumping, climbing, lifting and
carrying, pulling and pushing. At present gymnastics are
only recognised as a branch of education at two of our burgh
schools—Edinburgh high School, where the class consisted, in
1874, of nineteen scholars only, and Glasgow high school,
where there were 195 scholars who paid a fee from 5s, to
10s. 6d.” School boards should set apart a certain time for
these exercises, and if the janitor happens to be an old
soldier, he might prove a valuable addition to the staff of
teachers by drilling the pupils in military exercises.”
§ 11. Plays, including tragedies and comedies, were acted
from an early period in the schools under the administra-
tion of the councils, usually before the autumn holidays, or on
festival occasions, or at visitations. These theatrical perform-
ances were introduced, not for the purpose of amusing but for
edifying the scholars—for teaching imitation or impersonation
of character, good elocution, confidence in public speaking,
and, chiefly, for inculcating a moral. One or two of the entries
quoted indicate that the scholars were provided with raised
stages and appropriate costumes, but it does not appear that
1 Burgh Records of Stirling. * Burgh Records of Ayr. 3 Ibid.
4 Report of Board of Education, ii., p. 154.
* For notices of Sports, see supra, § 7, p. 175.
- -
º
--* -










412 SCHOOLS AFTER THE REFORMATION. sº
there was scenic representation. In a plan of education
drawn up for the scholars of the grammar school of Glasgow,
before the end of the sixteenth century, it is ordained that
when the scholars have committed to memory dialogues,
speeches, and particularly comedies, they shall assume the
characters of the speakers, rehearsing distinctly, in presence
of the spectators, in order that they may thus acquire the
art of good pronunciation and of good acting. On 14th
June 1574, the council of Haddington ordain the £10 for-
merly assigned to the master of the grammar School, to be
delivered to the ‘town players, and the ‘claythis to be de-
lyverit thaireftir to the toun.” On 4th September 1579, the
council of Edinburgh ordain Mr James Lowsoun, minister,
and two others to visit the high school, and report with regard
to the acting of the ‘tragedies by the bairnis, who are learn-
ing to perform a play on the occasion of a royal visitation of
the school by James VI.” We do not learn what ‘tragedy
was maid by the bairnis’ on this occasion; but the propriety
of the next theatrical display in the same school is question-
able, though in keeping with the altered ecclesiastical current
of the time. On 19th July 1598, the treasurer of the city
was ordered to buy grey cloth sufficient for five ‘frieris weids,'
and some red cloth, resembling the dresses worn by the ‘paip
and his cardinellis, to serve the play to be playet be the prin-
cipall and maisteris and his scholleris of the hie schole '4–
the object of the performance being no doubt to ridicule
Roman Catholicism. On 1st August 1616, the council of
Perth ordained 20 merks to be paid to Mr Patrick Rynd,
minister of Dron, and afterwards interim master of the
grammar School, for his pains in making ‘ane play agane
Fryday next,” which was probably to be acted by the
scholars. On 15th June 1659, the council of Aberdeen
enact that, at every quarterly visitation of the grammar
school, there shall be public acting, either of the colloquies
1. From the Original in the archives of Glasgow.
* Burgh Records of Haddington. * Burgh Records of Edinburgh.
4 Ibid. * Burgh Records of Perth.




ACTING OF PLAYS. 413
of Erasmus, or some authors, such as Cato, Sulpicius; a psalm
of Buchaman, an epistle of Ovid, a satire of Juvenal or
Persius, or an ode of Horace, shall be repeated; or the highest
class at the Lammas visitation shall give two short declama-
tions and a palemone,' that by these exercises the scholars
may learn boldness and vivacity in public speaking; some of
these exercises shall be practised at every quarterly visita-
tion." Among the regulations made by the town council of
Dundee, there is one in 1674 ordaining that the scholars in
the grammar school attending the master's class shall ‘har-
angue monthly upon a subject prescribed by the master.”
A favourite play in the schools was the ‘Bellum Gram-
maticale –a serio-comic piece, in which the parts of speech
are personified—pitted on opposite sides, each claiming pre-
cedence of the other. The play, founded on Guarna's work
on the same subject, was revised and adapted for theatrical
performance in the schools, by the grammarian, Alexander
Home, master of the grammar school of Dunbar.” In 1693
the council of Dumfries purchased “10 pair deals, at 14s. 6d.
each, for a stage to the scholars when they acted Bellum
Grammaticale.' * On 17th August 1705, the council of Paisley
voted to Mr George Glen and Mr James Alexander, master
and doctor respectively of the grammar school, f20 Scots
towards the defraying of the expenses of their acting Bellum
Grammaticale, and also for their furder encouragement, pro-
mise to erect a theatre at their own expense.” On 5th
August 1729, a stage was ordered to be erected for the
rector of the grammar school of Haddington, as Mr Leslie's
scholars are to act a comedy." The council of Aberdeen,
1 Burgh Records of Aberdeen. * Burgh Records of Dundee.
* Steven's High School, p. 37. -
* M*Dowall's History of Dumfries, p. 504 (2d ed.).
* Burgh Records of Paisley. As early as 1620 we read in the council
records of £20 Scots being voted ‘to keep and supply to a pleasant in-
vention and play,' but whether this last had any connection with the
grammar school is not stated—most likely it had. The £20 Scots was
to be taken from the “unlaws’ gotten within the burgh.
• Burgh Records of Haddington.


414 - SCHOOLS AFTER THE REFORMATION.
in 1711, enacted that, for the encouragement of learning,
a ‘public action be acted' yearly in the grammar school on
the day following the general visitation, and ordained a
public theatre to be erected in some public part of the town
every three years, that a ‘public action be acted on it by the
scholars of the grammar school.” On 7th August 1731, the
council of Selkirk resolve to be at the expense of erecting
a stage for acting a play by the boys at the grammar school.”
In August 1734, the scholars of the grammar School of Dal-
keith acted before a crowd of spectators the tragedy of Julius
Caesar and a comedy of AEsop, with a ‘judgment and address
inimitable at their years;’ in the same month, the pupils in
the grammar school of Kirkcaldy performed a piece, composed
by their master, entitled ‘The royal council for advice; or,
the regular education of boys the foundation of all other
national improvements;” the council consisted of a preses
and twelve members, decently, and gravely seated round
a table like Senators; the other boys were posted at a due
distance in a crowd, representing people come to attend this
meeting for advice; from whom entered, in their turn and
order, a tradesman, a farmer, a country gentleman, a nobleman,
two schoolmasters, etc., and last of all a gentleman who com-
plimented and congratulated the council on their noble design
and worthy performance; the whole exhibition is described
as giving high satisfaction to the audience.” On Candlemas
1734, the pupils of the Perth grammar school made an ex-
hibition of English and Latin readings, in the church, before
the clergy, magistrates, and a large miscellaneous auditory;
the Tuesday after, they acted ‘Cato' in the school (which
is described as one of the handsomest in Scotland), before
300 gentlemen and ladies; the youth, though they had never
seen a play acted, performed surprisingly, both in action and
pronunciation, which gave general satisfaction; after the play,
the magistrates entertained the gentlemen at a tavern.”
1 Burgh Records of Aberdeen. * Burgh Records of Selkirk.
* Chambers's Domestic Annals, iii., 584. -
* Caledonian Mercury, 1st February 1734.
* -


















ACTING OF PLAYS. 415
~
At one time the church denied baptism to any one who
was connected with the theatre, and her ill-directed zeal led
- her to fulminate against these exhibitions so long practised—
advantageously practised—in the schools. On 30th January
1735, the kirk session of Perth declare that a great offence
is given to religious persons in town and country by the
tragedy to be acted in the grammar School of the burgh; the
session accordingly appoint a committee to call on Mr Mar-
tine, master of the grammar school, and signify to him “that
the said tragedy gives offence, and to report." The scholars,
however, on Candlemas acted “George Barnewell' twice before
large audiences, comprising many persons of distinction; on
the succeeding Sunday a ‘very learned moral sermon, suitable
to the occasion, was preached against converting the school
into a playhouse, whereby youth are diverted from their
studies, and employed in the buffooneries of the stage.” The
session having, on 13th February, called for the report, it
is represented that the committee showed to Mr Martine
that the tragedy which was to be acted gave great offence;
and further, it was reported that the tragedy was acted twice.
º over last week, on two different nights, notwithstanding of the
communing, and that several of the spectators were offended.
- The session having taken the affair under their serious
consideration, after long reasoning, appoint a committee to
prepare an overture for suppressing stage plays in the school,
and dancing balls in this place.” This appointment was
renewed from time to time; on 8th January 1736, the
committee, after “long reasoning, agreed upon the following
characteristic overture, which is approved by the session:
The kirk session, seriously considering the sad and lamentable
growth of the immorality of the age, even within the bounds
of this town and parish, especially in the horrid violation
and breach of the seventh command, the lust of uncleanness
having become so common, and, notwithstanding the means
* Kirk Session Records of Perth.
* Chambers's Domestic Annals, iii., 584.
- - 3 Kirk Session Records of Perth.
~
-
-
-->
-
-
-
-
-
-
º
-
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-
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SCHOOLS AFTER THE REFORMATION.
used for suppressing the same, appearing still to be upon
the growing hand, most seriously warn and exhort all the
members of this congregation carefully to avoid all incen-
tatives to that vile and abominable sin so hateful in the
sight of an holy God, and the things so justly declared to be
forbidden in this commandment by the compilers of our ex-
cellent catechism, particularly idleness, drunkenness, unchaste
company, lascivious songs, books, pictures, dancings, stage
plays, and all other provocations to or acts of uncleanness,
either in ourselves or others."
§ 12. The Parliament, the Kirk, and the town councils ear-
nestly endeavoured to educate the youth attending the gram-
mar Schools not only in learning, virtue, and morals, but also in
religion. From the first Act passed on the subject of religious
instruction by the Scottish Parliament, it appears that more
than three hundred years ago our forefathers were of opinion
that mere knowledge is worse than ignorance—that knowledge
unsanctified was not a blessing, but a curse; that it was
only an increase of power, but the power might be a bad as
well as good thing. In 1567 Parliament asserts that all laws
and constitutions provide that the youth be brought up and
instructed in the fear of God and in “gude maneris;" and
declares that if God's Word be not rooted in them, their in-
struction shall be ‘tinsell baith to thair bodyis and Saulis.’ ”
A few notices from the records of the church on the same
subject may also be given: In 1592 Mr John Craig, at the
special desire of the kirk, ‘kens’ a form of examination for
1 Kirk Session Records of Perth. We have found no instances of the
scholars acting “mysteries,’ ‘miracles,’ and ‘moralities,” so common
shortly before the period over which these notices extend.
* Acts of Parliament, 1567, c. 11, iii., p. 24. At the beginning of last .
century a zealous reformer in education, in recommending a certain
course of study at the schools, says that scholars, from their first going
to school till they leave the university, ought carefully to be instructed’
in the principles of religion, “nothing being more certain than that where
there is not a well-directed conscience, men are rather the worse than
the better for being learned in any science: ” From a rare tract in the
Halkerston Collection, published in 1704.












-
-
--
RELIGIOUS INSTRUCTION. 417
the use of lecture schools in place of the ‘little catechism;”
in 1597 the Assembly ordain Mr Patrick Sharp's lessons upon
the catechism and grounds of religion to be printed, thinking
them very necessary for scholars and others; * in 1616 the
- king's commissioner propones to the Assembly that, according
to the act of council, all scholars shall be made to learn by
heart the catechism entitled, ‘God and the king’—a comment-
ary, doubtless, on the doctrine of divine right of kings;" and
on the representation of the high commissioner, the Assembly
ordain a catechism to be ‘made easy, short, and compendious,
of which every family must have a copy for instructing their
children and servants in the articles of religion; ” in 1705
the Assembly recommend all instructors of youth to be care-
ful to instruct their scholars in the principles of the Christian
reformed religion, according to the Holy Scriptures, our Con-
fession of Faith, or such books only as are entirely agreeable
thereto.” - -
A few extracts from the records of different burghs will serve
to show the mind of the municipal authorities with regard
to the imparting of religious instruction in the schools under
their management: In 1592 it was reported that the school-
master of Musselburgh was careful in training up the youth
‘not only in letters of humanitie, but also in catechising
them according to Caluiyne and teaching of Buchanan's
Psalms; ' " in 1595 it was ordained that the master of the
grammar school of Ayr should teach the youth weekly a les-
son, introducing them to the principal heads of religion;" in
1597 the master of the grammar School of Glasgow was
ordained to catechise his ‘Irische scholleris’ in the grounds
of religion; * two years later the master is ordered to ‘try
the religion of the Irischemen’ in his school, and to report
his diligence to the presbytery;” the schoolmaster of Peebles
in 1649, and again in 1655, swears to be diligent in instruct-
* Booke of the Universall Kirke, 788. *Ibid., p. 947.
* Ibid., p. 1123. “Ibid., 1127. * Acts of General Assembly.
* Report on Burgh Schools, ii., 130. 7 Burgh Records of Ayr.
* Presbytery Records of Glasgow. 9 Ibid.



2 D
ing the ‘youth in the grounds of divinity;” in 1650 the
º schoolmaster of Musselburgh taught the younger children in
the lesser catechism, and the older ones in Ursin's, because
it was in Latin; it was also proposed that the larger catechism
should be translated into Latin for the use of Latin scholars;”
in 1653 the master of the grammar School of Paisley promised
‘to use all his best endeavours to train up the youth in the
school in the knowledge of God;’” in 1659 the council of
Aberdeen ordained the visitors to try how the scholars pro-
fited in the grounds of religion, by asking some questions of
the shorter catechism and their meaning; * in 1679 the -
council of Dunbar enjoined the schoolmaster to “instruct the
youth at all convenient seasons in the principles of Chris-
tianity;” in 1700 it was ordained that once a week all the
rules and questions of the shorter catechism should be repeated
publicly in the grammar school of Aberdeen;" in 1716 the
schoolmaster of Kirkcudbright promised to educate the scholars
in the letters and principles of our holy religion as established
by law;" in 1763 the council of Kinghorn ordained the master
to ask once in the week a question in the shorter catechism
at every scholar capable of repeating it; * ‘what endears the
masters of the grammar and English schools of Kilmarnock
to the presbytery,’ who have just examined these schools
(9th June 1795), ‘and ought to endear them to every friend
of religion, law, and order, is, that they are most careful to
enforce a due respect to the Sacred Scriptures, by making
-- - their scholars read them regularly, according to the recom-
mendation of the last General Assembly, and doing everything
-- in their power to learn them the foundation of their hope,
as well as their duty to God and man; ’9 in 1800 the
visitors of the grammar school of Aberdeen, considering
i Burgh Records of Peebles,
* Report on Burgh Schools, ii., 130.
8 Burgh Records of Paisley. * Burgh Records of Aberdeen.
* Burgh Records of Dunbar. * Burgh Records of Aberdeen.
7 Burgh Records of Kirkcudbright. * Burgh Records of Kinghorn.
* Presbytery Records of Kilmarnock.
-, *





































RELIGIOUS INSTRUCTION.
struction formed a prominent, if not an essential, part of the
º
Reformation to the end of last century, and in the opinion of
ciples of religion, enjoin a special regard to this essential
that nothing can be of greater importance in the education
of youth than their being carefully instructed in the prin-
point in all the schools under their inspection; in the
grammar school they appoint lessons to be prescribed on
Saturday to the several classes, according to the respective
progress of each, from the ‘Rudimenta Pietatis, from the
Sacred Dialogues, and from Buchanan's Psalms, or Castalio's
Latin Bible; the scholars shall give an account of these
lessons on Monday morning; in the English schools, they
appoint the forenoon of every Saturday to be employed in
teaching the shorter catechism, or Watts's catechism; at the
annual visitation, some specimen shall always be required of
the progress of the Scholars in religious knowledge from these
Sources." We gather from these extracts that religious in-
course of study pursued in the old burgh schools from the
many that custom has in no small degree contributed towards
making our poor little kingdom not only one of the freest,
most enlightened, and independent, but also one of the most
prosperous and respected in the world. -
Scotland, unlike England, has hardly had any practical
experience of the ‘religious difficulty’ question. We have
been noted, it is true, for our controversies with regard to
Church government, but happily these have not affected or
to any extent interfered with our national education. The
burgh and parish schools of Scotland were never sectarian—
at least in our day; they have been attended, without distinc-
tion, by children of all denominations—Presbyterians of the
Established Church, as well as the different non-Established
churches, Episcopalians, Roman Catholics, and even Jews;
and we have no record of any instance of interference on the
part of the managers or teachers with the consciences of those
pupils who did not belong to the Established Church—in fact,
of the smallest violence having been done or offered to their
1 Burgh Records of Aberdeen.




















SCHOOLS AFTER THE REFORMATION.
religious persuasion. The patrons of our national schools,
heritors as well as town councillors, held the religious convic-
tions of parents and pupils so sacred, that it may truly be said
that there was no religious difficulty in the way of passing our
Education Act—an Act having a conscience clause like the
English Act, but, unlike that Act, imposing no restriction as ----
to the religious instruction to be given in our public schools."
The conscience clause provides that every public school shall
be open to children of all denominations, who may, however,
be withdrawn” from religious instruction without suffering
disadvantage, and that the time for teaching religion shall be at
the beginning or end of a meeting, according to a table ap- - - - -
proved by the Scotch Education Department.” Parliament, in
- - - short, favours no denomination, and the school board elections -
appear to have made little difference with regard to the teach-
ing of religion in the schools. Prayers are said," and the
Bible and shorter catechism—the Scriptures accompanied with
dogmatic teaching according to the Presbyterian standards of
the Westminster Assembly—are not only as before almost
universally used in the old parish schools,” but likewise,
with few exceptions, in the burgh or secondary schools. In
1873 the Scriptures, shorter catechism, and the evidences of
Christianity were taught in the Annan academy; the Bible
and shorter catechism were taught in Banff grammar school,
Forfar academy, Forres academy, Lanark burgh school, Lin-
lithgow grammar school, Perth academy, Renfrew grammar - -
school; and, in the same year, general instruction in the Scrip- -
* Elementary Education Act, 1870, forbids denominational standards
or formularies to be taught in the school board schools.
* Not necessarily from the school. 3 $68. * Supra, § 2, p. 159.
* Judging from the returns given in the School Board Directory pub-
º lished in 1874—perhaps a doubtful authority on this point—religious
instruction does not appear to be given in the schools under the following
school boards: Auchterhouse, Auchtermuchty, Clarkston, Cumlodden,
Falkirk, Forres, Gulberwick, Kilbarchan, Glassford, Kirkintilloch, Ler-
wick, Ruthwell, St Fergus, West Calder, Tingwall, Whiteness, Weisdale;
the Bible only is taught in the schools of Longside, Newhills, Old
Machar, St Ninians, Tillicoultry.















RELIGIOUS INSTRUCTION.
tures," at least, was given in the following schools, in some
daily, and in others weekly: Arbroath high school, Ayr aca-
demy, Bathgate academy, Burntisland grammar school, Cupar
Madras academy, Dumbarton burgh academy, Dumfries aca-
demy, Edinburgh high school, Elgin academy, Forfar academy,
Fraserburgh academy, Glasgow high school, Greenock aca-
demy, Hamilton academy, Inverness academy, Kirkcudbright
academy, Leith high school, Moffat grammar school, Paisley
grammar school.” Peebles grammar school, Madras college of
St Andrews, Stirling high school, Tain academy.” No formal
religious instruction is imparted in the Aberdeen grammar
school, in the Brechin grammar school, in the Montrose
grammar school, in the Peterhead academy; 4 and it may
be mentioned that the privilege of the conscience clause has
been claimed, and, of course, granted, in the following schools,
the parents generally taking exception to the shorter cate-
chism only: * In the Annan academy, Arbroath high School,
Ayr academy, Edinburgh high school, Forres academy, Hamil-
ton academy." Exemption is seldom claimed from the class
while receiving instruction in the Scriptures; few object to
religious teaching so limited, and Roman Catholic children,"
* Particular passages of the Bible are selected, and the Scriptures are
used more as a devotional exercise than as lessons, the teachers not
generally entering into points of doctrine. -
* In the School Board Directory, the schools under the school board
of Paisley are not credited with religious instruction. -
* Cf. Report on Endowed Schools, ii., pp. 364-602; the tendency is to
narrow the religious teaching, especially in burghs, to the Bible, which
alone is used in the schools under the management of the school boards
of Banff, Dundee, Galashiels, Hawick, Selkirk, as well as in several of
those mentioned in the text: School Board Directory.
4 Ibid. - -
* The objections to the shorter catechism come chiefly from parents
who are not Presbyterians.
* Report on Endowed Schools.
7 Teachers find it not quite easy to teach history without reference to
religion, for instance, where the class-book speaks strongly against Roman
Catholics; but in such cases, masters of considerate feelings, knowing that
they have Roman Catholics in their class, teach the facts without comments.
--
-
-- ----
º
º










schools AFTER THE REFORMATION.
and
the Scripture-lesson is said." -
The necessity for continuing to impart religious instruction
in the schools is becoming, it is believed, more imperative
than ever, and that for several reasons. In the first place,
the number of children who have no parents to guide them
—who are orphans—especially in the larger towns, is rapidly
increasing, while parents who are ignorant and careless, and
lead a vicious life, are said not to be decreasing in number:
for children of this class religious instruction is urgently
demanded. Another reason is, that while a great majority of
parents are willing and anxious to train their children in the
truths of religion, the laboriousness of their daily duties pre-
vents many of them from overtaking this important task—a
task which requires high qualifications and a special prepara-
tion for its due performance. º Further, such children are not
generally advanced enough in intelligence and knowledge to
get much advantage from the pulpit, and whatever argument
may be urged regarding ministers in the less populous dis-
tricts, it is hopeless to expect that ministers occupying charges
in important centres, and who are already burdened with work,
can obtain the necessary leisure to instil into the minds of
children the principles of our holy religion. Lastly, our
legislature, which in former times was regarded as the nurs-
ing mother' of the church and of religion, appears to be in-
different to the results of bringing up a population without
religious principles—to attach little or no importance to the
religious element in the education of the people. This con-
clusion may be reasonably inferred from the fact that no part
of the money annually granted by Parliament ‘for public
education’ is allowed to be given for proficiency of the scholars
in religious knowledge, even limited to the Bible—the ‘book,
even Jews, do not usually leave the class-rooms when
---
sº
1 Report on Endowed Schools, iii., 207, 208. In large schools there
may be children of persons professing Deism, Unitarianism, Rationalism,
Positivism, etc., and, of course, no religious instruction can be unsectarian
qua them, at least; but the sectarian difficulty does not extend to the
playground. ---- - -
- . - - - --- - - - -




















RELIGIOUS INSTRUCTION.
according to M. Vinet, ‘of the human race, in which the local
and temporary disappear in the universal—a book containing
the history of education, of a vast and sublime education,
which the child, without being told, apprehends as his own
education.” A section of the Christian community holds,
that for the violence which might be done to the consciences
of a few persons by granting public money for a strictly
Christian education—an education which would have no
connection with any denomination whatever—equal violence
is occasioned to the consciences of many parents by Parlia-
ment not recognising or countenancing religious education
whether apart from or in connection with a sect. While it
may be replied to this class that no man's conscience can be
violated by what is not done, or is left undone, it must be
admitted that they may fairly charge the Government with
inconsistency in maintaining a church for the religious in-
struction of grown-up people, and making no provision for
the religious education of the young, even in the broad and
catholic doctrines of Christianity held in common by all de-
nominations, the Scholars more urgently requiring such instruc-
tion than old people who receive it from the church established
and maintained by the State. There are not a few, however,
who think that religion will not in the least suffer from the
neutral position taken up by the Government, holding that, as
long as it does not forbid the imparting of religious instruction
in the schools, but leaves the school boards to do as they like
in the matter, Christianity, instead of suffering, will develop
itself more freely than if it were encumbered with public
money, which would only be given under certain restrictions.
For our own part, we feel confident that the cause of religion
is safe in the hands of our local parliaments—the school
boards, which, being at once local and representative in their
charaćter, must know the requirements, and may with reason
be expected to supply the wants, both religious and secular,
. . of the districts committed to their charge.
The statement that there has been no religious difficulty
. . . - 1 L’Education, La Famille et la Société.























CHOOLs AFTER THE REFORMATION.
in Scotland, while generally true, is liable to some exceptions.
One phase of the difficulty is seen in the opposition of certain
ratepayers to employing any part of the rates exacted from
them for public education in giving religious instruction in
the schools under the management of boards. These persons
maintain that the public schools should be purely secular,
but it may be answered that the school board elections have
proved that the religious convictions of an overwhelming
majority of the people everywhere would have been disre-
garded for the few cases in which consciences might have
been relieved by establishing secular education, and until the
small minorities shall have converted the immense majorities
to their views, there is no probability of secular schools ob-
taining any root in our country. If the day should come
when secular education will be the universal rule, “knowledge
may be increased, but the result, we fear, may disappoint the
advocates of secular education: *
--- -
- -
* Religion crowns the statesman and the man,
Sole source of public and of private peace.”
Other nations, including Egypt, Greece, and Rome,” have -
been distinguished for learning and civilisation, but they
have perished; and the faith of thoughtful people in the
stability of our own institutions rests mainly on the hope
that we shall ultimately succeed in not only reclaiming,
humanising, and civilising, but also in spiritualising our rising
generations—a reformation which can never be accomplished
without the help of the schoolmaster, who must be adorned
with peculiar graces for so great a work.
* There were attending George Watson college school at Edinburgh,
one of the Merchant Company institutions, in 1873, 1160 pupils who
all, with the exception of a dozen, received religious instruction, which
the head-master thought necessary not only for forming their character,
but maintaining discipline in the school: Report on Endowed Schools,
i., p. 116.
* The highest precept which Rome could give was: “Live every man
as if the eye of Cato were upon you’—a precept infinitely less sublime
than those in Holy Writ.









SUNDAY WORK. 425
‘O'er wayward children wouldst thou hold firm rule,
And sun thee in the light of happy faces;
Love, Hope, and Patience, these must be thy graces,
And in thine own heart let them first keep school;
For as old Atlas on his broad neck places
Heaven's starry globe, and there sustains it;-so
Do these upbear the little world below,
Of Education—Patience, Love, and Hope.”
§ 13. From the Reformation to the end of last century the
Sabbath— -----
‘Hail, Sabbath thee I hail, the poor man's day’—
was neither to the master nor to the scholars of the grammar
school a day of quiet or rest, a period of mental relaxation and
sweet communion—but one on which hard and difficult les-
sons were learned and said, and on which the conduct of
the pupils was watched at church, at School, and at home,
with a jealousy which might be supposed highly calculated
to demoralise teachers and taught, the duties of the former
consisting to a large extent in acting as detectives over the
latter. But at whatever cost to the comfort, feelings, dignity,
and character of the parties concerned, our forefathers were
resolved that the youth attending the burgh Schools should be
thoroughly instructed in the principles of religion, and did not
hesitate to adopt any measures, however rough or tyrannical,
in order to attain this end; and they utilised the Lord's day
to the utmost in training our youth in the paths of virtue
and piety. The thoroughness of the work will sufficiently
appear from a consideration of the means adopted on week-
days," and of the custom observed all over Scotland of com-
pelling the scholars to undergo a course of severe religious
exercises on Sundays. From the records of a dozen burghs,
a fair estimate may be formed of the nature and extent of
Sunday teaching, and of the inspection or surveillance exer-
cised over the scholars during the seventeenth and eighteenth
centuries. About three hundred years ago it was ordained
that the catechism of the Christian religion should be taught
1 Supra, § 12.









SCHOOLS AFTER THE REFORMATION.
in the vernacular on Saturdays after mid-day to the first-year
scholars attending the grammar School of Glasgow; but to
the rest the catechism should be taught in Latin, and the
argument thereof partly expounded— ratio cujus exigatur, on
the Lord's day, at the public assembly, and also at the lecture
on the same day; in 1685 all the scholars in the same gram-
mar school were required to convene on Sunday morning in
the school after preaching in order to give an account of the
sermon and to be examined in the shorter catechism and
confession of faith in English.” In 1598 the regent of the
first class in the high school of Edinburgh was ordained to
teach the class on Suliday Catechesis Palatinatus, while the
second regent taught the catechism in Latin, and Ovid's
Tristia, the third regent Buchanan's psalms, and the fourth
regent the heroic psalms of Buchanan.” In 1603 the mas-
ters of the grammar school of Aberdeen promise to the
session to be diligent in exacting ‘ane compt of everie one
of the scholars of the grammar school particularly efter the
sermones.' * The commissary clerk of Aberdeen, in 1643, was
breaking his loyal and episcopalian heart, in respect of the
ascendancy of the Covenant and of Mr Andrew Cant in his
good town, and recorded with a sigh the melancholy fact that
the ‘bairnis of the grammar school are forbidden to keep efter-
nones sermonis, bot to keep scoolis, quhair the maister Sall
catechise thame vpone poyntis of religion.” In 1649 the
schoolmaster of Peebles is directed, before dismissing the school
on Saturday, to prescribe to the scholars who are learning
Scots a portion of the psalms or catechism, of which they
shall give an account on Sunday at the close of the afternoon
sermon; each Sunday he shall convene the scholars at eight
A.M.–teaching and catechising them in their Sunday lessons of
Scripture till the second bell rings; when the afternoon ser-
mon ends he shall convene them and take account of their
notes of the preaching and of the Sunday lessons;" in 1654
º
- 1 Original document is in the archives of Glasgow. 2 Ibid. -
º 8 Burgh Records of Edinburgh. * Session Records of Aberdeen.
* Memorialls of the Trubles, i., 226. " Burgh Records of Peebles.
ºr










SUNDAY WORK. 427
-
the master undertakes to attend the male children sent to
school on Sabbath as well as on week-days, conform to the
order of grammar schools." An equally rigid course of studies
was observed in the north of Scotland in the middle of the
seventeenth century: in the directory of the grammar school
of Elgin, dated 1649, the Sunday programme is as follows:
upon the Lord's day, masters and scholars shall convene in
School at eight o'clock in the morning, and after prayer in the
English tongue, the several classes shall be exercised—the
seniors in the exposition of a sacred lesson which has been
taught betwixt one and two o'clock of the preceding Saturday
out of Buchanan's paraphrases of the Psalms, or Ursin's or
Calvin's catechisms, and the juniors in getting by heart'
Some select English psalms, or the Ordinary catechism; they
shall return to school in the afternoon at the first bell
after sermon, and be exercised till the second bell in reading
their sacred lesson; after the second service they shall return
incontinent to School, when, after a short prayer by the master,
thanking God for the liberty of His own day, and the use
of His ordinances, and supplicating for His effectual blessing
unto them, the master, settling himself in the desk—all the
scholars observing deep silence, shall, according to his dis-
cretion, call up some of every class and require their ob-
servations of both the Sermons, and enlarge points to them
occasionally for their capacities as they have been taught, and
after a large hour's space spent in exercise and exhortation
he shall dismiss them with psalms and prayer;” in 1791
the council of Elgin approve of a representation made to them
by the burgh, that the master should see that the teachers on
each Sunday evening instruct the scholars in the principles of
religion, according to their capacities, and that they read a
portion of the Sacred Scriptures; * two years later his duties
are more precisely defined: in 1793 the master undertook, on
every Lord's day and other holy days set apart for public divine
service, to convene the Scholars and cause them to read with
1 Burgh Records of Peebles.
* Presbytery Records of Elgin. * Session Papers, No. 541, p. 24.




SCHOOLS AFTER THE REFORMATION.
º
º
propriety and decorum certain passages of the Holy Scriptures
and other devout authors in his hearing, and to repeat the
lectures and texts given out by the preachers at divine ser-
vice, with such inferences as the preacher may draw there-
from, so far as their memories and maturities will admit.”
The schoolmaster of Jedburgh was taken bound in 1656 to
enter the school with his scholars on Sabbath days at eight A.M.,
and to catechise them in the grounds of religion till, betwixt
the second and third bell.” The master of the grammar school
of Dundee was instructed in 1674 to say prayers in the Eng-
lish tongue after the afternoon's sermons on the Lord's day;
on that day the notes of the sermons by the scholars shall
- be exacted, and part of a psalm sung; the scholars shall be
examined on the catechism either in Latin or English, as the
master shall appoint;” in 1712 the master of the English school
of Dundee undertakes to attend in the church after Sundays
for catechising the children.” In 1679 the masters of the burgh
schools of Dunbar were ordained after public worship to meetin
their respective schools, and to take account from the scholars
of what had been taught throughout that day.” The scholars
of the grammar school of Aberdeen, in 1700, were required
to repair to school each Sabbath day after the afternoon
sermon, there giving an account of what they had heard, and
mentioning the church they attended;" after prayers the
several classes shall be examined, at the second ringing of the
bell, on questions of the shorter catechism from the time of
the ringing of the second to the third bell in the afternoon,
the high class giving an account of the catechism, with the
scriptural proofs, and an exposition of a chapter of the Latin
New Testament; after sermon and prayer the classes shall
meet and give an account of their notes, after which they shall
1 Session Papers, No. 541, p. 24. * Burgh Records of Jedburgh.
8 Burgh Records of Dundee. 4 Ibid. ---
5 Burgh Records of Dunbar. - - -
* Burgh Records of Aberdeen. The visitors, at their quarterly visita-
tions, are enjoined to inquire strictly how far this regulation has been
observed.

















SUNDAY WORK.
be dismissed with prayer;" it was reported in 1791 that it had
been a practice many years ago for the masters of the gram-
mar school of Aberdeen to cause the scholars to get by heart,
and rehearsé in the school on the Sabbath day, the Assembly's
shorter catechism, and likewise to give an account of the
sermons which the scholars had heard in the churches im-
mediately after the preachings were over, and the scholars -
returned to the school;” reported to the town council in 1796
that a master attends regularly at the school every Sunday
morning, says prayers in the public school, and attends the
boys to church, but of late years very few of them have
attended.* That Sunday teaching had been in abeyance for
years at this grammar school appears from the following entry:
in 1826 the magistrates and visitors of the grammar school
revive the ancient practice of assembling on Sunday in the
school, perhaps in the rector's class-room, half-an-hour before
the commencement of public worship, for the purpose of read-
ing a portion of Scripture with those scholars whose parents
wish them to attend church.* The practice in other burghs .
with regard to Sunday teaching was similar: in 1703 the
council of Banff ordain the schoolmaster to say prayers and
read in the church on Sabbath days at certain hours in fore-
noon and afternoon, “without prejudice to the scholars to
repeat such part of the catechism as the master shall pre-
- viously appoint.” The two higher masters of the Fortrose
academy in 1791 were required alternately to keep a school
open on the Sabbath afternoons, from beginning of June to the -
end of August, for instructing and catechising the inhabitants -
of the burgh in the principles of religion and morality, be-
sides having a regular Sabbath school for their own Scholars
during all the other months of the year." In 1763 all the -
scholars attending the grammar School of Kinghorn, not under
twelve years of age, were ordained to meet every Sabbath
after public worship in the afternoon, for an hour, to be in- -
1 Burgh Records of Aberdeen. * Ibid. 3 Ibid. º
4 Ibid. * Burgh Records of Banff.
* Records of Fortrose Academy.






SCHOOLS AFTER THE REFORMA
---- - echism. The fol-
lowing extract is the only instance which we have found in
structed in religion from some proper cat
the records of a teacher having been rewarded for Sunday
work: in 1755 the English schoolmaster of Ayr, after the
congregation were dismissed from the afternoon sermon, had
to attend the public school and instruct the children under
his care in the principles of the Christian religion at the rate
of 2s. sterling each for three months;* when the scholars
enter and are dismissed on the Sunday afternoon, he shall
publicly pray to God.”
As may be gathered from several of the foregoing refer-
ences, the scholars were required to attend the church col-
lectively, accompanied by the masters, who exercised strict
supervision-over their little flock. Compulsory attendance
in church is shown more directly in some other instances
like the following: the presbytery of Glasgow conclude,
in 1597, that the bairns in the grammar school—all and
every-one of them—shall resort to the high kirk on the
Sunday to hear God's Word preached and the sacraments
ministered; * in 1685 it was ordained that the scholars shall º
convene in the school, from which they shall proceed to church,
in order, with their masters, forenoon and afternoon.” The
masters and scholars attending the Elgin grammar school were
ordained in 1649 to march to church at the second bell in the
morning and afternoon, in comely order, with the masters
before and the doctors behind, returning to school in the
same order." In the same year it was ordained that when
the second bell rings in the morning and afternoon, the school-
master of Peebles shall go to church with his scholars, ‘in
comely and decent order"—noting, in the time of preaching,
any disorder, and censuring disturbers." In 1656 the council
of Jedburgh enact that the schoolmaster shall accompany the
scholars to church in the morning and afternoon; he shall be
* Burgh Records of Kinghorn. 2 Burgh Records of Ayr.
3 Ibid. - - * Presbytery Registers of Glasgow.
* Original in archives of Glasgow. " Presbytery Records of Elgin.
7 Burgh Records of Peebles. ------ - -
--

SUNDAY work. 431
f
careful lest any be absent or go out of church, or spend their
time idly while in church, and that they shall hear reverently;
account shall be taken of their conduct in the afternoon when
the sermon is ended." In 1679 the masters of the grammar
school of Dunbar are ordered to accompany the scholars to
- church in the forenoon and afternoon in all decency.” The
council of Dumfries, in 1724, required the teachers and pupils
to be in the school each Sabbath morning at nine o'clock, and
at the ringing of the steeple bells to repair to the church, the
master going before, his assistant bringing up the rear.” In
1700 the council of Aberdeen appointed the hebdomadar to
sit every Sabbath in the little desk before the left door in the
church to observe lest any scholar go out of the church with-
out his leave; those making disturbance in church, and the
absentees from the sermon, shall be called to severe account
on Monday." Church attendance on the part of masters and
pupils became voluntary only in the beginning of this cen-
tury. In 1826 the council of Aberdeen make provision for
‘ those scholars whose parents wish them to attend church;
to ensure the attendance of at least one of the masters at the
place appointed for the meeting, the hebdomadar is required
to be present, though it is expected that the rector and the
masters shall attend as regularly as possible, and always
when they intend to be in church, a few minutes before the
hour of public worship; all shall walk in procession to church,
where the rector is always to take his seat first.” In 1755
the rector and doctor of the grammar school of Stirling were
required on the Sabbath to catechise and go to church with
the scholars." -
- The authorities made special provision for accommodating
scholars by allocating to them a certain part of the church,
from which they must ‘hear the voice and see the face of the
minister of the Word.' In 1603 two distinguished masters, Mr
1 Burgh Records of Jedburgh. . * Burgh Records of Dunbar.
8 M*Dowall’s History of Dumfries, 503.
* Burgh Records of Aberdeen. Ibid.
• Burgh Records of Stirling.







David Wedderburne and Mr Thomas Reid, present a bill to the
session of Aberdeen, mentioning that in the past the scholars
of the grammar school, who should have been edified in godli-
ness by the hearing of the Word, have been, against conscience,
neglected in that point, because they sit in such a place that
they cannot hear the voice of the minister; the masters there-
fore desire that, seeing they are the ‘seminary of the kirk and
commonweill, a place be provided for them where they may
hear and be instructed; it was ordained that the scholars shall
sit in the new kirk on the degrees under the new loft, where
they will both hear and see the minister of the Word.’ 1 In
1644 licence was granted to two persons by the session of Dun- -
º fermline to fix seats for themselves ‘under the schollers' seat;”
in 1709 the council of Dunfermline ordain the ‘scholars'
loft’ in the church to be built and repaired.” A portion of
Lady Yester's church was set apart in 1660 for the exclusive
use of the scholars of the Edinburgh high school on Sunday,
and at a little later period the east gallery of Trinity College
church was allotted for the same purpose." David Haldane,
weaver in Stirling, was paid by the council in 1739 for keep-
ing the door of the scholars' loft in the East church." In
1758 the kirk session of Dumbarton acquired from the magis-
trates the church seats reserved for the school." The town
council of Kinghorn, in 1763, appointed the scholars to be
assembled both forenoon and afternoon every Sabbath in the
school, to go regularly to church to the seats appointed for
them, both master and doctor sitting with them." In 1783 the
provost of Dundee reported to the council that he had con-
ferred with the rector of the grammar school upon the absence -
of the scholars from the loft in the new church, according to
old practice; the rector had represented objections made by the
* Kirk Session Records of Aberdeen.
* Kirk Session Records of Dunfermline.
* Burgh Records of Dunfermline. The scholars' loft was in existence
so late as 1821.
- - “Steven's High School, pp. 69, 70. * Burgh Records of Stirling.
* Kirk Session Records of Dumbarton. 7 Burgh Records of Kinghorn.






SUNDAY WORK. 433
parents of the children to their going; the council instructed
the kirk master to ‘set’ the grammar school loft in the new
or west church; in the same year the council grant the rector
of the grammar school a seat in the old church, and the two
doctors a pew in any other of the churches between them,
without rent, during the pleasure of the council." In 1826
the scholars of the grammar school of Aberdeen attended
church in the ‘grammar school gallery.’” -
The pupils were not learners merely; they were made to
teach, after the following ingenious method, those who needed
religious instruction but could not be pressed into Sunday
classes: in 1604 the session of Aberdeen think fit, for the
edification of the ‘common ignorant people and servants’
in the grounds of their salvation, that between the second
and third bells every Sabbath day, two scholars of the
English School shall stand up before the pulpit, the one
demanding, the other answering, with a loud voice, in audi-
ence of the people, the short catechism and form of exa-
mination of children, in order that by frequent repetition
the people may learn the same ‘perqueir, and be brought
to the knowledge thereof.” In 1616 Mr Thomas Hog,
master of the grammar School of Leith, promises to obey
the injunction requiring two bairns ‘fra the gramer scooll’
to repeat on every Sabbath day, after the prayers and before
the blessing, Mr Craig’s ‘caritches openlie in the kirk, for the
instruction of the comonnes.” Mr Thomas Walker, master
of the grammar school of Dunfermline, is recommended
to have his scholars in readiness to repeat the catechism
every Sabbath betwixt the second and third bell before noon
and afternoon—one proposing and the other answering—so
that the people may hear and learn, it being used in other
kirks; the questioning and answering to begin next Sabbath.”
In 1700 the council of Aberdeen order two scholars of the
grammar school to go to each of the two churches every
1 Burgh Records of Dundee. * Burgh Records of Aberdeen.
3 Session Records of Aberdeen. * Steven's High School, p. 69.
5 Kirk Session Records of Dunfermline.



