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CHAPTER XVII
The Age of Queen Anne

I – IMPORTANCE OF THIS PERIOD

The reign of Queen Anne, the last sovereign of the House of Stuart, is one of the important epochs in English history. McCarthy says it ranks with that of Pericles in Greece, of Augustus in Rome, and of Elizabeth in England. In war, in politics, in the spread of social democracy, and above all in literature, this was truly a remarkable period.

In order to understand the times several meetings should be given to a comprehensive view of Europe. The reign of Louis XIV and a sketch of his court will fill one meeting. One on Spain should follow; a third may take up Germany, Poland, Austria, and the Holy Roman Empire, and what it stood for. After these have a fourth presenting the question of the balance of power in Europe. Discuss the English Pretender in France. Follow with brief papers on Peter the Great and Charles XII of Sweden.

II – THE QUEEN AND HER COURT

Turning now to England, Queen Anne and her court may be taken up in detail. Anne lacked the force of the Tudors and the attractive temperament of the Stuarts. She had neither the brains of her predecessor, William, nor the Teutonic dullness of the Georges who followed her; but she was, above all things, distinctly English. She loved her people; she believed in Protestantism; she was kind, affectionate and good; she possessed all the domestic virtues. Yet she was by no means a strong character. Her reign owes nothing of its brilliance to its queen. In everything she had to be guided, and the power of the individuals who governed her is one of the curious facts of the time. One paper may present her home life, with its simplicity. Contrast the court life of this period with that which had preceded it. Read selections from "Henry Esmond."

III – THE MARLBOROUGHS

The Duke and Duchess of Marlborough should be the theme of two papers. The latter had an extraordinary influence upon Anne and dictated her court policy. Read of the letters they exchanged, signed "Mrs. Morley" and "Mrs. Freeman." The Duke was a man in whom weakness and strength united. Have the paper on his character show his self-interest, his treachery even, and his notorious parsimony; contrast these qualities with those which redeemed the man. Note his wonderful military genius.

IV – THE WARS AND AFTER

After this will come the subject of the Grand Alliance, which will serve as an introduction to the great topic of the European wars which occupied the Continent for years. In studying this use a map at each meeting, and have papers on Marlborough in Flanders; the campaigns of the armies in Germany, Bavaria, and the West Indies; the war in Spain; the persecution of the Huguenots and Camisards and, finally, a summing-up of the struggle.

The next stages of the war may be divided into the Year of Victory and the Year of Defeat. If time allows, follow the war to its close.

The next great subject under Queen Anne's reign is that of the extension of power in England of the two great parties, the Whigs and Tories. Notice how the ministry changed from time to time, and who its leaders were. See how Anne, under the influence of a favorite, Mrs. Masham, gave her support to the Tories, and how this finally led to the Peace of Utrecht, which concluded the war.

Observe here the alienation which rose between the Duchess of Marlborough and the Queen, also the disgrace of Marlborough; read his letter of defense, and have a sketch of his later life. Show pictures of Blenheim Palace.

Following these events comes the Union of Scotland, Ireland and Wales with England, a topic full of interest. Discuss the bargain each country made; what did she lose and what did she gain? What results were brought about later?

The unpopularity of the Union in Scotland had one direct result, that of the rising in favor of the Young Pretender. Have a paper on this romantic episode. Observe how it led to the establishment of the Protestant Succession.

In closing this period study as many of the great leaders of English political life as possible, notably Walpole, Bolingbroke and the Earls of Oxford and Shrewsbury.

V – LITERATURE OF THE TIMES

Turning now from war and politics, there may be a delightful study of the literature of the time, for the period was one of great intellectual originality.

Dean Swift, the greatest English satirist, may be taken up first, his life, his work and his influence. Read from "The Tale of a Tub."

Addison may be studied as a man, a poet, an essayist and a dramatist. It was, however, as one of the two authors of The Spectator that he was most remarkable. Writing in collaboration with his friend Steele he gave his paper a world-wide popularity. Read from "Sir Roger de Coverley" and from comments upon it from some writers. Note also the founding of The Tatler, and point out the differences between that and The Spectator.

Alexander Pope was one of the geniuses of the time. Give a sketch of the man and his eccentricities. Read from the "Rape of the Lock," the "Dunciad," and the "Essay on Man"; also from his other poems, and his translations from Homer.

The life of Lady Mary Wortley Montagu should be discussed, with readings from her still celebrated "Letters." The work of Daniel Defoe must also be noticed.

