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THE ENCYCLOPÆDIA BRITANNICA
A DICTIONARY OF ARTS, SCIENCES, LITERATURE AND GENERAL INFORMATION
ELEVENTH EDITION
VOLUME VIII SLICE X
Echinoderma to Edward
Articles in This Slice
Articles in This Section
ECHINODERMA.1 The ἐχινόδερμα, or “urchin-skinned” animals, have long been a favourite subject of study with the collectors of sea-animals or of fossils, since the lime deposited in their skins forms hard tests or shells readily preserved in the cabinet. These were described during the 18th and first half of the 19th centuries by many eminent naturalists, such as J.T. Klein, J.H. Linck, C. Linnaeus, N.G. Leske, J.S. Miller, L. v. Buch, E. Desor and L. Agassiz; but it was the researches of Johannes Müller (1840-1850) that formed the groundwork of scientific conceptions of the group, proving it one of the great phyla of the animal kingdom. The anatomists and embryologists of the next quarter of a century confirmed rather than expanded the views of Müller. Thus, about 1875, the distinction of Echinoderms from such radiate animals as jelly-fish and corals (see Coelentera), by their possession of a body-cavity (“coelom”) distinct from the gut, was fully realized; while their severance from the worms (especially Gephyrea), with which some Echinoderrns were long confused, had been necessitated by the recognition in all of a radial symmetry, impressed on the original bilateral symmetry of the larva through the growth of a special division of the coelom, known as the “hydrocoel,” and giving rise to a set of water-bearing canals—the water-vascular or ambulacral system. There was also sufficient comprehension of the differences between the main classes of Echinoderms—the sea-urchins or Echinoidea, the starfish or Asteroidea, the brittle-stars and their allies known as Ophiuroidea, the worm-like Holothurians, the feather-stars and sea-lilies called Crinoidea, with their extinct relatives the sac-like Cystidea, the bud-formed Blastoidea, and the flattened Edrioasteroidea—while within the larger of these classes, such as Echinoidea and Crinoidea, fair working classifications had been established. But the study that should elucidate the fundamental similarities or homologies between the several classes, and should suggest the relations of the Echinoderma to other phyla, had scarcely begun. Indeed, the time was not ripe for such discussions, still less for the tracing of lines of descent and their embodiment in a genealogical classification. Since then exploring expeditions have made known a host of new genera, often exhibiting unfamiliar types of structure.
ECHINODERMS.1 The echinoderm, or “urchin-skinned” animals, have been a favorite subject for collectors of marine life and fossils for a long time, since the lime deposited in their skins forms hard tests or shells that are easy to preserve in collections. Many prominent naturalists, such as J.T. Klein, J.H. Linck, C. Linnaeus, N.G. Leske, J.S. Miller, L. v. Buch, E. Desor, and L. Agassiz, described these during the 18th and first half of the 19th centuries; however, it was Johannes Müller’s research from 1840-1850 that established the foundation for the scientific understanding of this group, demonstrating that it is one of the major phyla in the animal kingdom. The anatomists and embryologists of the following twenty-five years confirmed Müller’s views rather than expanded them. Around 1875, it became clear that Echinoderms are distinct from other radiate animals like jellyfish and corals (see Coelentera) due to their possession of a body cavity (“coelom”) separate from the gut. Additionally, their separation from worms (particularly Gephyrea), which some Echinoderms were once confused with, was required by the recognition of their radial symmetry, developed from the original bilateral symmetry of the larva due to the growth of a specific part of the coelom, known as the “hydrocoel,” leading to a network of water-bearing canals—the water-vascular or ambulacral system. There was also a good understanding of the differences between the main classes of Echinoderms—the sea urchins or Echinoidea, the starfish or Asteroidea, the brittle stars and their relatives known as Ophiuroidea, the worm-like Holothurians, the feather stars and sea lilies called Crinoidea, along with their extinct relatives the sac-like Cystidea, the bud-formed Blastoidea, and the flattened Edrioasteroidea—while within the larger classes like Echinoidea and Crinoidea, reasonable classifications had been established. However, the research necessary to clarify the fundamental similarities or homologies among the various classes and to suggest the relationships of Echinoderma to other phyla had only just begun. In fact, the time was not yet right for such discussions, much less for tracing lines of descent and organizing them into a genealogical classification. Since then, exploration expeditions have uncovered many new genera, often revealing unfamiliar structural types.