2 E
434 SCHOOLS AFTER THE REFORMATION.
Sabbath day at the beginning of the second bell in the after-
noon, and between the ringing of that bell and of the last
bell to repeat such portion of the shorter catechism as had
been prescribed to them from time to time." In 1724 two
scholars of the grammar school of Dumfries were selected
each Sabbath to repeat or read the larger or shorter cate-
chism in the church during the intermission to such of the
congregations as chose to remain between the services.”
The following extracts further illustrate the surveillance to
which the scholars were subjected, and, to some extent, old
Scottish sabbatarianism: The masters of the grammar school of
Elgin, before dismissing their Sunday scholars, were ordained
in 1649 to tell them to keep within doors during the rest of that
day—exercised in the study of their sacred lessons, and in
meditation of what they have been hearing.” The teacher
was not only a religious drill-sergeant, but was frequently re-
quired to do the duties of a detective: the council of Jedburgh
request the master, in 1656, to take care that on Sabbath
days good order shall be kept when the scholars are out of
the school; * in 1711 the schoolmaster of Peebles promises
to take particular notice that the children keep within doors
on the Lord's day in the afternoon."
The practice of masters and scholars marching to church in -
procession became less general towards the end of last cen-
tury, when Sunday schools proper—schools intended to give
religious instruction to other children as well as to grammar
scholars—were originated by private persons, in a few cases
as adventure schools, which were sometimes subsidised by the
town councils; for example, in Greenock the council in 1789
Supported a Sunday school in addition to the English school,
mathematical School, and grammar School; on 14th July the
council gave to the teacher for his encouragement £2, 2s. ;
his school was visited on Sunday last, when he was found
employed in teaching a number of boys and girls; 6 in the
* Burgh Records of Aberdeen. *M*Dowall's History of Dumfries, 503.
* Presbytery Records of Elgin. * Burgh Records of Jedburgh. - -
* Ibid. * Burgh Records of Greenock.








SUNDAY WORK, 435
following year £5, 5s, were voted by the council to the Sun-
day school teacher;" in 1792 they agree to pay £10 sterling
yearly towards so “laudable an institution as long as the
undertaking answers.” The example of Greenock was very
rarely followed by other burghs, but in some places Sunday.
schools continued under the patronage of town councils down
to our own day; in 1835 a small salary was paid out of
a mortification for a Sunday evening class taught in Culross;”
and in the same year the town of Hamilton contributed to
Sabbath evening schools in the burgh.* We are not aware
that at present there is a school board in Scotland which has
direction or superintendence over a Sunday school,
From these different extracts we gather that it was the
universal custom for the teacher to take to church on Sunday
those whom he instructed on week-days, and that his Sunday
teaching—doctrinal catechising—was as regular and severe
as the work which he performed on week-days. We have no
desire to reintroduce into our schools these practices in reli-
gious exercises, but if Parliament and the school boards—in
their wisdom—come to treat religion and education as two
separate things and so disunite them, on the ground that they
clog or embarrass each other, the Sunday schools of the future
may become more important than they have been in the past,
and consequently they will have to be better organised. The
teachers must be selected with as great care as is shown in the
choice of those who conduct our public schools; the managers
must exclude many who volunteer to do that important work
at present—among others, the Sunday teacher who has no
other qualifications than good intentions; the teacher whose
knowledge is confined to the answer and question book; the
mercenary teacher, who goes to form connections; the teacher
who does not duly prepare for his class; in short, only good
teachers — those possessing superior knowledge, excellent
parts, and are in love with their work—should be elected:
only such persons should be eligible as can truly say:
Burgh Records of Greenock. - 2 Ibid.
* Municipal Corporations Report, i, 172. 4 Ibid,



436 SCHOOLS AFTER THE REFORMATION. . -
º
--
º
-------- ----- -- -º-º-º-º-º-º-º-º:
º
“Delightful task to rear the tender thought, - |
To teach the young idea how to shoot, -
To pour the fresh instruction o'er the mind, - * .
To breathe th’ enlivening spirit, and to fire
The generous purpose in the glowing breast.’
§ 14. As a corollary to this important chapter, let us say
a few words on the library—a valuable acquisition to any
institution, but in a special way to the school, the improve-
ment of which it promotes by unfolding and cherishing the
genius of the pupils, storing their minds with knowledge,
elevating their character, occupying their vacant hours, and
producing a taste for reading and contemplation—the greatest -
treasure that they may find during their ‘weary pilgrimage.’
A school library will supply with books such children as
otherwise might not get access to them, there being a vast
majority of the parents in every parish, village, and burgh who
are too poor, ignorant, or parsimonious to procure books for
their children. - .
Judging from the entries in the records of a few burghs it -
would seem that the important subject of providing school
libraries received more consideration two hundred years ago
than it does in our own day, notwithstanding the immense
facilities now enjoyed of procuring books—facilities such as
were utterly unknown to our ancestors. In the year 1658
a library, for the benefit of the teachers and pupils, was
established in the high school of Edinburgh, on the recom-
mendation of the head-master, the council, as ‘fautors and
favourers of nurseries of learning, approving of the good and
commendable motion of Mr John Muir;” this school library,
one of the oldest, if not the oldest, in Scotland, is still the
most valuable, and contains the ‘best Greek and Latin lexi-
cons, the best editions of the classics, several encyclopædias,
and a valuable collection of antiquarian, historical, and geo-
graphical authors;” and there are nearly 7000 volumes in the
* Burgh Records of Edinburgh.
* Steven's High School, 64. It also contains, we believe, a goodly
array of the old classbooks, but they are not yet catalogued. “








LIBRARIES. 437
library. The nucleus of the library of the grammar school of
Aberdeen was laid in the following year, when Mr George
Robertson bequeathed a few books for that purpose: in June
1826, at Mr James Melvin’s urgent entreaty, the magistrates
of Aberdeen ordered the library of the grammar school to be
set in order;” this library did not grow like that of the high
school of Edinburgh, being still a ‘small library consisting
principally of old classical works, and of no interest for boys.”
In 1682 the council of Glasgow obtained the dean of guild and
deacon-convener to take an inventory of the “bibleothick” in
the grammar School, and to order a press to be made for keep-
ing the books, which they shall deliver to the master, taking
his receipt therefor; * there was a library connected with this
School not many years ago, of which the janitor was guardian,
but it is not now in existence or operation.” The magistrates
of Montrose in 1686 erected a library for the use of the
grammar school of the burgh, and contributed £10 sterling
in order to buy books;" in 1699 it was appointed, ‘for the
encouragement of the schol librarie, that everie schollar in
the first class should yearly (before their going off from
School) give in something for buying books to it, and a
record thereof to be kept;” in 1704 the council passed an
act ordaining every person fined for ‘blood; it’ to pay £6,
13s. 4d., and that ‘ batterie’ should be fined at the discre-
tion of the judge– all quhich should be employed in buy-
ing books’ for the grammar school library; * in 1704 the
* Burgh Records of Aberdeen. 2 Ibid.
* Report on Endowed Schools, ii., 341. “Burgh Records of Glasgow,
* Report on Burgh Schools, i., 52.
* The books bought and the prices paid with this subscription are
entered in a Register preserved among the records of the burgh, and
containing the names of those who mortified books to the school library.
7 In 1713, ‘David Duncan, sailor, sent from London, as testimony of
his veneration to this his quondam seminary (these are the words of his
letter), Bailey's English Dictionary in a large octavo and one volume;
his father delivered it with the letter to P. R.:” Register of Library.
* Register of the Library. The last entry in this interesting little
register is dated 1735, when the library consisted of about 600 volumes.
In the inventory, which does not appear to contain any book of great



- - - - -
schools AFTER THE REFORMATION.
-----
council of Montrose appointed a committee to inventory the
books belonging to the library of the grammar school, to
observe how the same agrees with the inventory left by the
deceased master of the school, and to take receipt from the
present master;" the magistrates, in 1710, appoint an inven-
and to be given to the doctor till a master be settled.” In
1711 the council of Dunfermline, considering that it would tend
much to the benefit of their grammar School, the encourage-
ment of learning, and interest of the community, that a library
were founded, contribute out of the common good £10 sterling
for that end, and recommend ‘all other persons who please
frankly to contribute, in order to make up such a sum as
will buy a number of good books as a ‘competent foundation
for a library.” The council of Kirkcudbright gave £10, in
a committee was appointed to confer with the schoolmaster
as to the library, of which a catalogue is to be deposited with
the town-clerk." - “. -
At present, hardly in any of our schools is there a collec-
tion of books worthy of the name of library, with the excep-
and the Dollar institution, which has also an excellent lib-
rary, containing more than 5000 volumes, open gratis to all
the pupils." The grammar school of Paisley has a ‘pretty
fair library’ of history, travels, etc.;" and there is a collection
of books in the Arbroath high school which, however, ‘has not
been used for a number of years; ' ' there is also one at the
Ayr academy, which ‘is little used, ° and one at the Greenock
academy, which ‘is of no value—at least, has not been put
to use;” and there are small libraries in the Bathgate aca-
value, there are several old classical books, but the bulk of the library
consists of theological or metaphysical treatises, many being in French -- - -
and Latin,
1 Burgh Records of Montrose, 2 Ibid. ---
* Burgh Records of Dunfermline. “Burgh Records of Kirkcudbright.
6 Ibid., 549.
* Ibid., 488,
* Report on Endowed Schools, ii., 411.
7 Ibid., 350,
* Ibid., 358,
tory to be taken of the school library, from the last master,
1782, towards founding a library of proper books; in 1786 º º
tion of the high school of Edinburgh, as already mentioned,






















- LIBRARIES. 439
demy, in Burntisland grammar school” in the Kirkcudbright
grammar school,” in Leith high school," and in Tain royal
academy." But in the following schools there are not even
‘small’ or “useless’ collections of books: Annan academy,
Banff grammar school, Brechin grammar school, Cupar Madras
academy, Dumbarton burgh academy, Dumfries academy,
Elgin academy, Forfar academy, Forres academy, Fraserburgh
academy, Glasgow high school, Hamilton academy, Inver-
ness royal academy, Irvine royal academy, Lanark burgh
school, Linlithgow grammar School, Montrose grammar school,
Peebles grammar school, Perth academy and grammar School,
Peterhead academy, Renfrew grammar school, Madras college
of St Andrews, Stirling high school." One of the greatest
services which a school board could render to the little com-
munity under its charge is to establish for their use a library,
which should be put under the guardianship of a person of
intelligence, active habits, and possessing a natural inclination
to oblige and help inquiring young spirits. Unfortunately, at
present, pupils are obliged to resort for mental sustenance
and recreation to the circulating library, containing little else
than the frivolous and sensational literature of the day. The
school library ought to consist chiefly of books calculated to
convey useful instruction and amusement, including works of
travel, biography, and science popularly treated; and the
young scholar should be introduced to our grand old masters
in poetry and romance, and to such histories as tend to foster
the love of one's country, and the spirit of freedom and inde-
pendence. Many have received more benefit from the perusal
of a volume on which they have perhaps accidentally lighted
than from all the drilling to which they were subjected at
school. Communion with some rare spirit, whom the natural
instinct of the schoolboy may thus have discovered in the
pages of an old volume, has ere now proved in reality the
turning point in his history, and even a landmark in the
literature of his country.
º
1 Report on Endowed Schools, ii., 364. * Ibid., 371. -
3 Ibid., 506. * Ibid., 519. "Ibid., 603. "Ibid., 346-599.
º
º
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...|349
Haddington, . 24|Burgh, 24l ... 10 ... [.. 13|...] ... [.. 24, 17
North Berwick, 25 ......... 45] ... 9| 9 ... [...]...| 35|...|... [.. 45 - 33|... . ... [...] ...
Forres, . . . 26|Academy, . . 158] 3 34 11|... [...]... 123||13| 6|.. * 156|| 108 12| 88|...] ...
Inverness, . . .27|Royal Academy, . 215|23| 70 106 9...]...| 182 10| 37|.. 192|| 176|| 103 92"...] ... . .
Dumbarton, . 28|Burgh Academy, . 171| 1 || 14 7|... [...]...| 117 2|.. • . . . . . . I
Kilmarnock, . 29|Academy, - 240|| 4 || 42| 21| 3 156 ... . ...
Port-Glasgow, . |30|Burgh, 49] ... 4| 6′.. ...| 36|. 36||.
Renfrew, . |31|Burgh, . . . . • * * * 206, 5 - 5 5. ... [...]...| 206| ---
Do., . . . .32|Grammar and Blytheswood, . | 190|... | 13| 12 ...|...]... 107 • *
Burntisland, . .33|Burgh, - . 173|... 3| 4 ... [...]... 171 --
Kirkcaldy, . . .34|Burgh, . 251| 3| 31| 20, ... [...]...| 202 - - - I - - ... . ...
Leith, . . . .35|High, . . | 198|...|| 14 25 4...]... 146|... -------- 25
Musselburgh, .. 36|Grammar, | 65| 3| 33 13. 3...|...] 52|... -- - - || -- 11|... [...] ... |
Arbroath, . . [37|High, . - - 327| 6 56 77|19|...]... 215 ... [.. 11|... [15] 41
Do., . . . . .38|Parochial or Burgh, . . . 349| 4| 20 4|.. ...] 221|... ... [.. . 4|..
Brechin, . . .39|Burgh, Par., and Grammar, . 237| 2 || 38|| 15 ... [...]...| 125|... ... [... -. ..] ..
Forfar, . . . 40|Burgh, | 191|...] 46 35 g|... ii.3|... ... [... - - - - - - -
Montrose,' . . 41|Academy, . - - 270|| 5 || 63| 55 15|...|...] 174|... * - I - - - - - - 37|.
Paisley, . . |42|Grammar and Academy, 271 5 59| 30... [...]... 162 ... [... [...] - - - - - - - - - - - - - - - -
Perth, . 43|Academy, . - - 355 13| 64 86, 11|...|...] 223 71| 58 10 24 7 229| 210| 74|... [58]..
Cupar, . 44|Madras Academy, 521 2 35 22, 7|...|... 292 1| 10|... [...|...|| 486|| 324 30|... [...] ...
St Andrews, . .45|Madras College, . 863| 17| 1.45 21i 40 . 532 59 140|..: ||... 785| 470 160|''... - - -
Dunfermline, . |46|Burgh or Grammar, 74|... 22 1|... .| 59|... 7|... |... [...] 72| 62| 12|, ... [...
Stirling, . |47|High, . - . I 328 12| 74 39. 1 247| 12 27|... [... 275] 245| 56 ... [...
Kirkwall, . |48|Burgh or Grammar, ... I 93 4| 29, 10... 79|... 12|... 34| 93| 15|...
|Tain, . 49|Academy, . 102| 5 || 34| 29, 1| 1 |...| 88| 15|- 22 91| 74] 2 ... [...] ...
|Stranraer, . . 50|Academy, . - - 141 2 35|| 53 12|...|...| 126|... 21|... [.. 193| 124 7| 11|...] ...
* Wigtown, . . [51]Burgh and Parochial, . 136|| 4 28 21 ... [...]... 221|... 12||13|.. 461 121|, ... 121|12|...
|Peebles, . . |52|Grammar and English, 177|... 10| 4. ...|| 173| 6 || 5|... . . 173| 173| 10 ...
| |Rothesay, . |53|Parochial, - • 296):... 20 6|... [...]... 197|... 3|.. 296 242
Selkirk, . . |54|Burgh, 275|... 10| 6 ... [...]... 151 ... 10|.. 275] 180
TOTAL, . 12,862|6803239 2310,440 1 || 1 |9299|758|1395|41912487|11,788|956.11505107489 51
Glasgow, . ..."High, . 800 152, | 338 190 478 || 460 90
1 Report on Burgh Schools. 2 Geography and Astronomy. 3 Navigation. * Mechanics.
f













scHools AFTER THE REFORMATION.
-*. - - -- ---
Endowed Schools (Session 1872-73)."
- Number of Pupils in the most advanced Class of the Secondary
Name of School. Classics. |Mathematics. 1:.
Aberdeen Grammar School, - 47 44 6
Annan Academy, - - - - 8 2 8
Arbroath High School, . - - 10 5 20
Ayr Academy, º. - 10
13
Glasgow High School, -
Glenalmond Trinity College,
Banff, Wilson's institution and Banff
Grammar School, . . - •.
Bathgate Academy, .
Brechin, Preceptory of Maisondieu, .
Burntisland Grammar School, . -
Caerlaverock, Hutton Hall Academy, .
Closeburn, Wallace Hall Academy,
'Crieff, Morison's Academy, - -
Cupar Madras Academy, . - -
Dollar Institution, . . -
Dumbarton Burgh Academy
Dumfries Academy, . - .º.
Dundee High School, . -
Edinburgh High School,
Elgin Academy, . • •
Fochabers Endowed School,
Forfar Academy, -
Forres Academy, - -
Fraserburgh Academy,
Greenock Academy, . -
Haddington Burgh Schools,
Hamilton Academy, . . . .
Inverness Royal Academy, . .
Irvine Royal Academy,
Kirkcudbright Academy,
Kirriemuir Seminary,
Lanark Burgh School,
Leith High School, . -
Lerwick Educational Institute, |
Linlithgow Burgh School, . . -
Moffat Grammar School, . . . .
Montrose Grammar School, .
Nairn Institution, . . .
Newton-Stewart Institute, . -
Paisley Grammar School, . • * *
Paisley Institution, . . . . . .
Peebles Grammar School, . . -
Perth Academy and Grammar School,
Peterhead Academy, . - -
Renfrew Grammar School, .
St Andrews Madras College,
Stirling High School, - .
Tain Royal Academy,
Thurso Institution, . - - -
7
6
4
6
8
0
14 16
7 *
24 27
7 3
7
29
11
17
20
1
8
13
5
9
0
5
20
22
12
1.
8
4
6 3
2 4.
3 6
12 11
3 10
9 34
7 6
60 15 -
5 5
36 91
6 || 4
10 12
28 25
* 5 15
4 15
25 17
607 616 682
* Report on Endowed Schools.




















No.
- Number of Scholars receiving Instruction in each
Edinburgh High
School, . .
---
299
sº - . Subject taught. ---
| | |##|3|#####|* #| = |**śāşş 5 |###
Aberdeen Grammar º º ---
School, . . 208 211 190| 67| 195|... 198||112 F. 40
|Ayr Academy, º 420 354 288 : ii.
Dumfries Academylºid 210 187 . §
A. 243| F. 224 || -19
3 60|M. 124 G. 89
Elgin Academy, .
175|| 170 175 ... A. 157| 148 F. 27 | ...
* I M. 18 º * -
Glasgow High
School, . . | 644 540, 434|| 70 546 12A, 481| 494 F. 226 |195
- - - 4 71 ||M. 96 G. 16
Irvine Academy, . 94 94 21| 4 90 ... A. # 70 F. 38
- || - M.
Leith High School, | 105 98 24|... || 104 |A. 90 90. F. 33 ..
a | | | 10 M. 9 G. 11
Montrose Academy, 325; 309| 64|12|308 A. 174| 241. F. 38
M. 14 G. 14
Paisley Grammar
School, 237| 226|| 45 10 218 A. 145|| 175|| F. 70
M. 16 G. 16
Perth Academy, . . 281| 280. 43| 4 1523 8A, 201: 179, F. 52
| * M. 50 G. *
Stirling HighSchool. 302 ..., | 72 9, 242 A. * 214. F. 86
- | | | | | A. 2443 F. 1028
343|2791||1395 3052898 ... M. 475.244.1 G. 209 |214
a 2 Botany and Geo
4 Singing.
* Mining and Civil Engineering. 7 Natural Philosophy.
8 Mechanics.
10 Painting.
1 Report of Board of Education.
logy.
8 Chemistry.
5 Pianoforte.
- 9 Mechanics and Physics.
11 Of these, 40 learn Painting,




























CHAPTER XIV.-SALARIES, FEES, AND EMOLUMENTS.
§ 1. CHURCH LANDS-$ 2. DiLAPIDATIONS.–$ 3. ENDowments—
§ 4. CoMMON GooD.—$ 5. PUBLIC MONEY.—$6. FEEs: REGU-
LATED ; PREPAID; ENFORCED ; collecTED. — $ 7. DUES AND
CASUALTIES : CANDLEMAs of FERINGS ; BENT SILVER ; COCK-
MONEY.—$ 8. AUGMENTATION of STIPEND.—$9. PAYMENT BY
RESULTs –$ 10. KINDLY PRovisions: Dwelling-Houses ;
FIRE; CLOTHING; BoARDING-$ 11. Poor SCHOLARS AND FREE
EDUCATION.—$ 12. COST OF EDUCATION AND SALARIES OF
TEACHERs.
No office is more important or requires greater attainments
than that of the Teacher. His duty consists in making our
youth good and useful citizens—worthy members of this
great commonwealth—in cultivating the understanding and
improving the hearts of those who will soon succeed us in
life. To be qualified for this great work, he must be pos-
sessed of high capacity and unfailing energy, and moved, as
it were, by divine enthusiasm in the cause to which he has
dedicated himself; he ought to have great skill in dealing
with parents and pupils, special gifts for organising a school
and managing scholars, many of whom are ‘like a wild ass's
colt'—untaught, disobedient, passionate, vicious. When we
º
ousness of his profession, and the accomplishments necessary -
for the proper discharge of his office, no one will doubt that
his reward should be proportionate to the difficulty and re-
sponsibility of his task. But, unfortunately, it cannot be
cording to the importance and honourableness of their pro-
fession; neither the legislature, nor patrons, nor parents have
ever fully realised that it was their highest interest, as well
thus consider the importance of the teacher's trust, the labori-
affirmed that in Scotland we have treated our teachers ac-



























CHURCH LANDS. 445
as duty, to deal generously by their teachers—to make such
a provision for them as would draw to the profession men of
ability, graces, and learning—men so acquainted with human
nature as to discover the special aptitudes and guide into a
right channel the inclinations of their pupils. In electing
teachers, it has too often been considered that any person
was good enough for that office, more especially if he could
be employed at a nominal price, or accepted Service on any
condition. We may pass Acts of Parliament for improving
our educational machinery as often as we like, but till we
raise the status of the teacher, and remunerate him according
to his gifts and labours—till we endow him liberally and
elevate him socially—till we raise him above penury, and
- enable him to support himself and his family in a manner
worthy of his calling, we shall never have a high class of
instructors, nor attain those great ends, whether for society
or the individual, at which all education aims. The growth
of public opinion is doing something to improve matters, but
much yet remains to be accomplished, and we cannot repeat
too often that the reforms really needed are those which make
the hire worthy of the labourer, exalt the honourableness of
the teaching profession, and place more confidence in the
fidelity and ability of the teacher once chosen.
§ 1. We proceed now to consider the proper subject of this
chapter, viz., the emoluments of teachers, derived (1) from a
stipend or salary payable from different sources; (2) from
school fees; and (3) from certain casualties at first presented
as free gifts. In the first place, we shall refer to the patri-
mony of the Old Church as one of the sources from which
teachers' stipends were derived, though indeed the contribu-
tion to the cause of education under this head has been so
small that it can hardly be said to have been one of any
importance. Parliament seemed anxious that part of the
ecclesiastical benefices should be applied to education: thus,
in 1567, the Estates, on the preamble that the poverty of
many is such that they cannot hold their children at letters,
ordain patrons to present provostries, prebends, altarages, and
-

446 º SCHOOLS AFTER THE REFORMATION.
- -
*
chaplainries to poor scholars, so that they may study virtue
and letters.” The Act quoted, passed no doubt at the instance
of the clergy, appears to have been virtually a dead letter, as
may be gathered from the small number of endowments of
this description mentioned in the records of the burghs, and
also from the following Act of the church,” dated 1581: The
Assembly, considering there is an Act of Parliament ordaining
all provostries and prebends to be given to scholars, and yet
that many of them are given to courtiers, desire another Act
to be passed requiring prebends founded in favour of schools
1 Acts of Parliament, 1567, c. 13, iii., 25. In 1571 the church lays
down the manner in which these shall be disponed ‘for support of the
scoles and incres of letters: ” Booke of the Universall Kirke, pp. 214, 238.
*The following are instances found in the records of such endow-
ments having been applied according to this Act: In 1568 the prebend
of St Nicholas in Crail was granted to the doctor of the grammar school:
Burgh Records of Crail; in 1571 the schoolmaster was allowed to have
the prebend of the Rood; in 1572 the annuals of chaplainries and
altarages in Haddington were given to the schoolmaster of the burgh:
Burgh Records of Haddington; in 1572 the annual rent of St Law-
rence altar in Peebles was granted to the schoolmaster: Burgh Records
of Peebles; in 1578 the public reader of Aberdeen received the whole
teinds of the vicarage, lambs, geese, lent, eggs, wool, hemp, and other
duties, and for every milk cow 12d. during his life: Burgh Records.
of Aberdeen; in 1582 the chaplainry of Allhallow altar was granted
to a master of the grammar school of Glasgow; in 1600 the chaplainry
vacant by the decease of Mr John Davidson was given to another
master: Burgh Records of Glasgow. Sometimes the altarages were de-
voted to the education of poor youths aspiring to the ministry: Scrim-
geour of Dudhope presents Robert Gray, a ‘scolar of gud injine liable
to encress in literature and Sciences ciuvile and divine,' to a benefice
to ‘support his burding and expenss, at grammar Scolis and scolis of
wniversities, to the fine that he may set forth the Gospel of Jesus Christ:”
Thomson's History of Dundee, 225. In 1636 the town of Dumbarton
takes steps to protect the little endowment of their school against the
minister of Bonhill, who is laying claim thereto: ‘becaus the dewties
belanging to the town's altarages is imployit to the use of the schoole
and schoolmaster of the burgh, and the council, being informit the
minister of Bonyll intends to pursue for the rest of the prebendarie,
ratify the school’s rights to the prebendarie, and ordain the same to be
defended: ” Burgh Records of Dumbarton.












































CHURCH LANDS. 447
and masters, to be given conform to the foundation for in-
structing the youth." Charitable gifts to schools out of the
rents of ecclesiastical benefices, including the small endow-
ments of churches, such as altarages, etc., are far from numer-
ous; and it does not appear that the impropriators of churches
and church property allocated even a fraction of the plunder
gotten at the Reformation to the cause of education. Indeed,
our sovereigns appear to have been almost the only bene-
factors who contributed to any extent towards the support of
schools from the revenues of the Old Church, and their con-
tributions were far from royal. We quote a few of such
pious acts: Queen Mary grants a stipend of £10 yearly to
the master of the grammar school of Dundee from the re-
venues of the hospital of the burgh.” In 1572 James VI,
because of his zeal to promote policy and knowledge of letters,
especially at Irvine, dispones to the council of that burgh,
for the support of their grammar School, the chaplainries, al-
tarages, or prebends situated within the burgh; also six bolls
of multure belonging to the Carmelite friars of the burgh, and
other annual rents which they have in the burgh; the founder
commands an account to be rendered yearly to the exchequer
of these annual rents, in order that it may be understood if
the same are duly applied ; * four years later, in order to
promote education and keep himself in lasting remembrance,
he dispones to the council of Paisley certain altarages, etc.,
with the pittances of money, obit silver, and commons p0S-
sessed by the abbots of Paisley, for erecting a grammar school
and supporting a master to instruct the boys and youth of
the burgh, and of the country adjacent; if the town council
shall not apply the same in the way mentioned, the grant
º
* Booke of the Universall Kirke, pp. 536, 538.
* Report on Endowed Schools, ii., 425. In 1567 the queen also
granted to the town of Ayr, out of the mills of the burgh, a small
annual rent for the Support of the schoolmaster, from which the aca-
demy receives at present £100: Ibid., ii., 30.
* The Original, which is in the charter chest of Irvine, was confirmed
in 1601 and 1641.



448 SCHOOLS AFTER THE REFORMATION.
shall be rescinded; he had also endowed before 1609 a music
school at Musselburgh, quhairvnto’ he “giftit 300 merkis
money furth of the yeirlie dewtie of the erectit lordship of
Newbattle;” in 1614 he granted the lands of the hospital of
Renfrew for the better support of the grammar school of that
burgh; * in 1620 the same king bestowed the lands of the
Maison Dieu of Elgin on the burgh for behoof of the common
good, taking the town bound to give the office of preceptor
of the hospital to a schoolmaster fit to teach music.” Our
James's liberality was imitated to some extent by his consort,
who made an interesting bequest to the town of Dunferm-
line: Queen Anne, lady of Dunfermline, in 1610 commanded
her chamberlain to pay to the council of Dunfermline É2000
Scots out of the readiest of her rent of the lordship of Dun-
fermline, the current annual rent, of which they became
bound to pay to the instructors of the youth in the burgh as
a common benefit to all—to wit, £100 to the master of the
grammar School, and £100 to the master of the sang school,
and to their successors for ever." Another royal foundation
was made in 1703 by her namesake in favour of the grammar
school of Renfrew : for the education of the youth of the
burgh in virtue and learning, Queen Anne of new suppressed
* The Original is in the archives of Paisley. The grammar school was
not built until 1586, as appears from the tablet stone which adorns the
entrance to the present school. It was opened in that year with a
master having a salary of £150 Scots, and a doctor £75; it was after-
wards raised to £200 Scots and £100, with a house for the master, which
continued to be the salary till the passing of the Education Act.
* Report on Burgh Schools, ii., 130. Charles I., in 1630, disponed to
the patrons of this music school a yearly pension of £200 Scots furth
from Newbattle.
* Infra, p. 449.
* Report on Endowed Schools, ii., 332. The annual revenue of this
grant now amounts to about £170, of which £60 are paid to the classi-
cal, É40 to the English, and £20 to the mathematical master. The
preceptory of the Maison Dieu of Brechin was granted in 1634 for the
maintenance of the master of the grammar School of that burgh: Ibid., 331.
* The Original is in the charter chest of Dunfermline. From this
mortification there is now paid to the master of the grammar school
£11, 2s. 2d., and £5, 11s. 1d. to the master of the sang school.





ENDOWMENTS DILAPIDATED.
the hospital of the burgh, and disponed to the magistrates and
council its whole rents and pertinents for the use of their
school, ordaining it to be called, in all time coming, the
grammar school of Renfrew. The only foundation by a
churchman for support of a burgh school after the Reforma-
tion appears to have been made by the bishop of Aberdeen
in 1585, who set apart certain teinds for endowing a school
at Banff; David Cuningham, bishop of Aberdeen, founds a
grammar School in the royal burgh of Banff, in order to in-
crease the orthodox faith, to amplify pure religion, to ad-
minister rightly laws and civil offices, to promote manners,
faith, and religion, to enlarge the republic of letters, parti-
cularly in Banff, to requite the good services rendered to him
by the burgesses of that town, and to incite the pious feelings
of other individuals to confer more extensive aids on litera-
ture; for the fee of the master, the bishop disponed, in annual
payment for ever, the tithes of certain rents within the
sheriffdom of Banff formerly pertaining to him and his pre-
decessors—the same to be held in pure and perpetual alms,
for the foresaid use alone.” - - -
§ 2. The few schools which were actually endowed out of
church property appear to have received little or no benefit
from such endowments in consequence of the dilapidations,
misapplications, and perversions to which all mortifications,
especially those made out of the benefices of the old church,
were at that time subject or liable: dilapidations of school
endowments were becoming so manifest and indeed notorious,
that Parliament, in 1594, passed an Act ‘to remedy the cor-
ruption and manifold disorders entered in schools, by which
their buildings are become ruinous and their revenues dilapi-
* * *
--- ------ -
- - ---
1 The Original, which is in the charter chest of Renfrew, ratifies char-
ters granted to the burgh by Robert III. in 1396, confirmed by James IV.
in 1542, and by James VI. in 1575 and 1614. º
* The Original, in the charter chest of Banff, was confirmed by James
VI. in 1592. The royal rents payable to the king from the lands, thane-
doms, lordships, baronies, and villages specified, amounted to £463,4s. 4d.,
and the funds appropriated to the school as tithes were £44, 10s. 6d.





450 SCHOOLS AFTER THE REFORMATION.
dated, ‘to the great decay of learning;' the Estates, therefore,
appointed the chancellor to take order for repairing the build- *
ings, recovering the rents, and appropriating them to their
right use according to the foundations, so ‘that the schools
may be brought to better perfection, and, if possible, to their
former state and integrity.'" At a later period, Parliament
passed another Act for preventing the trustees of mortifications
from using the funds at their disposal according to their own
judgment—depriving them, to some extent, of the liberty of
acting as seemed good in their own eyes: certain persons, it
is narrated, piously disposed, having of late bestowed certain
gifts in lands and money on colleges, schools, and hospitals,
which are ‘inverted, upon some specious pretences, to other
uses than the will of the disponer, to the evil example of
others and the hindrance of the like charitable works, against
all reason and conscience, it is statute that it shall not be
lawful to change such gifts to any other use than that desti-
nated, under pain of making those entrusted with the manage-
ment liable for the inversion.” A few instances of actual
dilapidations, or loss of property or income bestowed on
schools, may be cited: the General Assembly of the kirk, in
1593, supplicated Parliament to reform the dilapidation of
the living founded in the grammar School of Kirkwall, and in
the meantime ordained the commissioner of the kirk to deprive
the dilapidator of the said living;” what is at present ap-
propriated to educational purposes at the academy of Irvine *
amounts to a very small part of the revenues bestowed in
1572 by the founder, and there is no record preserved of the
history of the alienation;" James VI. endowed the grammar
school of Paisley" with, it is calculated, thirty-five acres of
land in the neighbourhood of the town, yielding at the date
of the charter £300 Scots; the council appear to have allowed
the endowment to merge into the common good, keeping no
-- - - - º-
* Acts of Parliament, 1594, c. 98, iv., 94.
* Ibid., 1633, c. 6, v., 22; ratified 1696, c. 29, x., 64.
* Booke of the Universall Kirke, 801. * Supra, p. 447.
* Report on Endowed Schools, ii., 501. * Supra, p. 447.








ENDOWMENTS DILAPIDATED. 451
special account of their intromissions—conceiving that they
discharged their obligation by furnishing the schoolrooms, the
master's house, and paying the £300 Scots for salaries; there
can be no doubt that this ample endowment forms a con-
siderable item in the common good of Paisley, but its value
cannot now be ascertained, and the property of the grammar
school, like that of so many others, has been all but lost to
it;" the stipend granted by James VI. out of the lordship
of Newbattle to the master of the music school of Mussel-
burgh,” was also alienated; ‘sua,’ says Mr Adam Colt in
1627, that ‘the parochine and the schooll is frustrat of his
majesties gift; * from Queen Anne's charter of 1703 to the
burgh of Renfrew," it appears that King James VI. mortified
£100 Scots to a chaplain of St Thomas for the support of the
grammar School, and bound the burgh to maintain at least
one master in that school; what has become of this grant no
one now knows;" another endowment which suffered dilapi-
dation, or rather was appropriated, apparently by the patrons,
was that of the bishop of Aberdeen, granted for the support
of the grammar school of Banff;" there is no evidence that
it ever became available, though from the following extract.
it appears that an attempt was made as late as 1683 to re-
cover it: the presbytery of Fordyce, considering that a morti-
fication was left to the grammar school by Bishop Cuningham,
which the magistrates of Banff have and for aught is known
was never paid, desire the minister of Banff to give my lord
bishop a full account thereof." Private benefactions made
for the support of schools also too frequently suffered, alas !
in the plunder and wreck which had overtaken the few
crumbs set apart for their use from the property of the
church: in 1676 Mr John Drysdale left to the burgh of Dun-
fermline 500 merks, the town paying to the kirk session
the annual rent for the use of poor scholars at the school; *
* See extract of charter, p. 447. * Supra, p. 448.
* Report on Burgh Schools, ii., 130. * Supra; p. 448.
* Report on Endowed, Schools, ii., 119. • Supra, p. 449.
7 Burgh Records of Banff. * Session Records of Dunfermline.








SCHOOLS AFTER THE REFORMATION. ---
in 1709 the teachers of the grammar school complained to
the council that the session refused to pay the annual rent
of the 500 merks; the council certify to the session that they
are resolved to adhere to the ancient custom of applying half
thereof to the masters of the grammar school;" Mr Drysdale's
bequest for the use of the poor has long ago disappeared, and
no trace of the transaction by which it was lost can now be
discovered.” Parliament laid no impious hands on these
foundations; the Act of Annexation, which did so much to
unsettle the security of property in Scotland, specially ex-
cepted from its operation ‘lands, profits, tenements, annual
rents, teind sheaves, and other emoluments granted for the
support of masters and students in colleges erected for the
exercise of learning and for grammar schools.” Parliament -
not only did not appropriate endowments granted to schools,
but conferred important privileges on such foundations by
exempting from taxation all lands, annual rents, and duties
mortified for the cause of education.*
§ 3. Schoolmasters' salaries were derived in some instances
partly from endowments made by a few private persons who
were wise long before their time, though, unfortunately, the
contributions from this source towards our grammar schools
have been very slender. The following are examples of bene-
factions for increasing the salaries of teachers: in 1616 James.
Hereot, merchant in Edinburgh, mortified 2000 merks for be-
hoof of the four doctors of the high school of Edinburgh; * in
1627 a “neighbour of the burgh of Aberdeen, who conceals
his name, out of his zeal for the godly and virtuous education
of the youth in the grammar school, mortified 500 merks, the
annual rent of which he ordered to be given to a doctor in the
º 1 Burgh Records of Dunfermline. - -
- * Chalmers' History of Dunfermline, p. 447; Fernie's History, p. 50.
, * Acts of Parliament, 1587, c. 8, iii., 433. -
* Ibid., 1580, iii., 190; 1583, iii., 330; 1621, c. 2, iv., 600; 1643, vi.,
Part i., 27; 1644, c. 285, vi., Part i., 259; 1649, c. 285, vi., Part ii., 502;
1655, vi., Part ii., 844; 1656, vi., Part ii., 856; 1702, c. 6, xi, 20; 1704,
c. 4, xi., 138; 1705, c. 53, xi., 296; 1706, c. 2, xi.; 317.
* Burgh Records of Edinburgh.














































grammar school of Aberdeen;" in 1631 Dr Thomas Cargill of
Aberdeen mortified his lands of Ferryhill ‘for the maintenance
of the four masters of the grammar school;” in 1651 the
daughters of John Twedie, sheriff-clerk of Peebles, moved by
godly zeal, piety, and conscience, mortified certain lands and
houses for the augmenting the stipend of the burgh school-
master;" in 1684, Aytoun of Inchdairny mortified certain
lands for behoof of the grammar master of Burntisland.* The
commissioners appointed in 1691 by the convention of burghs
to inquire into the state of the royal burghs, mention the
following burgh teachers only, as deriving their stipends from
endowments: The masters of the grammar school of Aber-
deen;" the schoolmasters of Ayr were paid out of the mills
mortified by Queen Mary: the master of the grammar school,
£200; the doctor, £100; the Scots schoolmaster, £52;" the
masters of the grammar school and music school of Elgin were
paid partly out of mortifications;" the schoolmaster of Queens-
ferry received £12 from a mortification.” In 1801, an annual
sum of £50 sterling was bequeathed for maintaining an addi-
tional master at the grammar school at Montrose.” The com-
missioners appointed by Parliament to inquire into the state
of our municipal corporations, reported in 1835 that an annual
Sum of £10 was paid from a mortification towards the salaries
of the teachers in the burgh school of Dumbarton;” £33, 6s. 8d.
were paid to the grammar master of Dumfries from the interest
of a fund subscribed towards the academy;” two annual sums
of £5 and £4, 3s. 4d. were paid from a mortification for the
support of the grammar School of Inveraray;” the sum of
£22, 12s. 6d. was paid from Queen Anne's mortification to
the grammar master of Dunfermline, and £8, 6s. 8d. to the
sang master;” and the masters in the Elgin academy derived
* Burgh Records of Aberdeen.
* Report on Endowed Schools, ii., 330.
* Burgh Records of Peebles. “Report on Endowed Schools, ii., 331.
* Municipal Corporations Report, i., 28. ° Ibid., 34.
7 Ibid., 61. * Ibid., 76. * Ibid., 334. 10 Ibid., 206.
11 Ibid., 214. 13 Ibid., ii., 82. 13 Ibid., 261.



