Frederick the Great, however, issued general school regulations (1763) establishing compulsory schooling for boys and girls from 5 to 13 or 14 years of age. His minister Freiherr von Zedlitz founded a chair of pedagogy at Halle (1779) and generally planned for the improved education of teachers; he supported the founding of new schools and the centralization of school administration under an Oberschulkollegium, or national board of education (1787); and one of his colleagues, Friedrich Gedike, was instrumental in introducing the school-leaving examination for university entrance, the Abitur—which still exists.
The guarded though increasingly liberal attempt by benevolent despots to nationalize and expand education is well illustrated by the events in Russia. Until the 18th century, schools in Russia were founded by ecclesiastical organizations (monasteries), the clergy (priests, deacons, readers), and private persons (boyars, or lower-level aristocrats). Boys were taught reading, writing, arithmetic, singing, and religion. A system of state-owned schools was started by Peter the Great as a state organization for purposes of administration and for the development of mining and industry. Peter did not intend to promote the Orthodox faith or formal Classical learning—whether Greek, Latin, or Slavonic—or universal education. He created schools of mathematics, navigation, artillery, and engineering for utilitarian purposes. In 1725 an Academy of Sciences with a university and a gimnaziya (secondary school) was founded at St. Petersburg. The utilitarian, secular, and scientific characteristics of Peter’s schools became the dominant features of Russian education, but, as a result of the many changes of policy after Peter’s death in 1725, a national system of education did not develop.
A second attempt at nationalizing education in Russia was made by Catherine II. After many abortive schemes, Catherine issued in 1786 a statute for schools, which can be considered the first Russian education act for the whole country. According to this act, a two-year course in minor schools was to be started in every district town and a five-year course in major schools in every provincial town. Catherinian schools were also to be utilitarian, scientific, and secular. At the end of the 18th century, 254 towns had the new schools, but 250 smaller towns and the rural districts had no schools whatever.
A third nationalizing attempt was made by Alexander I and was influenced by the disintegration of the serf system, by the development of industry and commerce, and by the ideas of the French Revolution. The new statutes (1803 and 1804) maintained the principles of utility and secular scientific instruction. The parochial schools (prikhodskiye uchilishcha) in the rural areas were to instruct the peasantry in reading, writing, arithmetic, and elements of agriculture; the district schools of urban areas (uyezdnye uchilishcha) and the provincial schools (gimnazii) were to give instruction in subjects necessary for civil servants—law, political economy, technology, and commerce. The system was state-controlled and free and formed a continuous ladder to the universities. Later conservative reactions, however, tended to blunt or reverse these reforms. England
In England the development of a “national” education took a completely different course. It was influenced not by a political but by an industrial revolution. It is true that theorists such as Adam Smith, Thomas Paine, and Thomas Robert Malthus proposed state organization of elementary-schooling, but even they wanted to see limited state influence; the state could pay the musicians but not call the tune. Not until 1802 did Parliament intervene in the development of education, when the Health and Morals of Apprentices Act required employers to educate apprentices in basic mathematics, writing, and reading. For the most part this remained only a demand, since the employers were not interested in such education.
The reluctance on the part of the state induced several philanthropists to form educational societies, principally for the education of the poor. In 1796, for example, the Society for Bettering the Conditions of the Poor was founded. A further impulse for elementary education stemmed from the Sunday schools, the first of which was founded in 1780 in Gloucester; by 1785 their numbers had so increased that the Sunday School Society was founded. The lessons in such schools, however, were mainly those of Bible reading.
The educators Andrew Bell and Joseph Lancaster played a major role in progress toward an elementary-school system. They realized that the root of the problem lay in the lack of teachers and in the lack of money to hire assistants. Therefore, first Bell developed, then Lancaster modified, the so-called monitorial system (also called the Lancasterian system), whereby a teacher used his pupils to teach one another. The use of children to teach other children was not new, but Bell and especially Lancaster took the approach and developed it into a systematic plan of education. From 200 to 1,000 children were gathered in one room and seated in rows, usually of 10 pupils each. An adult teacher taught the monitors, and then each monitor taught his row of pupils the lesson in reading, writing, arithmetic, spelling, or higher subjects. Besides monitors who taught, there were, in Lancaster’s system, monitors to take attendance, give examinations, issue supplies, and so on; school activity was to be directed with military precision; the emphasis was on drill and memorization. The system and the publicity connected with it expanded the efforts toward mass education, even though, pedagogically, the whole process was so routinized and formalized that opportunities for creative thinking or initiative scarcely existed. Heinz-Jürgen Ipfling J.J. Chambliss European offshoots in the New World Spanish and Portuguese America
With the Spanish conquerors of the New World, the conquistadores, came friars and priests who immediately settled down to educate the Indians and convert them. Because there was little separation of church and state, the Roman Catholic Church assumed complete control of elementary education, and the early Franciscan and Dominican friars were followed by Augustinians, Jesuits, and Mercedarians.
The first elementary school in the New World was organized in Mexico by the Franciscan Pedro de Gante in 1523 in Texcoco, followed in 1525 by a similar school in San Francisco. Because such schools in Mexico were designed for Indian children, the monks learned the native languages and taught reading, writing, simple arithmetic, singing, and the catechism. The schools of the hospicio of the bishop Vasco de Quiroga in Michoacán added agriculture, trades, and crafts to their curriculum.
Mestizo children, the issue of Spanish and Indian parents, were often abandoned. Thus, special institutions appeared to collect and educate them—for example, the Girls’ School and the School of San Juan de Letrán, founded by Viceroy Mendoza in New Spain, and the Bethlehemite schools of Guatemala and Mexico.
In the beginning, Spaniards’ children born in the colonies, called Creoles, had tutors. Eventually schools promoted by cabildos (municipal authorities) emerged.
During the 18th century the Enlightenment came to Latin America, and with it a more secular and widespread education. Among famous projects were those of Viceroy Vertiz y Salcedo in Argentina and two model schools, free for children of the poor, by Archbishop Francos y Monroy in Guatemala. In New Spain the College of the Vizcainas (1767) became the first all-girl lay institution.