Among these the abyssal starfish and holothurians described by W.P. Sladen and H. Théel respectively, in the Report of the “Challenger” Expedition, are most notable. The sea-urchins, ophiuroids and crinoids also have yielded many important novelties to A. Agassiz (“Challenger,” “Blake,” and “Albatross” Expeditions), T. Lyman (“Challenger”), Sladen (“Astrophiura,” Ann. Mag. Nat. Hist., 1879), F.J. Bell (numerous papers in Ann. Mag. Nat. Hist. and in Proc. Zool. Soc.), E. Perrier (“Travailleur” and “Talisman,” Cape Horn and Monaco Expeditions), P.H. Carpenter “Challenger” Reports), and others. The anatomical researches of these authors, as well as those of S. Lovén (“On Pourtalesia” and “Echinologica,” published by the Swedish Academy of Science), H. Ludwig (Morphologische Studien, Leipzig, 1877-1882), O. Hamann (Histologie der Echinodermen, Jena, 1883-1889), L. Cuénot (“Études morphologiques,” Arch. Biol., 1891, and papers therein referred to), P.M. Duncan (“Revision of the Echinoidea,” Journ. Linn. Soc., 1890), H. Prouho (“Sur Dorocidaris,” Arch. Zool. Exper., 1888), and many more, need only be mentioned to recall the great advance that has been made. In physiology may be instanced W.B. Carpenter’s proof of the nervous nature of the chambered organ and axial cords of crinoids (Proc. Roy. Soc., 1884), the researches of H. Durham (Quart. Journ. Micr. Sci., 1891) and others into the wandering cells of the body-cavity, and the study of the deposition of the skeletal substance (“stereom”) by Théel (in Festskrift för Lilljeborg, 1896). Knowledge of the development has been enormously extended by numerous embryologists, e.g. Ludwig (op. cit.), E.W. MacBride (“Asterina gibbosa,” Quart. Journ. Micr. Sci., 1896), H. Bury (Quart. Journ. Micr. Sci., 1889, 1895), Seeliger (on “Antedon,” Zool. Jahrb., 1893), S. Goto (“Asterias pallida,” Journ. Coll. Sci. Japan, 1896), C. Grave (“Ophiura,” Mem. Johns Hopkins Univ., 872 1899), Théel (“Echinocyamus,” Nov. Act. Soc. Sci. Upsala, 1892), R. Semon (“Synapta,” Jena. Zeitschr., 1888), and Lovén (opp. citt.); and though the theories based thereon may have been fantastic and contradictory, we are now near the time when the results can be co-ordinated and some agreement reached. But the scattered details of comparative anatomy are capable of manifold arrangement, while the palimpsest of individual development is not merely fragmentary, but often has the fragments misplaced. The morphologist may propose classifications, and the embryologist may erect genealogical trees, but all schemes which do not agree with the direct evidence of fossils must be abandoned; and it is this evidence, above all, that gained enormously in volume and in value during the last quarter of the 19th century. The Silurian crinoids and cystids of Sweden have been illustrated in N.P. Angelin’s Iconographia crinoideorum (1878); the Palaeozoic crinoids and cystids of Bohemia are dealt with in J. Barrande’s Système silurien (1887 and 1899); P.H. Carpenter published important papers on fossil crinoids in the Journal of the Geological Society, on Cystidea in that of the Linnean Society, 1891, and, together with R. Etheridge, jun., compiled the large Catalogue of Blastoidea in the British Museum, 1886; O. Jaekel, in addition to valuable studies on crinoids and cystids appearing in the Zeitschrift of the German Geological Society, has published the first volume of Die Stammesgeschichte der Pelmatozoen (Berlin, 1899), a richly suggestive work; the Mesozoic Echinoderms of France, Switzerland and Portugal have been made known by P. de Loriol, G.H. Cotteau, J. Lambert, V. Gauthier and others (see Paléontologie française, Mém. Soc. paléontol. de la Suisse, Trabalhos Comm. Geol. Portugal, &c.); a beautiful and interesting Devonian fauna from Bundenbach has been described by O. Follmann, Jaekel, and especially B. Stürtz (see Verhandl. nat. Vereins preuss. Rheinlande, Paläont. Abhandl., and Palaeontographica); while the multitude of North American palaeozoic crinoids has been attacked by C. Wachsmuth and F. Springer in the Proceedings (1879, 1881, 1885, 1886), of the Philadelphia Academy and the Memoirs (1897) of the Harvard Museum.