454 schools AFTER THE REFORMATION.
- -
a slender part of their salaries from the royal foundation by
James VI. - -
Property has been mortified to an extent which is remark-
able in a country so small and poor as Scotland; from the
report of the endowed schools commissioners it appears that
the total revenues from endowments left for educational pur-
poses, exclusive of university endowments, amount to the
enormous sum of £145,532 yearly; a still more remarkable
fact is that the burgh or grammar Schools receive only a frac-
tion of this huge sum. There are in all about fifty higher-
class public schools in Scotland—schools giving the higher
instruction—which have only among them endowments yield-
ing £16,550, 10s. 4d. yearly, of which sum £14,143, 9s. 6d.
are applied towards increasing the salaries of teachers, and
£2407,0s. 10d. for bursaries, scholarships, and prizes. Only
one-third of that total amount belongs to burgh schools proper,
the remainder belonging to schools established by private
benefaction, in which the higher branches of knowledge are
taught. The number of teachers, including assistants and
visiting masters, in these fifty schools, of which thirty-six are
burgh Schools, is calculated to be 342, a proportion allowing
only the miserable salary of £42 on an average to each
teacher irrespective of fees. From the report of the Board of
Education we learn that the total revenues from endowments
belonging to the higher statutory schools—the higher-class
public schools proper—apart from the common good, amount
only to £980, 17s. 10d. yearly, or a hundred and seventy-
eighth part of the total revenues from endowments left for
educational purposes. Our elementary schools and our uni-
versities are more or less endowed, but the burgh schools—
the schools which would be best fitted for raising the standard
of education throughout the country, and should connect the
primary or elementary schools with the universities, preparing
our youth for all higher examinations—may be said to be
almost destitute of endowments, of which at present they
* The poverty of this class of schools had long ago attracted the atten-
tion of Ninian Winzet: Certane Tractatis. -







ENDOWMENTS. - 455
stand extremely in need. Suggestions for promoting efficient
teaching and improving the higher education cannot be carried
into effect until the burgh Schools are to some extent at least
endowed. Without endowments it is impossible to introduce
the necessary reforms in their organisation, whether as to
reducing the size of the classes, promoting the boys according
to proficiency, paying the teachers according to qualifications,
establishing classical and commercial sides. We are assured
by distinguished teachers that there is not at present in
Scotland a single school having an organisation similar to the
gymnasium in Germany, and that, while we have an admirable
system of primary and university education, our apparatus for
connecting these two systems, for lack of endowment, is per-
fectly inadequate. If we continue to retain this class of
schools—schools which had an important place in the system
of the national education projected by our wise and large-
hearted Reformers more than three hundred years ago"—the
practical question for solution is, how are we to maintain
them—how are funds to be provided for their establishment
and support 2 There are three or four sources from which
aid might be received : imperial grants, local rates, old endow-
ments, or private subscription or donation. Many people
entertain little or no hopes of getting assistance from Parlia-
ment for our higher education, because, among other reasons,
England and Ireland would claim grants on a much larger
scale; the local rates are already grievous enough to be borne
without the laying on of an additional impost; and few think
it just or strictly honourable to meddle with endowments
which were not originally destined for the purpose of higher
instruction. The only source therefore remaining of which
we may reasonably have some expectation for assistance is
subscription, legacy, or bequest—an agency which has already
done good work in the cause of education within the last few
years: the university of Glasgow has been rebuilt on a mag-
nificent scale with voluntary contributions; funds have been
largely collected for endowing and extending the university
1 Supra, p. 77. -




456 SCHOOLS AFTER THE REFORMATION.
of Edinburgh, and an enlightened and patriotic Scottish pro-
fessor has, single-handed, gathered funds for establishing a new
chair in the university of Edinburgh. With such examples of
private munificence and noble zeal in the cause of education,
it is believed that if an influential association were formed
for endowing, in the first place, our secondary Schools proper,
its success would be probable;" and thus ‘an addition would
be made to the educational machinery of the country, which
would tell powerfully on the standard of attainments in
schools; and if, in addition to these schools, similar centres
of secondary instruction could be multiplied, so that a good
higher-class School should be established in each important
town, Scotland would no longer be exposed to the reproach
which has been cast upon her that she has failed to supply
her sons with the means of obtaining a superior education in
their own country.” A beginning should at once be made in
this good cause, and he who pleads the cause of our poor
secondary schools—schools at present fewer and inferior to
similar institutions in other countries—until he so endows
them that Scotland will hold the same place in higher that
she has long done in elementary education, shall earn for
himself a name that will be dear to God and famous to all
ages.’ -
§4. The stipends of schoolmasters were chiefly derived from
the common good—that is, the common property of the burgh
—usually consisting of lands, houses, mills, fishings, feu-duties,
customs, feudal casualties, entry-money of burgesses, fines,
and casualties. In many instances a special branch of the
common good was allocated to defraying the teachers' salaries:
thus in 1576 and 1578 the Salary of the schoolmaster of
* See an instructive Lecture delivered at Oban by Mr A. C. Sellar, one
of the endowed schools commissioners, reported in the Edinburgh Courant
of 5th November 1875.
* Report on Endowed Schools, iii., 110. The want of efficient middle-
class schools is in a large measure the cause of the English schools and
universities receiving large accessions to their numbers annually from the
most talented of our youth, as well as from the sons of the wealthier classes,
2 *






PAYMENTS FROM COMMON GOOD. 457
-º-
Kirkcudbright was paid by the tacksmen of the ‘ferry bote;”
in 1591 the salary of the master of the grammar School of
Dundee was paid out of the superplus of the burgess-ship; *
in 1628 and 1630 the doctors in the grammar school of
Aberdeen derived their stipends from the accidents of the
deanery of guild; * in 1680 the council of St Andrews allo-
cated the tack duties of the customs of the city towards
paying the schoolmaster's stipend pro tanto; * Fortrose paid
the schoolmaster's salary in 1691 from the custom of two
markets, ‘having no other common good under the sun to
walk and work upon; ' " in the same year the salary of the
Schoolmaster of Dingwall was paid out of the ‘aeques and
missive dues;” in 1696 the schoolmaster of Kirkcudbright
received £7 as part of his harvest salary from a fine imposed
for blood and battery;" in 1762 the schoolmaster of Banff
derived part of his salary from the town's bells and mort-
cloth; * in the following year the rent of the mills was
assigned to the master of the grammar school of St Andrews
for his stipend.”
The student of burghal history is familiar with the old
dilapidations of the common good, and the wholesale aliena-
tions which gradually diminished the original endowments
of several burghs, until at last there was only left a wreck
hardly sufficient for paying the salaries even of the common
officers. A few extracts will show how the teacher's salary
was paid when the possessions of the burgh were no longer
available—when, in fact, the burgh's exchequer was reduced
to insolvency. All other sources of revenue failing, the
1 Burgh Records of Kirkcudbright. In 1696 the tacksman of the
“ladle' was ordered to pay to the schoolmaster C15, 2s. 4d., which shall
be allowed to him in the ‘fore-end of his rent: ' Ibid.
* Burgh Records of Dundee. * Burgh Records of Aberdeen.
* Burgh Records of St Andrews.
* Municipal Corporations Report, i., app., 77. ° Ibid., 75.
7 Burgh Records of Kirkcudbright.
* Burgh Records of Banff. His salary continued to be derived for
many years from these sources.
* Burgh Records of St Andrews.


458 SCHOOLS AFTER THE REFORMATION.
º-º-º-º:
º ---
authorities had recourse to assessment, direct or indirect,
which was generally imposed by stentmasters appointed for
the purpose: in 1600 the salary of the schoolmaster of the
good town of Dysart was raised by taxation, “for of other
common good they have none;” in 1612 certain persons in
Inverurie compeared before the bailies and council, and rated
themselves for paying to the schoolmaster certain sums of
‘silar and victual, the common good being exhausted;” in
1675 the council of Ayr ‘condescend” that there be a yearly
tax of 100 merks laid on the community towards making up
the sum of 400 merks, the amount of the stipend of the
master of the grammar school, of which 300 merks only can
be contributed from the common good ; * the common good
being exhausted in 1691 in the following burghs, the defi-
ciencies for paying the schoolmasters' salaries were imposed
by way of stent: Banff, Dumfries, Elgin, Fortrose, Inverurie,
Montrose, Pittenweem, and Whithorn; * in 1704 the council
of Campbeltown raised the schoolmaster's salary by stenting
the burgesses at 8d. in the pound;" in 1710 the council of \
Dingwall appoint stentmasters for raising the schoolmaster's
salary.” Other contrivances for raising the teacher's stipend
besides assessments were often devised: thus in 1690 the
council of Ayr having no common good for paying the school-
masters' salaries, request the treasurer to borrow money for
that effect, or to give bonds to the master;" in 1693 the
council of Cupar desire the treasurer, if he fails to raise money
1 Burgh Records of Dysart. -
* Burgh Records of Inverurie. One person gives a peck of meal;
another, a firlot; another, 20s. ; another, 4s. ; another, 6s. 8d.: another,
10s.; another, 26s. 8d.; another, two firlots of meal; another, two pecks;
another, 6s. ; another, 12s. ; another, a free house; another, a peck of
meal and 10s. ; another, a peck of meal; another, 13s. 4d. ; another, 10s.;
the next three in the list, 6s.; another, a firlot of meal; another, a boll;
and the last, ‘ane bol meill.’
* Burgh Records of Ayr.
* Municipal Corporations Report, i., app., 65,43, 61, 77, 78, 40, 53,67.
* Burgh Records of Campbeltown. * Burgh Records of Dingwall.
7 Burgh Records of Ayr. -



PAYMENTS FROM COMMON GOOD. 459
from the town's tenants for paying the schoolmaster's Salary,
to borrow it “if possible;’’ in 1699 the council of Kirkcud-
bright grant a bond to their schoolmaster as security for
what remains unpaid of his salary;” in 1745 the council of
Crail grant a bond of £226 Scots to the schoolmaster of the
burgh, being the balance of bygone wages due to him.” The
conduct of the magistrates of Jedburgh was as generous as
it was rare in 1664, when for the encouragement of the
master they unanimously augmented his salary by £80, of
which £60 shall be paid from the common good, and £20
yearly ‘off the forend of the magistrates' fees.” Less honour-
able and patriotic was the procedure of the council of Aber-
deen, who in 1691 confessed that when the common purse
was empty, the salary of the music master was made up
by intromitting with mortifications.” Many of the burghs,
at Some time or other, found their revenues insufficient for
paying their teachers, but, notwithstanding, entries like the
two following are extremely rare : in 1700 the council of
Burntisland declare their school vacant, because they had
not funds to pay the stipends of the master and doctor;" in
1707 the council of Linlithgow, considering that the salary
of 400 merks payable to the schoolmaster is a heavy burden
on the town, tried if he would “give down any of his salary,
and he having declined to do so, the school was declared to
be vacant at Candlemas."
The provision made by the burgh of Dundee to protect
their teacher, when the affairs of the town became embar-
rassed, is worthy of an enlightened community: in 1705,
heavy debt having compelled the town to allow its creditors
to intromit with the funds of the burgh, they made a special
1 Burgh Records of Cupar. * Burgh Records of Kirkcudbright.
* Burgh Records of Crail. * Burgh Records of Jedburgh.
* Municipal Corporations Report, i., p. 28.
" Burgh Records of Burntisland. It is gratifying to know that the
school was not closed, the two teachers having offered to ‘serve without
stipend till Martinmas:’ these were true educators, who conceived it their
function to teach, whatever money reward they received.
7 Burgh Records of Linlithgow. -
º-º-º-º-º-º-
- --- - ---




460 SCHOOLS AFTER THE REFORMATION.
agreement that the two doctors of the grammar school should
receive their salaries out of the first and readiest of the rents."
An appeal to the whole people would not be made in vain,
when there was no common good, on behalf of a teacher who
had faithfully served the community: the council of Peebles
statute and ordain that one of the bailies, accompanied by
two honest men and the officer and clerk of the burgh, shall
call upon the honest men of the town, with the view of ascer-
taining what they will give ‘benevolently’ to the schoolmaster
until the common good be free, or at least until they have as
much common good as will satisfy him for a yearly fee;”
at a much later date, the council of St Andrews having no
--- other means for augmenting the salary of the master of their
º grammar school, resolved, in 1727, to ask a voluntary contri-
bution throughout the city for augmenting his salary.” The
result of the solicitation was most satisfactory.
We gathered some learning, showing the amount con-
tributed from the common good at different periods to the
salaries of teachers and for the erection and maintenance of
the school buildings, but want of space prevents us from re-
cording our investigations, which are not without value to
those interested in the history of burgh schools as managed
by the town councils; it is even important to know the
names of the burghs which supported schools from the burgh's
property as early as the sixteenth and seventeenth centuries.
From the accounts of the common good of various burghs,
extending from 1557 to 1634, preserved in the General Regis- -
ter House at Edinburgh, it appears that payments were made
during that period for the support of the schools of the follow-
ing thirty-nine burghs, these Schools being probably under
the administration of their respective town councils—being,
in fact, what we call burgh Schools: Aberdeen, Aberbrothoc,
Annan, Anstruther Easter, Ayr, Banff, Burntisland, Crail,
Cullen, Cupar, Dumbarton, Dumfries, Dunbar, Dundee, Elgin,
Forfar, Forres, Haddington, Inverkeithing, Inverness, Inver-
1 Burgh Records of Dundee. * Burgh Records of Peebles.
8 Burgh Records of St Andrews. -







PAYMENTS FROM COMMON GOOD. 461
urie, Irvine, Jedburgh, Kinghorn, Kirkcudbright, Lanark,
Lauder, Linlithgow, North Berwick, Peebles, Perth, Renfrew,
Rothesay, Rutherglen, St Andrews, Selkirk, Stirling, Tain, and
Wigtown. Coming still nearer our own time, the amount of
the yearly stipends payable to teachers of certain burghs out
of the common good, and from no other source, appears from a
report on the state of the royal burghs made by commissioners
appointed for that effect in 1691 by a General Convention;
a comparison of the two lists shows that in 1691 the school-
masters of the following burghs, which appear in the first
list, were not at that time in receipt of salaries from the
common good: Aberbrothoc, Anstruther Easter, Ayr, Cullen,
Elgin, Wigtown; but in that year the teachers of the following
burghs, which have no place in the old list, received their
salaries from the common good: Anstruther Wester, Brechin,
Dysart, Dunfermline, Edinburgh, Fortrose, Glasgow, Kintore,
- º Montrose, Pittenweem, and Stranraer.”
Until recently, the contributions or annual grants made
from the common good towards the maintenance of schools
and support of teachers were entirely voluntary—that is,
they were made spontaneously by the magistrates and council,
who were under no legal obligation—at least not longer than
the incumbency of the master for the time—to contribute
anything to the cause of education. On looking back from
our own time to the Reformation upon the relations between
those two parties—the councils and the burgh schools—we
think that one of the most useful and most honourable
features in the character of our municipal authorities as ad-
ministrators of the affairs of the community, is the anxiety
shown always on their part to make the burgh school a
blessing to the whole inhabitants—the zeal and love with
which they cherished the grammar School, and the wisdom
and liberality with which they managed its affairs. What-
1 Maitland Miscellany, ii., 39-50.
* Municipal Corporations Report, i., app., 28-52. The salaries of some
of the teachers which appear in the first, but are not mentioned in the
second list, were paid from mortifications.






º
-----
-
462 schools AFTER THE REFORMATION.
ever was the financial state of the burgh, however embarrassed
was the town's exchequer, however improper was the manage-
ment of the common good, ways and means were invariably
provided for raising the teacher's salary. In the course of
our examination of the burgh records—and we know them
pretty well—we have hardly met with an instance during
that long period in which the authorities repudiated that
obligation—an obligation voluntarily imposed—viz., the pay-
ment of the master's salary from the property of the burgh;
we find, on the contrary, that they discharged it for more than
three hundred years with marvellous uprightness and regularity
until 1872, when the contribution so long voluntarily made
was made compulsory by Act of Parliament. It would, we,
believe, be difficult, if not impossible, to get a parallel to
conduct so patriotic and generous as that of our own town
councils in their relation to the burgh School during that long
period, and it should be observed that the liberality with .
which they pecuniarily supported the grammar school was
not equal to the time, thought, and trouble which they be-
stowed on the management of its concerns, as is evidenced
by the mass of legislation recorded on educational subjects in
the burgh registers. -- -
The common good is now, as we have said, a source of
income rendered perpetual by the Education Act." Section 46
provides that the council of every burgh shall, at the term of
Martinmas yearly, pay to the school board thereof such sum
* The following is the amount which each burgh is bound to contribute
from the common good: Aberdeen, £668; Annan, #65; Anstruther
Easter, 4.10; Arbroath, £75; Banff, £130; Burntisland, £30; Campbel-
town, £20; Crail, #12; Dysart, #50; Dumbarton, £100; Dumfries,
#81, 8s. 10d.; Dunbar, £60; Edinburgh, £791; Forfar, £90; Forres,
#95; Glasgow, £730, 6s. 7d. ; Greenock, £145; Haddington, £45; Inver-
ness, £97, 14s. 4d.; Irvine, £115; Kirkcaldy, £114; Kirkcudbright,
4195; Lanark, £40; Linlithgow, £50; Montrose, £50; Musselburgh,
#46, 10s. ; Paisley, £25; Peebles, £100; Perth, £200, and £10 to each
of the ‘National Schools;” Port Glasgow, £35; Renfrew, 4,141, 17s.
lld.; Rutherglen, £40; Stirling, £237, 11s. 2d.; Tain, £25; and Wig-
town, £50. -









































PAYMENTS FROM PUBLIC MONEY. - 463
-
as it has been the custom of such burgh prior to the passing
of this Act, to contribute to the burgh school out of the
common good of the burgh, or from other funds under their
charge, and the same shall be applied and administered by
the said school board for the purpose of promoting higher
education. This sum does not nearly represent the liberality
of the burghs to the schools under their administration be-
fore the passing of the Education Act; they also paid for
prizes, feu-duties, erection and repair of the buildings, and
school expenses generally—which amounted to a consider-
able sum ; but being a variable quantity, it was not made
permanent by the Act.
$5. Another source of the schoolmaster's income has of
late years arisen from the money annually granted by Par-
liament for public education; the object of the grant is to
aid local exertion," and is given conditionally according to
the attendance and proficiency of the scholars, the qualifica-
tions of the teachers, and the state of the school, the education
consisting chiefly of elementary instruction. With some im-
portant exceptions, nearly all the burgh Schools participated,
more or less, in 1873 in this public money: the exceptions,
and the reasons for their exclusion, being the following:
Dollar institution and Kirkcudbright academy, as not being
under Government inspection; *. Forfar academy, some of
the teachers not being holders of Government certificates; *
Greenock academy, being a proprietary School; * several of
the schools were excluded because they did not apply for
the grant: e.g., Annan academy,” Forres academy,” Fraser-
burgh academy," Hamilton academy,” and Linlithgow grammar
school; 9 Madras college of St Andrews was excluded as the
1 Where there is little ability for local effort, and no desire for educa-
tion, there is no public assistance given, and the people remain partially
or totally uneducated—a serious defect of the system: See a letter on
National Education by Mr John Hope, W.S.
* Report on Endowed Schools, ii., 407, 506. - * Ibid., 461.
4 Ibid., 484. * Ibid., 344. ° Ibid., 465. 7 Ibid., 470.
8 Ibid., 492. * Ibid., 524. -





464 SCHOOLS AFTER THE REFORMATION.
funds of the school were sufficient; Cupar Madras academy
receives only grants for pupil teachers;” Bathgate academy did
not participate in the grant before 1871 as being supported en-
tirely by endowment;" Peterhead academy, the teachers being
paid from endowment; * the Inverness and Tain academies,
excluded as not being elementary schools;” and the following
are excluded, because their fees exceeded ninepence a week for
each child: Arbroath high school,” Ayr academy," Irvine royal
academy,” Leith high school,” Paisley grammar school.” The
67th section of the Education Act provides that no grant of
the public money shall be made for the higher-class public
schools, which include, among others, the last four schools.
It is not easy to comprehend the principle on which this,
class of Schools is excluded; Parliament annually grants a
large sum of money for ‘public education in Scotland: the
universities, on the one hand, and the elementary school, on
the other, partake, most righteously as we think, of this public
money, but the secondary schools—those schools which should
form the link between the elementary schools and the uni-
versities, and are the proper feeders of the latter—receive
nothing at all! This dealing being not only unjust in itself,
but highly injurious to the best interests of our country, we
humbly think it is the bounden duty of every patriotic Scots-
man, and especially of Scottish members of Parliament, to
Solicit urgently and incessantly the House of Commons to
allocate a fraction of the immense revenue annually raised in -
but not spent on Scotland, in aid of one of our most important
institutions, viz., higher-class public schools. Such a grant
would be a wise and beneficial investment of public money,
elevating the standard of education in the secondary schools
—that is, throughout the country—and improving, at the same
time, the quality of instruction given in the universities, for
the benefit of which there is already some outlay of the
public money. The class of schools to which we have just
* Report on Endowed Schools, ii., 579. * Ibid., 395.
3 Ibid., 363. 4 Ibid., 570. * Ibid., 496, 601. "Ibid., 348.
7 Ibid., 354. 8 Ibid., 504. ° Ibid., 517. 10 Ibid., 547.





































PAYMENTS FROM PUBLIC MONEY.
465
referred is supported by contributions payable from the com-
mon good of their respective burghs, from endowments appli-
cable to the general purposes of these schools, from endow-
ments for promoting instruction in particular subjects, or for -
the benefit of particular branches in these schools; and lastly,
from the fees paid by the scholars." At present they are
maintained chiefly by the school fees,” which the boards have
been compelled to raise very considerably in order to maintain
their efficiency; accordingly the fees now charged are so high
that poor people cannot afford the expense of educating their
children there,” and are thus debarred for the first time in the
history of their country from taking advantage of the grammar
schools founded and maintained by their forefathers for giving
instruction in the higher branches to all classes of the com-
munity at fees which immemorial usage imposed at very
moderate rates. The Education Act has, in fact, destroyed
the admirable feature which characterised our higher schools;
they are not now national schools—open to all classes; they
are indeed upper middle-class schools—select Schools, in
which the poor and rich do not mix now as they did in the
past, and still do, we are thankful to say, at the universities.
- We trust Parliament and private munificence may do some-
thing to restore our burgh schools to their former accessibility
- - - - and integrity, placing them within the reach of the poorest
boy or girl of merit in the country, as our forefathers did.
w
* 35 and 36 Vict., c. 62, § 62, subsection 3. -
* The total revenue of these schools during last year from fees, common
good, and endowments, was £22,432, 15s. 3d., of which, from common
good, endowments, and all other sources, except fees, there was only
4.4042, 6s. 11d., so that nearly five-sixths of their revenues is derived
from fees: Report of Scotch Board of Education, p. xxxvi. -
* Last year the average fees per annum paid by each scholar attending
this class of schools were as follow : Edinburgh high school, £11; Glas-
gow high school, É8, 12s. 7d. ; Ayr academy, £5, 9s. 2d.; Aberdeen
grammar School, É4, 17s. 4d. ; Leith academy, £4, 13s. 1d.; Perth aca-
demy, £4, 6s. 9d.; Irvine academy, £4, 5s. 6d. ; Dumfries academy,
£3, 16s. 3d.; Montrose academy, £3, 4s. 9d.; Elgin academy, £2, 19s. 4d.;
Stirling high school, £2, 14s, 7d.: Report of Board of Education, ii., p. 36.
º º 2 G -












- 466 scHools AFTER THE REFORMATION.
§ 6. In enumerating the different sources from which the
schoolmaster's income was derived, we have now come to the
most constant and important, viz., the school fees, payment
of which was the sole condition of admission to the burgh
school, the general rule being that every scholar who was not
too indigent 1 paid in full, without distinction, but landward
children—children beyond the jurisdiction of the town—paid
larger fees than those of burgesses, because their parents did
not contribute anything towards the master's salary, which
was payable from the common fund of the burgh. The scale
of fees was invariably regulated by acts of the town council.”
the leading exception being in the case of landward scholars,
who paid according to the determination of their parents and
teachers. Rarely were the fees laid or adjusted with the
solemnity observed at Peebles in 1638, when the council
convened ‘all the inhabitants of the burgh’ to obtain their
vote and consent towards establishing a maintenance for the
schoolmaster; the meeting, consisting of the council and
many others, of whom there is a record of twenty-two, agree
that he shall have 5s, quarterly of fees, in lieu of all dues;
‘and all the other honest men and honest women agreed in
one voice, except Paul Robeson.” At present the school
boards fix the amount of the school fees, but at the higher-
class public schools they are determined from time to time
—at intervals of not less than three years—by the principal
and the ordinary teachers, with the approval of the school
1 Infra, p. 493.
* One extract may serve to show the care with which the fees were
regulated: In 1762 the council of Banff appointed a committee to
acquire information from other places with respect to tables of fees:
Burgh Records of Banff. -
* Burgh Records of Peebles. An entry in the Burgh Records of Jed-
burgh, dated 1649, mentions the different authorities by whom the
emoluments of a master of a school, partly burgh and parochial, might
be regulated; the town undertakes to assist the schoolmaster in obtain-
ing augmentations granted to him either by visitations, Acts of Parlia-
ment, General Assembly, or any other Acts passed for the welfare of the
chool. -

FEES PREPAID. 467
board, subject to the review of the Board of Education, in the
event of difference of opinion. - -
In many, we might almost say in most, instances the fees
appear to have been, from an early period, paid in advance.
A few entries will illustrate how general was this practice:
In 1582 the council of Kirkcaldy order the scholars of the
grammar school to begin always their yearly payments at
entry; four years later, the township ordains the bairns to
pay their fees quarterly ‘before the termes;” in 1595 and
1605 the scholars at Ayr are commanded to pay their fees
quarterly, in advance; in 1607 the inhabitants are warned
to send their children to school, ‘bringing with them their
quarter's scholage; * in 1735 the council order each scholar
entering the grammar School in June to pay his wage on
the first Tuesday after the Midsummer Fair, and so quarterly
on the first Tuesday after the other three fairs;* in 1746
the council enact that the fees shall be paid quarterly on
each Thursday of the four fairs of Ayr for the current
quarter." In 1619 the magistrates of Aberdeen ordain that
in all time coming the scholars of the grammar school shall
quarterly pay their scholage within fifteen days after the
beginning of the quarter, any one opposing this ordinance
shall be expelled from the school;" in 1700 every scholar
was ordered to pay his dues at the beginning of each quar-
ter.7 At the head court of Jedburgh it was appointed in
1626 that the master of the school should be paid his quar-
terly fees within fifteen days after the beginning of the
quarter.” The council of Cupar, in the same year, ordain
all neighbours who send their children to the grammar school
to pay their fees on the first week of the quarter.” In
1661 the yearly salary of the Latin doctor of the grammar
1 Burgh Records of Kirkcaldy. * Burgh Records of Kirkcudbright.
8 Burgh Records of Ayr. In 1649 the stipend of the master was
ordered to be paid weekly or quarterly.
4 Ibid. 5 Ibid. 9 Burgh Records of Aberdeen.
7 Ibid. * Burgh Records of Jedburgh.
9 Burgh Records of Cupar, -



468 SCHOOLS AFTER THE REFORMATION.
school of Stirling was appointed to be paid “be way of
advance before hand;''' in 1755 the council ordain the quar-
terly fees in the English school to be paid at the beginning
of the quarter, as is the practice already in the grammar
school.” In 1679 the town council of Dunbar ordain the
parents of scholars attending the schools of the burgh to pay
the quarterly wages at the beginning of the quarter; a child
once entering the school shall pay his fees, as well as those
entering on a new quarter, and afterwards deserting the
school;” in 1753 the council of Forfar ordain the scholars to
bring their quarter payments with them to the school on the
quarter-day precisely." The council of Kinghorn ordain, in
1763, that the school fees shall be paid on the first day of
every quarter—the first Mondays of May, August, November,
and February.” The fees of the English and mathematical
masters of Kirkcudbright, in 1765 and 1770, were paid in ad-
vance." In 1772 the council of Greenock order the children
attending the English school to pay their ‘school wages at
their entry to the next quarter-day.” In 17 79 the town council
of Crail appoint the Schoolmaster to collect his quarterly pay-
ments at the children's entry to the school each quarter.” In
1781 the council of Wigtown resolve to find no fault with
their schoolmaster for turning such children out of the school
whose parents do not punctually pay the fees at the beginning
of the quarter;" in 1786 the scholars of the grammar school .
of Banff were ordered to pay their fees at the beginning, or at
least before the end, of every quarter.” In 1802 the council
of Forfar adopted a table of fees, which they ordered to
be paid in advance by the scholars; * in the following year
the magistrates of Elgin fixed also a table of fees, which
i Burgh Records of Stirling. 2 Ibid.
8 Burgh Records of Dunbar. * Burgh Records of Forfar.
5 Burgh Records of Kinghorn. º
6 Burgh Records of Kirkcudbright, et passim,
7 Burgh Records of Greenock.
8 Burgh Records of Crail; this has since been the custom at Crail.
9 Burgh Records of Wigtown. 19 Burgh Records of Banff.
11 Burgh Records of Forfar. -






PAYMENT ENFORCED. 469
they likewise ordered to be paid on the entry of each
Scholar." The practice at present with regard to the time of
paying the fees is different in different parts of the country,
but the common rule is, that in burgh schools they are paid
in advance, sometimes monthly, but generally quarterly,
though the time is not always the same, even in the same
School: thus, in 1868, the rector of the grammar school of
Perth Collected his fees at the beginning of the second and
fourth quarters, the rector of the mathematical school and the
drawing master collected theirs near the end of the 'session,
and in the English and writing schools prepayment was not
enforced.” Among the other questions to which the Education
Act has given rise is one with regard to the time of payment
of School fees. The school board of Kilbirnie having resolved
to adopt the system of monthly payment in advance, some
parents refused prepayment, other parishes followed the ex-
ample, and parochial boards also objected to pay in ad-
vance. In these circumstances the school board asked coun-
sel whether it was competent for them and other boards to
insist that the school fees shall be paid in advance before
the children are admitted to the school; counsel gave it
as their opinion that every school board might determine -
at their discretion the time and place of payment of school
fees.3 -
The old quarterly terms for paying the school fees were
Lammas, Hallowmas, Candlemas, and Beltane. An attempt
on the part of the town council of Dundee to introduce five
quarters in each year into their burgh was very properly de-
feated: the act of council of date 8th December 1739, which
ordained five quarters yearly for making payment of fees to
the masters of the Latin school, being ‘thought to be a hard-
ship on the inhabitants, the council in 1747 rescind it, and
appoint only four quarterly payments to be made yearly to
the masters, but authorise them to uplift the small dues as
-
* Elgin Case (Session Papers, 541).
* Report on Burgh Schools, i., 66.
* Report of Board of Education, ii., 326, 327,
-º-º-º-º:
--------




470 SCHOOLS AFTER THE REFORMATION.
before.] We need hardly state that the teacher, whose income
chiefly depended on his fees, usually demanded payment on
the quarter-day; in the event of parents failing to satisfy his
just demands, payment was stringently enforced, the methods
of execution being poinding, fining, and lastly, the expulsion
of defaulting children. A few extracts will illustrate the
steps adopted for the recovery of bad debts: in 1585 the
bailies of Kirkcaldy undertake to ‘poind the bairns who-
ever of them refuses to pay;” in 1595, 1605, and 1612
respectively, the council of Ayr statute that an honest man
shall be chosen as visitor in each quarter of the town, to
see that the master shall be thankfully paid his scholage;
any person falling in arrears, and suffering himself to be
poinded, shall pay double; * in 1619 the council of Aber-
deen ordain, that any scholar failing to pay his fees at the
proper time, shall be liable for the double ; * in 1623 the
master of the grammar School of Perth was ordered to give in
quarterly a roll of the bairns from whom he received no pay-
ment, to the bailies, who shall direct officers to poind for the
same, 'albeit the parentis abstract thair children in his defraude
befoir it be exactit; ” in 1625 and 1626 the schoolmaster of
Jedburgh, if not thankfully paid, shall give a roll of the
defaulters to the bailie of the quarter who shall poind for the
same;" in 1710 the council of Dingwall ordered diligence to be
made against such as have not paid the last tax imposed for
1 Burgh Records of Dundee. . * Burgh Records of Kirkcaldy.
* Burgh Records of Ayr.
*Burgh Records of Aberdeen.
* Burgh Records of Perth. Provision was made against receiving
Scholars into other schools who did not pay their last bill; thus, in
1589 the bailies, council, and court of Dundee statute that no master
or doctor within the burgh, from this time forth, shall presume to re-
ceive in his schools any bairns who have been in Mr Thomas Mac-
Gibbon's School, without a testimonial from Mr Thomas, that he has
been thankfully paid his fees; if any master receive into his school
children who have not satisfied the lawful demands of Mr Thomas,
he shall be compelled to pay their debt: Burgh Records of Dundee.
* Burgh Records of Jedburgh. - - -
* -







FEES COLLECTED. . 471
paying the schoolmaster's salary." All other methods failing
to recover thankful payment, recourse was had to expelling
the innocent children: thus, in 1586 the council of Kirkcud-
bright enact that if the bairns pay not their fees at the pro-
per time the ‘schullmaster shall expell them furth of the
scule;’” the master of the grammar school of Kinghorn was
authorised in 1763 to expel from the school on the first day
of the ensuing quarter any scholar who shall then be owing
the preceding quarter fees.” Since the recent Act came into
operation, School boards have, in some instances, proposed to
exclude from schools the children of parents failing to pay
the fees at the time appointed, and to proceed against them
as defaulters, in terms of the compulsory clause; in other
cases, school boards have proposed to sue the parents directly
for the amount of fees.*
It was formerly almost the invariable practice that the
teacher acted as his own collector—gathered what belonged
to himself; but there are instances in the old records of the
master's fees and emoluments having been collected by persons
Sometimes unconnected with the profession. Thus, in 1612
the money and victual payable to the schoolmaster of Inver-
urie were ordered to be collected quarterly by the bailies of
the burgh, who shall deliver the same to him;" in the follow-
ing year the council of Stirling appointed a collector of the
master's and doctor's scholages; if any person refuses to pay
the collector, it is ordained that a bailie shall assist him; the
tax-gatherer shall be rewarded for his trouble and appointed
an officer." The records now and again afford a glimpse of the
teacher in the act of collecting his dues, which, we regret to
say, were not always thankfully paid; the earliest instance of
a decree occurs in 1579, when Janet Chapman is decerned to .
pay 12s, to Mr Henry, the schoolmaster of Dysart, for learn-
* Burgh Records of Dingwall. - -
* Burgh Records of Kirkcudbright. * Burgh Records of Kinghorn.
4 Report of Board of Education, ii., 336. - -
* Burgh Records of Inverurie.
* Burgh Records of Stirling. S -


472 , SCHOOLS AFTER THE REFORMATION.
- - - º
º
ing her bairns ‘as for fee and bounty;” in 1588 there is
a summons, at the instance of David Maxwell, master of the
grammar school of Crail and prebendary of the Holy Rood
service founded within the collegiate church of Crail, against
David Moncrieff and others, for payment of certain farms
due to him as prebendary;” in 1594 he prosecutes John
Borthwick of Gordonshall for payment of certain duties
belonging to him as prebendary of the altar of St Michael.”
In 1592 the schoolmaster of Musselburgh was authorised to
go and remonstrate with Sir Henry Ker of Kirsall for neglect-
ing to pay the board, clothing, books, and scholage due to him
for his son; he undertakes not to ‘eit nor drink, nor stay long 2
with his debtor4 For the sake of the ‘poor dignity’ of the
Schoolmaster of Wick, it would have been desirable that a
provision had been made in his burgh similar to that at
Inverurie in 1612 for collecting his stipend, which consisted
partly of ‘bear;' on 6th June 1710, when the master's bear
was in arrears, Alexander Dunbar, merchant in Wick, is ‘taken
up before the bailies for ‘beating and blooding of Alexander
Sutherland, schoolmaster;' the defence set up is the provoca-
tion given by Mr Sutherland, who had ‘violently abused the
merchant in bad dishonour on the Loan of Wick, where he
used aggravating words, saying, he must have the bear due to
him presently, and wagged the staff he had in his hand in his
face, and again said, I must have it;’ to this peremptory way
of asking for his own, the “merchant’ replied to the man of
letters in a fashion not yet out of date, by ‘striking him upon
- the mouth with his hand, to the lowsen of his tooth, and the
* blood spued out and fell down upon his barb.'" The Educa-
- tion Act, already so fruitful of litigation, has given rise to
a lawsuit with regard to this very subject of the collection of
school fees. The schoolmaster of Tulliallan, having been re-
quested by his school board to collect the fees, directed the
board's attention to the provision of the 53d section of that
* Burgh Records of Dysart.
* The Original in the charter chest of Crail. 3 Ibid.
* Report on Burgh Schools, ii., 130. * Burgh Records of Wick.








----------
CANDLEMAS OFFERINGS, 473
º
--
-
-
--
º
º:
º
-
Act, which requires that the fees shall be ‘paid to the trea-
surer, and refused to admit that they had power to require
him unconditionally to collect them; the case having been
appealed to the First Division of the Court of Session, six
judges decided against the schoolmaster, holding that a School
board can compel a master in office, at the passing of the
Education Act, to collect the school fees; Lord Deas dis-
sented from this judgment, contending that there was no law
or paction quoted for holding the schoolmaster bound to
collect the fees, and that the policy of the statute was, that
beyond receiving his emoluments from the board, the school-
master should have nothing to do with money matters; that
he should devote his time and attention to teaching, and that
all financial matters should be managed by the board."
§ 7. Another source of revenue to the teacher, at one time
not unimportant, remains to be noticed, viz., certain dues or
casualties presented to him by the scholars at particular
seasons of the year, the principal period for such gifts being
Candlemas, when, in all the Schools, great and Small, free-
offerings were made to the masters. On that day—2d Feb-
ruary, a national holiday within living memory—each boy
ºº
* Scottish Law Reporter (11th June 1875). The Education Act pro-
vides that each school board shall appoint a treasurer, whose duty it
will be to keep an account of the school fund, and of the expenditure
of the board ; once in each year, an account, showing the money
receipts and payments of the board, and the state of the funds and pro-
perty under their charge, shall be transmitted by him to the accountant
of the Board of Education, who is to audit and report on the same,
retransmitting it to the treasurer, to be preserved as the school board
- may direct; this account will be patent to any member of the school
board, or to any ratepayer, who demands inspection, on the written re-
quisition of not fewer than five ratepayers; the Board of Education, or
any person they may authorise, will be entitled to inspection of the
account and vouchers, and also of the books, of the treasurer; the
treasurer shall transmit annually, on the first day of January, his
account, made up to the term of Whitsunday preceding; any treasurer
failing to do his duty in this respect may be compelled to do so by
order of the Court of Session, on the petition and complaint of the
accountant: 35 and 36 Vict, c. 62, §§ 48, 49.
/




474 schools AFTER THE REFORMATION.
--
and girl, when called, presented a gift to the master," who sat
in his ‘ desk, exchanging for the moment his usual authori-
tative look for placid civility, the sum being generally propor-
tioned to the abilities of the parents; sixpence and a shilling
were the most common sums, but a few gave half and whole
crowns, and even more.” When the offering was less than
the quarterly fee, little or no notice was taken of it, but
when it was equal to that sum, the master shouted “vivat,’
to twice the fee, “floreat bis,’ for a higher sum, “floreat ter,’
for a guinea, and upwards, “gloriat;’ the highest donor was
publicly declared ‘victor,” or ‘king’ or ‘queen.” In 1782
the council of Glasgow resolved that the Candlemas offer-
º ings should be continued, but that the words ‘vivat,’ ‘floreat,
“gloriat,’ and the custom of cheering the boys, according to
the extent of their offerings, should be discontinued.*
At the conclusion of the ceremony of presenting the free-
offerings, the children, being dismissed for a holiday, proceeded
along the streets, carrying the “king’ and ‘queen’ in state,
who was exalted upon the seat formed of crossed hands which
is called the king's chair." To the worthy commissary clerk of
Aberdeen we are indebted for having preserved an account of
a Candlemas procession, of which he was spectator, in 1643:
“Upon the second of Februar,’ says the quaint and picturesque
annalist, ‘being Candlemas day, the bairns of the Old Town
grammar School, at six hours, cam up the gate, with candles
lichtit in their hands, crying, rejoicing, and blythe eneuch;
and being six hours at nicht, cam thus up to the cross,” and
round about goes diverse times, climbs to the head thereof,
and sets on ane burning torch thereupon. I marvellit, being
at sic tyme," and whereof myself had never seen the like.
1 Steven's High School, p. 67. -
* The Book of Days, i., 214. * Steven's High School, p. 67.
4 Burgh Records of Glasgow. * The Book of Days, i., 214.
* The Aulton Cross, of which a relic is preserved in the University of
Aberdeen. -
7 The time of the Covenant, when all demonstrations “smelling’ of
Popery were sternly suppressed. - -
-































CANDLEMAS OFFERINGS. 475
º
Atour, they went down from the cross, convoying John Keith,
brother to the Earl Marischal, who was their king, to his
lodgings in the Chanonrie, with lichtit candles.” Pageantries
more solemn and triumphant took place in other parts of the
country: thus we are told that within the last fifty years the
‘king’ at the grammar school of Lanark walked on Palm
Sunday in procession with his lifeguards and Sergeants, whilst
the great and little palm branches of the Salia, capraea, in flower,
decked with daffodils, were carried behind him; there was also
used on the occasion an embroidered flag, the gift of a lady
in the town to the boys.” The latter part of the day was
usually devoted to what was called the Candlemas ‘bleeze' or
blaze, namely, the conflagration of any piece of furze which
might exist in the neighbourhood, or, were that wanting, of
an artificial bonfire;” in some schools it was customary for the
teacher, on the conclusion of the offerings, to make a bowl of
punch, and regale each urchin with a glass, to drink the ‘king
and queen's' health; and the day usually concluded with a
ball.4 - -
Another casualty due to the master was ‘bent silver,’
so called after the old custom of laying bent or rushes on
earthen floors, for keeping them warm, and protecting the
children's clothes against the filth accumulated thereon. All
the scholars received a holiday for gathering the requisite
bent, but it was found that in their excursions they not
unfrequently injured themselves or their neighbours by the
hooks which they carried for cutting the bent;" accordingly,
the practice of sending the scholars to gather bent was dis-
continued, but the town councils being unwilling that the
scholars should lose the ‘former liberty’ of a holiday, enacted
* Memorials of the Trubles, i., 229 (Spalding Club).
* New Statistical Account, voce ‘Lanark.’
* The Book of Days, i., 214.
4 New Statistical Account, voce ‘Lanark.”
* In 1629 the town council of Aberdeen forbid the master of the
grammar School to give his scholars leave to the bent, because of the
inconvenience which falls out frequently on such Occasions: Burgh
Records of Aberdeen.





