The Hawaiian gazette., 1869-01-27
Origin of the Prussian Edu-
catiOnaI System.

catiOnaI System.
The public school law of Massachusetts
and the establishment of parochial schools
in Scotland insignificant events as they
may seem beside the flaming biographies
Of Gustavus Adolphus and Oliver CrOm-
well-constitute the history of public edu-
cation in the seventeenth century. Some
thing of legislative kind had been done
in Sweden towards the same end, but We
are not informed of the practical means
adopted for its accomplishment. Swedish
education was, till q recent date. chiefly do
nestle. the parents themselves discharging
this highest of all duties towards their
children. The State simply enjoined the
duty. and established simple test of its
fulflment. In 1854 Charles Xl. enacted
that no one should be confirmed without
examination by the curate in reading, writ
ing, and religious knowledge, and that no
one should be married who had not been
previously confirmed. The Marlboroughs
and Prince Eugenes and Charles Twelfths
did not allow Europe much time to
think Of social improvement during the
first quarter of the eighteenth century.
Christian parents were too busy killing
each other to have much thought for the
education of their children. Christian
kings were too eagre in circumventing each
other to find breathing space for so vulgar
an object as the civilization of their sub
jects.
a decided, though not often recognised
proof of the greatness of Frederick the
Greats mind. was his power of dividing it
between war and peace. He not only en-
larged the boundaries of his paternal king
dom, but he promoted his internal pros
perity. 1t was his hand that sowed the
seeds Of the educational system which now
constitutes not the least part of Prussias
glory among nations. His father. the drill
sergeant, had prepared the ground for him.
In 1876, four years before Frederick ascen-
ded the throne, the first educational law
was passed in Prussia. It's principles
were reiteration Of those which had been
proclaimed a century before at Massaehu-
setts--the only principles on which public
education has yet succeeded, while Eng
land, almost the only country which has
not given them far trial, is also among
the most conspicuous failures as an educa-
tional reformer. They acknowledged pub
lie education as an essential part of State
policy. They declared that every COM
mune in the kingdom ought TO be provided
with a good school. For the establish
ment of a scheme embodying these two
doctrines portions of the Church revenues
were appropriated. But nothing more
seems to have been done in 1916. Local
machinery was not provided for the execu-
ton OF the scheme, nor was local coopera-
ton invited. Like the English Of centu-
~ later, it was tentative system. and it
erred in the same direction-through over
Capitalization.
In few years it had to be remodeled,
and the task was undertaken by Frederick
the Great. The conquest of Silesia in l74l
supplied him with wide enough field for
experiment without disturbing existing ar
engagements. That province, as he receiv-
ed it from the Hapsburgs, was nearly des-
titute of schools, and the only chance the
children had Of obtaining the elements of
education was when the village fiddler COM
bined little pedagogy with his musical
avocations. The ordinance of 1876, requi-
rig school to be established in every
commune, was extended TO Silesia, but in
an improved form. Frederick may have
discovered the omission of local agency in
his fathers scheme. and the necessity Of
supplying it. Silesia was one of the most
feudal Of feudal countries, and the lower
classes could only be reached through their
feudal superiors. The lord of the village
had to include among the duties of bis su-
zerainty that of educating his vassals. He |
was made responsible for the maintenance |
of a good school and the provision of a |
competent subsistence for the school-mas- |
ter. But he had ut the whole burden TO |
bear, as his tenants had to make a joint |
contribution. The clergy had also their
special function assigned to them-the su-
perintendance of the schools.
Having made a beginning. Frederick pros |
ecuted his scheme with characteristic en-
ergy. and the public education of Prussia |
was steadily progressive throughout the
remainder of his long reign. He employ !
ed an agent, Felbirger. to travel through /
Europe inspecting the most celebrated
schools and systems of education then in |
vogue. For twenty years the royal philos-
opher watched the progress of his pedag-
ogues. and matured in his mind the scheme
which was TO be the basis of national edu-
cation. not only in Prussia. but throughout
the greater part Of the Continent. In II
63 new royal ordinance was promulgated,
much more elaborate and complete than
either Of its predecessors. 1t enters into
all the minutie Of education, and prescri-
bes method for each. The trimming of
teachers, the regular inspection of schools.
and graduated scale of administration,
beginning at Berlin and ending at the re-
hottest commune, were all set forth in the
ordinance. The school tax which had
been found successful in Silesia, was ex-
tendCi TO the whole kingdom. both land
lords and tenants being made liable to it.
All children we're to be sent to school from
their sixth to their sixteenth year. and
those whose parents could not pay the
school tax were to have it raised for them
by collections in church. !