Among these, the deep-sea starfish and sea cucumbers described by W.P. Sladen and H. Théel in the Report of the “Challenger” Expedition stand out. The sea urchins, brittle stars, and crinoids have also revealed many important discoveries to A. Agassiz (“Challenger,” “Blake,” and “Albatross” Expeditions), T. Lyman (“Challenger”), Sladen (“Astrophiura,” Ann. Mag. Nat. Hist., 1879), F.J. Bell (numerous papers in Ann. Mag. Nat. Hist. and in Proc. Zool. Soc.), E. Perrier (“Travailleur” and “Talisman,” Cape Horn and Monaco Expeditions), P.H. Carpenter (“Challenger” Reports), and others. The anatomical studies by these authors, along with those of S. Lovén (“On Pourtalesia” and “Echinologica,” published by the Swedish Academy of Science), H. Ludwig (Morphologische Studien, Leipzig, 1877-1882), O. Hamann (Histologie der Echinodermen, Jena, 1883-1889), L. Cuénot (“Études morphologiques,” Arch. Biol., 1891, and related papers), P.M. Duncan (“Revision of the Echinoidea,” Journ. Linn. Soc., 1890), H. Prouho (“Sur Dorocidaris,” Arch. Zool. Exper., 1888), and many more, highlight significant progress made. In physiology, W.B. Carpenter demonstrated the nervous nature of the chambered organ and axial cords of crinoids (Proc. Roy. Soc., 1884), while H. Durham's research (Quart. Journ. Micr. Sci., 1891) and others studied the wandering cells within the body cavity, and Théel examined the uptake of skeletal material (“stereom”) (Festskrift för Lilljeborg, 1896). Our understanding of development has greatly expanded thanks to numerous embryologists, such as Ludwig (op. cit.), E.W. MacBride (“Asterina gibbosa,” Quart. Journ. Micr. Sci., 1896), H. Bury (Quart. Journ. Micr. Sci., 1889, 1895), Seeliger (on “Antedon,” Zool. Jahrb., 1893), S. Goto (“Asterias pallida,” Journ. Coll. Sci. Japan, 1896), C. Grave (“Ophiura,” Mem. Johns Hopkins Univ., 872 1899), Théel (“Echinocyamus,” Nov. Act. Soc. Sci. Upsala, 1892), R. Semon (“Synapta,” Jena. Zeitschr., 1888), and Lovén (opp. citt.); and while some theories derived from this research may have been fanciful and conflicting, we are approaching a point where the results can be organized and some consensus reached. However, the scattered details of comparative anatomy can be rearranged in multiple ways, and the complex record of individual development is not only fragmented but often contains misplaced fragments. The morphologist may suggest classifications, and the embryologist may construct family trees, but any frameworks that don't align with direct fossil evidence must be discarded; and it is this fossil evidence, most of all, that has significantly increased in quantity and quality during the last quarter of the 19th century. The Silurian crinoids and cystids of Sweden were illustrated in N.P. Angelin’s Iconographia crinoideorum (1878); the Palaeozoic crinoids and cystids of Bohemia are covered in J. Barrande’s Système silurien (1887 and 1899); P.H. Carpenter published important papers on fossil crinoids in the Journal of the Geological Society and on Cystidea in that of the Linnean Society, 1891, and, together with R. Etheridge, jun., compiled the comprehensive Catalogue of Blastoidea in the British Museum, 1886; O. Jaekel, in addition to valuable studies on crinoids and cystids published in the Zeitschrift of the German Geological Society, has released the first volume of Die Stammesgeschichte der Pelmatozoen (Berlin, 1899), a richly insightful work; the Mesozoic Echinoderms of France, Switzerland, and Portugal have been presented by P. de Loriol, G.H. Cotteau, J. Lambert, V. Gauthier, and others (see Paléontologie française, Mém. Soc. paléontol. de la Suisse, Trabalhos Comm. Geol. Portugal, etc.); a fascinating Devonian fauna from Bundenbach has been described by O. Follmann, Jaekel, and particularly B. Stürtz (see Verhandl. nat. Vereins preuss. Rheinlande, Paläont. Abhandl., and Palaeontographica); while the numerous North American Paleozoic crinoids have been examined by C. Wachsmuth and F. Springer in the Proceedings (1879, 1881, 1885, 1886) of the Philadelphia Academy and the Memoirs (1897) of the Harvard Museum.