476 SCHOOLS AFTER THE REFORMATION.
º that every scholar shall at least bring 12d, to the master on
the first Mondays of May, June, and July, commonly called
the bent silver play, in order to buy bent or other things
needful for the school," the scholars continuing to have, as
formerly, their customary play on these days.
The following extract will suffice to show the nature and
extent of school dues, which long before this time ceased to
be voluntary contributions: in 1604 the master of the gram-
mar school of Aberdeen was convicted of the following acts
of extortion: taking from each bairn, on every Sunday, 2d.
for the poor, they having no silver, unless they make a ‘wrang
schift; causing ‘ilk seige’ every day in winter to furnish
two candles, one being given to the master contrary to all
reason; taking eight pennies monthly from each scholar for
‘bent silver;’ exacting from every scholar, when commencing
a new book, 12d.; causing bairns to pay silver at Candlemas
for their Candlemas candle against all good order, the old
custom being to take a candle only, but no silver; the council,
however, find that some of these abuses proceeded on an old
practice, and were not introduced by the present master. The
council pass the following act for regulating the dues and
offerings: they discharge the weekly contribution for the
poor, and the two candles taken nightly of each class, which
is required to furnish only one candle in the night, the
‘fabulator’ bringing his candle with him, and no other ex-
traordinary candle to be taken; once in the month, during
May, June, July, and August, the scholars that go not to the
‘bent’ shall pay each eight pennies to the master for buying
‘bent;’ the Scholars shall pay nothing when beginning a
book, but only their quarter stipend as prescribed; at Candle-
mas the scholars need only bring each two candles at pleasure;
but the taking of silver in any time coming from any of the
bairns for their Candlemas candle, except from him who shall
be king, who may give what he pleases, is discharged; for
eschewing emulation and contention among the scholars, two
* This act was passed by the council of Dunbar in 1679: Burgh Re-
cords of Dunbar.




CANDLEMAs OFFERINGS. 477
of the council shall be present in the school on Candlemas
even, to see that this act be observed.* The Candlemas
offerings continued to form an important part of the teacher's
salary until our own day. In 1755, the ‘Candlemas blaze or
offering and compliment” formed part of the incomes of the
master and doctor of the grammar school of Stirling;” in
1772 the Candlemas offerings were reckoned as an important
part of the emoluments of the English teacher of Greenock,”
and in 1776 we learn that they were inconsiderable;4 in 1775
the town council of Stirling authorise the treasurer to pay £1
sterling to the English teacher in lieu of the Candlemas gra-
tuity due to him of the poor scholars in his school;" in 1781
the rector of the grammar school of Paisley was required to
pay to the doctor one-half or one-third—at the option of the
council—of whatever sum shall be paid by each scholar at
Candlemas yearly, in name of Candlemas offerings;" the third
of the Candlemas offerings were paid in 1788 to the rector of
the grammar school of Kirkcudbright;" ‘Candlemas bleeze”
is reckoned as forming part of the money levied from the
scholars attending the grammar school of Peebles in 1811.8
These offerings, at first, as already mentioned, voluntarily
made, were latterly exacted as rights, and led to so much
abuse and oppression that councils long sought to abolish
them: in 1629 the council of Aberdeen forbid the masters to
exact bent silver from the scholars in time coming;” and in
1667 the master of the grammar school is taken bound not
to crave any exactions, such as candle, bent silver, or any
other due;” the council of Edinburgh frequently forbade their
teachers to ‘crave and resave any bleyis sylver or bent sylver
of their bairnes and scholars, exceptand four pennies at ane
time allanerly;” on 20th January 1660, the same council
1 Burgh Records of Aberdeen. * Burgh Records of Stirling.
* Burgh Records of Greenock. 4 Ibid.
* Burgh Records of Stirling. * Burgh Records of Paisley.
7 Burgh Records of Kirkcudbright.
* Report on Burgh Schools, ii., 148, 9 Burgh Records of Aberdeen.
10 Ibid. ' * Steven's High School, 67.




478 SCHOOLS AFTER THE REFORMATION.
quisite of all the runaway cocks, called fugies." In 1693
intimated to the doctors of the grammar school that the
‘casualty called the bleis silver be delayed till the first day
of March next;’” but notwithstanding acts of council, these
imposts continued in the schools till almost our own day;
Candlemas offerings were only abolished in Perth about 1800;
in 1802 the council of Forfar abolished the gratuities made
to the masters of the burgh school at Christmas, Candlemas,
and Shrove Tuesday;” in 1817 the master of the grammar
school of Greenock craves of the town council permission to
abolish the Candlemas gifts, and to add, in lieu thereof, one
shilling quarterly to the fees: the council grant his prayer,
and allow him 1s. 6d. in place of the is proposed;" the
Candlemas offerings in the grammar school of Paisley were
only discontinued in 1821;4 in 1827 the council of St An-
drews authorised the master of the grammar school to increase
his fees, on the understanding that the Candlemas donations
should be discontinued ; the master informs the council that
the addition of 3S, quarterly to the fee was, upon an average
of thirteen years, not more than what he otherwise received
gratuitously; "Candlemas offerings were not abolished in
Campbeltown till about 1835." -
A considerable part of the master's emoluments was derived
from the proceeds of the ancient and exciting game of cock-
fighting, which was the common sport in all our schools on
Shrove Tuesday–Fastern's Elen, when the master received
from the boys a small contribution under the name of
cock-money. In some places the cocks were supplied by
the master, who presided at the battle, and enjoyed the per-
the council of Kirkcudbright ordained that the doctor in the
* Steven's High School, 67.
* Burgh Records of Forfar. For Shrove Tuesday gratuities, see infra.
8 Burgh Records of Greenock.
* Burgh Records of Paisley. The historian of this school has esti-
mated that they were worth at least £40 yearly.
* Burgh Records of St Andrews.
° Municipal Corporations Report, i., 150.
7 The Book of Days, i., 238.


























COCK-MONEY. 479
grammar school should have the ‘cock-money at fastern even,
conform to use and wont.’" An account is preserved of the
manner of conducting the sport at a later date in the burgh
records of Dumfries: the council, in 1724, made the following
regulation with regard to this pastime in the school under
their charge : At Fastern's Elen, upon the day appointed
for the cocks fighting in the schoolhouse, the under teacher
shall keep the door, and exact no more than twelve pennies
Scots from each scholar for the benefit of bringing a cock
to fight in the schoolhouse; no one shall be suffered to
enter that day to the schoolhouse but the scholars, except
gentlemen and persons of note, from whom nothing is to be
demanded; and what money is to be given by the scholars,
the under teacher is to receive and apply to his own use for
his pains and trouble; no scholars, except those who please,
shall furnish cocks; but all the scholars, whether they have
cocks or not, shall get admission to the school—such children
as have none paying 2s. Scots by Way of compensation.” In
1755 “cock money’ was calculated in providing salaries
for the doctors of the grammar school of St Andrews; the
first doctor receiving half the money, and the second the
other half; * on 18th November 1767 the schoolmaster of
Ringhorn proposes to the council to abolish cock-fighting,
and that the two days or holiday formerly allowed at the
coming off of that event, shall be given about 1st March;
the council undertake to write to the kirk session for their
opinion in the matter;" the kirk session, on 5th February
1768, considering that it is very improper to continue cock-
fighting as being inconsistent with humanity, approve of the
proposal to abolish it.” Cock-fighting continued to be the
sanctioned sport of the schools till the beginning of this
century; in 1790 the minister of AppleCross in Ross-shire,
in the statistical account of his parish, states that the school-
1 Burgh Records of Kirkcudbright.
2 M-Dowall's History of Dumfries, 504,
8 Burgh Records of St Andrews. * Burgh Records of Kinghorn.
5 Kirk Session Records of Kinghorn.


480 . SCHOOLS AFTER THE REFORMATION.
master's income consists of 200 merks, of 1s. 6d. and 2s. 6d.
quarterly from each scholar, and the cock-fight dues, which
are equal to one quarter's payment, for each scholar." There
are persons still living who remember this sport being regu-
larly practised at our public schools, and we have been told
of schoolmasters, eminent for piety and devotion to the duties
of their profession, who not only profited largely by the cus-
tom, but were opposed to abolishing it—at least seemed to
take pleasure in perpetuating it. - - -
§ 8. The poor teacher had no remedy at law analogous to
the ‘process of augmentation' competent to the clergy for
procuring an increase of stipend, but usually obtained it by
a very humble supplication, magnifying the liberality of
their honours his good patrons in the past, the laboriousness
of his own duties, the expense and difficulty of living, occa-
sioned by various circumstances—the scarcity of provisions,
the increased costliness of the means of subsistence, and
last but not least, the additions which are being made to the
members of his family, who some way or other are arriving
more rapidly than the ‘flowing fees; a few cases will
illustrate the grounds on which the master's income was
increased. Augmentation was granted to the schoolmaster of
Dumbarton in 1577, ‘becaus all things ar dar nor in tymes
of auld, and that he could nocht be better schape conducit; ”
to the master of the grammar school of Aberdeen in 1579,
because he had to support a family, and all things are dearer
than usual—‘vivars as well as the exercetation of all crafts;”
to the master of the grammar school of Edinburgh in 1588,
because the fees are ‘verray inconstant, and diminishing ‘be
* The Book of Days, i., 238. Cock-fighting is now punishable.
* Maitland Miscellany, ii., p. 42. This year was marked by great
dearth of victual, and in 1578 there was ‘ane great dearth of all kinds
of victual through all Scotland, that the like was not seen in man's
days afore : Domestic Annals, i., 117.
* Burgh Records of Aberdeen. In this year Parliament forbids the
manufacture of aqua vitae on account of the scarcity of victual: 1579,
c. 56, iii., 174. In 1586 there was great dearth of people for hunger:”
Historie of King James the Sixt. -



º
STIPENDS AUGMENTED.
occasiouns of bruits of pest and weir, and of the derth quhilk
is incressing daylie;” to the masters and doctors of the
same school in 1594, because of the ‘increase of the dearth
of all kinds of provisions, and that they may attend more
diligently to their calling; ” to the master of the music school
of Glasgow in 1594, in respect of his service in the new kirk,
and of the great dearth at present (8th February) in the
country;” to the reader of Aberdeen in 1595, because the year
is “evil;” to the master and doctor of the grammar school of
Ayr in 1596, in respect of the ‘great dearth' of the year and
other considerations;" to the masters in 1603, ‘there being a
great dearth at this time;” to the master of the grammar school
of Dundee in 1607, in respect of his indigent state caused by
the ‘visitation of the plague of pest.” Mr David Wedder- ---
burne, master of the grammar school of Aberdeen, supplicates,
on 10th February 1620, the provost, bailies, and council of
the burgh for an increase of salary: he states that ‘ quhairas -
thair wisdomes exactis a dewtie of him on the ane pairt, so
it will not offend thame on the viher pairt that he be parti-
* Burgh Records of Edinburgh. Parliament passed several measures
for “staunching the increase' of this dearth: forbidding the exporting of
victuals, the keeping of horses at hard meat after 1st June, the eating of
flesh in ‘lentron’ and other forbidden days, the indiscriminate slaying
of deer and other wild beasts: c. 36-43, 51, iii., 451–453.
* Burgh Records of Edinburgh. * Burgh Records of Glasgow.
* Burgh Records of Aberdeen. This year was characterised by a
dearth of extraordinary severity, the ‘like whereof was never heard tell
of in any age before, nor ever read of since the world was made: ' Dom.
Ann., i., 266. º - . tº -
* Burgh Records of Ayr. This was also a year of famine in Scotland:
the Covenant was renewed with fasting and humiliation; after this
exercise, says Mr James Melville, ‘God extraordinarily provided victuals.
out of all other countries, without which thousands had died for want
of hunger;’ two years later there was great dearth of all kinds of ‘pultrie
and other vivres,’ followed, as the Chronicle of Perth tells us, in 1599 by
‘ane great died among the people;’ in 1600 there was dearth and heavy
death-rate in almost all the parts of the country: Dom. Ann, i., 272,318.
* Ibid. The good town also gives four bolls of meal to Mr John
Welsh, assistant minister.
7 Burgh Records of Dundee.























































schools AFTER THE REFORMATION.
-
cular in regrating his estate, the treuth quhairoff is, he hes,
not ane stipend quhilk may encourage ane honest man to
walk in sic a toillsum callin with chearfulnes; the multitude
of schooles everequhar, the burdine of a familie (unknawin to
him of befoir), the darth of the tyme, cutting away any litile
thing that is gotten, that or the twa pairt of the quarter be
expired, he seis evidently no correspondense betwist his extra-
ordinar paynes and the ordinar reward;” the reasons for
augmentation were conclusive, and it is gratifying to know
º that the council liberally responded to the appeal of this
accomplished master. In 1650 an augmentation was granted
to the school doctor of Dunfermline ‘because of this dear
year;” to a doctor of the grammar school of Paisley in 1703,
‘to buy him the necessaries of life;” to the usher of the
grammar school of Crail in 1757, because his present salary
º ºlº º
1 Burgh Records of Aberdeen. On 21st July 1622, because of the
“felt wrath of God by this present plague of dearth and famine, and
continuance thereof threatened by the tempestuous storms and inunda-
tions of weets likely to rot the fruits of the ground, a fast was ordered
at Aberdeen: Kirk Session Records of Aberdeen. In June of the fol-
lowing year we are told that numbers of the poor will betake themselves -
to live by stouth, or they will starve through want, whilk will not only
produce a foul imputation agains the whole land, but the wrath and
anger of God will be waken. In July the famine was so severe that
many both in burgh and land died of hunger: Dom. Ann, i., 535. In
1634 the bishop of Orkney and Caithness informs the privy council that
in these districts multitudes die in the open field from the scarcity of
victual, and that there is none to bury them except the minister and his
man; some devour sea-ware, some eat dogs, etc.: Ibid., ii., 74, 75.
- 2 Kirk Session Records of Dunfermline. - At this troublous period of
Scottish history food was unusually scarce ; Parliament, ‘in consequence
of the sad condition of the poor from the dearth of victual, passed two
Acts prohibiting exportation: 1649, c. 32, 73, vi., Part ii., p. 409.
& Burgh Records of Paisley. The seventeenth century closed with
a dreadful famine; the scarcity of food had prevented the collection
allowed in 1696 for the repairs of the harbour of Banff from being
made: Acts of Parliament, x, 338; in 1698 a national fast-day was
ordered on account of the great scarcity and dearth of victuals for
some years past: x., 142; there was frightful suffering in consequence -
of the failure of this year's harvest; people were reduced to eatingſ .
º º º . º - º - º-º-º-º-

scarcely affords him 'subsistence in that straitening time;”
to the schoolmasters of Kirkcudbright in 1757 and 1770,
because ‘provisions are much dearer’ than they used to be;”
to the schoolmaster of Banff in 1762, because his present
salary is not adequate to the ‘support of his character nor
the expense of the times ;” to the schoolmaster of Wigtown
in 1773, because, owing to the high price of provisions, the
wages being not now adequate to what they were when first
fixed; to the master and usher of the grammar school of Stir-
ling in 1796, on account of the late high price of provisions;”
to the schoolmaster of Kinghorn in 1800; in consequence of
the ‘high price of every necessary of life;” to a master of
St Andrews in 1802, on account of the ‘high price of all
kinds of provision;” to the schoolmaster of Wigtown in
813, owing to the high price of living and rise in house
-
º -
* A frequent cause for granting augmentation is the deter-
mination of the teacher to resign his office on account of the
inadequacy of his salary. In 1643 a doctor of the grammar
school of Aberdeen desires the council to augment his salary,
‘wild runches, draft, and similar kinds of food never before used in
this country, says the record of Parliament; in some parishes, we learn
from the same high authority, in several corners of the kingdom “half
of the inhabitants had died of want;’ the famine continued unabated
from March 1699 to March 1701; Parliament declares what consti-
tutes a famine: when the prices of victuals are far above the ordinary
rates that most of the yeomanry cannot purchase it for their support:
xi, 163, 166, 167,238. These years of famine were, as in the case of
another great historical famine, followed by such years of plenty as to
give rise in the Highlands to the phrase ‘Chad' thainig a leithid bho
linn Banrìgh Anna’ (Queen Anne reigned from 1702 to 1714). Periods
of intestine wars were invariably followed by great sufferings: thus the
ravages of the Duke of Cumberland after the battle of Culloden were
followed by great severity in certain districts in the Highlands—a fact
still preserved in memory by the term ‘Bliadhna a chomhaich? (1746).
Burgh Records of Crail. *Burgh Records of Kirkcudbright.
3 Burgh Records of Banff. * Burgh Records of Wigtown.
5 Burgh Records of Stirling, " Burgh Records of Kinghorn.
7 Burgh Records of St Andrews.
-- - * -

- º º
SCHOOLS AFTER THE REFORMATION.
---
º º º -
or to permit him to remove at Whitsunday next;" in 1659
steps were taken to augment the salary of the master of the
grammar school of Dunfermline, who had resolved to remove
to another place for lack of maintenance;” in 1738 the master
of the grammar school of Crail having been offered a situation
as schoolmaster in Dundee, the council ‘being nowise inclined
to part with him, for certain grounds and reasons, augment,
for his further encouragement, his former salary by £12 Scots;”
in 1751 the salary of the master of the grammar school of
- Dumbarton, on threat of demission of his charge, was in-
creased; * in 1788 the council of St Andrews augment the
salary of their schoolmaster, he having been offered by the
council of Stirling the office of master of the English school of
that burgh;" in 1795 the schoolmaster of Forfar having got
a ‘call’ to Cupar-Fife, the magistrates considering that he has
the approbation of the public, and of the children under him,
and the difficulty and uncertainty of getting such a master,
agree to give him an augmentation."
The instances of the town councils realising that they were
promoting their own highest interest by treating their teachers
with some liberality are few; entries in the records like the
following are not numerous: in 1588 the council of Edin-
burgh grant augmentation to Mr Hercules Rollock, master of
the grammar school, lest he be ‘constraynt throu cairfull in-
digence to mix any uther industrie with his vocation, quhilk
in deid craves the haill man's consideratioun;” still less.
numerous are acts like the following: in 1747 the town
council of Dumbarton, being greatly concerned that the youth -
resorting to the grammar school may be under the instruction
of a person sufficiently qualified for so great a trust, resolve
to grant an augmentation to the master to be appointed.”
* Burgh Records of Aberdeen. The council, understanding that he
has behaved dutifully in his calling, grant the petition. º
* Kirk Session Records of Dunfermline. º
* Burgh Records of Crail. * Burgh Records of Dumbarton.
* Burgh Records of St Andrews. * Burgh Records of Forfar.
7 Burgh Records of Edinburgh. *Burgh Records of Dumbarton.
º º

ºº:: º
§ 9. The grant of augmentation, and sometimes even of
any salary, is not uncommonly coupled with a conditional
clause; payment conditional on the efficiency of the school,
in fact, ‘payment by results, was a common practice. In
1600 the council of Glasgow augment the stipend of the
master of the grammar school, on compearing the first Satur-
day of every month in the council house, and there offering
himself : ready to abyde tryall of his instructing and of his
doctoris, viherwyse the augmentatioune to be dischargeit;”
in 1677 the council of Pittenweem promise an augmentation
of £33, 6s. 8d., beside the benefit of the school, to their
schoolmaster, if they ‘find him deserving;” in 1730 the bailies
of Kilmarnock were appointed to visit the English school, and
to report its condition, in order that the council may consider
whether the salary paid to the schoolmaster shall be continued
or not;” in 1765, owing to the inattention of the schoolmaster
of Kirkcudbright, and that the children are not making pro-
gress under him, the council reduce his salary;” in 1781 the
council of Greenock, after full reasoning, are of opinion that
the annexing of salary to the mathematical school has not
been attended with the good effect expected, and in order to
the acting as a spur to the master chosen, resolve to give him
no salary, but at the end of the year undertake to make to
him such a present as his merits and attention to the school
deserve;" in 1786 they adopted a similar resolution with
regard to the English school;" in 1789 it was resolved that
the master of the grammar school should have no salary
further than what the council chose to give him after the
yearly examination of the school by way of present, as a
testimony of their being satisfied with him;’ the granting
of salaries having become once more customary, the council
in 1808 considering the apathy to which the payment of
Burgh Records of Glasgow. 2 Burgh Records of Pittenweem.
3 Burgh Records of Kilmarnock. - -
* Burgh Records of Kirkcudbright. " Burgh Records of Greenock.
6 In 1783 the mathematical master received a present of £15.
7 Burgh Records of Greenock. -


-
*Burgh Records of Cupar.
Burgh Records of Paisley.
* Burgh Records of Jedburgh
ventory of the plenishing of the school
5 one shelf betwixt the “ambrie' and
eneath the stair, with lock and key; one littl
oor, with bands; one shelf within th
iber with ‘snack’ and lock; one do
º

SCHOOLS AFTER THE REFORMATION.
--
the grammar school of Aberdeen; and in the same year £7
were ordered to be paid yearly for house maill to the School-
master of Pittenweem;” in 1670 a house was provided for
the schoolmaster and doctor of Linlithgow ; * in 1685 a.
‘chamber maill” was furnished to the schoolmaster of
Wigtown; in 1693 the town council of Paisley rent a
house for the master of the grammar school of Paisley at .
£36 Scots," and for his successor in 1695 at £22 Scots;"
in 1694 a free dwelling-house was provided for the school-
mistress of Stirling, and in 1695 the sum of £12 was paid
for ‘chamber maill to the doctor;” in 1704 the sum of £6
was ordered to be paid to the schoolmaster yearly, until ‘pro-
vided in a yaird;’ in 1711 he is supplied with a coal-house;
in 1717 he receives £4, 15s, for repairing his ‘byer.” From
1718 downwards the schoolmasters of Kinghorn appear to
have been provided with a house rent or manse;9 in 1726
the council of Selkirk make an allowance to the master of
the grammar school for house rent;” in 1736 the burgh buys
a house for the master at 1350 merks Scots;” in 1727 the
schoolmaster of Dunbar was ordered to have the house, yard,
and pertinents belonging to the former schoolmasters;” in
1747 the council of Dumbarton, for the encouragement of
the master of the grammar school, agree to pay him £20 Scots -
for house rent yearly;” in 1748 a school-house was provided
for the writing master of Kirkcudbright;" in 1747, £40 were
paid for house rent to the master of the grammar school of St
º- -
-º-º-º-º- -----
the loft with lock and key; a partition wall coming into the hall; a
lock, “snack,' and ‘shot’ on the outer door; sufficient glass windows in
the hall and chamber. -
* Burgh Records of Aberdeen. * Burgh Records of Pittenweem.
* Burgh Records of Linlithgow.
* Burgh Records of Wigtown, et passim.
* Burgh Records of Paisley. 6 Ibid.
7 Burgh Records of Stirling. 8 Ibid.
* Burgh Records of Kinghorn, passim. -
19 Burgh Records of Selkirk. 11 Ibid.
* Burgh Records of Dunbar, - º
* Burgh Records of Dumbarton. 14 Burgh Records of Kirkcudbright,

FIRE-CLOTHING. 489
Andrews; in 1762 the town council provide a house and
garden for the master of the grammar school;” the magis-
trates in 1789 borrow £60 sterling for building additional
accommodation for the use of the rector, in the shape of
a dining-room, and resolve not to ‘cloag' him with interest
for such advance;” in 1790 the magistrates gave instructions
to cause cast with lime the south dyke of the garden of the
rector, on both sides, as soon as lime can be obtained;" in
1797 a dwelling-house was provided for the master of the
public school of Rothesay.” These entries show that the
practice of providing teachers at the expense of the burgh
with places of abode was almost universal in Scotland for
centuries, but we regret to notice that this ancient and ad-
mirable custom has nearly died out. At present houses are
attached only to the office of teachers of the endowed schools
at Dollar, Fochabers, St Andrews, and Newton-Stewart, and
at a few burgh schools.” *
The interest taken by the councils in the welfare of their
teachers appears also from the provision made by them to
supply their wants in a homely and useful manner like the
following: In 1623 the council of Perth undertake to provide
for the master of the grammar school chalmer maill and
‘coillis;” in 1625 the town council of Jedburgh ordain that
every gentleman who has bairns at the school shall set down
yearly ‘ane kairtfull of turffes, at the master's door gratis—
persons refusing shall be compelled by a bailie to obey these
orders; in 1626 it was ordained that the ‘elding’ shall be
paid before Martinmas, or else 10s. to the master as the price,
and 2s. to the officer; * in 1711 the town council of Peebles
appoint a schoolmaster of the burgh at a certain stipend, with
“twenty loads of peats and ten loads of coals to be laid into
his chamber;” in 1701 the town council of Paisley agree to
supply the master of the grammar School with twelve loads
1 Burgh Records of St Andrews. 2 Ibid. 3 Ibid. 4 Ibid.
5 Burgh Records of Rothesay. * Report on Burgh Schools, i., 70.
7 Burgh Records of Perth. * Burgh Records of Jedburgh.
" Burgh Records of Peebles. ---
--
º
---
---
--
-
º
-
---
º
































º;
quantity of peats to th --
º, lº º- 3 º º º, º,
of the rector's six carts,
º
| regar
º.º.º. .º.º.º. º º Tº
giving him 14d. in plac
often scanty enouſ the necessary app
ºn .º.o.º. . . . .
the grammar school received 5s. yearl lieu of peats.” The º
ºil… . . . . . . . . . . . . . . . --- -
councils’ benevolence, sometimes. takes
, , , º, .º.º.º.º.º. º. ºil in ſº
contributions to their teachers' wardrobe, which was probably
º: - - --- ºº.º.º. - --- º
º - arel:
º º
in gold, to buy him ane he
Another illustration of the
Burgh Records of Paisley.
*Burgh Records of Haddington, --
* Burgh Records of Ayr. ºf Ibid.º. ------------
* Burgh Records of Paisley. Down to our own day it was quite
common to pay the teacher partly in kind, or to present him -
articles like the following: e.g., a piece of linen for shirting,
clothing, of tanned hide for shoeing -º-º-º-º-º-º:

the grammar. f Haddington received,
arterly fees, his meit of all the bairns day.
persons boarding scholars, as well
ars, were held liable for the
º
--- as it sal ha
freed of modification, every
*..., , , .º.º. Tº . ... ." .
meitt’ in lieu Oeº
-
e house, board shall be exacted from two
three, and so forth; and they who board.
equired to give one day's meat
CIOCUOIS by and atour' the foresaid modifica-
1616 it was ordered that the doctor of Peebles,
º e his meat daily with the º bairns, through the - town,
is;" in 1648 the council of Ayr resolved that their
meit about k barne ane day successiue;” in 1661 the
the grammar school of Cupar had from
school his meat day about, or 2s. daily;”
--- --
º,
-
er of Sanquhar was partly maintained
* Burgh Records of Stirling
º
7 Burgh Records of Peebles. º º
- º
Burgh Records of Ayr. The town ofed by the
inhabitants in rotation. º- º
* Burgh Records of Cupar
º

º ºf º
º -
- --- AFTER THE REFORMATION.
º º º º
- º º
kly entertainment from he respective parents o
º º º º
---
by wee
ideed indications that the poor doctor was not
º
always a welcome visitor, or so hospitably entertained in his
progresses’ as might be wished. Thus in 1580 a fine of
8d was ordered to be levied from any parent sending his
children to the grammar school of Haddington who refused
to board the doctor;” in 1602 the council of Stirling enact
* that a bailie shall advertise the parents who are liable for the
entertainment of the doctor, that if he be neglected; there
shall be uplifted from each of them 6s 8d, for his use;” in-
stead of boarding the doctor, the councils sometimes preferred
grant to him augmentation of salary, discharging him at
the same time from claiming board; in 1588 the schoolmaster
of Dysart was ordered to have a certain quarterly fee from
every bairn, but na met, only good will, and the master
binds himself to receive no meat except at the pleasure of
the giver;" in 1626 the doctor of the grammar school was
children to the school, seeing that universally
throughout Scotland doctors are entertained in their diet by
their scholars' parents successively;” in 1638 the council o
Peebles resolved to give higher fees to their school doctor, º
‘in full satisfaction of his meat with the children in rotation.”
The poor teacher was not in the 'good old times' left, as he
- º
is to a large extent at present, to lead. a solitary life—to live
a stranger in a strange place—but he had the opportunity
associating with the parents—of becoming a member of the
family, and forming ties which might be of great service to
him in after-life—making himself, no doubt, useful in other
things as well as in teaching to the children their letters
This arrangement could not fail to be of mutual benefit to
teacher, parents, and scholars—the former, by his constant
change of residence and the part he took in their employ-
Municipal corporation. Report, i. pp.7,
* Burgh Record
º rgh R.

es into which the inhabitants
e burgh schools were attended
esses and unfreemen—unconditionally
poor alike, without respect of persons,
- hall fees. A few extracts from the records
f different burghs will show the provision made by the
magistrates and councils to enable the children of all classes
to take advantage of the school established in the burgh for
their use, frequently by reducing the fees, or exacting only
such scholage as the poor scholars were able to pay: thus in
º
1579 the scholage of every town bairn attending the gram-
mar school of Aberdeen was augmented to 3s. 4d. quarterly,
- ‘purell' were excepted from the increase of fees;”
º ce of boarding the teacher, long ago extinct in the towns,
prevailed till recently, at least in some of our rural districts. A group
of families, living in some sequestered spot too distant from the parish
school, having secured the services of a lad possessed of the requisite
modicum of ‘schooling, a schoolroom was fitted up in some central
place, while the teacher himself was boarded and lodged at each house
in the hamlet or clachan in regular rotation for a week, fortnight, or
month at a time, as might be arranged; we'remember two of the occa-
isional oritinerant teachers who shared our family meal in the Davoch
of Inchbraon, and they assured us that they liked their wanderings
immensely, notwithstanding the frequency of the flittings.
Burgh Records of Aberdeen. The following act is of interest.
showing that the poor scholar, who was ambitious of obtaining a higher
education than that available at the grammar school, received assistance
from the common good for prosecuting his studies at the university:
James Brown craves the town council of Dumbarton, on 22d December
----- - ‘better attaining to literature and learning in the
º º - º º
º

REFORMATION.
consideration, the
-:-
in the school of
º
ncil.
of Banff craves
council of Kirkcudbright augmented the salary of their
English teacher, but continued the fees in the school as
they were, because the ‘poor children generally attend that
school;” in 1805 the council of Forfar reserve, till further
º
-
* - ".
* ---------------º-º-º-º-º-º: rd the fees formerly established for
those branches of education; * in the same year reduced fees
ºxº. … º ; , º, º, . tºº.º.
were fixed for the children of poor farmers, mechanics
lº ------- --- ------------------------- -
day labourers attending the Fortrose academy, and
of very poor people received their education gratis
children whomso
ever,
º º. - *...ſº * a º *... -
ege of Glasgow, the town would grant him a sum of money for his
subsistence and entertainment;’ the treasurer is ordained to pay to the
supplicant £20 yearly during the will and pleasure of the burgh: Burgh
Records of Dumbarton - º
Burgh Records of St Andrews.
* Burgh Records of Banff. "Burgh Records of Kirkcudbrig
* Burgh Records of Forfar. * ose Acade
6 Burgh Records of Wigtown. - - - º --

who, or their parents or friends, º shall require the same of
º
them, without any kind of payment or scholage whatsoever;”
in 1656 the poor of the burgh and parish of Jedburgh, on pro-
ducing a certificate that they could not pay fees, received free
education;” in 1743 the schoolmistress of Burntisland was
required to teach a certain number of poor scholars free;”
in 1739 Robert Burn, son of Peter Burn, weaver, Stirling,
‘put him to school, as his
- orda
---------vº-' - - ----------------- paid £1 stel ------------
Burn, English teacher, for teaching poor scholars from 1st
May last;" it was stated in 1775 that a great many poor
orphans are sent to the English school at the expense of the
town;''' in 1759 the master of the grammar school of Had.
is requested to teach a certain number of poor
thout exacting fees;" in 1763 the council of King.
º
grammar school of Forfar were required to teach gratis a
certain number of poor scholars presented by the magistrates;”
in 1748, 1770, 1787, and 1812 respectively, the s laster
of Kirkcudbright undertook to teach gratis a certain number
of poor scholars;" in 1779 the council of Greenock paid £2,
Burgh Records of Glasgow. Burgh Records of Jedburgh.
* Burgh Records of Burntisland. In this and similar cases, the free
ion was really given at the expense of the common good, from
ich augmentation was granted to the teacher on condition of giving
- -----e-...----...-- a ra of poor scholars presented by
5 Ibid.
-------------------- 3rdained that in future the poor scho
the town expense shall only continue at the school during two years.
7 Burgh Records of Haddington. -
• Burgh Records of Forfar.
10 Burgh Recor s of Kirkcudbright, passim. In 1814 the rector of
the grammar school petitions for augmentation, and proposes that the
burgh should send as many poor scholars as it pleases, sº
-

º º º º
, , , , , , , ,
Her for teaching poor scholars of the
own; after this date the town appears to have supported a
charity school, where poor children received free education;”
3 - A-1 Hzo-tºll-º-º-, -i-º-º: il-----1---º-cº - to teach
Wigtown was required
the council of Lauder paid
ducating indigent children.” One or two
more recent instances of municipal charity may be mentioned.
The burgh of Rothesay in 1868 granted £360, of which the
interest was ordered to be applied to -
children for three years each; the
of poor children.’ º º
The efforts of the municipal and ecclesiastical bodies 8 to
provide instruction at the grammar schools for all classes,
were to a certain extent seconded by private persons, whose
benefactions, however, have not been soliberal in this direction
as the friends of higher education could have wished. A few
- - - -
--- ---
- --- º
instances of acts of personal piety may be mentioned; in 1616
Dr James Cargill of Aberdeen, of worthy memory, ordains the
- a bequest of 500 merks made for the use of the
mar school, to be applied towards
- --- º º ---
in connection w -
holars; 19 in 1873 five sch
* Burgh Records of Gr
8 Burgh Records of Wig
unicipal Corporations Repo
*Ibid., ii., 200. See also Comp
* Report on Endowed Schools, ii., 56.
* For the part taken by the ( in providing e
Scholars, see Chapter I., pp. 81, 82.
• Burgh Records of Aberdeen; R
10 Ibid., 320.



- Elgin, Forfar, Forres, Fraserburgh, Hamilton, Pais-
, Stirling, Tain, Thurso.” - º

THE REFORMATIC)
and patriotic party, consisting not merely of such as have a
direct interest in those endowments, including the working
classes, but also of some of the recognised guardians of the
common weal, who hold that, high as the educational results
of competition undoubtedly are, the law sho
possible, to the thing desired by the founder—protecting
trustees in carrying it out in a rational and consistent
manner. If a person establishes a foundation, however re-
stricted as regards name, locality, or patronage, he is a bene-
factor of the cause of education, and his rights and wishes
should be respected, even though the limitations introduced
into the deed of endowment produce fewer educational ad-
vantages than might be obtained by an absolutely open
competition. When such foundations are thrown open to
º
unrestricted competition, we are more or less ignoring the
intentions of the founder, and at the same time diverting the
benefit from the poorer classes to those who have had superior
advantages in early life, and for whom the provision was
not intended. It would be unfair to oblige a poor scholar, -
one of a class or name for whose benefit a bursary may have
been left, but who had not perhaps the advantage of early
training, to compete with those who have been instructed
at our public schools; there should, in short, in allocating
this class of bursaries, be some principle of selection exer
cised in favour of poorer persons of merit, who, from the
--
º º º
*
circumstances in which they are placed, would have no chanc
at a public examination with boys more favoured. Several
patrons, when some years ago asked to abandon their patronage
in order to introduce competition for the bursaries in their
gift, refused to comply, because by so doing they believed
they would be robbing the poor, though perhaps less talented
youth, for the sake of advancing the clever who needed less
assistance. They in turn took the liberty of asking the
educational reformers what they proposed to do for stupid
people if they took away all good things from them and gave
--

- -
-
tion, in short, is by no means admitted to be an infallible, or
even, in the generality of cases, the best guide towards dis-
5vering the worth or true merits of a candidate for an office
nefice. Indeed, many enlightened public men look for-
ward with grave apprehension to the effects of the system of
competitive examinations, which are every day becoming more
and more frequent, as well as more severe; the system is
calculated, in the on, to stimulate the intellect when
º, º, ---- p rem ſure , rendering it unfitted for
work; whilst, at the same time, the
many breaks down under its pressure." In
them to abler an more fortunate boys. Mere open competi-
-
physical health of
adjudging bursaries of this description, the plan which re-
commends itself most to those who, while alive to the im-
portance of adapting the benefaction to the circumstances of
the time and the exigencies of society, at the same time de-
sire special regard to be had to the pious objects of the
founder, is that the patrons should, first of all, take into
onsideration the circumstances of the claimant—the poverty
of his parents, the advantages or disadvantages attending his
early life and education, and whether he is likely to turn the
benefit to good account; and then introduce a restricted com-
petition, limiting the number of candidates to be presented—
thus combining, as far as possible, the principles of patronage
and competition. By such a method preference would be
given to the most deserving of those contemplated by the
donor, ‘et inter hos illis qui indigentiores fuerint. But at
the present time, the prevailing tendency would seem to be to
confer the benefits of endowments on a higher class of the
ommunity than that generally in view of the founders, wh
variably regarded poverty as a necessary qualification.”
The State now requires that her children should be edu-
i of Evidence of D. Lyon Playfair, M.P., and Professor Fle
Jenkin in Report on Endowed Schools, i., pp. 279, 334.
--
* When the charters of endowed schools are examined, it will be found,
as a general rule, that the foundations were originally destined for the
education of the poor. tº -------- -----
-


- proper use

-º-
º
HE
honestly—in such a manner as they could reasonably wis
to do—might have them educated in those branches which
are beyond their and furthe
be
strongly urge that after
and properly equipped in each important centre of popula
* . . - tº “º “ , ” “º --- ºº: , º.º. * * * *
tion, a system of open bursaries or scholarships should be
instituted, rising from the public elementary to the secondary
-
- indow - -
gh- ch
, , , , , , , ,
tools are established
; endowed schools, the scholars are
it is directed that in choosing them,
- º º
ere other merits are equa
- - ** ----------

º º --- ---
class, and from the latter to the universities: The question
of providing the ways and means is at present attracting the
attention of several of our more enlightened and public-
spirited countrymen,” and let us hope that the time is not far
distant when the burgh schools shall be so improved and
endowed as to be able to send to our universities a class of
pupils worthy of the grand old conception of a studium
º
º º º º -- --- - -
siz. The burgh school commissioners estimated in 1868
the cost of education in the elementary department of the
burgh schools to vary from 4s. to £1, 1s., and to be on an
average 10s. 6d, quarterly; they calculated the cost of edu-
cation in the higher department on three separate scales:
the average of the lowest class of schools is 17s.6d, quarterly,
of the second class—the most numerous—£1, 15s. 8d. a
quarter, and of the third class, £3, 6s. 9d, a quarter; they
calculated, in addition to this, the public cost from all sources
in both the elementary and higher department at 18s. 10d, a
head.” Further, it appears from the report of the Board of
Education for the year ending 1874, that the expenditure
on teachers and school board officials for that year shows an
average of £1,35. 11d. for each scholar on the roll of public
schools.4 The burgh school commissioners also endeavoured
to estimate the emoluments of the masters; the highest in-
come which they found, after paying assistants, was £1000
a year, and the lowest £41. These cases, however, were
eme, and they concluded that the scale of emoluments
0 to £300.” The Board of Education reported
in 1874 that i - paid to the masters of the higher-
*Report, iii 119.
* “I know of no more useful manner in which a capitalist could dis-
pose of superfluous wealth, and, at the same time, preserve his name in
honourable remembrance, than by providing “ladders’ for ‘young men
unfriended, but of intellect and ability, to the higher education: Lord
Derby's Rectorial Address, Edinburgh, 1875 - º
* Report on Burgh Schools, i., 69.
* Report of Board of Education, xxxviii.
* Report on Burgh Schools, i., 70.
generale.
º
--
-
--

º
OOLS
--- º -º- º º -
ass public schools proper are
- - - --- º - --~~~ º º
cl
ho for th
with but few exceptions. The English m
gow high school drew, in 1874, £1177 from fees, of which he
paid £100 to his prede allowance; the rector
he Edinburgh high school drew £759; and there are
perhaps a dozen cases of sa anging from £400 to £500
a year, but the rest are from £100 to £300, or le º
burghs the Board of Education estimated the average annual
salary to be £119, 2s., and in the parishes, £108, 11s.” Th
- º º
-- º -
º
º
less. In the
aſ amount paid in 1874 to teachers and school board
ficials, g the burgh and parish, was £317,824 to
eachers, and £30,000 to officials, being in the ratio of 86.
per cent t ºcial - I - º º º
Board of E

Average Amount of Fees paid
- º
º º
per Scholar.
º- - £
Campbeltown Burgh.
Irvine Academy,
º:
1
º e:
º --
*V
º
}
º
I
i
º
Linlithgow Burgh
Glasgow High, . .
... . * | Do. Academy, .
Greenock, . Greenock Academy,
| Haddington, | Dunbar Burgh, .
º º Haddington Burgh,
North Berwick, . . .
Forres Academy,. •
1
º
Kilmarnock Academy, ,
ort-Glasgow Burgh,
nfrew Burgh, 3. . .
Do. Grammar and Blyths-l.
wood Testimonial, , .5
Burntisland Burgh,
Kirkcaldy Burgh,
}
| Arbro
| ſo Parochial or Burgh,
{| Brechin. º Par., & Gram.,
gh, . -
|
}
- - ***
Montrose Academy, º. º.º.
| Paisley Grammar & Academy,
Perth Academy; . . . * .
Cupar Madras Academy -
śndrews Madras Cºllege,
Dunfermline Burgh or Gram.
| Stirling High,. . . . .
º1
º
---
º,
1.
2
-i
-
--- -
---
Kirkwāli Bürgh or Grammar
º
º
|
Tain Academy,
Stranraer Academy, * ..ºlº
Wigtown Burgh and Parochial,
Peebles Grammar and English,
| Rothesay Parochial, . , lº
Selkirk Burgh, . - -
a Report on Burgh Schools, i., p. 75.
-
}
-


Mistresses.

