globe, ever ready, never lacking, adapted to every variety of the work awaiting them, indefatigable builders of the national greatness? What do these men owe to the family, to public spirit, to the school and their masters ? What have the State and legislation done for them ?"

M. Max Leclerc has a good deal to say about the insufficiency, incoherence, and lack of adaptation in English education; but he has also somewhat to say touching our physical energy, moral force, individuality left uncramped by a uniform artificial type, our saving idea that education does not end with school life. We shall do well to note not only the faults, but the excellencies of English education, in order that the wheat may not be pulled up with the tares.

If this attempt to report progress in women's education had been written fifty years ago, the task would have been a very brief one. The Birkbeck Institution had opened its doors to women. The Governesses' Benevolent Institution had begun to think that poverty and incompetence were not unconnected. In fifty

more years will women have travelled as fast and as far? The answer is doubtful; but it is safe to prophesy that before then the barriers will have been all thrown down. The tools will be for him, and even for her, who can use them.

PART II.

EDUCATION IN SCOTLAND

PART II. has been kindly contributed to this little volume

PRIMARY AND SECONDARY EDUCATION

By Mr. G. W. ALEXANDER, Clerk to the School
Board of Glasgow.

HIGHER AND TECHNICO-PROFESSIONAL EDUCATION
By Miss JANE GALLOWAY, Hon. Sec. to Queen
Margaret College, Glasgow.

PART II.

EDUCATION IN SCOTLAND

SECTION I.

Primary Education

IN Scotland, as in England, education in its beginnings is associated with the monasteries. Their schools were intended primarily for the training of those who meant to devote themselves to the service of the Church, but in time they came to be taken advantage of by the upper classes. As the demand for education increased, the monks instituted schools in the towns adjoining the monasteries, and in these the Burgh or High schools of Scotland appear to have had their origin. Frequently also schools seem to have been carried on in connection with the country churches, and many of these were gifted to the monasteries, and so came under their supervision. In this way it became true that "before the Reformation it was the monk, and not the parish priest, who held the ecclesiastical power, and played the chief part in the history of education."* History of Early Scottish Education. By J. Edgar, M.A.

*