Addison was famous as a dramatist, and his "Cato" was believed at that time to be the forerunner of a new and brilliant era in the drama; it was received in London with enthusiasm.

VI – THE BEGINNING OF THE ENGLISH NOVEL

But it was perhaps the rise of the English novel which made the time most notable. Samuel Richardson wrote "Pamela," the first novel in which the interest centered exclusively upon the heroine, and followed it with "Clarissa Harlowe," which was immediately popular all over the English-speaking world. Both books were intended as moral tales by their author, whose sympathy with women was genuine and intelligent. The work done in science by Bishop Berkeley, and that of Sir Isaac Newton, with an account of the great controversy, should be studied. Take up also the music of Handel, then living in London, and the art of Wren, who was completing St. Paul's.

A study of the many famous clubs and coffee houses frequented by the writers of the day should be made here. There is much of interest in the life of the times, the duels, the gambling, the coaches and quaint inns and hostelries.

London itself is a most interesting subject; it was just being rebuilt after the great fire, and its churches should be especially noted as they almost wholly conform to the ideas of Wren. Describe the prisons, especially Newgate and the debtors' prisons.

There is an abundance of material on all these subjects, and many pictures. The book on coaching suggested below will give many ideas on vehicles and inns. Chapters in McCarthy's history will be found readable also. Among other reference books are these:

"Social life in the Reign of Queen Anne." J. Ashton. (Scribner.)

"Queen Anne and Her Court." P. F. Ryan. (Dutton.)

"The Reign of Queen Anne." Justin McCarthy. (Harper.)

"John and Sarah, Duke and Duchess of Marlborough." Stuart J. Reid. (Scribner.)

"Coaching Days and Coaching Ways." W. Outram Tristram. (Macmillan.)

"Among English Inns." Josephine Tozier. (The Page Company.)

CHAPTER XVIII
Our Educational System

In order to understand the state of education in our land to-day it is necessary to know something about the beginnings in our early history. So the first meeting should be on the founding of schools in Colonial and Revolutionary days.

One paper should tell of the earliest grant of money made by Parliament in 1619 for a university in Virginia. The Indian wars prevented the carrying out of the plan for a time, and meantime the first schoolmaster came over to the Dutch of New Amsterdam and opened a school in Brooklyn. The Boston Latin School was begun in 1635, two years later, and schools were opened also in Dorchester and New Haven. Notice that in many of these early schools provision was made to educate Indian children free of charge. Rhode Island had the first public school, founded at Newport in 1640. Throughout the colonies the schools were endowed with lands and money and later taxes were given for their support, but tuition was always paid.

I – COLONIAL COLLEGES

The Colonial colleges rose from the spirit of forty men, all educated at Cambridge, England, who lived in the New England colonies. John Harvard, a young minister, gave his library of two hundred and sixty volumes and half his estate of seventeen hundred pounds to found Harvard College.

The University of William and Mary rose in Virginia at this time, richly endowed at once with money, a tobacco revenue, and lands; this was the direct outcome of the school originally planned sixty years earlier.

Yale was founded in 1700, each trustee giving a few books as a guarantee; but it had been originally planned as early as 1647, when John Davenport had a lot set apart for a college in New Haven. Its early years were full of hardship; it existed at New Milford for fifteen years, and was not settled at New Haven until 1718, when it received a bequest of five hundred pounds from Elihu Yale.

All the colonies had grammar schools and a few had dame schools. The Massachusetts law of 1647 provided that when a town had one hundred families or householders they must set up a school under penalty of a fine. One paper should deal with the interesting topic of these early schools, their discipline, their curricula, their teachers. Notice especially the famous teacher Ezra Cheever, who compiled a Latin book and taught in many places for seventy years. His salary, a large one, was sixty pounds a year.

Another paper may be on the lack of school advantages for girls in early times. A few went to the dame schools, but many to none at all. It was not until Revolutionary times that the Moravians established a girls' school at Bethlehem and girls were admitted to the Penn School in Philadelphia and the Female Academy there; and in 1785 a girls' school was opened at Greenfield, Connecticut, and the Medford School near Boston in 1789.

Read from the opening chapter of "Education in the United States," by B. G. Boone (Appleton) and from "Old Town Folks," by Harriet Beecher Stowe.

Close this meeting with a talk on early education in general; show how poor the school system was in the early days of the nineteenth century; speak of private schools for boys and girls, of schoolhouses and playgrounds and their gradual improvement. Mention the founding of each great college and where possible show pictures of them from old books and catalogues. Speak of famous educators and college presidents, and also of such women as Mary Lyon; read from her life recently published. Discuss the former attitude of men toward women's education with that of to-day.