º º
º
º º º
|
--- - Tº: º
| | } 0:


- - º - º
SCHOOLS AFTER THE REFORMATION.
- º - --- - ---
º
--
---
-
- absence of a regular school, the practice of or
ganising or improvising one in the most convenient place
prevailed of old in Scotland, and we suppose in other
countries as well: Thus in 1582 it was provided by the
council of Kirkcaldy that if the number of the scholars SO
increase that the house of the minister, who was also school-
master, could not contain them, the town should find him a
sufficiently roomy house; in 1657 the scholars of the high
school of Edinburgh were taught in Lady Yester's Church,
while the school was undergoing repairs;” in 1736 the
English schools of Dundee being dangerous for the boys in
winter, the council resolve to ask the use of the vestry and
session-house all winter.” The place selected by the town of
Kirkcudbright in 1690 was less desirable: the scholars and
schoolmaster being exposed to hazard’ in consequence of
the state of the schoolhouse, the council grant the use of
the tolbooth, at the same time advising that, when prisoners
--
In the
shall be in the tolbooth, it should be more ‘strictly kept,
the scholars entering at seven A.M., and removing at five P.M."
§ 2. Acts of council like the following, providing for the
building or repairing of schools, afford glimpses into their
fitness as houses of discipline and instruction–glimpses
which do not impress us favourably with their character,
although perhaps they were not relatively inferior to the other
buildings of the period, if we except churches. In 1584
the council of Edinburgh give orders for repairing the
glass windows, locks, bands, and dykes of the grammar
school, and for furnishing the well with buckets and water-
stands, and hanging the bell of the school;" in 1589 the
council of Aberdeen ordain the dean of guild to repair the
of a family tomb, or mortuary chapel, in 8. disused burying ground, was
for some time used as a school. In 1652 the town council of Dundee
appoint a teacher of their music school, and ordain that he shall have
the ‘highest roume in the churchyard for teaching his scholars: Burgh
Records of Dundee. º º º
i Burgh Records of Kirkcaldy. * Steven's High School 64.
* Burgh Records of Dundee. * Burgh Records of Kir
5 Burgh Records of Edinburgh,
º

SCHOOL BUILDINGS. - 513
grammar school with ‘thak, vindois, and other necessaries; *
in 1598 another act of council ordains the repairing of the
grammar School, which is “ruinous and decaying; ” in the
year following we learn that the “scule hous’ of Ayr is suf-
fered to ‘decay untheikit; ” Glasgow had centuries ago a
high appreciation of a burgh School: nothing being more
profitable, first to the glory of God and next to the weal
of the town, than a grammar School, and the present one
being ‘altogether ruinous man be of new biggit, it is or-
dained, on 23d August 1600, that the stones of the ‘ruinus,
dekeyit, fallin downe bak almoushous’ be dedicated to the
building of the grammar school; * in 1623 the grammar
school of Aberdeen being “ruinous and likely to fall, the
council ordain, for the sake of the education of the youth
and the credit of the town, that the school be ‘biggit, beitet,
repairit, joisted, lofted, and slated, in substantious and honest
manner;” in 1633 the council of Stirling order a ‘new
ruiff’ to be put on the grammar school, and to ‘theik it
with sclaitt; ” in 1664 the council of Jedburgh employ a
glazier for “glassening’ the school windows, and request two
heritors to provide heather or straw for repairing the ‘school
head; ' " in the following year the ‘rain fell down from the
pend and the graffes quhair the bairnes sat ; ’8 on 21st
November 1677 the schoolmaster and doctor of Cupar petition
the council to repair the school, because the “cold winter is
now at hand, and the schoolhouse so defective that they—
1 Burgh Records of Aberdeen. * Ibid. 3 Burgh Records of Ayr.
4 Burgh Records of Glasgow. There is an order for contracting with
the masons, wrights, and slaters, for ‘bigging the school as good and
cheap as possible.’ - -
5 Burgh Records of Aberdeen. * Burgh Records of Stirling.
7 Burgh Records of Jedburgh. A glazier undertakes the work at 5s.
the foot of glass, and the ‘lyk for the wyr.’ -
* Ibid. On report of a committee appointed to sight the school, the trea-
surer is ordained to furnish twenty fir deals for laying the school floor,
and a heritor is requested to ‘caus help the school head: Ibid. On 2d
September £3, 12s, are paid by the treasurer to the glazier for furnishing
and working the casements and glass bands of the school windows: Ibid.






2 K
514 SCHOOLS AFTER THE REFORMATION.
much less the young ones—cannot be sheltered from tem-
pestuous wind, rain, and piercing cold;" the council order it
to be “thaked and the windows glassed; ” in 1733 the
council of Selkirk ordain ‘safe brods’ to be put upon the
windows of the English school, for shutting at night, and
declare that in future they shall not be at any expense
for windows;” in 1750 the schoolhouse of Irvine being
in “danger of falling, the council take steps to build one
“according to a new plan; ” in the following year the coun-
cil of Wick, considering the necessity of repairing the
school (built in 1683), resolve to build a house twenty feet
in length and sixteen feet in breadth, with a fire-room four-
teen feet in length, the side walls of the schoolhouse and fire-
room being ten feet high ; the whole house to be lofted, and
to have a chimney in each of the ‘gavels above, with a par-
tition of slack and rye in the middle, and a ‘thak roof over the
whole;’ 4 in 1778 the council of Greenock order a coalhouse
and a necessary house to be built for the use of the English
school;" in 1780 the “greatest part of the back side of the roof
of the grammar schoolhouse of St Andrews being blown
doun, a committee is appointed to take the cheapest estimate
after receiving a report from tradesmen;" in 1785 the school-
house of Dumbarton being very ill suited, from dampness,
want of fire-place, and other circumstances prejudicing the
health of the scholars, the magistrates take steps to make
the site of the meal market suitable for the purpose; 7 in
1814 the council bought a piece of ground for “building a
1 Burgh Records of Cupar. * Burgh Records of Selkirk.
8 Burgh Records of Irvine. The new school consisted of two large
apartments, one occupied by the master of the classical department, the
other by the doctor or English teacher. In 1692, £9, 6s. 2d. were paid
for twenty-eight trusses of bent for thatching the schoolhouse : Ibid.
* Burgh Records of Wick. * Burgh Records of Greenock.
* Burgh Records of St Andrews. In 1787 the council borrow money
for plastering the roof of the grammar School, laying the floor, and fur-
nishing it with benches: Ibid. £62 sterling were borrowed for paying
the repairs and exchequer fine : Ibid. º
7 Burgh Records of Dumbarton. ---






























































SCHOOL BUILDINGS. 515
necessary for the school; ' ' in 1815 the council of Montrose
were informed that the foundation stone of the academy
was to be laid, when there shall be a procession and coins
deposited—among the rest a Montrose halfpenny.”
It was sometimes not decay ‘but the act of God or of the
king's enemy” that rendered it necessary to build or repair
the old school. In 1631 the council of Peebles pay 4s. to
Thomas Low's son for ‘laving the school, which was full of
water, caused by the flood,' and 12s. for 200 faill, ‘required
for the school because of the damage caused by the flood;"
in 1673 the school of Haddington having been inundated by
the river, there is an order to ‘redd and clean it, and provide
rafts for the bairns to sit on ;’ “ the grammar school of the
Canongate having been ‘ destroyed in the late dreadful con-
flagration, the baron bailie prays for the use of a house within
the good town of Edinburgh until another be found in the
Canongate;" after the battle of Dunbar the English troops
took possession of the schoolhouse of Edinburgh, using it as
barracks;" they left it in so dilapidated a state that £100
sterling had to be expended in 1657 as a work of piety and
charity;” Cromwell’s army pulled down the schoolhouse of
Perth in order to build the citadel; * it was reported in 1746
to the council of Stirling that the grammar schoolhouse was
greatly damaged by the rebels.”
Schools are still too often deficient in furniture, but great
progress has certainly been made in this respect since the
date of the following extract from the records of St Andrews:
In 1725 the council being informed that the boys in the gram-
mar School cannot sit for learning to ‘wreatt, so that they are
necessitate to wreatt upon the floor lying upon their bellies,'
recommend that convenient seats be provided for them.”
Notwithstanding the general deficiency of furniture at this
* Burgh Records of Dumbarton. ” Burgh Records of Montrose.
* Burgh Records of Peebles. * Burgh Records of Haddington.
* Steven's High School, 77. ° Ibid., p. 63. --
7 Burgh Records of Edinburgh. * Muses Threnodie (2 app., 196).
* Burgh Records of Stirling. 19 Burgh Records of St Andrews.
-
º
º
º
-
º
--º -º









516 SCHOOLS AFTER THE REFORMATION.
period, we find that several of the old schools were supplied
with bells: in 1584 there is an order of the town council
of Edinburgh for hanging the bell of the high School in
a suitable place; * in 1625 Robert Ferguson, burgess of
Aberdeen, presented a bell, new and ‘stockit, for the use of
the grammar school of Aberdeen, and promises to build a
bell-house of aisler wark’ on the grammar school, whereupon
the council ordain a note to be entered in their books as a per-
petual memorial to posterity of the beneficence of their good
burgess; * in 1711 the town council of Banff pay 58s. for
repairing the school bell; * in 1729, on the petition of the
master of the grammar school of Selkirk, the council order
a bell to be fixed on the school.4
Not till the close of last century do we first meet with
complaints regarding class accommodation, which was then
becoming inadequate in several burghs: let us cite one in-
stance only, illustrating this evil—an evil which still prevails
in populous districts, especially in elementary Schools, or
elementary departments of schools: In 1770 the master of
the grammar School of Forfar prays the council to redress a
great grievance; the different branches of learning—English,
arithmetic, Latin, and writing—are all taught in one apart-
ment, and at the same time; the inconveniences thence aris-
ing are obvious—confusion and indiscriminate reading aloud,
which greatly impede the scholars' progress and deprive their
parents and the masters of the pleasure and the scholars of the
advantage of a more orderly method;" the present apartment
is so confined that several boys have been dismissed from
want of room—a lamentable reason; ‘if these boys had re-
ceived education, perhaps they might have turned out valu-
able members of society, but by the denial thereof, must
remain like a diamond buried in the ground, unpolished by
the hands of an artist.’”
* Burgh Records of Edinburgh. * Burgh Records of Aberdeen.
* Burgh Records of Banff. * Burgh Records of Selkirk.
* Burgh Records of Forfar. º
"Burgh Records of Forfar. In 1784 the council of Dundee divide the







SCHOOL BUILDINGS. 517
--
§ 3. The buildings were upheld, erected, or rented, at the
expense of the common good, when there was any. A few
extracts will show the means ordinarily adopted by the
authorities when the town's exchequer was empty: An appeal
to the public for contributions is a device long ago prac-
tised: thus in 1697 the council of Brechin resolved to apply
to the convention of burghs for money to assist them in re-
pairing the schoolhouse; 2 in the following year, the council of
Banff appointed a collector of such voluntary contribution as
God shall move the hearts of the inhabitants to give towards
the building of the new grammar school; ” two years later,
the council of Fortrose sent out a committee to solicit aid for
the repairing of the ‘schoole, from the magistrates and whole
inhabitants of Inverness and from gentlemen of condition in
the neighbourhood; * in 1751 the council of Wick expected a
voluntary contribution of about £9 or £10 sterling from the
inhabitants of the town, for building a suitable school in the
burgh; if the sum collected be deficient, the balance shall
be raised among the heritors of the parish by a voluntary
subscription, when it is hoped that every heritor ‘will rather
give more than what is required;’ ” in 1780 the council of
Pittenweem contributed £20 sterling to the public subscrip-
tion for re-building the school and schoolhouse;" in 1785
subscriptions were raised for building an ‘isle' to the English
school of St Andrews, the council undertaking to make
good the deficiency;" in 1786 the council of Dumbarton
solicited subscriptions from the gentlemen of the county for
building the schoolhouses; * in the following year, the
council subscribed £300 sterling towards building the new
new grammar school into three separate apartments: Burgh Records of
Dundee. - -
* For examples from the Reformation till the middle of the seven-
teenth century, see Maitland Miscellany, ii., 40–50; and at the end of
the seventeenth century, see Mun. Corp. Rep., i., app. 19-78.
* Black's History of Brechin (2d ed.), 112.
* Burgh Records of Banff. * Burgh Records of Fortrose.
Burgh Records of Wick. * Burgh Records of Pittenweem.
7 Burgh Records of St Andrews, & Burgh Records of Dumbarton,
-
--
-
º
-
-
-
-
º






518 schools AFTER THE REFORMATION.
-
schoolhouses." The public have done much in our own day
to improve the school buildings: In Dundee, for example,
the school buildings, ground, and fittings, were erected by
public subscription at a cost of £11,000; Greenock academy
cost the subscribers £7243; Dumbarton £6500, of which £1500
was given from the corporation funds; New Aberdeen gram-
mar school cost the city and private individuals £16,600, etc.”
The vacant stipends of benefices were, in some instances,
applied towards the building of schools: in 1695 the council
of Dysart thank my Lord St Clair for his kindness in grant-
ing a gift of half-a-year's stipend to the burgh for repairing
the school;* in 1724 the vacant stipend of Kirkcudbright
was applied towards the same purpose;4 in 1731 the council
of Dingwall apply for building a schoolhouse in the town,
the vacant stipend to be paid at three different terms, at 100
merks per chalder." In the event of all other sources failing
to obtain the ways and means necessary for building or re-
pairing the School, one of two methods was adopted—taxa-
tion or forced labour. In 1601 the inhabitants of Glasgow
are warned ‘to the extenting’ for repairing the grammar
school;" in 1751 the council of Wick resolve that, if the
other means proposed fall short of the sum required, they shall
stent the inhabitants;" in 1752 a quorum of the council of
Forfar was appointed to assess the inhabitants for building a
school.” The last expedient resorted to was forced labour:
in 1683 the council of Wick ordained each inhabitant to
furnish a servant for building a school at the shore, under a
penalty of 6s. 8d., per diem toties quoties, payable by the ser-
vant or master;" in 1712 the council of Wigtown ordained
all having horses that ‘has not visible miss, that they cannot
travell, to bring from the wood of Caldness a draught of timber,
-- -
---
1 Burgh Records of Dumbarton.
* Report on Burgh Schools, i., 60, 61; see also supra, § 5, p. 114.
* Burgh Records of Dysart. * Burgh Records of Kirkcudbright.
* Burgh Records of Dingwall. * Burgh Records of Glasgow.
7 Burgh Records of Wick. * Burgh Records of Forfar.
* Burgh Records of Wick.



























SCHOOL BUILDINGS.
for building a schoolhouse; if any refuse, he shall be im-
prisoned and fined 18s. Scots; those having no horses shall
pay money." º
§4. In 1868 the burgh school commissioners divided the
school buildings into four classes, good, fair, indifferent, and
bad; they reported that out of fifty-four burgh schools which - -
they had visited, nineteen were of the first class (including
Aberdeen and Edinburgh), fourteen of the second (represented -
i Burgh Records of Wigtown. The history of a schoolhouse built by
voluntary labour, is commemorated by a schoolmaster, Robert Smith by
name, in lively, if not very polished, verse, some years prior to 1714.
After mentioning the necessity for another ‘dominie’—an early instance
of this sobriquet—and that the ‘lords’ of the parish had resolved to call
‘Out of the Collidge Marischall
One who baith Greek and Latin speaks,”
he goes on to say: -
“The lad was called, a tryst was held
At Kerrow, there a school to build.
They first resolved to spend the summer
In bringing home bridge-trees and timber. .
The summer past, the harv'st did come,
The bridge-trees yet came never home.’
The poor dominie then protests against the delay:
* Having no place where to bide,
Nor any hole my head to hide.”
But again, though
* Every one did promise well
To come for to rear up the school; .
The day appointed had some frost;
º They all keep’t home their shins to rost.”
At last, ‘a gentlewoman mov’d with shame, and thinking of her little
Ones,
‘Whom she lov'd as tenderly
As the very apple of her eye,’
induces the parishioners in another part of the parish to lend their aid:
“Then every one came with a tool
And timber to rear up the school.
They wrought like mad till night did come ;
When it was dark they all went home.
They hastily again did meet
And did put up their house compleat.”
- - The former delinquents, however—the heritors, one and all, who relapsed
into apathy—‘moved with envy and with pride, declare that they will




























SCHOOLS AFTER THE REFORMATION.
by Ayr, Dumfries, and Dundee), seventeen of third class (of
which Stirling and Kirkcudbright were specimens), and five
of the fourth (Haddington and Kilmarnock being types). In
1873 the buildings of nearly all the secondary schools were
represented as being conveniently situated, and in good
repair: e.g., Aberdeen, Annan, Arbroath, Banff, Bathgate,
Brechin, Cupar, Dumbarton, Edinburgh, Forfar, Forres, Fraser-
burgh, Glasgow, Greenock, Hamilton, Inverness, Irvine, Kirk-
cudbright, Lanark, Montrose, Paisley, Perth, Peterhead, Ren-
frew, St Andrews, Stirling, Tain." It may be mentioned that
the following grammar Schools, though conveniently situated
and in good repair, were then deficient in suitable furniture:
Leith high School and Peebles grammar School; the Ayr aca-
demy was not in good repair nor the Elgin academy; Linlith-
gow grammar School was only in fair repair, and Burntisland
burgh school was rather out of date and wanting in accommo-
dation.” The Education Act has already resulted in provid-
ing more convenient, suitable, and healthy buildings, better
furniture and more approved apparatus, than have been
hitherto generally known in our country. The school build-
ings promise soon, under the new régime, to be among the
have the school on their own side of the parish, “not for profit but for
pride:* -
* They set to work with horse and harrow,
Trailing timber to the Kerrow.
Some had an ax and some a wimble,
But many more, for haste, came humble;
They had no men to couples ty:
On the Terrey they did cry,
Come over and join us in this matter.’
-
-
A storm comes, and
--- “Their couples by the wind did fall;
º, But yet again, they say, they shall
Be once put up, and there shall be
The seminary of Glenshee.’
The narrative, though somewhat rude, gives a graphic account of the
building of a school in a country parish nearly two centuries ago, and
shows clearly the direct interest and duty of the parishioners in relation
to the work. Smith's poems are now very rare.
* Report on Endowed Schools, ii., 339-601. 2 Ibid.

PLAYGROUNDS.
best, cheerfullest, airiest, handsomest, best ventilated, and
altogether the most agreeable and brightest buildings in the
town or district, as they ought to have been long ago; for
in no other building is there more important work done, not
even in our churches, though these have hitherto been vastly
superior to schools in position, architecture, fittings, and
suitability of structure." If the improvements continue a
few years longer in the same proportion as they have done
since the passing of the Act, every corner of the country.
will soon be provided with neat, commodious, and hand-
some buildings—having playgrounds and every convenience
attached. The character of the school building is only second
in importance to that of the teacher, and it is cheering to
find, instead of the miserable hovel, and the dark, confined,
and ill-ventilated room, formerly so common, places in which
the teacher and pupil may ‘thrive physically’—places fitted
for maintaining discipline and making satisfactory progress
in the proper work of the school. The 45th section of
the Act, authorising school boards to borrow the money
required to ‘provide or enlarge ' school buildings and teachers'
houses, has done much good in this direction; during 1874
the Board of Education Sanctioned applications from 349
school boards for loans to the amount of £1,109,241, but,
unfortunately, difficulties have arisen with regard to the
wording or interpretation of the clause, so that loans for
repairs, enclosures, and equipment, are now disallowed, as
happened in the cases of Kirkcudbright and Perth academies.”
§ 5. The playground, with its many pleasant associations,
forms an important element in School life. It has been called
* We are still very deficient in school furniture; in other countries
improved desks and chairs have long ago taken the place of the old-
fashioned and uncomfortable wooden benches, and each pupil is supplied
with a separate seat, desk, and drawer for holding books.
* Report of Board of Education, ii., pp. xii., xiii. Many think that the
school buildings are now too grand, and question the economy or mor-
ality of erecting on credit houses so expensive, stately, and imposing.
There are, undoubtedly, too many instances of school boards having
been vastly too extravagant for the pocket of the poor ratepayer.








522 SCHOOLS AFTER THE REFORMATION.
by a distinguished educational trainer the uncovered school-
room.’ While the active exercise requisite for a pupil taking
part in the games and pastimes of the playground helps to
develop and strengthen the physical powers, there can be no
doubt that it has an equally invigorating effect upon the
mental faculties, enabling the young scholar to submit, without
murmur, to indoor work, and even giving him some relish for
serious study. - - Tº
“If all the year were playing holidays, º
To sport would be as tedious as to work.”
Accordingly, in the higher class of schools, more especially
in England, we find that the masters encourage the natural
healthy instinct and love of manly exercises which lead the
pupils to frequent the playground. Who that has read ‘Tom
Brown's School-days, with its memories of Dr Arnold and
Rugby, does not feel his heart beat and his ears again tingle
with the echoes of a hundred boyish voices, as he recalls the
old field-days of which cricket and football were the crowning
glory and joy! -
Whether engaging in the more boisterous games, such as
football, or in some gentler kind of play, the pupils each find
the part they have to act, and thus learn those practical les-
sons and form those habits which mould the character of the
man: there, as in the wider arena of life, the strong come in
daily contact with the weak, the confident with the timid, the
cunning with the simple, the false with the true; and not only
do such contrasting characters meet in the playground, but
those friendships of choice spirits, which continue unimpaired
in after-life, are there formed and cemented. By some occa-
sional intermingling of masters with pupils, the principles of
conduct and action inculcated in the Schoolroom may be made
powerful and permanent factors in giving a tone and charac-
ter to the ‘life and conversation’ of youth and manhood.
The provision made in this country for giving the children
attending our schools the necessary outdoor exercise and re-
laxation, has been notoriously inadequate. While English


























PLAYGROUNDS. 523
º
public schools are in every instance furnished with extensive
playgrounds," and German gymnasia supply all the requisites
for developing and improving the physical qualities, we in
Scotland have hitherto been contented with the most meagre
accommodation for such purposes in connection with the
Schools. Whether, owing to the depressing nature of our
climate, or to the rigid notions with regard to all kinds of
amusements that seemed at one time at least, and are still
to some extent, inherent in the Scottish character, and more
particularly in Scottish Presbyterianism, we certainly are
not as yet sufficiently alive to the importance of physical
training and outdoor amusements and games as a part of the
educational course. There need be no fear lest more important
interests should suffer from any progress we are likely to
make, in our day at least, in this direction, or that there will
be a return or revival of the old times, when any day could
be turned into a holiday, and it was no unusual thing for
the parson or minister, after the morning services on Sunday,
to take the lead in a game at football with the villagers in
the afternoon. -
In a former part of this work we saw that the teacher was
required to accompany and attend the boys at play, this
provision being made partly from the absence of any suitable
ground attached to the school itself: * thus, in 1650, at Lin-
lithgow, the yard at the back of the grammar school was
allowed to the scholars to have ‘their diversions’ in ; * in
1756 we learn that the scholars attending the school of Wick
could “ divert themselves within view of the master’ between
the Schoolhouse and a certain store-house on the ‘shoar;’ “
in 1771 the council of Forfar, on an application from the
schoolboys, agree to tolerate them to play in the kirkyard."
The poverty of our playgrounds arises to some extent
from the fact that our schools are all day-schools, and that
the scholars have little or no interval of recreation from the
* See supra, p. 182. * Ibid., § 6, p. 173.
* Report on Burgh Schools, ii., p. 115. -
* Burgh Records of Wick. * Burgh Records of Forfar.





























time of meeting till dismissal. A few facts will show how
few are really adapted for the manly exercises in which
boys delight: Greenock academy has a playground extend-
ing from three to four acres partly covered; the grammar
school of New Aberdeen has a playground of nearly the
same dimensions; 4 Tain academy stands in a park of three
acres; the Madras college of St Andrews has above two
acres; * the Irvine academy has two acres enclosed; the
Kirkcudbright academy has one acre and a half, and so has
the Dumfries academy;” the Forfar academy, about one acre
and a quarter; * the Bathgate academy, more than an acre;"
the Peebles grammar school, one acre;” the Lanark burgh
school, one acre; the Moffat grammar school, nearly an acre;
the Stirling high school, three-quarters of an acre;’ the
Glasgow high school, about three-quarters of an acre; * the
Inverness academy, about three-fourths of an acre for the
boys, less for the girls; the Leith high school, about half
an acre; * the Banff grammar School, half an acre; the
Peterhead academy, less than half an acre; * the Renfrew
grammar School, less than half an acre; * the Ayr aca-
demy, about one-quarter of an acre; the Dumbarton
burgh academy, rather more than one rood ; the Elgin
academy, one rood; the Hamilton academy, about a rood;
the Linlithgow grammar school, less than one rood;” Forres
academy, also less than one rood;” the Arbroath high school,
nearly twenty-eight poles;* the Burntisland grammar school,
about twelve poles.” Many playgrounds are so insigni-
* Before 1873 it was insufficient for games liked by the boys.
* The pupils also rent a park twice that size for games.
*The boys rent a field for playing cricket.
* 5407 square yards. * 273 feet by 187 feet.
6 Tweed Green. * The ground is not adapted for cricket.
* 3831 square yards: insufficient for playground and air.
* The links, however, are available as a playground.
19 2000 square yards. * 2000 square yards.
12 150 feet by 65 feet. ** 1100 square yards.
*96 feet by 82. The boys have the use of the common.
* The scholars usually resort to the public links.















































PLAYGROUNDS. 525
*
ficant as to be of little or no use: e.g., those of the Annan
academy, of the Fraserburgh academy, of the Paisley gram-
mar school, of the Cupar Madras academy,” of the Brechin
grammar School. There are important schools having no play-
ground at all which they can call their own, and must be
content with the use of the common: the Montrose grammar
school has only the links for a playground, while the Perth
academy has only the North Inch, which however serves the
purpose of a playground excellently, and is a splendid public
park.” School boards supplying this desideratum in the
curricula of our schools will render valuable service to true
education, and be gratefully remembered by our ingenuous
youth, to many of whom the ‘play’ is at present more of a
burden than recreation in consequence of the want of suffi-
ciently open space for indulging in their favourite pastimes.
* But there is a prospect of its being enlarged.
---
* There are, however, other public grounds at hand.
* Cf. Report on Endowed Schools, ii., 343-603.




CHAPTER XVI.-FEMALE EDUCATION.
§ 1. DAME SCHools.-$2. GIRLs' schools.-$ 3. SUBJECTS TAUGHT-
§4. HIGHER EDUCATION AND SCHOOLS.–$5. MIXED SCHOOLS.–
§ 6. MoRTIFICATIONS.
TAKING advantage of the ungallant decision of grammarians,
that the masculine is more worthy than the feminine gender,
we have postponed our notice of dame schools, girls' schools,
or female education generally, until the male Teacher and his
school were first disposed of.
§ 1. Dame schools, which, to some extent, formerly supplied
the place of the present system of Infant schools, have, it need
hardly be said, filled a useful place in the old educational
machinery of Scotland. The Dame was usually an old woman
—generally an old widow or maid—who received under her
charge young children of both sexes, and taught them such
lessons as she was capable of imparting, and they of learn-
ing; and it may safely be said that she was not qualified
to teach many subjects, nor to carry her pupils far forward
in the branches taught. The children were taught a little
of reading and spelling, and perhaps some moral lessons; .
but in the more advanced dame schools, there was in addition
to reading," a little of plain writing, of simple calculations,
and of industrial training—including knitting and sewing,
taught to boys as well as girls. Most of our grandfathers and
grandmothers received their first school impressions at semi-
naries of this description, and indeed very often the only
schooling with which they were blessed. But for the instruc-
* They read Scots or English with the good old Scotch accent: the
books were the Westminster Shorter Catechism—afterwards committed
to memory—the Proverbs of Solomon, the Psalms of David, the New
Testament, and last the Old Testament; only a few were taught writing
and arithmetic. -

















GIRLS’ SCHOOLS. 527
tion given at the dame school, usually attended by children
ranging in age from three to seven or eight years, the Sub-
sequent demand for their labour rendered it probable that they
would be brought up altogether ignorant of letters. These
little schools, although they rendered greater service to society
than merely the keeping of young children out of harm's
way by preparing them for the parochial and burgh Schools,
were beneath the notice of town councils, who offered them
little or no encouragement, and exercised no superintendence
over them so long as they were content to communicate
nothing more than the mere elements of knowledge; but if
the Dame presumed to teach any advanced subject, the school
was summarily extinguished as a poacher on the preserves of
the burgh school." Dame schools, being thus mainly de-
pendent upon the humbler classes of the community, have,
though frequently subsidised by benevolent neighbours, ceased
to exist in Scotland, and their place has been taken up by
the Infant schools, which have sprung into existence within
our own recollection.
§ 2. Though the town councils took little or no cognisance
of dame schools—adventure schools, at which young children
of both sexes were taught by women—they seem to have
taken considerable interest, from an early period, in female
schools, where girls were taught to read intelligently, write
fairly, spell more or less correctly, and work a little sum in
commercial arithmetic; but the principal subject of instruc-
tion given at girls' Schools was needlework, and in some
instances the teaching comprehended a little of domestic
economy, including the important art of cooking.
§ 3. We give a few extracts to show the subjects commonly
taught in girls' schools—extracts which may serve to throw
some light on the important subject of female education
during the seventeenth and eighteenth centuries. In 1612
the female children in the burgh of Stirling were taught
English and writing;” in 1618 the council of Paisley or-
dained ‘none to be put to the sewing schuill till they can
See supra, Chapter III. * Burgh Records of Stirling.
w
-





528 scHools AFTER THE REFORMATION.
red perfytlie;” in 1642 Lady Gordon of Rothiemay, of good
memory, destined for the love she had to virtue in woman,
a sum of money for ‘teaching young women and lasses in the
town of Aberdeen reading, writing, and sewing, and any other
art or Science for which they may be capable;” the subjects
of instruction are more particularly enumerated in a subse-
quent entry dated 1648, when the schoolmistress taught, we
are told, ‘reading, writing, sewing, and music;” in 1694 the
council of Stirling, considering how necessary it is to have a
‘gentlewoman for educating the daughters of burgesses,’ ap-
pointed a yearly salary to be given for her encouragement ;
and in the following year Mrs Adieson taught young ‘women
and girls in all things proper and necessar to be learned by
them;’4 in 1698 the schoolmistress of Irvine taught children
‘such arts as are taught to children in Edinburgh;” in 1719
the council of Dumfries contributed to the support of a school,
in which ‘shaping and sewing all sorts of white and coloured
seams, embroidering, and paistry’ were taught to girls;”
1 Burgh Records of Paisley.
* Burgh Records of Aberdeen. 3 Ibid.
* Burgh Records of Stirling. 5 Burgh Records of Irvine.
* M'Dowall's History of Dumfries, 504. In 1753 the council of the
same burgh admitted a cook and confectioner as a freeman and burgess,
on condition of teaching poor girls the “arts of cookery and confectionery
or paistry:’ Ibid., 505. From these and other notices it appears that
long ago provision was made as much for teaching cooking and sewing—
subjects, alas ! almost now blank at our girls' schools—as there is in our
day for teaching crochet, drawing, and music—accomplishments, no
doubt, highly interesting, but of less consequence, we should think, to
our poorer middle-class girls than industrial training, including economy
of living and domestic affairs generally. Instead of the culinary art
advancing like other branches of knowledge, our countrywomen ap-
pear to be less skilled therein than their grandmothers. Too many
persons now complain of the cooking as practised at home, and the
complaint is so general—and to our cost, we know, well founded—that
bachelors, young and old, are thankful to dine anywhere rather than at
their lodgings—at clubs, boarding-houses, chop-houses, cooks' shops, etc.
Indeed, the tendency, more especially among the poorer classes, is to
abolish altogether the old-fashioned practice of preparing victuals at
home, and to resort to cooks' shops for procuring ready-made meals.
º





SUBJECTS TAUGHT AT GIRLS’ SCHOOLS.
529
-
in 1722 a mistress was elected by the town of Brechin to
instruct little girls in the ‘’arts of sewing and working of
lace;” in 1726 the council of Stirling nominated a school-
mistress for instructing girls in sewing white and coloured
Seam, shaping, washing, dressing, etc., with this provision, that
whatever ‘crape’ she shall require for making ‘dead cloathes,
she shall buy the same from merchants in the burgh, as she
shall be directed by her employers, the merchants supplying
the same at rates as easy as she could be served from other
burghs, the expense of carriage being considered; * in 1727
the council of Glasgow approved of a contract nominating a
mistress of the public school erected in the city for teaching
girls to spin flax into fine yarn fit for making thread or
cambric;* in 1735 a girls' school was established at Arbroath;
two years later, the magistrates, with the view of encouraging
the school, prohibited all other persons from teaching girls to
‘sew, work lace, etc., without the liberty of the council;’ “
in 1736 the council of Forres, considering the disadvantage
caused by the want of a capable woman to teach the young
girls white and coloured seam, appointed a schoolmistress of
the burgh; * in 1757 the schoolmistress of Wigtown taught
coloured seam and white seam only, but was capable of teaching
‘Dresden’ and embroidery;" in 1761 the council of Fortrose
appointed a schoolmistress for teaching plain and coloured
seam, and other branches of female education;" in 1764 a
Steps are now being taken to remedy this evil—an evil which is seriously
disturbing our social happiness—by establishing schools of cookery in
important centres, and there is a probability of our females, including
mothers and daughters, having soon an opportunity to learn the practice
from professional teachers. But even if the scheme succeeded, and that
itinerant lecturers visited places too small to support efficient teachers, it
will, we fear, take a long time before the great mass of our women shall
be educated in domestic economy—a subject with which every German
lady is thoroughly conversant.
* Burgh Records of Brechin.
* Burgh Records of Glasgow.
* Burgh Records of Stirling.
* Hay's History of Arbroath, 264.
* Burgh Records of Forres. * Burgh Records of Wigtown.
7 Burgh Records of Fortrose. In 1843 and 1844 payments were made
to Miss Fraser, teacher of the * school of the burgh.
L










































530 SCHOOLS AFTER THE REFORMATION.
schoolmistress of Ayr taught young women sewing, em-
broidering, and other accomplishments proper for that sex ;”
in 1782 there was a boarding and public school in Ayr for
º educating the young women of the burgh, at which “everything
was taught as complete as at Edinburgh, a great saving, it is
added, to the inhabitants, a convenience to the neighbourhood,
and an advantage to the town at large, in bringing gentlemen's
children to it; * in 1769 a school was opened in Dundee for
instructing in the ‘branches taught to young ladies in Edin-
burgh.” - -
From these extracts it will be seen that the education of
our girls consisted mainly of industrial training, and that
there was little of the ‘accomplishments’ which have since
come so largely into fashion. But after the middle of last
century we find the subject of female education attracting some
attention; in several places there was a demand for providing
women with means of more liberal education than had been
hitherto available. Thus in 1756 the council of Dunfermline
resolved to provide remedy ‘against the great loss caused to
the town through the want of a proper schoolmistress to teach
girls;” in 1765 the council of Kirkcudbright passed a resolu-
tion to the same effect;" in 1762 the council of Banff, con-
sidering that although the grammar school has been hitherto
well conducted, the girls' education has been much ne-
glected, resolved, therefore, to establish a school for teaching
such branches of education as are proper to be taught to º -
young women under a schoolmistress;" in 1763 a school-
mistress was chosen for ‘teaching young ladies and gentle-
men the branches of education fit for them;’7 in 1764 it is
represented to the magistrates and council of Ayr, that ‘hav.
ing shown their willingness to promote the education of the
male sex, it was hoped they would be pleased to do some-
thing for the other sex;''' a petition was presented to the
* Burgh Records of Ayr. 2 Ibid.
* Burgh Records of Dundee. * Burgh Records of Dunfermline,
* Burgh Records of Kirkcudbright. " Burgh Records of Banff.
7 Ibid. - * Burgh Records of Ayr.
-































































subjFCTs TAUGHT AT GIRLs’ schools, 531
council of Forfar in 1770 representing the miserable condi-
tion of young girls from want of proper education: they are
shamefully neglected, and seldom or never in this town re-
ceive the proper rudiments of education, finding the loss
thereof all the days of their lives;” in 1795 the council of
Arbroath, considering that an able and fit schoolmistress was
much wanted for the town, gave one a salary of £6—in-
creased in 1809 to ten guineas.” It thus appears that the
authorities were becoming to some extent alive to the neces-
sity of promoting a more liberal education among WOmen
than was previously common; and doubtless appeals or remon-
strances like those quoted bore fruit in course of time. Ac-
cordingly, in the early part of last century, greater educational
advantages began to be conferred on our girls, and the course
of education for women, which is still the prevailing one,
was inaugurated, the industrial training formerly so general
unfortunately dropping out to a large extent. Thus in 1810
there were taught in the female school of Elgin reading,
writing, arithmetic, grammar, elocution, geography, plain,
coloured, and fancy works, French, music, singing, and draw-
- ing;” in the female school of Tain, in 1835, English, French,
needlework, music, and drawing were taught; * in that of
Selkirk in the same year, English, writing, sewing, and draw-
ing;" in the female school of Crail, again in the same year,
reading, writing, sewing, and knitting were taught,” the useful
predominating over the ornamental branches.
§4. Unfortunately the old fallacy with regard to the
education of women, viz., that the higher instruction was not
necessary for them, is not yet exploded, but we are slowly
i Burgh Records of Forfar. * Hay's History of Arbroath, p. 264.
* Session Papers, 541, pp. 61, 62. -
4 Municipal Corporations Report, ii., 425. "Ibid., ii., 399.
6 Ibid., i., 158. Several of the burghs continued to support girls'
schools until the demand for female education brought into existence
day-schools and boarding-schools numerous enough to overtake the
education of all our girls who wished to avail themselves of that class
of schools. In 1835 there were only ten female schools under the pat-
romage of the town councils. -

realising that any knowledge calculated to improve the human
mind should be communicated to women, no less than to men.
Indeed, woman, being by “birth and destiny’ the greatest
educator of the two sexes, would seem to require higher
education more urgently than man, whose most important
education—carried on by means of universities, libraries,
travels, and business—only begins where that of woman too
often ends. The higher education of women, hitherto so
culpably neglected, being therefore not less important than that
of men, the next generation will have to address itself to the
question of providing proper schools for our middle-class girls
—that large class between those attending elementary Schools
and boarding ‘establishments.’ The absence of such schools
must speedily come to be recognised as one of the greatest
wants of the day. There are in abundance schools good
enough for the education of their brothers—boys who fill our
burgh Schools and commercial schools—but with few excep-
tions, including the schools lately organised by the Merchant
Company at Edinburgh, the girls' schools embracing a com-
plete curriculum of proper studies are few in number. At
present the question of providing a thorough system of in-
struction for girls—of extending to our daughters the means
of higher education—is too much ignored, and we have been
hitherto content to send them to day-schools and boarding-
Schools, which are notoriously inefficient and superficial,"
chiefly occupied in imparting a showy education—accom-
plishments acquired not so much for purposes of intellectual
discipline, as for attracting attention.” The subjects professed
at this class of schools are two or three foreign languages, the
* The defects of girls’ schools are thus summed up in the Report of the
Schools Enquiry Commission: ‘Want of thoroughness, foundation, sys-
tem, and organisation; slovenliness and showy superficiality; inattention -
to rudiments; undue time given to accomplishments, and these not
taught intelligently or in any successful manner.” This indictment,
which applies to English schools, is, we fear, applicable to some extent
also to Scottish schools. -
* “The so-called lady-accomplishments,’ says Jean Paul Richter, in his
‘Doctrine of Education, ‘ are at most but garlands of flowers by which
-
º





























































HIGHER EDUCATION OF WOMEN.
grammars of which are not logically or thoroughly taught ;
music, taught mechanically, without reference to the theory
of harmony; drawing, mere copying, without any study of
the laws of form, colour, and perspective; dancing, calis-
thenics, and what is called ‘English education, including
writing, arithmetic, use of the globes, geography, history,
grammar, and elocution. Too many subjects are professed,
and the consequence is that no branch is well taught;
the mind is concentrated on no subject, the system re-
quiring no thoroughness in any department. In boys'
Schools, on the other hand, there is generally a thorough.
grounding at least in one branch, usually classics or mathe-
matics, and it is certain that thoroughness in a single subject
is productive of more good in educating the faculties than all
the Smattering acquired at these ‘establishments for young
ladies’—at which all that is interesting in the study of a
Subject—the rationale or principle—is invariably excluded.
Altogether, the instruction which, at the present time, we give
to our girls, is very defective in intellectual basis—in prepara-
tion for the duties of life—and the question therefore arises,
what are the requirements necessary for improving women's
education ? There is an attempt in several places to solve
this question by assimilating the courses of studies in our best
girls' Schools and boys' schools; and it stands to reason that
what is good for educating a boy, is equally good, mutatis
mutandis, for educating a girl, et vice versä. Formerly classics
and mathematics were the subjects mainly taught to boys,
and music, drawing, and modern languages to girls; at present
it would seem as if classics and mathematics were finding their
way into girls' schools; and, on the other hand, modern lan-
guages and fine arts are being largely introduced into boys'
schools, the great subject of English literature being equally
necessary for both. With the view, therefore, of promoting
the higher education of women, the plan which most recom-
Cupid may be bound; but Hymen, who breaks through these and
garlands of fruit too, is best guided and held by the golden official
chain of domestic capability.’ -






































534 SCHOOLS AFTER THE REFORMATION.
mends itself to our best educationists is to provide schools,
teachers, methods, discipline, organisations, examinations, in-
spections, diplomas or certificates, for girls, similar to those
which exist for boys, and to make the subjects of in-
struction, as much as possible, the same in both schools,
the time-tables being different, that is, the boys and girls not.
necessarily devoting equal time to the same subject. To-
wards accomplishing this end, it is believed that our se-
condary schools are capable of being utilised more than they
have hitherto been ; thus classes might be established in
connection with burgh schools and academies, which are not
open now to girls (such as Edinburgh, Aberdeen, Glasgow, etc.),
the school boards making arrangements to employ the same
teachers for both sexes. Further, in order to promote higher
knowledge among women it is necessary that the girls should
continue their studies beyond the period when they are too
frequently said to have ‘finished their education;' and to -
enable them to extend the school period, colleges or univer- -
sities should be established for their use, just as exist for
young men after they complete their school career.”
But it is not now enough to provide for our middle and
lower class girls, good secondary schools and colleges. Con-
sidering the extent of female industry—the vast number of
1 The importance of examinations for promoting the higher instruc-
tion of girls was long ago felt by so distinguished a master as Dr Arnold
of Rugby, who in 1841 wrote to Mr Justice Coleridge: ‘There is nothing
for girls like the degree examinations. Unless we had a domestic ex-
amination for young ladies, to be passed before they come out, and
another, like the great go, before they come of age, I do not see how
women can be educated intellectually. Seriously I do not see how we
can supply sufficient encouragement for systematic and laborious read-
ing, or how we can censure many things being retained at once fully in
the mind, when we are wholly without the machinery which we have
for boys.' Important advances have recently been made in this direction
in the provisions for examination of women by the University Local
Examinations of Oxford, Cambridge, Durham, and Edinburgh.
* Some progress has already been made in supplying our women with
the means of higher education: e.g., at Girton College, Newnham Hall,
Edinburgh Ladies' Educational Association, London University College.
º
º














































º : MIXED SCHOOLS. º 535
º - -
- women who support themselves and frequently their families:
by means of various occupations, including shopkeeping,
-- manufactures, fisheries, needlework, teaching, domestic Ser-
vice, agriculture, commercial occupations, etc.—it is to be
hoped that suitable schools shall be founded for preparing
them for their practical business, and qualifying them for
higher and more remunerative employment. This might be
accomplished by means of evening classes, and by admitting
them to schools established for giving technical instruction
to men. - -
Schools and colleges, however good and efficient, may fail
in educating our women to be good sisters, good mothers,
good wives, and good servants, if good education begins not
at home—if the affections are not cultivated, and house-
keeping duties neglected. An education, therefore, more im-
portant than that acquired at the elementary or secondary
schools, or even at the university, is Home Training, the de-
partment of girls' education which, it is maintained, is at
present most neglected, and needs most care. Home education
is the first and greatest business of mothers—compared with
which all others are small. The children's future welfare—
happiness and misery—mainly depends on the manner in
which the Mother discharges the solemn duty entrusted to
her by God. From her teaching, conduct, and spirit, they
derive their impressions of what is right and wrong, their
good or bad habits, their virtuous or vicious principles.
§ 5. There are indications in the burgh records that the sub-
ject of mixed education engaged the attention of an earlier
generation: in 1602 the council of Ayr ordained the girls who
are learning to read and write at the grammar School to be sent
to the master of the sang school, because it is not seemly
that sic lasses should be among the lads.” An entry some-
what similar occurs in the minutes of the town council of
Dundee: in 1712 the council ordained the English high school
i Burgh Records of Ayr. In 1598 the council of Aberdeen license
two persons and their spouses to teach ‘maiden bairns, but forbid them
to have a ‘man doctour? under them: Burgh Records of Aberdeen.