The vast mass of material made known by these and many other distinguished writers has to be included in our classification, and that classification itself must be controlled by the story it reveals. Thus it is that a change, characteristic of modern systematic zoology, is affecting the subdivisions of the classes. It is not long since the main lines of division corresponded roughly to gaps in geological history: the orders were Palaeocrinoidea and Neocrinoidea, Palechinoidea and Euechinoidea, Palaeasteroidea and Euasteroidea, and so forth. Or divisions were based upon certain modifications of structure which, as we now see, affected assemblages of diverse affinity: thus both Blastoidea and Euechinoidea were divided into Regularia and Irregularia; the Holothuroidea into Pneumophora and Apneumona; and Crinoids were discussed under the heads “stalked” and “unstalked.” The barriers between these groups may be regarded as horizontal planes cutting across the branches of the ascending tree of life at levels determined chiefly by our ignorance; as knowledge increases, and as the conception of a genealogical classification gains acceptance, they are being replaced by vertical partitions which separate branch from branch. The changes may be appreciated by comparing the systematic synopses at the end of this article with the classification adopted in 1877 in the 9th edition of the Ency. Brit. (vol. vii.), or in any zoological text-book contemporary therewith. In the present stage of our knowledge these minor divisions are the really important ones. For, whereas to one brilliant suggestion of far-reaching homology another can always be opposed, by the detailed comparison of individual growth-stages in carefully selected series of fossils, and by the minute application to these of the principle that individual history repeats race history, it actually is possible to unfold lines of descent that do not admit of doubt. The gradual linking up of these will manifest the true genealogy of each class, and reconstruct its ancestral forms by proof instead of conjecture. The problem of the interrelations of the classes will thus be reduced to its simplest terms, and even questions as to the nature of the primitive Echinoderm and its affinity to the ancestors of other phyla may become more than exercises for the ingenuity of youth. Work has been and is being done by the laborious methods here alluded to, and though the diversity of opinion as to the broader groupings of classification is still restricted only by the number of writers, we can point to an ever-increasing body of assured knowledge on which all are agreed. Unfortunately such allusion to these disconnected certainties as alone might be introduced here would be too brief for comprehension, and we are forced to select a few of the broader hypotheses for a treatment that may seem dogmatic and prejudiced.
The large amount of information shared by these and many other notable writers needs to be included in our classification, and that classification must be guided by the story it tells. This is how a shift, typical of modern systematic zoology, is impacting the subdivisions of classes. Not too long ago, the main divisions roughly matched gaps in geological history: the orders were Palaeocrinoidea and Neocrinoidea, Palechinoidea and Euechinoidea, Palaeasteroidea and Euasteroidea, and so on. Sometimes divisions were based on specific structural changes that, as we now understand, affected groups with different affinities: for instance, both Blastoidea and Euechinoidea were split into Regularia and Irregularia; the Holothuroidea into Pneumophora and Apneumona; and Crinoids were categorized as “stalked” and “unstalked.” The distinctions between these groups can be seen as horizontal planes cutting across the branches of the evolutionary tree at levels mainly determined by our lack of knowledge. As our understanding improves and the idea of genealogical classification becomes more accepted, these are being replaced by vertical barriers that separate branch from branch. We can see these changes by comparing the systematic summaries at the end of this article with the classification used in 1877 in the 9th edition of the Ency. Brit. (vol. vii.) or in any contemporary zoological textbook. At this stage of our knowledge, these smaller divisions are the critical ones. Although one brilliant idea about broad homology can always be countered by another, by carefully comparing individual growth stages in selected series of fossils, and applying the principle that individual history repeats the history of the species, we can actually reveal lines of descent that are beyond doubt. The gradual connection of these will show the true genealogy of each class and reconstruct its ancestral forms through proof rather than guesswork. The issue of how classes relate to each other will thus be simplified, and even questions about the nature of the primitive Echinoderm and its relation to the ancestors of other phyla may become more than just mental exercises for young thinkers. Work has been, and continues to be, carried out using the diligent methods mentioned, and while opinions on broader classification groupings remain divided, restricted only by the number of authors, we can point to an ever-growing body of reliable knowledge that everyone agrees on. Unfortunately, any references to these disconnected certainties that could be introduced here would be too brief to fully comprehend, and we have to choose a few of the broader hypotheses for a discussion that may seem dogmatic and biased.