II – KINDERGARTENS

Education to-day usually begins in the kindergarten, so the second meeting may begin with this topic by presenting a paper on Froebel, his ideas and methods, the adoption of his system of early education all over the world. Have a brief discussion follow it, showing some of the possible disadvantages of the work. Are children paid too much attention? Are they over-amused? Is it a benefit to children in their later education to have it begun in the kindergarten?

The second paper should turn at once to the Montessori method of teaching. It should explain exactly what it is and show how it differs from the kindergarten. There is abundance of material in present day magazines to make it perfectly plain. Speak of the rapid advance children make in development under this new system. Then have again a brief discussion: Is the Montessori system adapted to American children? Is it a benefit to them? Is it wise to develop the mind of a young child rapidly? What is the effect in its later education? Compare the system with that of the kindergarten. See: "Dr. Montessori's Own Method," by herself (Stokes), and "A Guide to the Montessori Method," Ellen Yale Stevens. (Stokes.)

Close this meeting with a talk by a trained kindergarten teacher, if possible, who can set before the club members the advantages of her work. If there is time, have some short stories read: "The Madness of Philip," by Josephine Baskam Bacon, and one from "Little Citizens," by Myra Kelly (both by Doubleday Page). Some songs of childhood will also be delightful between the papers or talks, and perhaps some little kindergarten children may come and sing also.

III – PUBLIC SCHOOLS

The next subject, that of the public school, is so large that a number of meetings should be devoted to it. Although only four papers are outlined here, there is sufficient material given for a dozen and more.

The first paper may speak of the early days of public schools and their inadequacy in the light of to-day, of their lack of sunshine and air, the poor buildings, the insufficient exits and arrangements for safety from fire. Then follow with a description of our great schools of to-day, showing pictures of them and noticing their beautiful architecture, their perfect equipment. The whole system of discipline and oversight should be spoken of.

The cost to the State of the public school is an interesting theme. Notice in this connection that the United States has the shortest school day, week, and year of any civilized country. Discuss the fact.

The second paper should speak of the curriculum of the public school, and give a clear idea of what is covered by the child. Discuss: Is it too comprehensive? Is it sufficiently practical? Does it fit the child for business and home life?

The third paper should be on the health of the school child as the club members know of it. Is the building in which he studies clean, well-ventilated, and sanitary? Does he have too much home work? Is there a doctor to supervise the children's eyes, ears, throats, and general condition? Is there an oversight against contagion? Is the common drinking cup used? Is there a fund for cheap food for the very poor children?

The playgrounds and plays should be the next topic. These should be large, fitted to the needs of boys and girls, and there should be a teacher of athletics. Basket ball, foot and base ball, and games of all sorts should be encouraged, and a spirit of rivalry between schools fostered. Discuss: Are athletics neglected or overdone? Do our growing girls receive the care they need in this regard? If the playgrounds of the school are inadequate, can they be supplemented? Are the playgrounds used in summer time?

A brief paper following this may speak of the morals of the public school, the dangers and safeguards, and discuss the relation between teachers and parents in this regard. Is hygiene taught? Is a high standard of purity held up always?

Follow this by a presentation of the value to a school of a club for parents and teachers; one may be established if there is none, perhaps. Beautifying the schoolhouse and schoolroom, having a library and a few pictures and casts, and making school life attractive are suggestions to be worked out, and the value of teaching sewing, cooking, the care of babies to girls, and manual training to boys.

IV – HIGH SCHOOLS

The subject of the high schools will naturally succeed this and the first paper may take up the question, Why do so few boys and girls go to high school? Is it only because so many go into business life? Is the preparation for college adequate? Is the general course too cultural and not sufficiently practical for a boy who is going into business? Are sufficient numbers of courses offered?

The next paper may speak of vocational training, or fitting boys and girls for their work in life, teaching girls to sew, cook, and care for children, and boys to farm, to learn the principles of business, and manual training. What has been done along these lines, and what is still to be done?

The third paper may speak of vocational guidance or the aid given in finding work for graduates suitable for them, and following them up in it. Material for this may be had from the Vocational Guidance Association of New York, part of the Public Education Association, 38 W. Thirty-second Street.

Many other topics will grow out of the discussion of school problems. Some to be discussed are these: Equal pay for men and women teachers; the married teacher in the school; the personal influence of the teacher; the efficiency of the school; the training in citizenship. It is urged that club women have members of their Board of Education and school teachers speak to them on as many subjects pertaining to school as possible, and become better fitted to coöperate in the work of the schools.