536 SCHOOLS AFTER THE REFORMATION.
‘to be kept alenarly for girls above ten years of age.”
sons who take interest in questions of education are still
divided in opinion with regard to the propriety of teaching
boys and girls together, more especially after they cease to be
children. The burgh school assistant commissioners con-
demn the system, on the ground that the “influence of mixed
schools is not beneficial from a social point of view.” Others,
on the contrary, instead of merely denying that any mischief
has resulted from the meeting of boys and girls at our public
schools, contend that mixed education is necessary for pre-
serving the moral character of the pupils,” and further, that it
is the best system for acquiring a complete education. The
mixed system appears to be more in harmony with the laws
of nature than that which would divide the pupils into
classes according to which each sex would be taught by itself.
For example, a family, consisting of boys and girls, will, it
is said, be better educated than if composed of one sex only.
It would indeed seem as if Providence intended that the
sexes should influence each other from their birth to their
death, and at no time is this influence more necessary
than when their characters are being formed. Possibly the
character of the girls may, by being taught with the boys,
suffer to some extent from the rough and boisterous manners
of their companions; but, on the other hand, it is certain that
the boys will suffer more from the absence of the girls than
the girls from the presence of the boys. From a moral point
of view, therefore, it may be concluded that though the mixed
system is not without its drawbacks (what system is ?), the
balance of advantages appears to be decidedly in its favour,
provided it can be carried out under proper regulations, in-
* Burgh Records of Dundee. * Report on Burgh Schools, i., 89.
* Richter, one of the greatest of German thinkers, says in his ‘Levana:”
‘To insure modesty I would advise the educating of the sexes together;
for two boys will preserve twelve girls, or two girls twelve boys, innocent
amidst winks, jokes, and improprieties, merely by that instinctive
sense which is the forerunner of natural modesty: But I will guarantee
nothing in a school where girls are alone together, and still less where
boys are.’

MORTIFICATIONS,
cluding, if thought necessary, especially for the higher schools,
separate entrances from the streets, separate staircases, separate
entrances into the schoolroom, and separate courtyards. In-
tellectually, the advantages are all in favour of the boys and
girls being taught together, and contrary to the system of isola-
tion. The daily contact of the sexes softens, purifies, quickens,
and inspires the boys, while it gives balance, strength, and
buoyancy to the girls; it establishes their relative capacity:
to pursue the same course, and to undergo the same tests"—
accustoming the public mind to the idea of both sexes working
towards common objects.” Further, the mixed system is
attended with greater economy, and with larger educational
advantages—great recommendations in its favour; teachers
assure us, for example, that a school composed of both sexes
is more teachable and manageable than the same number of
either sex, by themselves; and it is certain that if the sexes
were separated, the cost of education would not only be largely
increased—and it is heavy enough already for the ratepayers—
but the girls would not have the same educational advantages
which they have at present—either with regard to teachers,
buildings, or playgrounds. On the whole, therefore, it would,
we think, be rash to condemn or change a system against
which no charge can be substantiated, and which has not
hitherto been attended with any mischief.
$ 6. Mortifications to female schools are so rare as to
justify that of the pious Lady Gordon of Rothiemay being
given with little abridgment: In 1642, Katherin Forbes,
relict of William Gordon of Rothiemay, of good memory, for
the honour of God, her love to virtue in woman, and to all
women virtuously disposed, mortifies to the town council of
Aberdeen £1000 Scots, of which the annual rent shall be
* The burgh school commissioners reported in 1868, that in the
more advanced school workincluding English, classics, and mathematics,
the girls did as well as the boys, and that in the modern languages they
did better; in all the schools they found the girls more conscientious
and industrious workers than the boys: Report, i., 85.
* National Union for Improving the Education of Women.




538 SCHOOLS AFTER THE REFORMATION.
º - º
given for the maintenance of a woman for keeping a school in
the burgh, for teaching young women and lasses; the school-
mistress shall be a widow of honest report, of grave and
modest carriage and behaviour, of good life and conversation,
free of public scandal, religiously inclined, and fearing God;
or she shall be a virgin or maid of age and discretion, grave
and modest, fit for such a charge; if the widow or maid shall
marry or prove scandalous, she shall be removed from her
office; further, adds the pious lady, because a woman of the
necessary quality and condition cannot at present be found,
the interest of the money shall be added to the principal
sum until the school be erected."
The absence of endowments for the education of girls is a
remarkable phenomenon in the history of our national edu-
cation. The fact of no mortifications having been made
expressly for girls has led some to suppose that foundations,
at present appropriated for boys, may have been originally
intended for boys and girls, and that the founders had no
intention of excluding from the benefit children of the burgh
or parish in respect of their sex. The true explanation of
the fact, we think, is that our grandfathers and grandmothers
attached so little importance to the higher education of girls,
as to have thought it unnecessary—probably a waste of means,
to make any provision to give free or assisted education to -
their daughters, for whom, in their opinion, education, at least
the higher education, was not necessary, in order to their -
being good wives, good mothers, good mistresses, and good
servants. The difficulty of giving higher education to girls,
and its costliness as compared with that of boys, have induced
some educationists to recommend that endowments should be
extended to the former, in order to provide them with good
education at moderate expense. º ---
1 Burgh Records of Aberdeen.

FEES AND SA L.A. R.I.E.S.
THE following are examples of the amount of salaries and scale of
fees payable by the town councils and pupils to Teachers in different
burghs from the Reformation till the middle of this century: 1
º
§ 1. ABERDEEN; $ 2. AIRDRIE; $ 3. AYR; $ 4. BANFF; $ 5. BRECHIN; $ 6.
BURNTISLAND; $ 7. CAMPBELTOWN; $8. CRAIL; $9. CULRoss; $ 10. CUPAR;
§ 11. DINGWALL; $ 12. DUMBARTON; $ 13. DUMFRIES; $14. DUNBAR ;
§ 15. DUNDEE; $ 16. DUNFERMLINE; $ 17. DYsART; $ 18. EDINBURGH;
§ 19. ELGIN; $ 20. FORFAR; $ 21. FORRES; $ 22. FORTROSE; $ 23. GLAS-
Gow; $ 24. GREENOCK; $25. HADDINGTON; $ 26. HAMILTON; $ 27. IN-
VERARAY ; $ 28. INVERKEITHING; $ 29. INVERNESS; $ 30. INVERURIE;
§ 31. IRVINE; $ 32. JEDBURGH; $ 33. KILMARNoCK; $ 34, KINGHoRN;
§ 35. KIRKCALDY; $ 36. KIRKCUDBRIGHT; $ 37. LANARK; $ 38. LEITH ;
§ 39. LINLITHGow; $ 40. MONTROSE; $ 41. MUSSELBURGH; $42. NoFTH
BERWICK; $43. PAISLEY; $ 44. PEEBLES; $45. PERTH; $46. PITTEN-
wełM; $ 47. RENFREW ; $ 48. ROTHESAY ; $ 49. ST ANDREws; $ 50.
SELKIRK; $ 51. STIRLING; $ 52. STRANRAER; $ 53. TAIN; § 54. WIGTOWN.
º
§ 1. ABERDEEN : 1574, reader, É30 yearly; 1575 and 1580, master, 50 merks
yearly; 1602 and 1603, master, £80 yearly, with 6s. 8d. of fees quarterly;
doctor, 3s. 4d.-in all, 10s. ; landward scholars, 13s. 4d. quarterly to master,
and 5s. to doctor; 1620, master, É80 yearly, and 13s. 4d. quarterly ; 1628,
doctor, #100 yearly, without scholage; 1638, doctor, £100 yearly—the salary
and scholage of the other doctor to be divided between the two doctors; 1640,
master, 200 merks yearly, and 13s. 4d. quarterly; doctor, 6s. 8d.; landward
scholars, 26s. 8d. to the master, and 13s. 4d. to the doctor; 1663, master,
£200, a “competent provision,’ with a house; 1667, two doctors, 200 merks
yearly, with their class fees; 1667, master, 600 merks from mortifications.”
§ 2. AIRDRIE: 1835, fees, English, 3s.; arithmetic and writing, 4s.; Latin
and Greek, 5s.; teacher received no salary, but had a free house and school.”
§ 3. AYR : 1582, fees, doctor, 1s. Quarterly; landward scholars, 2s.; 1586, mas-
ter, salary, £26, and 13s. 4d. for fee and reading; 1595, master, £40 yearly, and
20s. yearly of fees; doctor, fees, 8s. yearly; landward scholars, 40s. and 13s. 4d.
yearly; 1600 and 1602, master, ‘f 10 for reading the prayers; ' 1603, doctor,
stipend, 20 merks; fees, 40d. quarterly; landward children, 6s. 8d.; 1605,
1 There is a full account of Salaries and Fees at subsequent dates in the Reports on Burgh
Schools, published in 1868, and on Endowed Schools, published in 1873.
2 Cf. Burgh Records of Aberdeen under the different dates. -
8 Municipal Corporations Report, i., 56.
-
-
-













































540
master, £60 yearly; fees, 6s. 8d. quarterly; landward scholars, 13s. 4d. ;
1608, doctor, #30 yearly; 1612, master, who was also reader, precentor,
and session clerk, £80 yearly from the common good, 20 merks yearly as
precentor from the kirk, and 20 merks yearly as session clerk; fees, 6s. 8d.
quarterly; landward bairns, 13s. 4d. ; doctor, 12d, quarterly, with board;
Tandward scholars, 2s. ; 1648, doctor and precentor, É100 yearly—‘the usual
stipend;’ 1649, Scots doctor, #50 yearly, and 6s. Quarterly; from 1649 to 1670,
masters, £200 yearly of stipend; 1670, doctor, £133, 6s. 8d. yearly; Scots
master, É60; 1676, doctor, #50 half-yearly; 1677, precentor, reader, and
doctor, £100 yearly, with benefit of marriages, baptisms, third of fees, and
Candlemas offerings; 1678, master, 200 merks yearly; 1680, master, 300
merks yearly; doctor, 100 merks; precentor and music master, 100 merks; 1678,
master, 250 merks yearly; 1680, doctor, 100 merks yearly; 1681, doctor, #100
yearly; 1682, Scots master, £40 yearly, and £12 for school maill; 1708,
grammar master, £200 yearly; 1710, doctor, #100 yearly; 1727, doctor, 200
merks yearly; 1727, doctor, 200 merks yearly—£100 as doctor, and 50 merks
for teaching writing, arithmetic, bookkeeping, and navigation, with all the
emoluments and casualties; 1738, English master, #40 Scots yearly; fees, 2s.
sterling quarterly; perfecting in writing without reading, 10s. Sterling; 1746,
one of the grammar masters, 200 merks yearly; fees, 3s. Sterling quarterly,
with the ordinary perquisites; 1746, rector, who taught Latin, arithmetic,
mathematics, and natural philosophy,400 merks yearly, with fees and perquisites
of his own scholars; 1751, precentor, writing-master, and singing-master, É20
sterling yearly, with benefits of baptisms, proclamations, and testimonials;
lowest fee for writing, 2s. Sterling quarterly in advance; 1755, English mas-
ter, £120 yearly, with “wages and casualties;’ 1761, fees, Latin, 3s. Quarterly;
arithmetic, from the beginning to the single rule of three, 5s. Sterling; vulgar
arithmetic, including above, and also the double rule of three, fellowship,
fractions, rules of practice, barter, exchange, loss and gain, etc., 10s. 6d. ;
decimal arithmetic, viz., decimal fractions, finite and infinite, their applica-
tions to the rules of interest, annuities, etc., extraction of the roots, allegation,
tare, tret, and the rule of false, etc., 10s. 6d. ; a complete course of arith-
metic, one guinea, and a lesser sum in proportion to the length they proceed
therein; bookkeeping, proper trade with the first set of books, half-a-guinea; º
a full course, comprehending three sets of books on proper trade, factorage,
and partnership, one guinea; geography, with the use of the globes, half-
a-guinea; navigation in all parts, viz., plain sailing, Mercator's do., parallel
and middle latitude do., and these by geometrical progression, by the loga-
rithms, by Gunter's scale, and by the tables of difference of latitude and
departure, with the same reduced to practice by the log-book and use of sea-
charts, one guinea; for a course of mathematics, comprehending Euclid's
Elements, trigonometry, practical geometry, and algebra, two guineas; for a
course of natural philosophy, comprehending the doctrine of attraction and
gravitation, congress of bodies, mechanic powers, pendulums, etc., hydrostatics,
optics, and astronomy, with the several experiments, two guineas, and a pro-
portionate price to be charged for each of the branches; 1773, English master,
salary, £10, “with the ordinary fees and casualties; ' 1775, fees for writing
raised from 2s. to 2s. 6d. quarterly; 1776, fees for Latin raised from 3s. to 3s. 6d.
quarterly; 1786, total income of each of two English masters, about £30;
their salaries advanced to £15 each, and fees raised from 2s. to 3s, quarterly;
writing and mathematical fees also raised; fees in grammar school raised to 5s.
quarterly; * 1835, salaries, rector, #100; arithmetic teacher, É20; Latin and
Greek teacher, including assistant, £35; French, £5; English, £10; writing,
£20.” The number of scholars at the academy during the ten years previous
- to 1835 ranged from 490 to 500.
§4. BANFF: 1683, master, £44 yearly; 1698, master, É80 yearly; fees, 13s. 4d.
quarterly; landward children, 20s. ; 1732, master, É40 half-yearly; 1762, a
1. Cf. Burgh Records of Ayr under the different dates.
3 Municipal Corporations Report.








































































--- FEES AND SALARIES.
541.
statement of master's account—a year's salary, £6, 13s. 4d.; paid as tax for the
Seatoun and the lower part of Lord Banff's garden, 11s. 8d. ; for heritage
belonging to the town for two years, 1s. 4d.—summa, £7, 6s. 4d. ; received
for the town's bells and mortcloth in 1761, £3, 2s. 6d.; due to him, £4, 3s. 10d.;
1762, his salary of £80 Scots augmented to £10 sterling yearly; 1762, English
teacher, #9 sterling yearly; fees, 1s. 6d. Sterling; 1773, grammar master,
£20 sterling yearly; fees, Latin, 2s. 6d. quarterly; 1780, grammar master,
£20 sterling yearly; assistant, É10 sterling; master received three-fifths of
the fees, and assistant, two-fifths; fees, Latin and Greek, 2s. 6d. ; writing and
figures, 2s. 6d.; course of bookkeeping, 21s. Sterling; course of navigation, 21s.;
1786, rector, £30 sterling yearly; fees as before; 1827, fees for Latin raised
from 5s. to 7s. 6d., but various reductions were then made in the other fees.”
§ 5. BRECHIN : 1580, master, 40 merks yearly; * 1835, master of the gram-
mar school, £8, 17s. 9d. yearly and a free house, and the revenues of preceptor
of Maison Dieu, worth £37 yearly. The town paid the parish schoolmaster £10
in lieu of a house and garden, and £25 yearly as interest of a subscription of
£300 to an assistant to the parish schoolmaster; fees in both schools quarterly,
English and writing, 4s.; árithmetic, 5s.; Latin, 6s. ; mathematics, 6s. ;
English grammar, 5s. ; French, 10s. 6d.; bookkeeping per course, £1, 1s. ;
geography, £1, 1s.”
§ 6. BURNTISLAND: 1620, master, 100 merks yearly—50 from the session and
50 from the ‘prime guild; ' 1635, increased to 150 merks; fees, Latin, 12s.
quarterly; English,9s.-two-thirds for the master and one-third for the doctor;”
1835, master, £37 yearly; quarterly fees, reading, 2s., with writing, 2s. 6d.,
with arithmetic, 4s. 6d.; Latin, with Greek, French, arithmetic, mathematics,
English grammar, geography, 6s.; navigation and bookkeeping, 21s. per course.”
§ 7. CAMPBELTown : 1791, fees, quarterly, Latin, 5s. ; English, 3s.; English,
writing, and arithmetic, 3s. ; navigation, £1, 1s. ; bookkeeping, a guinea and
a half; 7 1831 and 1835, quarterly fees—class 1, English and grammar, 5s. ;
class 2, English, etc., writing and arithmetic, 6s. ; class 3, Latin, English,
etc., first year, 7s.6d. ; class 4, Latin, Greek, geography, mathematics, and
bookkeeping, 10s. 6d. ; class 5, French, English, composition, and any other
branch that may be taught, 12s. 6d.* º º
§ 8. CRAIL: 1571, grammar master, fees, 8s. yearly; for landward scholars,
fees left to the master’s “pleasure;’ salary, 50 merks; doctor, fees, 12d.
yearly, with board; 1625, master discharges burgh of 25 merks part of 100
merks for teaching “for the Martinmas term 1621;’ 1664, master discharges
the burgh of £113, 13s. 4d. for the year preceding Lammas 1661, and of same
sum for the said terms 1662, 1663; 1672, master discharges the town of £134
Scots in part payment of his salary from Martinmas 1669 to Martinmas 1670;
1716, doctor, £10 Scots half-yearly; 1749, master, É105 as other ‘school-
} masters formerly had ;’ 1757, usher received a stipend of £8 sterling yearly,
being an increase of £1, 15s. paid equally by the town and kirk;* 1835, assistant
master received £12 with part of fees; fees, reading, 2s. 6d. ; reading and writ-
ing, 3s. ; reading, writing, and arithmetic, 3s. 6d. ; Latin, French, Greek, 5s.”
§ 9. CULROSs: 1835, fees, Latin, 5s. ; reading, writing, and arithmetic,
4s. 6d. ; writing and arithmetic, 4s. ; and 3s, for reading.”
§ 10. CUPAR-FIFE: Doctor, 40 merks yearly ; fees, 4s. Quarterly ; 1638,
master, £100 yearly; 1644, doctor, 80 merks; fees, 6s. ; master, £100 ; fees,
12s. ; 1661, doctor or janitor, É3 quarterly with board; fees, 12d. from each
scholar on every market day; master, É180; fees, 12s. ; doctor, fees, 6s. ;
1670, master, £120 with the almshouses and yards; 1670, master, £180 ; fees,
12s. Quarterly;” 1835, half of the teachers' salaries paid by the town, and the
other half out of a subscribed fund; classical and French teacher, salary, £50;
1. Cf. Burgh Records of Banff under the different dates. 2 Mun. Corp. Rep., i., 109.
3 Black's History of Brechin, 45. 4 Mun. Corp. Rep., i., 128.
5 Cf. Burgh Records of Burntisland. 6 Mun. Corp. Rep., i., 139.
7. Cf. Burgh Records of Campbeltown. 8 Mun. Corp. Rep., i., 150.
9 Cf. Burgh Records of Crail. -- - 10 Mun. Corp. Rep., i., 158.
ll Ibid., 172. 12 Cf. Burgh Records of Cupar.
------- -











APPENDIX.
- º - º
teacher of writing, arithmetic, geography, and mathematics, £40; teacher of
English, £20; fees, Latin, 7s.6d. ; #. and Greek, 10s. 6d. ; French, 7s.6d. ;
writing, 3s. 6d. ; writing and arithmetic, 5s. ; mathematics, 10s. 6d. ; geo-
graphy, junior class, 3s.6d.; senior class, 5s.; English, 4s.; English grammar,
2s. 6d. ; English, including grammar and the principles of composition, 6s.” .
§ 11. DINGWALL; 1730, fees, quarterly, 12s. Scots for reading, writing, and
arithmetic ; 18s. Scots for Latin. -
º $ 12, DUMBARTON: 1747, fees for English, writing, and arithmetic, raised
from 8s. to 12s. Scots quarterly; Latin and Greek raised from a merk to 2s. 6d.;
if the master be capable of teaching church music, bookkeeping, and French,
he shall settle with parents the fees for the same ; 1785, two joint teachers
appointed at ‘salary and emoluments of £30 sterling to each at least.” -
§ 13. DUMFRIES : 1663, rector, £100 Scots yearly, with the ‘benefit of
quarter days, and of marriage proclamations, baptisms, and burials;’ 1673,
master, salary, £40 Scots quarterly; * 1835, master, salary, £64–£33,
6s. §§ from mortified money, and the remainder from the funds of the -
town. º º -- º
§ 14, DUNBAR : 1690, English master, £100 yearly; fees, 14s, for reading
or writing, or both ; magistrates and parents fixing the fees for accounts; he
may take from unfreemen and strangers as they can agree; 1699, grammar
master, É200 yearly; English master, £100; 1721, two masters teaching
English and Latin, £200 each ; teacher of writing, navigation, bookkeeping,
and arithmetic, £180 money; 1727, English and grammar master, £25 sterling
yearly; quarterly fees for Latin and Greek, 2s. Sterling; English, 14d.; 1734,
fees, writing, 3s.6d, ; arithmetic, 5s. ; writing, 5s. ; mathematics, 10s. 6d. ;
with writing, 10s. 6d. ; Mercator's sailing, to apprentices sailing from the
burgh, £1, 1s. ; navigation to sons of burgesses or apprentices having
already a knowledge of arithmetic, vulgar and decimal fractions, use of the
globes and maps, 10s. ; to boys from the grammar school, 5s. ; to such as at-
tend the school otherwise, free ; 1821, fees, English, 7s. 6d. ; grammar and
mathematical teachers allowed 7s.6d. ;* 1835, master, #42 yearly; mathema-
tical teacher, #36 yearly.” º º º, -
§ 15. DUNDEE: 1603, grammar master, 250 merks yearly; sang master, 16
merks yearly; 1610, master, #16, 13s. 4d. yearly; fees, 63d. quarterly; 1653,
grammar master, 400 merks yearly; fees, 13s. 4d. quarterly; 1705, two º
grammar doctors, £200 between them; janitor, £13,6s. 8d. ; English and
music master, É153, 6s. 8d.; 1712, fees for reading, writing, and arithmetic,
12s. Quarterly; 1718, master of the churchyard school, 200 merks yearly, with ºf
quarterly fees of 10s. for English, 12s. for English and writing, and iſs, for
reading, writing, and arithmetic; 1749, third grammar doctor, 100 merks
yearly; fees, 6s. Scots quarterly; 1761, two English teachers, salary of £15 or
£16 sterling, free school and other perquisites; 1763, salaries of two grammar
doctors augmented to £20 sterling; 1768, writing-master, É5 sterling yearly; .
1773, rector, É40 sterling yearly; fees raised from 1s. 6d. to 2s. 6d. quarterly;
1773, teacher of writing, arithmetic, bookkeeping, and music, £20 sterling
yearly; 1773, two English masters, first at £15 sterling, and the second at £8
sterling; salary of the first to be made up as follows—£8,6s. 8d. from the
kirk fabric, £3, 5s. from the guildry, £3, 8s. 4d. from the two pennies on
the pint of ale; second, to have £7, 7s. from the hospital funds, and 15s.
from the two pennies on the pint; 1786, fee of the rector of the academy,
£2, 2s, for the session; of his assistant, 10s. 6d. for the session from each
scholar; 1789, additional salary of £10 sterling granted to the rector; 1798,
English teacher, £20 sterling yearly, with fees; 1799, fees in the grammar:
school raised from 5s. to 7s.6d. 8 - -
º º
1 Mun. Corp. Rep., i., 180, 181.
* Cf. Burgh Records of Dingwall under the different dates. -
3 Cf. Burgh Records of Dumbarton. * 4 M*Dowall's History of Dumfries, 502.
5 Mun. Corp. Rep., i., 213. º 6 Cf. Burgh Records of Dunbar.
7 Mun. Corp. Rep., i., 222. º 8 Cf. Burgh Records of Dundee.
-

§ 16. DUNFERMLINE : 1640, grammar doctor, £8, 6s. 8d., “for this last
mairtymas with ane dollar more ; 1645, his fee, 4 dollars; 1646, doctor, #8
for his fee, with a ‘dollar more ; 1649, doctor, É16, 13s. 4d. for six
months;* 1705, grammar master, salary, £132; 1748, grammar doctor, third
of fees, and the same yearly salary as the deceased usher; 1750, 40 merks
added to the salary of the doctor; * 1835, grammar master, #22, 12s. 6d. from
Queen Anne's mortification ; annual fees, Latin, £1, 8s. ; French, £1; arith-
metic, £1 ; geography, £1,8s.; mathematics, £1,8s.; English, 16s, ; English
and writing, £1, 14s. ; grammar and writing, £1,4s. ; writing, 18s. Priory
Lane school: fees, reading, 2s. ; reading and writing, 2s. 8d.; reading, writ-
ing, arithmetic, 2s. 6d. - - -
§ 17. DYsART: 1568, master, fees, 6s. 8d. quarterly; 1616, schoolmaster and
reader, £50 yearly; 1708, master, fees, 20s. for Latin, 16s. for English,
writing, and arithmetic; 12s, for reading and writing.” º.
§ 18. EDINBURGH : 1562, master, stipend, £80 yearly, besides fees—so large
a salary is given because of the great profit of his school in London, and being
very learned in Greek and Latin ; 1566, grammar master, 50 merks yearly ;
fees, 4s. from each scholar; if the sum raised fall short of 300 merks, his ſº
salary shall be increased to 100 merks; 1584, master, £50 yearly, and 40d.
from each disciple termly—Lammas, Hallowmas, Candlemas, and Beltane;
doctor, 200., and the notator or janitor, 4.d.; 1574, teacher of French and
arithmetic, fees, 25s. ; salary, £20 yearly; * 1593, writing-master exacted
monthly from every scholar learning to write, 40d: ; his successor allowed a
scholage of 10s. Quarterly; 1594, master, fees, half-a-merk; doctor, 40d.
quarterly ; 1598, first and second regents, fees, 13s. 4d. quarterly ; third
regent, 15s. ; principal, 20s. ; first and second regents, salary, £20 each; third,
40 merks; and principal, 200 merks; 1599, first regent, fees, quarterly, one
merk; second, 16s. ; third, 20s., having no stipend ; principal, 20s. Quarterly, .
with 200 merks yearly; 1611, each scholar paid 20s. quarterly—12s. to the
principal, and 8s. to the four doctors; 1630, master, 200 merks yearly; fees,
20s. Quarterly—12s, to the master, and 8s. to the doctor; 1654, salaries of
four doctors raised from 200 to 300 merks yearly—the two highest doctors
receiving £60 yearly each, and the two lowest £40 each ; 1656, latter re-
| ceived £60 each ; 1684, doctors, £100 yearly; 1709, rector, 300 merks
ſ yearly, each master 250 merks; fees, rector and masters, each 4s. sterling
| - quarterly; rector receiving also 1s. Sterling quarterly from each scholar in the
- four masters' classes, over and above the 4s. paid to the masters quarterly by
their scholars; master of the third class receiving 1s. Sterling from each
scholar in the rector's class—these emoluments accruing to each of the four
masters by turns as their classes advance;"| 1835, rector, É33, 6s. 8d. and £20
to each of the four classical masters; no salaries paid to the teachers of writing,
arithmetic, and mathematics, whose emoluments were derived from fees.6
$19. ELGIN: 1793, master, É15 yearly; fees, Latin, 2s. Quarterly; academy,
1803, fees, Latin, 5s. ; Greek, 5s. ; Latin and Greek, 7s.6d. ; arithmetic, 3s. ;
bookkeeping, £1, 1s. ; geography, 10s. 6d.; Euclid, 10s. 6d.; French, 10s. 6d.;
drawing, fortification, navigation, 10s. 6d. ; English, 2s. ; English and writ-
ing, 2s. 6d. ; writing, 1s. 6d. ; arithmetic, English, and writing, 3s. ; 1826,
Latin, 7s.6d. ; Greek and Latin, 10s. 6d. ; reading, 2s. ; reading and writing,
3s.; grammar, 2s. 6d. ; ornamental writing, 5s. ; elocution, 10s. 6d. ; arith-
- metic, 4s. ; bookkeeping, £1, 1s. ; geography, £1, 1s. ; mathematics, 10s.
6d. ; French, 10s. 6d. ;7 1835, classical master, É50 yearly, and the mathe-
matical and English masters, £45 each, besides fees.”
$ 20. FoEFAR: 1660, master, £200 yearly, with fees; 1665, master, £48
yearly from the town, £40 from heritors, and £12 from the church; fees,
1. Cf. Session Records of Dunfermline under the different dates. º
2 Cf. Burgh Records of Dunfermline. 3 Cf. Burgh Records of Dysart.
4 Chambers's Domestic Annals, i. 95; Chalmers's Life of Ruddiman.
5 Cf. Burgh Records of Edinburgh. 6 Mun. Corp. Rep., i., 317. .
7. Elgin Case. º - 8 Mun. Corp. Rep., i., 427.






























































18s.-14s, to the master, and 4s. to the doctor; £36 added to the master's
salary of £48; 1753, quarterly fees, English, according to the ‘new method,'
2s. ; Latin or English, with arithmetic or writing, or both, 2s. 6d.--two-
thirds to the master and one-third to the doctor; beginners at writing to
attend the doctor's private school for the first two quarters, and to pay
him for teaching the initial drafts and strokes, and the joining of letters,
which cannot be done in the hurry of the public school; each scholar to
pay a halfpenny quarterly to keep the windows in repair; the master to
take the most prudent method for laying a fund on the scholars for winter
fuel; 1770, grammar master, #6 sterling yearly; fees, Latin, Greek, etc.,
2s. 6d. quarterly; English master, É10 yearly, fees, 1s. 6d. ; 1794, quarterly
fees, Latin, writing, arithmetic, 5s. ; arithmetic, writing, English, 3s.6d. ;
English, writing, 3s. ; English, 2s. 6d. ; 1802, fees, English, 3s. ; English,
writing, 3s. 6d. ; English, writing, arithmetic, 4s. 6d. ; Latin, 5s. ; Eng-
lish, writing, arithmetic, Latin, 6s. 6d. ; Latin, arithmetic, 6s. ; Latin,
French, 7s. 6d. ; French, 6s. ; mathematics or bookkeeping, 10s. 6d. ; 1805,
rector, É45 yearly, with assistant, É15 more—£40 to himself, and £20 to
assistant; the school fees divided in the same proportion ; 1835, one of the
masters has no salary, being session-clerk, but the other has £30; fees, the
same in the grammar and parish schools.” . .
§ 21. FoERES: 1722, master to have the ‘heallemoluments and profits that
other schoolmasters have had in this place;’ 1763, master, É20 yearly, fees
from the session and the acre of land imputed in part of the salary; 1812,
master, £40 yearly;” 1812, English master, É20, raised in 1815 to £30.4
§ 22. FORTROSE: Master, É45 for the “crop and yeir of God 1647; '
1752, fees, English and writing, 1s. ; Latin, 1s. 6d. ;” academy, 1791, salary,
first master, É40, and free house; second master, É35, and free house;8 1805,
annual course, consisting of two sessions, Latin, per session, 12s. 6d. ; Greek,
10s. 6d. ; French, £1; geography, first session, 10s. 6d. ; second session,
5s. 3d. ; arithmetic, one diet, 5s. ; two diets, 7s. 6d. ; three diets, 10s. ; book-
keeping, £1, 1s. ; elements of Euclid, plane trigonometry and mensuration,
15s. ; land-surveying, £1, 1s. ; spherical trigonometry and navigation, £1, 1s.;
fortification and gunnery, £1, 1s. ; drawing, 15s. ; architecture, 10s. 6d. ;
quarterly fees, English, spelling, and reading, 3s. 6d.; writing, 2s. ; English
grammar, per session, 2s. 6d. ;7 1852, rector, É30 yearly, with fees, house and
garden, and £5 for travelling expenses; fees, per session, English reading, 4s. 6d.;
grammar, elocution, history, and composition, 6s. ; writing, 3s. ; writing and
arithmetic, 4s. ; bookkeeping, 5s. ; mathematics, 10s. ; geography, with the
use of the globes and projection of maps, 5s. ; land-surveying, with field.
practice, 15s. ; navigation, 6s. ; Latin, 10s. ; Latin and Greek, 15s. ; French,
7s. 6d. ; drawing, 7s. 6d. ; 1864, rector, É60 yearly, in addition to the house,
garden, and fees; quarterly fees, reading, 2s. ; reading, grammar, elocu-
tion, Writing, arithmetic, history, composition, and geography, 7s. 6d. ;
Writing, 1s. 6d. ; writing and arithmetic, 2s. 6d. ; bookkeeping, 2s. 6d. ;
mathematics, 5s. ; geography, 2s. 6d. ; land-surveying, with field practice,
7s.6d. ; navigation, 3s. ; Latin, 5s. ; Latin and Greek, 7s.6d.; French, 5s. ;
drawing, 5s. º -
§ 23. GLASGOW: 1600, quarterly fees augmented to 5s. for master, and 20d.
for doctor; 1654, quarterly fees at the Scots schools, 10s. from the town
bairns, and double from strangers;* 1835, four teachers received £50 each out
of the funds of the burgh, and a quarterly fee of 13s.6d. from each scholar.”
$ 24. GREENOCK: 1751, grammar master, É20 sterling yearly, a ‘genteel
1. Cf. Burgh Records of Forfar under the different dates. 2 Mun. Corp, Rep., i., 444.
3.The salaries of the teachers were paid from the common good, but some of the heritors
in the parish who held lands in feu of the burgh contributed, from time immemorial, 6 bolls,
3 firlots, and 3% lippies of barley, and 16s. 5d. of money.
4 Cf. Burgh Records of Forres. 5 Cf. Burgh Records of Fortrose.
6 Records of Fortrose Academy. 7 Ibid.
8 Cf. Burgh Records of Glasgow. 9 Mun. Corp. Rep., ii., 35.