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Fig. 1.—Diagram of a simple form of Crinoid, with five arms, each forking once; the one nearest the observer is removed to expose the tegmen of five orals. This crinoid has only two circlets of plates in the cup, but the cup analysed in the adjoining diagram has in addition infrabasals and a centrale C. |
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Fig. 2.—An early stage in the development of Antedon, showing the foot-plate or “dorso-central” fp at the end of the stem col. Some of the thecal plates, infrabasals I B, basals B, and orals O are forming around the body-cavities r.pc and l.pc; p is the water-pore. (After Seeliger.) |
Calycinal Theory.—The theory which had most influence on the conceptions of Echinoderms in the two concluding decades of the 19th century was that of Lovén, elaborated by P.H. Carpenter, Sladen and others. This, which may be called the calycinal theory, will be appreciated by comparing the structure of a simple crinoid with that of some other types. A crinoid reduced to its simplest elements consists of three principal portions—(i.) a theca or test enclosing the viscera; (ii.) five arms stretching upwards or outwards from the theca, sometimes single, sometimes branching; (iii.) a stem stretching downwards from the theca and attaching it to the sea-floor (see fig. 1). That part of the theca below the origins of the free arms is called the “dorsal cup”; the ventral part above the origins of the arms, serving as cover to the cup, is known as the “tegmen.” All these parts are supported by plates or ossicles of crystalline carbonate of lime. The cup, in its simplest form, consists of two circlets of five plates. Each plate of the upper circlet supports an arm, and is called a “radial”; the plates of the lower circlet, the “basals,” rest on the stem and alternate with those of the upper circlet, i.e. are interradial in position. Some crinoids have yet another circlet below these, the constituent plates of which are called “infrabasals,” and are situated radially. The tegmen in most primitive forms, as well as in the embryonic stages of the living Antedon (fig. 2), consists of five large triangular plates, alternating with the radials, and called “orals,” because they roof over the mouth. In addition to these three or four circlets of plates, two other elements were once supposed essential to the ideal crinoid: the dorso-central and the oro-central. The former term was applied to a flattened plate observed in the embryonic stage of a single genus (Antedon) at that end of the stem attached to the sea-floor, and comparable to the foot of a wine-glass (fig. 2). In some crinoids which have no trace of a stem (e.g. Marsupites) a pentagonal plate is found at the bottom of the cup, where the stem would naturally have arisen (“centrale” in fig. 1); and since it was believed that the stem always grew by addition of ossicles immediately below the infrabasals, it was inferred that this pentagonal plate was the centro-dorsal in its primitive position, as though the wine-glass had been evolved from a tumbler by pulling the bottom out to form the foot. The oro-central was, it must be admitted, a theoretical conception due to a desire for symmetry, and was not confirmed by anything 873 better than some erroneous observations on certain fossils, which were supposed to show a plate at the oral pole between the five orals; but this plate, so far as it exists at all, is now known to be nothing but an oral shifted in position. The theory was that all the plates just described, and more particularly those of the cup, which were termed “the calycinal system,” could be traced, not merely in all crinoids, but in all Echinoderms, whether fixed forms such as cystids and blastoids, or free forms such as ophiuroids and echinoids, even—with the eye of faith—in holothurians. It was admitted that these elements might atrophy, or be displaced, or be otherwise obscured; but their complete and symmetrical disposition was regarded as typical and original. Thus the genera exhibiting it were regarded as primitive, and those orders and classes in which it was least obscured were supposed to approach most nearly the ancestral Echinoderm. Every one knows that an “apical system,” composed of two circlets known as “genitals” or basals and “oculars” or radials, occurs round the aboral pole of echinoids (fig. 3, A), and that a few genera (e.g. Salenia, fig. 3, B) possess a sub-central plate (the “suranal”), which might be identified with the centro-dorsal. It is also the case that many asterids (fig. 3, D) and ophiurids (fig. 3, C) have a similar arrangement of plates on the dorsal (i.e. aboral) surface of the disk. Accepting the homology of these apical systems with the calycinal system, the theory would regard the aboral pole of a sea-urchin or starfish as corresponding in everything, except its relations to the sea-floor, with the aboral pole of a fixed echinoderm.
