Such being the essential nature and operation of Presbyterian principles, it was not strange that John Knox and his fellow-labourers made it one of their most early and strenuous endeavours to obtain a system of education commensurate with the wants of the community. The plan proposed by John Knox was most liberal and comprehensive. It stated as the object of the whole scheme, "the necessity of being most careful for the virtuous education and godly upbringing of the youth of this realm, the advancement of Christ's glory, and the continuation of his benefits to the generation following." The outline of the proposed scheme was, "that every several kirk should have one schoolmaster appointed, able to teach grammar and the Latin tongue; that in every notable town there be erected a college, in which the arts, at least logic and rhetoric, together with the tongues, be read by sufficient masters, for whom honest stipends must be appointed; and that the stipends of the masters should be drawn from the patrimony of the Church." In recommending this scheme, the Reformers pointed out the direct benefit to youth, both in the instruction communicated, and in their being kept out of idleness and immorality; the indirect benefit to the more advanced in life; and the replenishing of the universities with those who showed ability and inclination to prosecute the pursuit of learning." It is true that owing to the rapacity of the nobles in seizing upon all the funds of the Church this scheme was but partially carried out in Scotland. And yet, if you would see the influence of even an imperfect school and college education, under the direction of the Church, and imbued with the spirit of religion, doctrinally and catchetically taught, compare the present condition of the people of Scotland with that of the people in Ireland, in view of the perfectly similar character and condition which existed when that system was introduced. The same school and collegiate system was to a considerable extent adopted in the New England States; and in their condition when contrasted with that of South America, we have another demonstration of the truth that as "righteousness exalteth a nation," so an education, imbued with its doctrines and spirit, is the only leaven by which the masses of a nation can be leavened with godliness. The following anecdote illustrates the importance of education. While Gen. Jackson was President, and Gen. Cass Secretary of War, they visited a portion of New England together. In riding over that highly cultivated country, Gen. Jackson was much pleased with the appearance of the people, and expressed his gratification to his companion. "What fine manly countenances these men carry!" exclaimed the President. "How robust and vigorous they are! and what a spirit of enterprise and perseverance they manifest! Why, with an army of such men, I would undertake to face the world." "Do you know the cause of these characteristics that you prize so highly?" rejoined the veteran Secretary. "What is it?" asked the old hero. "Do you see the steeple of that meeting house yonder on the hill?" "Yes," replied the President. "And that low school house near it?" "I see them both," said Gen. Jackson. "Well," answered Gen. Cass, himself a native of the Granite State, "here is where New England men are made. The instructions they receive in the school house and meeting house give them the pre-eminence over others which you have so justly described." As it regards England, Dr. Vaughan testifies that he considers the moral influence of the Sunday School instruction as of more value than all other kind of instruction put together; and the Edinburgh Review, in a recent article, points to the religious element as the only possible security and hope of that mighty empire. T. S. |