FEES AND SALARIES. 545
appointment,’ paid as follows—from Sir John Shaw and his heirs, £3, 1s. 1%d.
sterling; Crawford of Cartsburn, £1, 2s. 24.d.; old kirk session, £4, 9s. 53d.;
new kirk session, £3, 0s. 63d.; remainder from the burgh; 1767, master,
ić15 sterling yearly, with fees—raised from 3s. to 4s. Quarterly; 1772, teacher
of writing, arithmetic, bookkeeping, geography, and mathematics, £20 ster-
ling yearly; fees, same as at Glasgow; 1772, English teacher, £20, with
school wages—fees, 3s., and Candlemas offerings, calculated to amount yearly
to £40 sterling; agreed, in 1772, to make good an income of £60 sterling
to English teacher; 1779, he had £20 yearly, and 3s. Quarterly for fees;
1781, quarterly fees, writing, 5s.-master furnishing pens, paper, and ink;
arithmetic, 5s. ; one guinea and a half for perfecting a boy in bookkeeping,
one guinea for a course of navigation, two guineas for a course of mathematics,
two guineas for a course of geography; 1786, fees, English, 5s, quarterly;
1799, fees at grammar school raised from 5s. to 7s.6d. ; 1803, mathematical
master, £30 sterling yearly, and French master, £20; 1823, fees at grammar
school, 12s. quarterly, with 1s. 6d. for coal money; master, salary, £25—
his yearly income averaging about £260; 1835, teacher of the grammar
school, salary, £50; fee for Latin (the only branch taught), 12s. 6d. quarterly;
teacher of the mathematical school had his school rent free, but drew no
salary, his predecessor having been allowed to retain it; fees, writing and
arithmetic, 10s. 6d.; for mathematics, 21s. Quarterly.”
§ 25. HADDINGTON: 1563, master, fees, 4s. yearly—12d. at each term,
Beltane, Lammas, Candlemas, and Hallowmas; yearly stipend, 70 merks;
1577, master, £10 quarterly for stipend, with a chamber, and 12d. quarterly
of fees; doctor, fees, 4d. quarterly, “with his meit;’ 1577, reader and doctor,
40 merks yearly, “and ane chalmer;’ 1579, master, £60 yearly; 1582, master,
£60 yearly; 1591, master, 125 merks of stipend during fifteen months, besides
fees; 1592, doctor and precentor; 50 merks yearly; 1673, master, salary,
400 merks; doctor, 50 merks; 1677, music-master, £100, with house maill -
and perquisites; 1731, English teacher, salary, £5; fees, English and writing,
2s., with arithmetic, 2s. 6d. ; 1759, master, fees, Latin and writing, 2s. 6d. ;
doctor, 1s. 6d. ;* 1835, salaries of the two burgh teachers paid out of the
burgh fund.4 - -
§ 26. HAMILTON: 1835, rector of grammar school, who is also parochial
teacher, £10, 10s. yearly; English teacher, 16s. 8d. from the town, and £5
for teaching twelve poor children; quarterly fees at grammar school, Latin,
7s. 6d. ; Latin and Greek, 10s. 6d. ; French, 10s. 6d. ; fees, writing and
arithmetic school, 10s. ; English school: reading, 3s. ; reading and grammar,
4s. ; geography, 10s. 6d." -
§ 27. INVERARAY : 1835, Latin, 7s. 6d. ; Latin, with Greek or French,
10s. 6d. ; Latin, Greek, and French, 12s. 6d. ; mathematics, 12s. 6d. ; geo-
graphy, with the use of the globes, 10s. 6d. ; general studies, including lan-
guages, and other branches, 15s."
§ 28, INVERKEITHING: 1835, burgh and parochial teacher, É34, 4s. 4d.
yearly, one-third paid from the town, and two-thirds from landward heritors;
fees, reading, 3s. ; reading and arithmetic, 5s. ; reading, writing, 4s. ; read-
ing, writing, Latin, 7s. ; fees for other branches fixed by the schoolmaster;
grammar, bookkeeping, geography, Greek, French, mathematics, algebra,
navigation, and astronomy, are the higher branches.” -
§ 29. INVERNESs: 1835, fees, £2, 2s. Quarterly.* -
§ 30. INVERURIE: 1607 and 1608, master, É20 of salary from the common
good, with a house, and £20 from the gentlemen and ministers adjacent ‘be
ane voluntarie collection.’”
§ 31. IRVINE: 1686, master, salary, 200 merks yearly; 1688, master, 100
merks yearly, with casualties of baptisms and marriages; 1690, master, 100
1. Cf. Burgh Records of Greenock under the different dates,
2 Mun. Corp. Rep., ii., 62. 3 Cf. Burgh Records of Haddington.
4 Mun. Corp. Rep., ii., 68. 5 Ibid., 75. 6 Ibid., 82.
7 Ibid., 93. 8 Ibid., 110. 9 Cf. Burgh Records of Inverurie.
2 M
*









APPENDIX.
-
º
merks half-yearly; 1689 and 1694, doctor, salary, £80 yearly, “allowing
1704, doctor, salary, £80 with the usual casualties; 1704, master, 200 merks
yearly; 1735, doctor, “ordinary salary’ of £5 sterling; 1746, English teacher,
£8 sterling yearly; fees, 2s. Sterling; 1835, salaries, rector, £30; English
teacher, #22, 10s. ; commercial teacher, É22, 10s.”
§ 32. JEDBURGH : 1624, master, £46, 13s. 4d. from the town, and £20 from
the bishop of Caithness—in all, 100 merks; 1625, salary, £100–£20 from the
kirk session, and £80 from the common good, besides any acknowledgment
by the bishop of Caithness; 1626, master, fees, 16s. from landward scholars;
doctor, 4s. ; 1627, master and reader, #20 half-yearly; 1634, master, £20
from the session for reading, and £80 from the common good; 1649, master,
fees, Latin, 16s. 8d. ; doctor, 3s. 4d. ; English, 11s. 4d. ; déctor, 2s. ; 1649,
master, 350 merks yearly—£100 from heritors, 50 merks from mortification,
£80 from the burgh, £20 from the session; 1654, doctor, 40 merks yearly;
1664, master, £180 yearly, drawn from the common good, heritors, session,
and salaries of the magistrates;* 1835, rector, É33, 16s, 4d. from the burgh,
and £8, 6s. 8d. from the heritors, besides a free house.*
§ 33. KILMARNOCK: 1727, English teacher, salary, £60–£40 from the ses-
sion, and £20 from town ; 1745, received from town £6 sterling yearly. -
$34, KINGHORN : 1724, council and session gave each 8s, Scots weekly to the
school doctor “during his sickness;' 1736, doctor's salary augmented from £10
to £20, with £10 for house rent; 1746, doctor, salary, £100–£20 from the
town, and £80 from the sinking fund—with a free house, and a third of fees
for English, writing, and arithmetic; 1763, fees, English, 1s. 6d. ; English,
writing, and arithmetic, 2s. ; Latin and writing, 2s. 6d. ; navigation, first part,
consisting of the Gregorian or new calendar constitution of lines, 15s. ; second
part, consisting of Mercator's middle latitude, parallel and current sailing, 30s. ;
third part, consisting of the projection of the sphere, etc., 40s. ; 1800, fees,
reading, 2s. ; reading and writing, 2s. 6d. ; Latin, 3s. 6d. ; arithmetic, 3s.6d. ;
night school, 3s. 9d, ; coal money, 1s." -
§ 35. KIRKCALDY: 1582, master, fees, 3s. 4d. quarterly, with “his vantage of
the scholars of the country;' 1707, master, #100 yearly; fees, two parts of
24s. for Latin or arithmetic, and two parts of 20s. for English, quarterly, with
a proportion of the kirk dues." º
§ 36. KIRKCUDBRIGHT : 1578, master, salary, 20 merks yearly, with £3 for
house maill, and 12d. quarterly for fees; 1582, master, #20 from 24th April to
Martinmas; 1582 and 1584, master, salary, 50 merks—payable at Candle-
mas, Beltane, Lammas, and Allhallowmas; 1586, 40 merks; 1591, the minister
fee’d as schoolmaster for 20 merks, payable at Candlemas and Beltane, by
equal portions; 1592, master, appointed until Lammas, at 20 merks; 1593,
master, salary, £40; 1607, 50 merks, with ‘chalmer maill,’ and 30d, quar-
terly for fees; 1620, 100 merks, fees, 6s. 8d. quarterly, with 20 merks for house
maill—‘ albeit other schull-maisters gat bot 10 merks;’ 1688, doctor, salary,
£16 yearly, with ‘all dues belonging to a doctor conform to wont;’ 1689,
master and precentor, 200 merks; 1690 to 1693, doctor, #20, fees, 4s. for
town bairns, and 6s. 8d., for landward bairns; 1699, master, salary, £50 for
half a year; from 1716 to 1728, salary, 200 merks yearly; 1751, teacher of
English, writing, and the useful branches of arithmetic, salary, £10 for first
year, and £7, 10s. for the next four years; 1757, master's salary increased
from 250 merks to £20 sterling, he keeping an assistant; 1765, English and
mathematical master, salary, £10; fees, 2s. 6d. for English, writing, and arith-
metic, £1, 1s., for completing a scholar in bookkeeping, and the same for
navigation ; 1770, grammar master, salary, £16; fees, English, 1s. 3d. ;
writing and arithmetic, 1s. 8d.; languages, 2s. ; 1787, rector, $30 sterling,
1. Cf. Burgh Records of Irvine under the different dates.
2 Mun. Corp. Rep., ii., 129. 3 Cf. Burgh Records of Jedburgh.
4 Mun. Corp. Rep., ii., 135. 5 Cf. Burgh Records of Kinghorn.
6 Cf. Burgh Records of Kirkcaldy.
º
in the first end thereof the casualties of baptism and marriage;’ 1702 and
---

º FEES AND SALARIES. -
--> - º
assistant receiving £10; 1788, writing and mathematical master, salary, £20;
fees, English, 2s. 6d. ; Latin, 2s. 6d.; writing and arithmetic, 1s. 6d. ; first
six books of Euclid, practical geometry, and plane trigonometry, 15s. ; navi-
gation, 15s. ; geometry, 10s. 6d. ; bookkeeping, 15s. ; the table of fees ap-
plying to burgesses' children only, non-burgesses' paying a higher fee; 1792,
rector, salary, £30; 1805, writing teacher, É70, he paying £40 to an usher;
rector, É50, in place of £42; 1808, English master, salary, £30; fees, English,
one hour, 1s. ; commercial master, salary, £70; writing and arithmetic, one
hour, 1s. 6d.; first six books of Euclid, £1, 1s.1 º
§ 37. LANARK : 1835, master, salary, £40; under teacher, É20.” º
$38, LEITH: 1681, Latin teacher, 100 merks, English doctor, 50 merks,
exclusive of fees and perquisites; 1835, quarterly fees, classics, 13s.; English,
7s. 6d. ; writing, 7s.6d.; mathematics, 7s.6d.*
§ 39. LINLITHGow : 1629, fees, master, 6s. 8d. ; doctor, 3s. 4d. ; landward
bairns paying to the doctor, 10s. 4d. ; 1652, master's salary raised from 200 to
300 merks; 1835, two burgh teachers received £30 and £15 each,4
$ 40. MoNTROSE : 1643 to 1656, masters, 140 merks yearly, with fees and
casualties; 1645, doctor, 100 merks, with fees; 1771, master of the English
school petitions the council to continue the salary of £5 to his assistant,
who also receives £5 from the kirk session;5 1835, rector of the academy,
£50 a year, and the fees of his classes; master and his assistant in the
grammar school, the former, $40 a year and fees, the latter, £50 a year
from endowment; senior English master, salary, £35; writing-masters,
#25 each.6 -
§ 41. MUSSELBURGH : 1660, master, salary, £40; 1688 to 1703, masters,
200 merks;’ 1835, rector of grammar school, free dwelling-house, garden,
and a salary of £27, 4s. yearly ; English teacher, a free schoolhouse, and a
salary of £21; Fisherrow English teacher, a free dwelling-house, with a salary
of £10, and quarterly fees; grammar school: English, writing, and Latin,
10s. 6d. ; Greek, 5s; arithmetic, 5s. ; geography, 5s. ; mathematics, 10s. 6d.;
French, £1, 1s. ; drawing, £1, 1s.; Musselburgh English school: English and
| grammar, 3s., writing with English, 4s. ; arithmetic with English, 5s. ; book-
Keeping, 5s.; geography, with the use of the globes, 6s. ; mathematics, 6s. ;
º: English school : English, 3s. ; writing, 4s. ; arithmetic, 5s. ; geo-
aphy, 5s. - -
*; NORTH BERWICK : 1835, burgh school, quarterly fees, reading, 3s. ;
writing, 3s. 6d. ; arithmetic, 4s. ; grammar, 5s. ; geography, 7s 6d. ;
Latin, 10s.” - -
§ 43. PAISLEY : 1604, master received 10 merks “in compleit payment
of his feal of all yeires bygane;” 1604, master, 100 merks yearly–40 merks
from the Master of Paisley, and £40 from the town; fees, 13s. 4d. termly—
Beltane, Lammas, Allhallowmas, and Candlemas; 1649, doctor, salary, 20
merks, with house ; 1653, master, 200 merks yearly, with fees and house;
1648, master and doctor, from William Mure, as Candlemas wage and
offering, £11,4s.2d.; 1649, his offering and Candlemas wage, £11, 12s. ;”
his quarter wage from Candlemas 1649 to May 1649, £3; 1650, his
Candlemas offering, £8, 16s.; 1654, doctor, £20 quarterly, “wherein is to
be counted all school wages that he gets, which shall be 3s. 4d. from every
bairn, and the money of baptisms for buiking;' 1655, doctor, fees, Latin and
Scots scholars, 3s. 4d. quarterly; 1676, master, 200 merks, with house, ‘and -
such other casualties as the former schoolmaster had;’ 1690, doctor, 50 merks
yearly; 1693, salary augmented to 100 merks, but again reduced; from 1713
to 1725, nominal salary of the doctor, 50 merks, but received an annual
gratuity of £20 ; 1751, master, salary, 300 merks; this continued to be the
1. Cf. Burgh Records of Kirkcudbright under the different dates.
2 Mun. Corp. Rep., ii., 190. 3 Ibid., 214. 4 Ibid., 228.
5 Cf. Burgh Records of Montrose. 6 Mun. Corp. Rep., ii., 241.
7 Report on Burgh Schools, 130. 8 Mun. Corp. Rep., ii., 252.
9 Ibid., ii., 272. 10 Caldwell Papers, part i., p. 100.















APPENDIX.
-
---
salary until the taking over of the school by the school board; 1705, fees,
is. 6d. ; 1761, fees, 3s.; 1797, fees augmented by 1s, sterling; 1807, fees
raised to 7s, quarterly; 1808, to 10s. 6d.-the scale in use at the transfer
of the school to the school board; 1835, writing-master, salary, £8, 6s. 8d.,
with a free schoolroom ; grammar school ; Greek, Latin, English Titera-
ture, history, and geography, 10s. 6d. quarterly; writing and arithmetic,
7s.6d. ; bookkeeping, practical mathematics, Euclid's elements and algebra,
15s. ; geography for a course of five months—1st course, 10s. 6d., 2d, 5s. 6d. ;
in one of the English schools the fee for reading is 5s., and in the other,
7s. 6d.; grammar and composition, 10s. 6d. ; elocution when taught by itself,
10s., and along with other branches, 12s. 6d. *
§ 44. PEEBLEs : 1616, doctor, 10 merks termly; 1627, 20 merks, with
fees and his meat; 1638, fees, 5s. Quarterly; 1649, master, stipend, 110
merks from Martinmas to Whitsunday ; fees, 12d. at the four terms;
1653, doctor, for his stipend and harvest “vacance’ yearly, £40; 1654, 1655,
1664, master, 200 merks Scots yearly, with a chamber; fees, 12d. quarterly,
landward bairns paying according to agreement; 1686 to 1711, master, salary,
£146, 13s. 4d. yearly, with chamber and fire; 1782, fees, reading, writing,
arithmetic, 1s. ; 1796, raised to 1s. 6d. for reading, and 2s. including writing
and arithmetic ; 1811, fees, 2s. 3d., including Latin, 5s. ; there was also
the “Candlemas bleeze,” and few pence in winter for coal; * 1835, English
teacher, fees, English, 2s. 8d. ; writing and accounts, 3s. 3d. ; for geography
and mathematics, according to agreement; grammar master, same fees, and
5s, for Latin.8 - - -
§ 45. PERTH: 1623 to 1633, master, salary, 250 merks yearly, with fees; two
doctors, 50 merks each, payable by the session and hospital masters ; quar-
terly fees, master, 6s. 8d.: 3s. 4d. between two doctors; non-burgesses'
children paying 13s. 4d. to the master, and 6s. 8d. between the two doctors ;
music, 12s. ; 1653, master, É300–400 merks from the town, and 50 merks
from the hospital; fees, master, 12s. ; doctors, 4s. ; 1658, master, 500 merks
—450 from the council, and 50 from the session ; 1679, master, fees, 12s. ;
each doctor, 6s. ; master receiving two-thirds of the Candlemas gratuities, and
the two doctors one-third between them ; 1743, master, 500 merks, with half
the fees of the classes taught by the three ushers, and the whole fees of his
own class, as also two-thirds of the Candlemas gifts; the other one-third
divided among the ushers, who besides salaries and fees, had other emoluments;*
1835, master of academy, £100; assistant, #25 ; rector of grammar school,
£50; assistant, #25; French, etc., teacher, £25; writing and arithmetic
teacher, £25; drawing and painting teacher, É25; two English teachers, £12,
10s. each; teacher of singing and church music, £15; fees during a session of
ten and a half months: mathematics, £4, 6s. ; Latin and Greek, £2, 12s. ;
French, etc., £3, 2s. ; writing and arithmetic, £2, 6s. ; drawing and painting,
£3, 2s. ; English, etc., £1, 8s.” - º
§ 46. PITTENWEEM : 1663 to 1699, masters, yearly salary, £100, payable
from the sea box, session box, and common good; they had also the school
fees, benefits of baptisms, marriages, and other casualties; 1704, master,
‘yearly salary of 200 merks, with his casualties, as formerly;’ 1799, re-
ceived augmentation of £3 sterling, he not raising the fees without the ap-
proval of the council; 1803, the town council, in consequence of the addi-
tion to be made to his salary by Act 1803, c. 54, withdrew the yearly
allowance of £1 for the registration of the dead, and the augmentation
of £3 granted in 1799; 1st September, the council agreed to contribute one-
fourth part of the salary of the schoolmaster, according to use, though it is
larger than according to their valued rent; 1805, they again allowed the
schoolmaster 55s., on condition of not raising the fees without giving the
council notice three months previously."
1 Mun. Corp. Rep., ii., 288. 2 Report on Burgh Schools, ii., 148.
3 Mun. Corp. Rep., ii., 295. 4 Cant's History of Perth. 5 Mun. Corp. Rep., ii., 310.
6 Cf. Burgh Records of Pittenweem. The school, from the earliest account we have of it
















FEES AND SALARIES.
549
§ 47. RENFREw: 1835, master, salary, £35; fees, English, 2s.; Latin and
Greek, 5s. ; writing, 3s. ; arithmetic, 3s. 6d. ; mathematics, 7s.6d.”
$48. ROTHESAY : Master, 5s. Scots out of every merkland within the country
parish of Rothesay, £40 Scots from the common good of the burgh, with
schoolhouse, £30 Scots from the kirk session, 6s. Scots for baptism, and 16s.
Scots for marriage;” £9, the salary in use to be paid to the master—£4 from
the landward heritors, £3, 6s. 8d. from the town, and £1, 13s. 4d. from the
teinds of the bishopric; after the passing of 43 Geo. III., c. 54, salary raised
to £25, 11s. 9d., including garden—£12, 15s. 7d. payable by the Marquis of
Bute, £1, 18s. 8d. by Lord Bannatyne, and £10, 17s. 5d. by the burgh;”
1835, burgh paid annually to the parish schoolmaster £16,0s. 5d., raised by
assessment.4 - - ---
$49. ST ANDREws: 1660, master to have his bygone stipend; 1661, rector
to have the two quarters of the small stipend payable to John Turnbull;
1663, master to get the price of malt for paying arrears; 1666, master to
have £100 “till count and reckoning;' 1669, master to receive twenty-five
bolls of multure of malt at £50 “ten boll;’ 1714, doctor to have the third of
the fees and other small emoluments; 1723, master, 250 merks yearly; 1747
to 1752, doctor, #84 Scots yearly, with profits of school; 1747 to 1750, Eng-
lish master, salary, £12 Scots; 1755, first doctor, salary, £102 Scots; 1755,
the town council, considering it was of the utmost importance that a qualified
person should be chosen as English master, resolved to allow him a salary of
£10 sterling—£4 from the city, £1 from the guildry, £3 from corporations,
and £2 from kirk session; rector to give the first doctor a salary of £7
sterling, with 6d. quarterly for each scholar, and half of the cock-money;
the second doctor to have from the town £4 yearly, and the other half of the
cock-money; 1775, English master, É5 yearly; 1788, fees, English and reading,
Is. 6d.; writing and arithmetic, 2s.; 1814, English master, É25 yearly; 1786
to 1791, grammar master, 200 merks yearly, with house and garden; 1792,
augmented, £100 Scots; 1802, fees, reading, 2s.; writing and arithmetic,
2s. 6d. ; rector, fees, 5s. quarterly; salary raised from £400 Scots to £40
Sterling; 1808, fees, reading, 2s. 6d. ; reading and writing, 3s. ; reading,
writing, and arithmetic, 3s. 6d. ; 1815, fees, English, 3s. ; writing, 3s. 6d. ;
writing and arithmetic, 4s.; Latin, 7s.6d.; 1827, fees, English, 3s. 6d. ; writ-
ing and arithmetic, 4s. ; and English grammar, 5s. ;” 1835, the salaries hitherto
payable to the burgh teachers were continued under the Madras system—£50.
to the grammar master, and £25 to the English teacher yearly; fees of the
late burgh English school: reading, 3s.6d. ; reading and writing, 4s. ; read-
ing, writing, and arithmetic, 5s. ; in the English department of the Madras
college: reading, highest rate, 2s. ; second, and lowest, 1s.,; reading and
Writing, 2s. 6d. and 1s. 3d. ; reading, writing, arithmetic, and grammar, 3s.
and 1s. 6d. ; fees of the late grammar school: Latin, 10s. 6d., but, in addition
to the quarterly fees, the teacher was entitled to Candlemas donations, which
were abolished when the fees were raised from 7s. 6d. to 10s. 6d. quarterly; –
in the Madras college, fees, Latin, 7s. 6d."
$50. SELKIRK: 1703, master, É200 yearly—£100 from the landward heri-
tors, and £100 from the town; 1721, English master, salary, 50 merks
yearly; fees, 12s. Scots quarterly for burgess bairns;7 1835, parish school,
reading, 3s. ; writing, 4s. ; arithmetic, 4s. 6d. ; Latin, 6s. ; geography, 7s. ;
burgh teacher, É32; fees, English, 2s. 6d. ; with writing, 3s. 6d.; with arith-
metic, 4s. ; drawing, 7s. 6d. ; geography, 7s. 6d. ; mathematics, 3s.”
§ 51. STIRLING: 1602, two doctors, each 20 merks yearly, and £3, 6s. 8d.
from master, furth of the ‘excres of his scollage,’ with board; 1602, master, fees,
(1663), appears to have been burghal and landward, but in 1786 it became a parish school
entirely, the schoolmaster being appointed by the minister and heritors.
1 Mun. Corp. Rep., ii., 361. 2 Deed in the charter chest of Rothesay.
3 Cf. Burgh Records of Rothesay under the different dates.
4 Mun. Corp. Rep., ii., 368. - 5 Cf. Burgh Records of St Andrews.
6 Mun. Corp. Rep., ii., 383. º, 7 Cf. Burgh Records of Selkirk.
8 Mun. Corp. Rep., ii., 399.






550 - APPENDIX.
20s.; doctor, 10s, quarterly; 1603, two doctors, 50 merks of salary—£20 to one,
and 20 merks to the other; 1612, master, salary, 100 merks, with expectation
of 50 merks from my Lord of Mar, a free house, and 40s. of scolage for him and
his doctors; 1612 and 1613, doctor, 20 merks yearly; fees, 2s. Quarterly, with
his “liberty of landward bairns,’ but in 1613, forbidden to exact from them sº
more than 6s. 8d. ; 1620, doctor, 20 merks yearly; fees, 8s. Quarterly, between
him and the other doctor; 1620, doctor, for teaching in the school and precent-
ing in the kirk, 50 merks yearly, with board, 8s. Quarterly for fees, and 6s. 8d.
for teaching music; 1625, master, £100 yearly; fees, 6s. 8d. quarterly; 1641
to 1645, doctor, 100 merks, with scholage; 1642 to 1656, masters, £140,
besides the annual of Cowane's 500 merks, and 6s. 8d. quarterly of fees; 1661,
1663, and 1665, Latin doctors, £100 Scots yearly, ‘by and attour the usual
scholage;’ 1662, master, 400 merks yearly, being an augmentation of £100
on the old stipend; fees, 6s. 8d.—landward children paying according to
agreement; 1673 to 1698, masters, salary, 400 merks yearly; 1698, fees, 6s. 8d.
quarterly from town scholars—gentlemen's sons paying according to discre-
tion; 1698, salary increased to 500 merks; 1726, English doctor, salary increased
from £100 to 200 merks; 1727, master, salary, 500 merks, with a house and
yard; fees, 8s. for English, and 10s. for Latin, besides the Candlemas offer-
ings; 1728 and 1730, Latin doctor, salary, 200 merks, with house rent;
English doctor, taught English, writing, arithmetic, and bookholding, salary,
200 merks; 1731, 1732, 1737, 1744, Latin doctors, £16 sterling; 1735,
writing-master and teacher of English and arithmetic, salary, £180; 1736,
English teacher, É100; 1737, £144; 1737, writing-master, £144; 1747,
English teacher, salary, £16 sterling; assistant, #100 Scots; 1753, precentor,
music-master, writing-master, and teacher of arithmetic and bookkeeping, -
£200 Scots, with dues of baptisms and marriages, and school fees; 18s. Scots \ --
for church music, or £3 Scots for perfecting; £1, 10s. Scots for writing and \s
arithmetic, and one guinea for perfecting in bookkeeping—he teaching these
branches to the scholars of the grammar school gratis, as former writing-
masters have done; 1755, when the rector teaches geography, French, or
other literature not used in the public school, he shall be paid separate fees;
1755, fees, Latin and Greek, 2s. 2d. sterling quarterly (1s. 6d. to the rector,
and 8d. to the Latin doctor), besides the “Candlemas blaze or offering and
compliment;’ rector, salary, 500 merks; 1760,"doctor, salary, 500 merks, with
house; 1764, English teacher, salary, £15; 1771, £20; 1791, teacher of
writing, arithmetic, bookkeeping, and mathematics, salary, £30; fees for free-
men's children, writing and arithmetic, 2s. 6d. ; bookkeeping, 5s., or £1, 1s.
for perfecting; he may charge unfreemen's children at his discretion ; 1793,
assistant English teacher, fees increased by 8d. quarterly, salary, £12–35
from Cowane's Hospital, £4 from town, £1,10s. from Spital's Hospital, £1,10s.
from Allan's mortification; 1795, salary, £12; grammar school: fees, 3s. 6d.
quarterly—2s. to the master, 1s., to the usher; 1797, £5 added yearly to the
salaries of the English teachers;* 1835, salaries of all the burgh teachers paid
out of the town's funds, and those of Cowane, Spital, and Allan; rector of the
high school and teachers of the writing school, first English school, and second
English school, had each a salary of £50 annually; the rector had a dwelling-
house and garden free of rent; all the teachers occupied schoolhouses belong-
ing to the burgh; fees, grammar school, 7s.6d. ; writing school, for a whole
day, 3s. 6d. ; for an hour or part of a day, 2s. 6d. ; first English school, 5s. ;
second English school, English, 3s.6d. ; other branches, 4s. 6d.” "
§ 52. STRANRAER: 1686, master, salary, £60 Scots; 1686, 80 merks; 1688,
£48 Scots.4 -
§ 53. TAIN: 1835; schoolmaster of the parish and burgh grammar school,
800 merks—one-half out of the burgh funds, and the other half by the heritors
of the parish; the amount paid by the burgh is £22, 4s. 5d.; the teacher of
1 Mum. Corp. Rep., ii., 399. 2 Cf. Burgh Records of Stirling under the different dates.
8 Mun. Corp. Rep., ii., 408. -- 4. Cf. Burgh Records of Stranraer.
º























































































--
-
the º school received from the burgh a
quarterly.1 - º
§ 54. WIGTOWN: 1686 to 1722, masters, salary, £80 Scots yearly, with £10
for chamber maill; fees, half a merk quarterly for burgh, and one merk for
landward children; 1730, master, #100 Scots, with 10 merks for chamber º
maill; fees, one merk for Latin, half a merk for English scholars; 1748, master, º
200 merks from the burgh, and 40 merks from landward heritors; fees, 1s. 6d.
for Latin, 1s. 6d. for writing and arithmetic, and 1s, sterling for English; 1773,
fees, Latin, during first two years 5s. Quarterly, and 3s. Quarterly afterwards;
English, 2s. 6d. quarterly; 1781, fees for scholars in town or parish, Latin,
2s. 6d. ; Latin and Greek, 3s. 6d. ; English, 1s. 6d. ; reading, writing, and
arithmetic, 2s. ; stranger scholars, Latin, 5s. ; Latin and Greek, 7s 6d. ;
English, 3s.; English, writing, and arithmetic, 4s. ; 1795, town or parish
scholars, English, 1s. 9d.; English and writing, 2s. ; English, arithmetic,
and writing, 2s. 8d.: ; bookkeeping, navigation, and French, left to agreement
between teacher and taught; 1803, salary, £24, 8s. from the burgh, 100 merks
from heritors; fees, English, 3s. ; English and writing, 3s. 6d. ; arithmetic,
4s. ; Latin, 5s. ; French, 7s 6d. ; reduced by one-third in 1822; emoluments
in 1811: from burgh and parish, £45; from school fees, £22, 10s. ; from New
Year's Day gifts and Candlemas offerings, £13, 10s.-in all, £81; fees, reading,
3s. ; reading and writing, 3s. 6d.; the above and grammar, 4s. ; above, and
arithmetic, 4s. 6d. ; above, and Latin, 5s. 6d. ; above, and Greek, 7s. ; above,
and French, 8s. ; above, and mathematics, 10s. 6d. ; geography and history
additional, 1s. ; bookkeeping, a course, 10s. 6d.”
1 Mun. Corp. Rep., i., 425. 2 Cf. Burgh Records of Wigtown under the different dates.


ABBEY schools, 22.
Aberdeen, rector of schools witnesses
an ordinance in 1262, 5.
influence of university on Scot-
tish learning, 17.
famous masters of the grammar
school, 17.
imaster appointed by church, 18.
master presented by town coun-
cil, 22, 30.
disputes as to appointment of
master, 31, 32.
private schools prohibited, 33,
64, 131.
/ women to teach children to sew,
133. º
only two persons to teach read-
ing and writing, 135.
salaries of masters in fifteenth and
sixteenth centuries, 36, 37,41.
assessment for education in six-
teenth century, 37.
salary augmented, 41.
life appointment, 41.
master a churchman, 43.
master discharged from choir of
: parish church, 44.
master bound to teach science and
manners, 46.
scholars forbidden to speak in
vulgar tongue, 46.
required to speak in Latin,
Greek, Hebrew, French, and
Gaelic, 46. -
deliver orations in Latin and
Greek before James W., 47.
discipline in early times, 62, 63.
list of offences, 62, 63.
sang school, 66, 67.
discipline, 67.
master appointed for life, 68.
maintenance of buildings, 69.
visitation and examination, 143,
147. - -
regulations thereanent, 149-151.
Aberdeen continued—
prayers, 160.
classical studies, 341-343. º
mode of examination, 154.
school laws published, 158.
regulations, 160-162.
speaking Latin, 161.
attendance, 163, 164, 165.
home preparation, 169. º,
‘play,’ 172, 173, 174, 175.
defence of Christmas holiday, 182.
discipline, 198, 200, 201.
prizes, 210, 211. -
installation of master, 238.
appointment at pleasure, 240.
for period, 244. -
during behaviour and
251.
life appointment, 253.
canonical obedience, 268.
masters receive privileges, 289.
pensions, 290. -
master a pluralist, 290.
school government, 321, 325.
promoting harmony among mas- - -
ters, 324, 325. ------------
at will,—
curricula, 341, 342, 352.
school course, 353.
class promotion, 355-358. -
stipend augmented, 481,483. -
religious instruction, 418, 419.
Sunday lessons, 426, 428, 429.
school library, 437.
Candlemas offerings, 474.
dwelling-house, 488.
clothing, 490. --
poor scholars, 81, 493, 496.
repairs of schools, 512, 513.
building of schools, 518.
furniture, 515.
playground, 524.
girls’ schools, 528.
mortifications, 493, 496, 537.
fees and salaries, 539. -
-
---
Aberdeen, Old, patronage of burgh and
parish school, 108.





























INDEX.
Abernethy, rector of schools in 1100, 2.
Academies, foundation of 115.
course of study in, 118.
governing bodies of 122-128.
Acting of plays, 411-416. -
Advertising for candidates, 214, 215.
Age of scholars, 385. -
Airdrie, fees and salaries, 539.
Algebra, 401. -
Allegiance, oath of 273.
Amusements, 175-182.
Annan, foundation of academy, 121.
patronage, 124.
prayers, 160.
j. 168.
home preparation, 169.
religious instruction, 420.
playground, 525.
Anstruther, poor children, 308.
school attendance urged, 308.
Appointment of masters, 18, 31, 32,
39, 214-238. º.
for life, 41, 68, 252-257.
for period, 37,42, 243-250.
by the admission of the kirk, 85.
with approval of the presbytery,
86, 87, 88, 96. º
with approval of minister, 87,
on examination, 216, 230.
on recommendation, 230-233.
after probation, 233, 234.
after correspondence, 237.
at pleasure, 239-243.
during behaviour, 250, 251.
during behaviour and at will,
251, 252. º
Arbroath, master appointed, 37.
patronage of academy, 123.
prayers, 160.
school hours, 168.
dismissal for cruelty, 280.
poor scholars, 499.
playground, 525.
girls’ schools, 529, 531.
Archery, 176.
Arithmetic, 397, 398.
“Ars grammatica,’ 44, 326-373.
Assembly, General, commission for
planting schools, 78. * -
overtures Parliament anent gram-
mar schools, 70.
overtures Parliament in behalf of
schools, 80. º
Acts regarding jurisdiction of
church over schools, 83.
Acts prohibiting children being
educated abroad, 84.
with apprºval of town council,105.
* |
Assembly continued— -
- Act anent visitations of schools,
143, 144.
conformity, 266.
pluralities condemned, 304. -
see also Church. - ---
Assessment for education, 37,457, 518.
‘Association,’ subscription of, 273.
‘Assurance,’ subscription of 273.
Astronomy, 402.
Attendance at school, 27.
hours of 162-169.
Autumn holiday, 187-194.
Ayr, master of schools as judge, 10.
school under town council before
º Reformation, 30.
sang school, 30. -
payment to master, 68.
private schools prohibited, 30, 33,
131, 135, 136. -
grammar and music schools alone
permitted, 133. - -
edict, by ‘tuk of drum,’ against
* private schools, 138.
adventure schools allowed to
º teach A B C and catechism,
- 139, 140.
master of English school to com-
pete with private teachers,
142. ---
appointment and emoluments of
master, 39, 42.
master dealt with for not favour-
ing ‘Indulgence,’ 88.
appointment with concurrence of
the presbytery, 96.
academy, foundation of 116.
course of study, 120.
patronage, 123.
visitation of school, 152.
examination of schools, 153.
prayers, 160, 161.
attendance, 166, 168.
games forbidden, 178.
autumn holiday, 191, 192.
school prizes, 211. º
trial of candidates, 219–225.
appointment after probation, 233.
at pleasure, 240. -
for period, 244.
*::::: behaviour and at will,
251. - -
life appointment, 253.
tenure of masters, 263.
nonconformity, 268.
test oath, 269,270.
dismissal for infirmity, 276.
for inefficiency, 279.
-
-
-
º
--
* -
-
masters made burgesses, 208.











































































































Ayr continued— -
Bathgate continued—
-
poor scholars, 499.
playground, 524.
Beattie, Dr, master of Aberdeen gram-
mar school, 17.
Bell, Dr Andrew, gift to St Andrews,
113.
* Bellum Grammaticale,’ 413.
* Bent silver,’ 173,475, 476. -
Berbeadh, rector of Abernethy school
in 1100, 3.
Berwick, South, rector of schools com-
missioner for abbot of Dun-
fermline, 10.
Bible and shorter catechism, 420.
Biggar, master of the grammar school
a prebendary of college of,
25
Boarding for burgh teachers, 490-492.
in rural districts, 493.
university, 72.
Bookkeeping, 402,403.
Books—see Schoolbooks.
Brechin, rector of school in 1485, 6.
chaplain, master of schools, 20.
sang school, 65.
patronage of burgh and parochial
school, 108. -
office of schoolmaster combined
with preceptory of Maison
Dieu, 110.
patronage of grammar school,
110, 111.
boys above ten to attend grammar
school only, 135, 136.
school hours, 168. º
home preparation, 169. -
superintendence during play, 175.
appointment at pleasure, 239.
poor scholars, 497.
building of schools, 507.
playground, 525. -
irls' schools, 529.
ees and salaries, 541.
Buchanan, George, 370.
psalms, 407,419. -
Building º schools in early times,
-
-
pensions, 290. -
master a pluralist, 298, 299. ,
secular employment, 302.
pluralities condenned, 304, 305.
school government, 323.
curriculum, 349-352.
religious instruction, 407.
Sunday lessons, 430.
dwelling-house, 487.
clothing for teachers, 490.
board for teachers, 492.
poor scholars, 498.
repairs of school, 513.
- playground, 524.
girls' school, 530.
mixed education, 535.
fees and salaries, 539, 540.
B.
BALLs, games of, 179.
Banff, master deposed, 88, 89.
private schools forbidden, 138.
visitation of schools, 152. '
prayers, 160.
school attendance, 167, 168.
home preparation, 168. -
autumn holiday, 192.
school prizes, 211.
appointment on examination,
227–229.
on recommendation, 231, 233.
after probation, 234.
at pleasure, 243.
for period, 249.
during behaviour, 250.
life appointment, 255, 256.
nonconformity, 272.
dismissal for infirmity, 276.
for inefficiency, 279.
master a pluralist, 299.
rector appoints ushers, 318.
school government, 321, 322.
Sunday lessons, 429.
endowments, 449,451.
stipend augmented, 483.
dwelling-house, 487.
poor scholars, 494, 497.
furniture, 515. -
building of schools, 517.
playground, 524.
girls' schools, 530.
fees and salaries, 540, 541.
‘Barring out’ at Edinburgh, 187-189.
at Aberdeen, 183-185.
Bathgate, prayers, 160.
schoolhouse, 168.
home preparation, 169.
teachers appoint assistants, 318.
º Boece, Hector, principal of Aberdeen
fabric of schools, 69. -
maintenance of buildings, 70.
with proceeds of vacant stipend,
518.
see also School Buildings.
Burgh schools, origin of, 25.
patronage after Reformation, 96,
list of, 98-100.
old and new patrons, 126-128.
vacant for want of funds, 459.









































































556
INDEX.
-
Burgh schools continued—
not enjoying public money, 463,
464.
Burgh and parochial schools, 100-107;
teacher often session-clerk and
precentor, 100.
constitution of schools, 101-104.
number of schools, 109.
Burghs maintained grammar schools
in early times, 30.
Burntisland, grammar school ordered
to be established, 79.
master admitted to office by receiv-
ing key of schoolhouse, 97.
private teachers to obtain leave
of council, 132.
women allowed to keep private
schools, 132.
master complains of female teach-
ers, 133. -
school hours, 168.
home preparation, 169.
appointment on recommenda-
tion, 230.
at pleasure, 249.
master a pluralist, 299.
school to be closed, 459.
dwelling-house, 487. -
board for teachers, 491.
poor scholars, 495-497.
playground, 525. -
fees and salaries, 541.
Bursaries, etc., 499-501, 504.
also Poor Scholars. -
-
-
See
CALVIN, 417.
Campbeltown, grammar school, 107.
masters appointed, 233,243.
tenure disputed, 260, 261.
dismissal for politics, 275.
quarrels of teachers, 281, 282.”
rector appoints assistant, 320.
fees and salaries, 541.
Candidates, qualification of, 216.
test examination, 216.
competitive trial, 216, 217.
character of, 219. º
nature of examination, 222, 223.
Candlemas offerings, 172, 473–478.
Canongate school, under government
of abbot of Holyrood, 22.
schoolmaster demits office, 95.
appointment at pleasure, 239.
school repairs, 515.
Canvassing for appointments, 235.
Cargill, master of Aberdeen grammar
school, 17.
Carmichael, James, 360.
Castalio's Latin Bible, 419.
Catechisms, 417, et seq.
repeated in church, 433,434.
Cathedral schools, 18. See also Chan-
º
cellor.
---
Censors, 201. º
Certificate of competency, 229, 230.
Chastisement—see Punishment.
Chancellor of cathedral appoints the
masters of schools in early
times, 22.
vested in government of schools,
- 19.
see also Cathedral.
Chepman, Walter, one of the first Scot-
---. tish printers, 49.
Christmas holiday, 182-187.
Church founds schools and universi-
ties, 73. -
in relation to schools, 76-93.
church attendance compulsory,
430, 431.
accommodation for scholars in
church, 431, 432.
church lands, 445-459.
Churchmen masters of schools in early
times, 43.
Class accommodation, 516.
promotion, 355, 356.
Classical studies, 330-373.
extent of, 331-336.
character of 336-349.
in higher schools, 346-349.
Closeburn school, prayers, 160.
Clothing for teachers, 490.
Cock-money, 478-480.
Collegiate schools, 24.
Columba, settlement in Iona, 2.
Common good, payment from, 456-463.
Compulsory education, under Act of
1496, 26, 307. º
after Reformation, 307-316.
acts of church courts and town
councils anent, 307, 308.
at Anstruther, 308.
by town councils, 308, 309.
Education Act of 1872, 312.
difficulties of, 312.
defects of clauses, 313, 314.
enforcement of, 314, 315.
prosecutions under, 314.
operation of, 316.
necessity for, 315.
good results of, 315.
remedy required, 315.
Confession of Faith, 89,266-271, 272,
273, 417.
Conformity, 266.
See also Noncon-
formity. -
-
º
-
º


























































INDEX.
Conscience clause, 420.
Constitution of schools after Reforma-
tion, 94-128,
Cookery, 528.
Corporal punishment, 207, 208. See
also Punishment.
Cost of education, 505, 506.
Course of study, 336-343.
Covenant, 266. See also Confession
of Faith.
Crail, origin of schools, 24, 25.
grammar school endowed, 35, 36.
master a churchman, 43.
sang school, 65.
poor scholars, 81,498.
key of schoolhouse annually pro-
duced to the magistrates, 98.
change in constitution of burgh
school, 102-104.
patronage of burgh and parochial
school, 108.
private teachers prohibited, 130.
children above six to attend
grammar school, 141.
examination advertised, 153.
discipline, 198.
appointment on examination,
229.
on recommendation, 231.
after probation, 234.
election by voting, 235.
appointment at pleasure, 241.
or period, 243.
life appointment, 252. º
dismissal for assault, 282. .
pensions, 292, 293. º
minister acts as master, 300.
pluralities condemned, 304.
council appoint on master's re-
commendation, 319.
stipend augmented, 482-484.
dwelling-house, 486.
board for teachers, 491.
girls’ school, 531.
fees and salaries, 541.
Cricket, 178.
Culross, patronage of school, 108.
support of Sunday schools, 435.
poor scholars, 498.
fees, 541.
Cupar, rector of schools, cautioner for
ransom of David II., 11.
master an officer of the Crown, 11.
master under jurisdiction of the
presbytery, 87.
patronage of academy, 124.
visitation of school, 151.
prayers, 160.
school hours, 168.
Cupar continued—
superintendence during play, 174.
skating, 181. -
autumn holiday, 190.
discipline, 198.
installation of master, 238.
appointment after probation, 233.
for period, 247,248.
life appointment, 253, 254.
master a pluralist, 298.
pluralities condemned, 304.
compulsory education, 309.
dwelling-house, 486, 487.
board for teachers, 492.
school repairs, 515.
playground, 525.
fees and salaries, 541.
Curricula, various, 349-354.
- D.
DALZIEL, N.INIAN, 265, 266.
Dame schools, 63, 526, 527.
Dancing, 410, 411. -
David I., gifts for religious and edu-
cational purposes, 3.
Decuriomes, 201.
Deposition of masters, 265-287.
Deputations to teachers, 235.
Despauter's grammar a standard work
before Reformation, 49.
revised edition, 357, 358.
Dingwall, appointment by two bodies
of managers, 104.
candidates examined, 220.
school building, 518.
fees, 542.
| Discipline in early times, 62, 63.
after Reformation, 194-209.
methods of, 200.
instruments of, 202-205.
severe, 279-281.
see also Punishment.
Disloyalty, 275.
Dismissal of masters, 88.
Dollar, school hours, 168.
home preparation, 168, 269.
school government, 323.
school library, 438.
dwelling-houses, 488. -
Donat's grammar, one of first books
printed in Scotland, 48, 49.
used in Edinburgh grammar
school in sixteenth century,
49.
‘plane’ allowed to be taught in
private schools, 63. -
in Scottish schools till end of the
sixteenth century, 358.
Drawing, 403. -











Dunbar continated— -
Dumbárton, appointment by town
º council with approval of kirk
º session, 105. -
academy, patronage of 123.
examination of academy, 154.
-
prayers, 160.
school hours, 168.
home preparation, 168, 169.
“ play,’ 171.
superintendence during play, 174.
autumn holiday, 190.
appointment on examination, 227.
on recommendation, 232, 233.
at pleasure, 243. º
for period, 249. -
dismissal for inefficiency, 277.
pluralities condemned, 305.
recommendation of masters, 319.
school government, 323, 326.
stipend augmented, 484.
dwelling-houses, 488.
poor scholars, 493.
school repairs, 514.
building of schools, 517, 518.
playground, 525. º-
fees and salaries, 542.
Dumfries school in 1485, 6.
tº patronage of academy, 123.
prayers, 161. -
* speaking Latin, 162.
school hours, 166. ---
curriculum, 352.
Sunday teaching, 434.
cock-money, 479. -
poor scholars, 497, 498.
playground, 524.
#. schools, 528. . .
es and salaries, 542.
Dun, master of Aberdeen grammar
school, 17. -
Dunbar, master in 1594 appears be-
- fore the presbytery for trial,
86. - º
--
º
- º -
prayers, 159.
school hours, 164, 166.
play, 170. º
‘bent silver,’ 173.
games, 177. --
autumn holiday, 190.
school punishments, 197.
home offences, 199, 200.
- - -
appointment on examination,
226, 229. -
at pleasure, 240.
dismissal for inefficiency, 278.
pensions, 293,
compulsory education, 311.
º-
º
|
| teachers protected, 459.
installation of schoolmaster, 238.
school government, 321.
religious instruction, 418.
Sunday lessons, 428.
stipend augmented, 481.
dwelling-houses, 488.
school buildings, 512.
fees and salaries, 542.
Duncan, Andrew, 199, 360, 362. º
Dundee school, earliest notice of, 21.
Sunday work of masters, 63.
master deposed for schism, 88.
visitation of the presbytery re-
sisted, 90, 91.
academy, 119. º.
high school, 124.
music-master gets monopoly of
- teaching music, 140. -
visitation of schools, 151.
school laws translated into Latinº
º and hung up in school, 158.
prayers, 159. - º
speaking Latin, 161.
school hours, 164, 168.
play, 171. º
superintendence during play, 174.
Christmas holiday, 186. º
autumn holiday, 191.
home offences, 199.
discipline, 200. º-
candidates, 219.
appointment on examination,
225, 227. º
on recommendation, 231.
election by voting, 235.
appointment at pleasure, 241.
for period, 249.
life appointment, 256.
master deposed for noncomfor-
mity, 271. º
John Hill deposed, 274.
Patrick Lyon deposed, 275.
quarrels of teachers, 281. -
masters made burgesses, 289.
presentation to masters, 289.
grant of pensions, 291, 292.
minister acting as master, 301.
pluralities condemned, 304, 305.
curriculum, 349, 354.
Sunday lessons, 428.
endowment, 447.
stipend augmented, 484.
dwelling-houses, 487.
}. scholars, 497.
uilding of schools, 518.
girls’ schools, 530.
mixed education, 535.
fees and salaries, 460, 542.