Calycinal Theory.—The theory that had the greatest impact on the understanding of Echinoderms in the last two decades of the 19th century was developed by Lovén, and elaborated by P.H. Carpenter, Sladen, and others. This theory, known as the calycinal theory, can be understood by comparing the structure of a simple crinoid with that of other types. A crinoid, when simplified to its basic elements, consists of three main parts: (i.) a theca or test that houses the organs; (ii.) five arms extending upwards or outwards from the theca, sometimes single, sometimes branching; (iii.) a stem that extends downwards from the theca, anchoring it to the sea floor (see fig. 1). The section of the theca below the points where the free arms emerge is called the “dorsal cup”; the upper part above the arm origins, which covers the cup, is referred to as the “tegmen.” All these parts are supported by plates or ossicles made of crystalline calcium carbonate. The cup, in its simplest form, has two rings of five plates. Each plate in the upper ring supports an arm and is termed a “radial”; the plates in the lower ring, called “basals,” rest on the stem and alternate with those of the upper ring, meaning they are interradial in position. Some crinoids have an additional ring below these, made up of plates called “infrabasals,” which are arranged radially. The tegmen in most primitive forms, as well as in the embryonic stages of living Antedon (fig. 2), consists of five large triangular plates that alternate with the radials, called “orals,” as they form a roof over the mouth. Besides these three or four rings of plates, two other elements were once thought to be essential to the ideal crinoid: the dorso-central and the oro-central. The term dorso-central was given to a flattened plate observed in the embryonic stage of a single genus (Antedon) at the end of the stem connected to the sea floor, comparable to the base of a wine glass (fig. 2). In some crinoids that show no evidence of a stem (e.g. Marsupites), a pentagonal plate is found at the bottom of the cup, where the stem would typically have developed (“centrale” in fig. 1); and since it was believed that the stem always grew by adding ossicles just below the infrabasals, it was concluded that this pentagonal plate was the centro-dorsal in its original position, as if the wine glass had evolved from a tumbler by pulling out the bottom to create the foot. The oro-central was more of a theoretical idea based on a quest for symmetry and wasn't supported by anything more substantial than some inaccurate observations on certain fossils thought to show a plate at the oral pole between the five orals; however, this plate, if it exists at all, is now understood to simply be an oral shifted from its original position. The theory suggested that all the plates previously described, particularly those of the cup known as “the calycinal system,” could be seen not only in all crinoids but also throughout all Echinoderms, whether fixed forms like cystids and blastoids or free forms like ophiuroids and echinoids, even—with a bit of imagination—in holothurians. It was accepted that these elements could atrophy, be displaced, or otherwise become obscured; however, their complete and symmetrical arrangement was considered typical and original. Accordingly, taxa exhibiting this arrangement were deemed primitive, and those orders and classes where it was least obscured were thought to be closest to the ancestral Echinoderm. Everyone knows that an “apical system,” made up of two rings known as “genitals” or basals and “oculars” or radials, exists around the aboral pole of echinoids (fig. 3, A), and that a few genera (e.g. Salenia, fig. 3, B) possess a sub-central plate (the “suranal”), which could be linked to the centro-dorsal. Additionally, many asterids (fig. 3, D) and ophiurids (fig. 3, C) have a comparable arrangement of plates on the dorsal (i.e. aboral) surface of the disk. Assuming the homology of these apical systems with the calycinal system, the theory would view the aboral pole of a sea urchin or starfish as corresponding in every way, apart from its relationship to the sea floor, with the aboral pole of a fixed echinoderm.