V – SPECIAL SCHOOLS

The next meeting of the club may have a varied program: one paper will be on schools for the defectives, the blind, deaf and dumb and feeble-minded. A second will take up the use of the school buildings for evening classes and lectures, for parents of school children, for men and women who need a broader education, and for foreigners. Some idea may be given of the great work done in this way in our large cities in the way of instruction and recreation. A third paper may speak of the numberless aids to schools in the way of libraries, museums, nature classes, and special instruction. A final paper may be on Schools for Teachers, and the work done there. Some teacher should describe this. Have some readings from "The Wider Use of the School Plant," by Clarence A. Perry (Sage Foundation).

VI – PRIVATE SCHOOLS

A very interesting meeting may be arranged on private schools. This will have a paper or talk on college preparatory schools for boys, showing how thorough the training is. It will raise such questions as these: Are standards of character higher than in the public schools? Is the training in athletics valuable? Do boys go from them to college better prepared to meet the life there than from the high school? Is there a lack of democracy about them? Do they send a yearly clique to college?

The paper next to this would be on the finishing school for girls, and will raise the questions: Are the standards of education sufficiently high? Is a mere smattering given? Is too much attention paid to social preparation? What advantages has the finishing school?

The following paper would take up military schools, first the small private ones, then West Point, giving the life at each, the training, the advantages and disadvantages. Show pictures of West Point.

A paper on naval schools would come last, especially on Annapolis, and would follow the same lines as the paper on West Point.

The final paper should be on technical schools, those where mining, electricity, engineering, architecture, and other subjects are taught. There are great institutes in Pittsburgh, Boston, and elsewhere, from which catalogues may be obtained to show exactly what work is done there.

Modern schools of domestic science and business colleges should be considered.

VII – COLLEGES AND UNIVERSITIES

Colleges and universities is the next subject for the club. The best known of the colleges may be described and pictures shown, and the difference between a college and a university made plain. Denominational colleges should especially be spoken of, and the little colleges of the West and South. The value of the small college in bringing students near their teachers may be pointed out. Some of our great men have come from these little colleges, and they may be mentioned.

The next paper should be on the university. The leading endowed universities are to be named, their history studied, and their peculiarities noted. The famous presidents, professors, and graduates of each should be spoken of also. The curriculum, the athletics, the ideals of each university may also be taken up. Notice that those universities which have private endowments often stand for culture rather than practical work.

The third paper should take the State Universities, and show the difference between them and the endowed universities. They stand distinctly for what is practical, and it is here that most technical work is done and specialties, such as agriculture, forestry, domestic science, and others, are taught. Discuss the relative values of the two; is there a tendency more and more toward having the State give the whole education? How do our great endowed universities compare with those of England and Germany?

VIII – WOMEN'S COLLEGES

One meeting should be on women's colleges, taking them in the order of their establishment, and showing how they have developed. Have descriptions of each and tell of its special aims. Discuss the value of a college training for women, and its faults. Speak of coeducational colleges and State Universities; have they advantages over the rest? Does a college woman lose interest in her home? Does she marry early, or does she drift into a career?

Have some college woman address the club on work done in the line of higher education of women, and its results. See "The College Girl of America," by Mary C. Crawford (The Page Company).

IX – POSTGRADUATE WORK AND NEW IDEAS

Postgraduate work, the topic for the next meeting, includes that done in medical, law, and theological schools, and the work for degrees. Representative schools may be selected as the subject for papers, and speakers from these should be had to tell of them to the club, if possible.

The final meeting on education may take up some of the new ideas of work, such as the opening of the school of journalism at Columbia University, and other attractive fields of study. Summer assemblies may be spoken of, and their value, especially to those who have had few opportunities for study early in life. Correspondence schools may also be mentioned and their work discussed. Are they really as useful as they seem at first sight? Notice that many of them are able to give important help on special lines. Musical festivals, lecture courses, illustrated talks on travel, and other of the many opportunities offered to the public may also be spoken of.

There is an abundance of material to be found on all educational subjects in a good encyclopedia. On special topics there are the educational journals, the educational department of the Survey, and magazine articles constantly. The Educational Bureau at Washington will give information and material on request. The excellent book "Citizenship and the Schools," by J. W. Jenks (Holt), should be read, and "Education for Efficiency," by E. Davenport (Heath), and the life and work of Horace Mann.