-
-
Dunfermline church confirmed in go- || Edinburgh continued— -
vernment of schools of Perth school before Reformation,
and Stirling, 4. 38, 39, 40, 41.
abbey school taught by Robert letter of Queen Mary, relating to
Henrisoun, 23. master's salary, 38, 39.
sang school, 64. life appointment in sixteenth
poor scholars, 81. century, 41, 42.
change in constitution of gram- religious duties of master, 43. ,
mar school, 109, 110. master bound to make perfect
vote of kirk session in electing grammarians in three years,
º master, 111, 112. -
opposition to private schools, 137.
private schools discharged except
for children under seven, 139.
competitive trial, 207, 208.
candidates examined, 221.
appointment on examination, 227.
schools forbidden to meet during
the plague, 63.
sang school, 68. --
maintenance of buildings, 69, 70.
master dismissed for accepting
his office from abbot of Holy-
at pleasure, 242. º: - rood, 97. --
dismissal for infirmity, 276. visitation and examination, 143.
for drunkenness, 282, 283. grammar school visited, 147, 148.
school library, 438. prayers, 160.
endowment, 448, 451, 452. school hours, 163, 165.
stipend augmented, 482, 484. play, 172. º
fees and salaries, 543. hand-ball, 178. º
Dwelling-houses, 486-489. - Christmas holiday, 185.
Dysart, children forbidden to be sent autumn holiday, 189-193.
- - to private schools, 131. barring out, 189. º
women forbidden to teach male competitive trial, 216, 217.
children, 133. appointment at pleasure, 239.
minister acting as master, 301. life appointment, 252. -
dwelling-houses, 487. teachers deposed, 268, 269.
board for teachers, 492. teacher removed for infirmity, 276.
poor scholars, 496. masters made burgesses, 288.
school buildings, 518. pensions, 290. º -
fees and salaries, 543. rector appoints doctor, 319.
- school government, 322,323,324.
º E. - harmony in school government,
ECCLESIASTICAL visitation of schools, 324. º
143-145.º. curriculum, 339, 340, 352.
Economy of schools, 158-213. See classical studies, 347, 348, 349.
also Regulations. mathematical studies, 400, 401.
Edinburgh schools, in 1498, ordered English studies, 394, 395.
to be ‘scailed,’ on account of modern languages, 404–406.
the plague, 6. º school library, 436. º -
grammar school superintended by stipend augmented, 480, 481,484.
abbot of Holyrood, 22. school-buildings, 512.
private schools prohibited, 32,33, school repairs, 512, 515.
34, 63, 64, 130, 131. furniture, 515.
only regent of high school fees and salaries, 543.
allowed to teach Latin, 132. Education Act of 1496, 25, 26.
vulgar schoolmasters discharged earliest of any country, 73.
: from teaching Latin, 134. Act of 1872, effect on higher-class
all schools forbidden, except schools, 127, 128, 465.
high school, and schools of litigation arising from, 156,264,
Leith, Canongate, and West 286, 287, 295-297,469, 472.
Port, 135, 136. principles of 312.
doors of private schools ordered
to be closed, 138. -
salaries of masters of grammar
cost of education, 505, 506.
gratis instruction of churchmen
and poor scholars, 46.

Education continued—
Eton, 182.
gratuitous education, 502. . .
zeal for education, 141, 311, 334-
336. º
mixed education, 535-537.
Election by voting, 234, 235. -
Elgin, schoolmaster appointed by
- chancellor of cathedral, 20.
master a churchman, 43.
jurisdiction of church resisted,
91-93.
academy, foundation of 117.
course of study in, 121.
patronage of, 122.
prayers, 160.
speaking Latin, 161.
school hours, 163, 167.
home preparation, 169.
play, 172. -
candidates examined, 223, 224.
appointment for period, 249, 250.
quarrels of masters, 282.
pluralities condemned, 305.
master appoints assistants, 320.
school government, 323, 326.
curriculum, 352. º
classical studies, 347, 348.
mathematical studies, 401.
Sunday lessons, 427, 434.
endowment, 448.
poor scholars, 495.
playground, 525.
girls' schools, 531.
fees and salaries, 543.
Ellon, lands of, held by scolocs, 8.
Elphinston, bishop, founds university
of Aberdeen, 16.
Endowments to poor scholars in St
Andrews, 7, 34.
of schools before Reformation, 34.
ancient fate of 36. -
in early times, 73, 74.
from church lands, 446.
dilapidated and lost, 449-452.
favoured by Parliament, 450,
452. -
private, 452, 453.
for education in Scotland, 454.
of secondary schools, 510.
Mortification. -
English as taught in 1868, 393.
as taught in 1872-73, 394.
English and writing, 384-395.
Erasmus, his account of the learning
of Alexander Stewart, son of
James IV., 57, 58.
Erskine, John, of Dun–early intro-
duction of Greek, 47.
FABRIC of schools—see Building of
see also Royal Benefactions and
Euclid, 400.
Examination of schools, 143-157.
Expenses of deputations, 235-237.
Schools. º - -
Fees, school, 466,473.
of higher-class schools, 465.
fixed by town council, 466.
fixed by school boards, 466,469.
prepaid, 467-469.
payment enforced, 470.
collected by teacher, 471.
by others than teacher, 471. ---
recovered by litigation, 472.
case of Tulliallan, 472, 473.
at different schools, 507. º
from the Reformation to middle
of nineteenth century, 539-
551. -
Female schools, 537, 538.
Ferleyn, office of, 7, 8, 21.
Feudal writs contain incidental notices
of schools, 6. º
Fining, 205. -
Firing for teachers, 489,
Fishing, 181.
Fochabers, school governm
dwelling-house, 488.
Football, 178. w
Forced labour, 578.
Forfar, master appointed, 106.
salary paid by heritors and kirk
session, 106. --
burgh and parochial school, pat-
romage of 108. º
teacher compelled to resign, 135.
private schools prohibited, 140,
- 141
490.
small salary granted to private -
teachers, 142.
rayers, 161.
ome preparation, 168, 169.
autumn holiday, 190-192.
examination of candidates, 223.
appointment on examination,
225. -
at pleasure, 242.
for period, 248.
during behaviour, 250.
life appointments, 257. -
nonconformity, 267.
quarrels of masters, 282.
school government, 319, 326. ---
stipend augmented, 484. - -
payment by results, 486.
dwelling-house, 487.














































Forfar continued— -
Gaelic continued—
poor scholars, 494, 495.
assessment for buildings, 516.
building of schools, 518.
playground, 523, 524.
girls' schools, 531.
fees and salaries, 543.
Forms of school government, 317-329.
Fornication, 282, 283. -
Forres academy, 160.
- schoolhouse, 168. -
home preparation, 168, 169.
appointment on examination, 231.
dismissal for inefficiency, 278.
rector appoints assistant, 320.
school government, 322.
playground, 525.
girls’ schools, 529.
fees and salaries, 544.
Fortrose, master accused of contro-
verting Confession of Faith,
9.
Countess of Seaforth entreated
to present schoolmaster, 111.
academy, foundation of 117.
course of study in, 121.
patronage of, 124, 125.
examination of, 153.
play, 172.
Christmas holiday, 186.
autumn holiday, 192, 193.
appointment on examination, 226.
on recommendation, 231.
during behaviour, 256.
deposition for disloyalty, 275.
dismissal for inefficiency, 278.
quarrels of masters, 282.
fornication and drunkenness, 283.
master a pluralist, 300.
secular employment, 302.
Sunday lessons, 429.
poor scholars, 494.
building of schools, 517.
girls' schools, 529.
fees and salaries, 544.
Fraserburgh, school hours, 168.
rector appoints assistant, 320.
playground, 525.
Free trade in teaching—see Protection.
French spoken by boys at Aberdeen
grammar school, 46.
#. taught, 404, 405.
ooks read, 405, 406. -
- G.
GAELIC to be spoken by boys at Aber-
deen grammar school, 46.
studied in burgh schools, 407,408.
Furniture, 515, 516.
books, 407.
in Highland districts, 409, 410.
Games, 175, 182. º
| Geddes, master of Aberdeen grammar
school, 17.
General Assembly—see Assembly,
- General. -
Geography, 395-397.
Geometry, 400. -
German, demand for, 406.
works read, 406.
Girls' schools, 527.
subjects taught, 527-531.
Glasgow, master of grammar school
rector of university, 11.
foundation of university of, 16.
grammar school governed by
chancellor of cathedral, 19.
private schools prohibited, 32,64,
134.
woman forbidden to teach in
Saltmarket, 134.
bequests to rector of grammar
school, 35, 36.
library of cathedral, 44.
presbytery requested to aid in
appointing master, 85.
master removed on complaint of
archbishop, 88.
visitation and examination, 143,
146, 147.
report of school examination, 153.
prayers, 159, 160.
speaking Latin, 161.
school hours, 162, 168. ---
superintendence during play, 174.
archery, 176.
games forbidden, 177.
autumn holiday, 193.
prizes, 210.
life appointment, 253.
schoolmaster banished, 274.
dismissal for inefficiency, 277.
for cruelty, 280.
doctor provided, with approval
of council, 317.
school government, 325, 326.
religious instruction, 417.
º Candlemas offerings, 474.
stipend augmented, 481.
payment by results, 485.
poor scholars, 494.
school repairs, 513. * -
building of schools, 518.
girls’ schools, 529. -
fees and salaries, 544.
Glenshiel, retiring allowance, 296,297.
one of deputies for electing


































“God and the king,’ 417.
Golf, 177.
Greek spoken by boys at Aberdeen
Good conduct, 211.
“Grace buik’ allowed to be taught in
private schools, 63.
Grammar, national, 362-364.
Grammarians, 48-56, 358-373.
Grammars, list of old, 48-56, 370, 371.
in Latin, 48-56,371, 372.
Grant of pensions—see Pensions. . .
grammar school, 46.
early introduction into Scotland,
early teaching, in universities, 47.
schools where taught, 331-334.
studies in 1872, 347, 348.
º: see also Classical Studies.
Greenock academy, 125.
grammar school examined, 153.
prayers, 161. -
school hours, 167, 168.
home preparation, 168, 169.
play, 172. º-º-º-º-º:
autumn holiday, 193.
prizes, 211. - -
appointment on examination, 228.
on recommendation, 232.
at pleasure, 243.
during behaviour, 251.
life appointment, 256, 257.
pensions, 293. º
master a pluralist, 300.
school government, 322.
Sunday schools, 434, 435.
payment by results, 485.
poor scholars, 495, 499.
school repairs, 514. -
building of schools, 518.
playground, 524.
fees and salaries, 544, 545.
Gymnastics, 180,411.
- H. º
HADDINGTON, rector of schools paid
one penny on every sack of
wool weighed in the burgh
and North Berwick, 11.
school fees in fourteenth century,
14. -
payment to master in 1551, 39.
emoluments in 1559, 40.
school under patronage of abbot
of Holyrood, 24. -
order anent pupils in 1536, 42.
master to be “tryit be the kirk,’85.
required to demit his office, 94, 95.
private schools forbidden, 130.
school hours, 165.
º
Hand-ball, 177, 178.
Haddington continued—
appointment for period, 243.
during behaviour, 250.
life appointments, 252.
inefficiency, 277.
master a pluralist, 298, 299.
minister acts as master, 300, 301.
doctor to obey master, 320. -
dwelling-houses, 486.
clothing for teachers, 490.
board for teachers, 491, 492.
poor scholars, 495.
school repairs, 515.
fees and salaries, 545.
Hamilton, patronage of the grammar :
schoºl,108.
prayers, 160.
school hours, 168.
home preparation, 168.
school government, 322.
Sunday schools, 435.
playground, 525.
fees and salaries, 545.
Hebrew spoken by boys at Aberdeen
grammar school, 46.
early introduction into Scotland,
- - º
Henderson, Robert, master of Abbey
school of Dunfermline, 23.
Heriot's Hospital, hand-ball, 178. º
“Hide-and-seek,’ 180.
Higher-class public schools created,
128. º
attendance and subjects, 443.
revenue, 464, --
upper middle-class schools, 465.
fees, 465. . - -
Highlands and islands in fifteenth
century, 17. º
Hockey, game of 180.
Holiday, short, 170-173.
Candlemas, 172.
for bent, 173.
Christmas, 182-187.
“vacance,’ 190. -
autumn, 187-194,
Holyrood, abbot of vested in govern-
ment of Edinburgh grammar
school, Canongate grammar
school, and Haddington
grammar school, 22, 23, 24.
Home, Alexander, 361. º
Home offences, 199, 200. º
training, 535. -
Hunter, John, 369.
Hutton Hall, school hours, 168.
home preparation, 168.
superintendence during play, 174.

I.
INEFFICIENCY of teachers, 276-279.
Infirmity of teachers, 275,276.
Inspection, government, 155, 156.
Installation of schoolmaster, 238, :
Instruction, subjects of, 44-59, 331-
442. --
Inveraray, fees and salaries, 545.
Inverkeithing, patronage of parochial
school, 108. º
masters were readers, 298. º
fees and salaries, 545.
Inverness, foundation of academy, 120.
course of study in, 120.
management of 125. -
town teachers alone permitted to
exercise their profession, 134.
prayers, 160. -
school hours, 168.
home preparation, 169.
superintendence during play, 175.
master's tenure, 262, 263 -
poor scholars, 498,
playground, 524.
fees and salaries, 545.
Inverurie, appointment subject to ap-
proval of the presbytery, 86.
master's salary, how raised, 101.
visitation of school, 152.
prizes, 211.
appointment for period, 246.
Iona, dawn of learning and education
in Scotland, 2.
Iregular school attendance, 314.
Irvine, appointment by minister and
kirk session, with approval
of council, 105.
patronage of academy, 125.
no person allowed to teach with-
out consent of council, 135.
autumn holiday, 189. -
appointment on examination, 227.
on recommendation, 232.
at pleasure, 243.
for period, 248.
masters pluralists; 300
curriculum, 352.
endowment, 447, 450,
school repairs, 514.
playground, 524.
girls’ schools, 528.
-- fees and salaries, 545, 546. -
Isles and Highlands in fifteenth cen-
tury, 17.
Italian, 407.
-
J. .
JAMES IV. and Bishop Elphinst
OIl
found university of Aber-
deen, 16.
statute of 1496,
reign, 26.
introduces printing into Scot-
land, 49.
James W., taken from school
years of age, 58.
James VI. endows grammar school,
447, 450, 451. º
Jedburgh, sang school, 64.
appointment subject to approval
of the presbytery, 86, 87.
change in constitution of grammar
school, 101, 102.
ºf patronage of, 108.
burgesses ordered to send their
sons to the high school, 133.
school hours, 164.
play, 170. -
superintendence during play, 174.
election by voting, 234.
appointment for period, 247.
life appointments, 253.
severity of discipline, 278-281.
pluralities condemned, 304. .
compulsory education, 310.
appointment of master, 319.
Sunday lessons, 428.
dwelling-house, 487.
-
at twelve
firing for teachers, 489.
poor scholars, 495, 497.
º school repairs, 515.
fees and salaries, 546. º
Jews, 419,422. -
Judges, masters acting as, 9. º
Jurisdiction of church over schools,
- 2, 18, 29, 82. -
Acts of Parliament, 82, .
of General Assembly, 83.
not limited to public schools, 83.
resisted, 90-93.
case of Perth, 90.
case of Dundee, 90, 91.
case of Elgin, 91-93.
abolished, 93.
See also Patronage.
- K.
KELSo, gift of schools by David I., 4.
confirmation of gift, 4.
visitation by school, board, case
of, 156. -- º *
Key of schoolhouse the symbol of ad-
mission to office, 97,98.
Kilmarnock, appointment by two
bodies of managers, 105.
managementofacademy, 125, 126.
school examination, 154.
games forbidden, 178.
-










































































564
º
Kirkwood, James, 358, 359.
quarrels of masters, 281.
--- religious instruction, 418.
payment by results, 485.
- fees and salaries, 546.
Kinghorn, schoolmaster removed by
the presbytery, 89.
appointment with approval of
minister, 96, 97. -
case as to whether schoolmaster
is session-clerk and precen-
tor, 101.
visitation of schools, 152.
school laws to be exhibited in
school, 158.
prayers, 160.
school hours, 167.
play, 171.
autumn holiday, 192.
appointment on examination, 226.
for period, 249.
life appointment, 255.
teacher deposed, 275.
inefficiency, 278.
secular employment, 302.
pluralities condemned, 319.
school government, 321.
religious instruction, 418.
Sunday lessons, 429.
stipend augmented, 483.
dwelling-house, 488.
poor scholars, 495.
fees and salaries, 546.
Kinloss, library of abbey of, 45.
Kirk sessions contribute to support of
schools, 81.
appoint teachers, 104, 105.
Kilmarnock continued—
town council, 97.
private schools forbidden, 130, 131.
complaint against private schools,
autumn holiday, 191.
competitive trial, 218.
candidates examined, 222.
appointment at pleasure, 241.
minister acts as master, 301.
rector appoints doctor, 319.
board for teachers, 491.
school buildings, 512.
fees and salaries, 546.
Kirkcudbright, private schools per-
mitted to teach psalm-book,
138.
private schools prohibited, 141.
prayers, 160. -
school hours, 168.
autumn holiday, 192.
candidates examined, 218.
Kirkcaldy, right of appointment by
-
Kirkcudbright continued—
appointment on examination, 226.
on recommendation, 231.
at pleasure, 242.
for period, 243.
life appointment, 256.
inefficiency, 277,279.
pensions, 290, 291.
masters pluralists, 299, 300.
minister acts as master, 301.
pluralities condemned, 305.
appointment of master, 318.
school government, 321, 326.
religious instruction, 418.
school library, 438.
stipend augmented, 483.
payment by results, 485.
dwelling-house, 486-488. -
poor scholars, 494,495, 498.
school buildings, 512-518.
playground, 524.
girls' schools, 530.
fees and salaries, 546, 547. -
Kirkwall, rents of cathedral and
bishopric applied in support
of schools, 21.
grammar school endowed by
Bishop Reid, 36. º
master chaplain of cathedral, 43.
sang school of cathedral, 65. º
endowment dilapidated, 450.
º
-
º
Kirriemuir, school hours, 168.
home preparation, 169.
Knox, John, on knowledge of Greek
possessed by lay members of
Parliament, 47.
his scheme of education, 76-78.
L. -
LANARK, masters in schools of parish
protected in twelfth century,
prayers, 160.
school hours, 168.
home preparation, 168.
life appointment, 257.
inefficiency, 278.
compulsory education, 310.
school government, 322.
Candlemas offerings, 475. ---
poor scholars, 497. -
º playground, 524.
fees and salaries, 547.
Latin, spoken by boys at Aberdeen
grammar school, 46.
speaking of, 161, 162, 373.
studies in 1872-73, 346, 347.
See also Classical Studies.
---
















































Lauder, patronage of school, 108.
poor scholars, 496.
Laws, school, 158, 159.
Laymen, education of 12.
League and Covenant, 266.
Leap-frog, game of, 179.
Learning, founded by universities, 18.
among higher classes, before Re-
formation; 57.
-
promoted by ancient church,
see also Education.
Leith, high school, 114, 115.
prayers, 160.
home preparation, 168.
school hours, 168. º
superintendence during play, 175.
competitive trial, 217. --
school government, 322.
curriculum, 352. -
fees and salaries, 547.
Lekprevik, Robert, monopoly of print-
- # Donat's grammar, 49,
357.
Lerwick, swimming, 181.
Leslie, John, bishop of Ross, early
- introduction of Greek, 47.
Library of priory of Lochleven, 44.
of Glasgow cathedral, 44.
of abbey of Kinloss, 45.
see also School Library.
Life appointments, 252-257.
Lindsay, Sir David, on the duty of
- attending school, 28.
Linlithgow, schools granted to prior
of St Andrews, 5.
schools confirmed to prior of St
Andrews, 5.
private schools discharged from
teaching Latin and writing,
- 139.
- prayers, 160.
appointment
229.
nonconformity, 268.
inefficiency, 277.
dwelling-house, 488.
playground, 523-525.
fees and salaries, 547.
Little catechism, 407.
Lochleven, Culdees of island of 2.
library of priory of, 44.
Lochmaben, appointment on examina-
tion, 228. -
Logie - Almond, retiring allowance,
295, 296.
Logie-Montrose, instruction in six-
teenth century, 59.
archery, 176.
on examination,
565
M.
MADRAs CoILEGE–see St Andrews.
Mair, John, 220, 369. -
Maison Dieu, preceptory of, combined
with office of teacher, 110,
376.
Marbles, 179.
Marching to church, 434.
Mary, Queen, letter of, regarding
salary of master of Edin-
burgh grammar School, 28.
endows grammar schools of Dun-
dee and Ayr, 447. -
Master of schools employed as judge, 9.
employed as lawyer, 11.
ancient scholastic officers, 46.
high social position of, in early
times, 72.
churchmen before Reformation,
43.
appointment of teachers, 214-238.
masters made burgesses, 288, 289.
teachers encouraged, 288-297.
tenure of office, 41, 239-264.
receive special privileges, 289.
pluralists, 298–306.
importance of office, 12,444, 445.
* of burgh teachers, 508,
- 09.
emoluments of teachers, 444-510.
see also Candidates; Rector.
Mathematics, 398-403. -
Melville, * proficiency in Greek,
4
Melville, James, account of instruc-
tion at Logie-Montrose, 59.
Melvin, James, 17,370.
Mensuration, 400.
Merchant Company schools, 532.
Minister acting as master, 300, 301
Moffat grammar school, 160.
home preparation, 168.
school hours, 168.
severity in discipline, 280, 281.
poor scholars, 499.
playground, 524.
Monasteries, schools connected with,
in early times, 2.
Montrose school, said to have been
founded by Robert I., 14.
Greek said to have been first
taught at, 47.
account of instruction in six-
teenth century, 59.
appointment with approval of
minister, 87. -
grant by council to private teach-
ers, 142. º
visitation of schools, 151.






















z-
Newton-upon-Ayr, patronage of school,
- 108. - º- -
Nicolas V. founds university of Glas-
gow, 15. º- º
Nonconformity, 265-273. See also
- Roman Catholic Children.
North Berwick, patronage of parish
school, 108. - º
fees and salaries, 547. º
Nudrye, William, monopoly of print-
ing school books, 49, 56.
-
- º º O
OATHS, 271; 273.
Open competition, 500, 501.
Orkney—see Kirkwall.
-
-
PAINTING, 403. --
Paisley, appointment with approval
of presbytery, 86, 87.
removal at instance of church, 88.
call given to master, 96.
directorate of academy, 126.
private schools prohibited, 133,
136, 140. º º
women forbidden to teach boys,
Montrose continued—
prayers, 161.
school hours, 165, 168.
home preparation, 168.
golf, 171. -
swimming, 181.
autumn holiday, 190.
appointment on recommendation,
230. º
for period, 248.
election by voting, 235.
appointment during behaviour,
º
life appointments, 254.
tenure disputed, 259,260.
masters made burgesses, 288.
masters receive privileges, 289.
minister acts as master, 301.
pluralities condemned, 304.
school library, 437.
poor scholars, 498.
school repairs, 514.
playground, 525.
fees and salaries, 547.
Moral suasion, 209.
Morning prayers, 160, 161.
Mortification for female schools, 537.
see also Endowments.
Municipal visitations of schools, 146-
Music a branch of instruction in early
- times, 75. -
effect of Reformation on, and
subsequent revival of 373-
384.3 -
means to promote, 375, 376.
duties of masters, 376-378.
masters how appointed, 378.
hours of teaching, 378,379.
where taught in 1868, 383.
advantages of, 383,384.
see also Sang School.
Musselburgh, sang school, 110.
appointment for period, 249.
religious instruction, 417.
endowment, 448, 451.
poor scholars, 498.
fees and salaries, 547. º
Myllar, Andrew, one of the earliest of
Scottish printers, 49.
º
Neaves, Lord, on Act of 1496, 26.
Newspaper reports of examination
Newton-Stewart, fishing, 181.
picnics, 181. -
dwelling-house, 488.
-
N. ſº ||
NAVIGATION, 401, 402. - -
-
-
. .
134. -
visitation of grammar school,
148. - -
reports of school examinations in
Glasgow newspapers, 153.
prayers, 160. -
º
º
school hours, 168. -
home preparation, 169. º
superintendence during play, 174.
discipline, 198.
appointment at pleasure, 240.
for period, 246.
during behaviour, 251.
removal for inefficiency, 277,278.
for fornication, 283. º
º
º
---
---
masters made burgesses, 288.
presentation to masters, 289.
master a pluralist, 298, 299.
master provides doctor, 318, 319,
320. -
school government, 325.
curriculum, 352.
religious instruction, 418.
endowment, 447, 450, 451. .
stipend augmented, 482.
dwelling-house, 487, 488.
clothing, 496.
playground, 525. -
girls' schools, 527. ºxº
fees and salaries, 547, 548.
Papists—see Nonconformity; Roman
Catholics.
























































































Parliament, Acts of, conferring on
- church jurisdiction over
- schools, 82. -- º
Acts of, anent endowments, 450.
145.
Patronage of schools in early times,
after Reformation, 94-128.
see also Jurisdiction.
Peebles, appointment in 1464, 29.
in 1468, 30. º
master to be paid quarterly, and
to teach in tolbooth, 39.
appointment and salary in 1556,
payment by results in sixteenth
century, 41. -
master forbidden to hunt, 43.
discipline in sixteenth century,62.
Latinists separated from English
readers, 64.
burgh school under town council,
appointment by the ‘admission
of the kirk, '85.
- patronage jealously guarded, 97.
- schoolmaster endowed, 111.
women forbidden to teach male
children, 134. º
boys who can read psalm-book to
attend public schools, 136,
137. . º
examination of school, 144, 145.
visitation of schools, 148.
school laws to be exhibited in
school, 158.
prayers, 159, 160. -
school hours, 163, 168.
competitive trial, 219. -
examination of candidates, 219.3
"Pºº on examination, 225.
for period, 246. º
removal for inefficiency, 278.
quarrels of masters, 281. -
- pluralities condemned, 305.
compulsory education, 309, 310.
master provides doctor, 3.17.
curriculum, 352. . º
religious instruction, 417.
Sunday lessons, 426,427.
Sabbath observance, 434.
dwelling-house, 487.
firing for teachers, 489.
board for teachers, 491, 492.
school repairs, 515.
}. 524.
ees and salaries, 548.
Parliamentary visitation of schools,
conditional appointment, 42, 43.
-
Pensions, grant of 290, 291, 298, 294,
Perth, schools confirmed to Dunferm-
- ine, 4, 5, -
master employed as judge, 9.
school taught by Simpson, 27.
attendance during his master-
ship, 27.
Greek and Hebrew taught before
Reformation, 48. -
master subject to jurisdiction of
presbytery, 87. - -
complaint anent appointment of
master without approval of
º presbytery, 90. º,
jurisdiction of presbytery refused,
95 - -
foundation of academy, the first in
Scotland, 115.
course of studies, 118, 119.
patronage, 122. º
notary discharged from teaching,
- 13
women forbidden to teach boys
above seven, 135.
visitation of grammar school, 147,
..º. 151.
school hours, 168.
archery, 177.
autumn holiday, 190. -
installation of schoolmaster, 238.
appointment at pleasure, 240.
during behaviour, 250.
life appointment, 253. -
test oath, 270.
pensions, 291. -
master provides doctor, 318.
school government, 323.
dwelling-house, 487.
firing for teachers, 489.
school repairs, 515.
playground, 525.
fees and salaries, 548. -
Peterhead, foundation of academy, 122.
school hours, 168.
home preparation, 169.
playground, 524.
Philosophical instruments, 402.
Picnics, 181.
Pittenweem, delivery of key of school-
house, 98. -
appointment by two bodies o
managers, 104.
on examination, 227.
for period, 248.
old age and infirmity, 276.
master a pluralist, 300.
payment by results, 485.
dwelling-house, 488.

























































































INDEX.
Pittenweem continued—
building of schools, 517.
- fees and salaries, 548.
‘Plain donat,’ 63.
Play, 170-172.
Play-acting in school, 411-416.
Playgrounds, 182, 521-525.
Pluralities condemned, 303-305.
plea for, 306, 307.
Pºenas, 205. -
Political disability, 273-275.
Poor scholars, 7, 13, 80-82, 493-506.
where not common, 499.
Praepostors, 201, 202. º
Prayers, morning and evening, 159-
-
Presbyterial Examination—see Ex-
amination.
, jurisdiction of,
schools, 82-93.
Prestonpans, installation of master,
Presbyte
master burnt for witchcraft, 283.
on trial for witchcraft, 284.
Printers, first Scottish, 49.
Printing in Scotland, 71.
Private schools prohibited, 32, 136.
Prizes, 209-213.
Protection of schools, 32, 33, 63,
129-142. -
Public money, payment from, 463-
465
Punishment, degrees of, 196.
times for, 200.
of deprivation, 205. º
by head-master, 206, 207.
corporal, 207. -
for home offences, 199, 200.
see also Discipline.
* Prymar’ allowed to be taught in
private schools, 63. ---
º
- Q.
QUARRELS of teachers, 281, 282.
Quarterly terms for payment of fees
and salaries, 469. See also
Fees. -
RECTOR of schools in early times, 7.
an officer of high dignity, 9.
figures in public history, 10.
see also Master.
Reformation, schools before, 1-75.
schools after, 76, et seq.
plantation of schools after, 78, 79.
Reformed church, jurisdiction over
- schools, 82.
Reformers, their scheme of education,
76-78.
OVer ||
Results, early example of payment by,
ºf 41.
"| -
Reginald of Durham, notices of
schools in twelfth century, 5.
Regulations of schools in early times,
59, 60. See also Economy
of Schools. -
Reid, master of Aberdeen grammar
school, 17.
Religious difficulty, 419. º
Religious instruction, 416, 425.
none, 421. -
reasons for, 422, 423.
Removal of masters, 265.
for nonconformity, 265.
for political disability, 273.
for infirmity, 275-279.
for inefficiency, 276-279.
for severe discipline, 279.
for other causes, 281.
under Act 1872, 285-287.
Renfrew endowment, 448, 449, 451.
playground, 524.
fees and salaries, 549.
subsequent instances of, 485.
Retiring allowances—see Pensions.
Robert I. said to have founded school
of Montrose, 14. º
Robert II., payment of school fees by:
command of, 13.
grants to masters of schools by, 14. -
Rollock, Hercules, 252.
Roman Catholic children, 84, 266,
º
419,421. See also Noncon-
--- formity.
Rothesay, patronage of grammar
school, 106, 108.
appointment on recommendation,
at pleasure, 242.
.# a pluralist, 299. º
dwelling-house, 488. º
poor j. 496. º.
fees and salaries, 549. º
Row, John, teaches Greek and Heb-
rew in Perth before Refor-
º mation, 48. º
Roxburgh schools granted by David
of
º
I. to abbot and convent
Kelso, 4. º
schools of, confirmed to Kelso, 4.
- rector of schools in 1241, 4. º
Royal benefactions to schools, 3, 4,
14, 447, 448. See also En-
dowments.
Ruddiman, Thomas, 231, 232, 255-
260, 368, 369.
‘Rudimenta Pietatis,’ 419.
Rutherglen, patronage of school, 109.









































































Rutherglen continued—
private schools discouraged, 136.
compulsory education, 310, 311.
SABBATH observance, 434.
Sacred Dialogues, 419.
St Andrews, schools connected with
church in 1120, 3.
poor scholars in 1211 and 1216, 7.
payment of school fees of son o
Robert II., 13. -
foundation of university of, 15.
influence of university on Refor-
mation, 18.
master of school appointed by
archdeacon, 21. -
English master obliges himself to
teach poor scholars, 82.
master of grammar school subject
to jurisdiction of archbishop,
86.
appointment with advice and as-
sistance of kirk session, 96.
surrender of patronage of gram-
mar school, 112-114.
gift by Dr Andrew Bell, 114.
Madras college, 114.
prayers, 160.
school hours, 166, 168.
home preparation, 169.
play, 171.
superintendence during play, 175.
golf, 177. -
swimming, 181.
examination of candidates, 219.
appointment on examination, 226,
229.
on recommendation, 230, 232,
º:233.
at pleasure, 243.
life appointments, 245-255.
pensions, 290, 291, 293.
school government, 321.
stipend augmented, 483, 484.
dwelling-house, 489.
poor scholars, 494, 499.
school repairs; 514.
furniture, 515.
building of schools, 517.
łºś 524.
ees and salaries, 549.
Salaries in early times, 36.
from assessment, 458, 459.
of burgh teachers, 506, 507, 508.
from Reformation to middle of
nineteenth century, 539-551.
Sang school before Reformation,64-68.
duties of master of, 66.
2
School course, 3, 53.
| School laws, 158, 161. -
Sang school continued—
master appointed for life, 68.
after Reformation, 374.
emoluments of master of, 66, 380-
382. -
see also Music. -
Sanquhar, board for teachers, 491,492.
poor scholars, 496. ---
Saturday lessons, 419.
Scholars, poor, in early times, 7, 13.
after Reformation, 80-82, 493-
- 506. -
School books before Reformation, 56.
grammars, 358-373.
classical books, 336-348.
English books, 394.
mathematical books, 400, 401.
French and German books, 405,
406. º,
Schools before Reformation, 1-75.
- connected with churches, 5.
under government of Church, 18.
early existence of 72.
after Reformation, 76, et seq.
not sectarian, 419. * *
supported by Parliament, 445.
by church, 446. -
from common good, 460, 461
erection of, 517-519.
School attendance, 27, 162-169, 440-
443. - - º
School buildings, 511-525.
classified, 519, 520.
under Act of 1872, 520, 521. - -
See also Building of Schools.
•
Scottish system, 354.
School dues, 476.
School furniture, 515, 516.
School government, 18, 317-329.
by one master, 317-329.
appointment by head-master, 3.17. -
absolute, 320.
constitutional, 322-325.
republican, 325, 326. -
systems compared, 326, 329. -
School hours, 162-169.
School libraries, 436-439.
where found, 438,439.
where not found, 439.
See also Library.
Schoolmasters—see Master.
School prizes, 209-213.
School punishments, 197. º
: by Act of Parliament, 7. --- º'
see also Discipline. º -
School repairs, 512-516.
Science in schools, 402.
O

















Scoloc, office of 8. ---.
Scotland during the Commonwealth,
267. -
Scots schools, 386. - s
Scots and writing, 389. See also
English.
Scriptures, Holy, 417,421.
º
Secondary schools, public grants, 464. |
º
visited, 148, 151.
endowments, 510. - -
see also Higher-Class Schools.
Selkirk, appointment disputed, 105.
private schools prohibited, 140.
competitive trial, 219.
examination of candidates, 219.
appointment at pleasure, 242.
during behaviour, 250.
life appointment, 254.
dwelling-house, 488.
poor scholars, 498.
school repairs, 514,
furniture, 515. º
girls' schools, 531.
- fees and salaries, 549.
Shinty, 180.
Short holiday, 170-173.
Shorter catechism, 418; 419, 421.
Simpson, Andrew, 27, 359.
Skating, 181.
Sovereigns benefactors of schools, 3,
14, 16, 26, 447. -
Status of masters in early times, 9.
Stenting—see Assessment.
Stipends augmented, 480–484.
Stipends of masters, 444, 510.
Stirling, schools of, confirmed
fermline, 4, 5.
doctor paid by kirk session for
poor scholars, 81. -
master ordained to present his
suit in General Assembly, 85.
master appointed, with approval
of presbytery, 88, 96.
appointment with advice and con-
sent of ministers, 96.
children forbidden to be sent to
private schools, 132, 139.
children above six to attend gram-
mar school, 134, 138. -
grant by town council to private
teacher, 142.
grammar school examined, 147.
to Dun-
prayers, 152.
school hours, 162, 164, 168.
home preparation, 169.
superintendence during play, 175.
prizes, 211. -
appointment on examination, 225,
ºl
227.
Stirling continued—
appointment on recommendation,
232. - -
at pleasure, 241.
during behaviour, 250.
life appointment, 254.
grant to masters, 276. . .
removal for infirmity, 276.
for inefficiency, 277.
for “base usages,’ 282.
masters receive privileges, 289.
compulsory education, 310.
master nominates assistant, 320.
doctor to obey master, 320.
school government, 324.
curriculum, 352. -
stipend augmented, 483, 484.
dwelling-house, 487,488.
board for teachers, 492.
poor scholars, 495.
school repairs, 513, 515.
playgrounds, 524. -
girls' schools, 527, 528, 529.
Stranraer, appointment for period, 248.
Subjects of instruction, 44-59, 320-443.
Superintendence during play, 173-175.
Sunday school work, 425-436.
Superannuation—see Pensions.
Swimming, 180, 181. -
TAIN, foundation of academy, 121.
course of study in, 122.
management of, 126.
prayers, 160.
home preparation, 169.
tenure of masters, 263.
master a pluralist, 298.
playgrounds, 524.
girls' schools, 531.
Tawse, 204, 205.
Teacher—see Master.
Tenures of office, before Reformation,
41. --"
after Reformation, 239, 264.
opinions of judges on, 261, 262.
opinions of counsel, 262.
in academies, 262, 263.
changed, 263, 264.
summary of tenures, 257-259.
disputed, 259-261.
'est oath, 93, 269, 270.
- Nonconformity.
Thurso, hand-ball, 178.
Time-table, 420.
Tops, 179, 180.
Travelling expenses, 237.
Treasurers of school boards, 473.
Trigonometry, 400.
See also

INDEX.
º
º
Vacant stipends, 518.
Trinity college, Glenalmond, golf, 177.
fishing, 181.
skating, 181.
Tulliallan, collection of fees, case of,
472, 473.
UNIVERSITIES, 14-17, 401. -
*Use and wont,' first appearance of
phrase, 30. See also Reli-
gious Instruction.
-
W. - -
WACANCIES, modes of filling, 215.
Waus, John, master of Aberdeen gram-
mar school, 17, 51. -
earliest Scotch grammarian, 51,
specimens of grammar of, 51-56.
difficulties in publishing his
º * Rudimenta,’ 71.
Wernacular tongue, place of, in the
branches of instruction be-
fore Reformation, 74. See
English; Scots. -
Visitation and examination of schools,
- 143-157. -
ecclesiastical, 143-145
Parliamentary, 145.
municipal, 146-157.
Voluntary labour, 519, 520.
school built by, 519, 520.
º
º
W.
WARDIAw, Henry, bishop of St An-
drews, founds university, 15.
Watts' catechism, 419. -
Wedderburn, David, master of Aber-
-
-
--
deen grammar school, 17.
Wedderburn continued— --
taken bound, by the magistrates,
to compose in Latin — both
in prose and verse—on muni-
cipal matters, 303.
meets difficulties in publishing
- his grammar, 364-368.
Westminster school, 162. -
Whitburn, retiring allowance, 295.
Wick, superintendence during play,
174. -
fees, 472.
school repairs, 514.
building of schools, 517.
vacant stipend, 518.
forced labour, 518.
playground, 523.
Wigtown, burgh school protected, 138.
appointment on examination, 229.
at pleasure, 241. -
for period, 248,249.
removal for inefficiency, 277.
master a pluralist, 299.
master provides doctor, 318.
stipend augmented, 483.
poor scholars, 495, 496.
forced labour, 518.
girls' schools, 529.
fees and salaries, 551.
Winzet, Ninian, opinion of, regarding
the dignity of the school-
master's office, 12.
his method of teaching, 59.
deprived for nonconformity, 265.
Witchcraft, schoolmaster burned for,
282, 283.
master on trial for, 284.
Writing, 384, 395.
Wyntown, Andrew, on Donat's gram-
mar, 48. -
º

-
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