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Fig. 3.-Supposed calycinal systems of free-moving Echinoderms. A, regular sea-urchin (Cidaris); B, sea-urchin with a suranal plate (Salenia); C, developing ophiurid (Amphiura); D, young starfish (Zoroaster). |
The theory has been vigorously opposed, notably by Semon (op. cit.), who saw in the holothurians a nearer approach to the ancestral form than was furnished by any calyculate echinoderm, and by the Sarasins, who derived the echinoids from the holothurians through forms with flexible tests (Echinothuridae, which, however, are now known to be specialized in this respect). The support that appeared to be given to the theory by the presence of supposed calycinal plates in the embryo of echinoids and asteroids has been, in the opinion of many, undermined by E.W. MacBride (op. cit.), who has insisted that in the fixed stage of the developing starfish, Asterina, the relations of these plates to the stem are quite different from those which they bear in the developing and adult crinoid. But, however correct the observations and the homologies of MacBride may be, they do not, as Bury (op. cit.) has well pointed out, afford sufficient grounds for his inference that the abactinal (i.e. aboral) poles of starfish and crinoids are not comparable with one another, and that all conclusions based on the supposed homology of the dorso-central of echinoids and asteroids with that of crinoids are incorrect. Bury himself, however, has inflicted a severe blow on the theory by his proof that the so-called oculars of Echinoidea, which were supposed to represent the radials, are homologous with the “terminals” (i.e. the plates at the tips of the rays) in Asteroidea and Ophiuroidea, and therefore not homologous with the radially disposed plates often seen around the aboral pole of those animals. For, if these radial constituents of the supposed apical system in an ophiurid have really some other origin, why can we not say the same of the supposed basals? Indeed, Bury is constrained to admit that the view of Semon and others may be correct, and that these so-called calycinal systems may not be heirlooms from a calyculate ancestor, but may have been independently developed in the various classes owing to the action of similar causes. That this view must be correct is urged by students of fossils. Palaeontology lends no support to the idea that the dorso-central is a primitive element; it exists in none of the early echinoids, and the suranal of Saleniidae arises from the minor plates around the anus. There is no reason to suppose that the central apical plate of certain free-swimming crinoids has any more to do with the distal foot-plate of the larval Antedon stem than has the so-called centro-dorsal of Antedon itself, which is nothing but the compressed proximal end of the stem. As for the supposed basals of Echinoidea, Asteroidea and Ophiuroidea, they are scarcely to be distinguished among the ten or more small plates that surround the anus of Bothriocidaris, which is the oldest and probably the most ancestral of fossil sea-urchins (fig. 5). A calycinal system may be quite apparent in the later Ophiuroidea and in a few Asteroidea, but there is no trace of it in the older Palaeozoic types, unless we are to transfer the appellation to the terminals. Those plates are perhaps constant throughout sea-urchins and starfish (though it would puzzle any one to detect them in certain Silurian echinoids), and they may be traced in some of the fixed echinoderms; but there is no proof that they represent the radials of a simple crinoid, and there are certainly many cystids in which no such plates existed. Lovén and M. Neumayr adduced the Triassic sea-urchin Tiarechinus, in which the apical system forms half of the test, as an argument for the origin of Echinoidea from an ancestor in which the apical system was of great importance; but a genus appearing so late in time, in an isolated sea, under conditions that dwarfed the other echinoid dwellers therein, cannot seriously be thought to elucidate the origin of pre-Silurian Echinoidea, and the recent discovery of an intermediate form suggests that we have here nothing but degenerate descendants of a well-known Palaeozoic family (Lepidocentridae). But to pursue the tale of isolated instances would be wearisome. The calycinal theory is not merely an assertion of certain homologies, a few of which might be disputed without affecting the rest: it governs our whole conception of the echinoderms, because it implies their descent from a calyculate ancestor—not a “crinoid-phantom,” that bogey of the Sarasins, but a form with definite plates subject to a quinqueradiate arrangement, with which its internal organs must likewise have been correlated. To this ingenious and plausible theory the revelations of the rocks are more and more believed to be opposed.
The theory has faced strong opposition, particularly from Semon (op. cit.), who argued that holothurians are closer to the ancestral form than any calyculate echinoderm provides, and from the Sarasins, who traced echinoids back to holothurians through forms with flexible tests (Echinothuridae, which are now understood to be specialized in this regard). Many believe that the support for the theory coming from the supposed calycinal plates in the embryos of echinoids and asteroids has been weakened by E.W. MacBride (op. cit.), who insisted that in the fixed stage of the developing starfish, Asterina, the relationship of these plates to the stem is quite different from that in the developing and adult crinoid. However correct MacBride's observations and homologies may be, they do not, as Bury (op. cit.) has aptly pointed out, provide enough evidence for his conclusion that the abactinal (i.e. aboral) poles of starfish and crinoids are not comparable, and that all deductions based on the supposed homology of the dorso-central of echinoids and asteroids with that of crinoids are incorrect. Bury himself has delivered a serious blow to the theory by proving that the so-called oculars of Echinoidea, which were thought to represent the radials, are actually homologous with the “terminals” (i.e. the plates at the tips of the rays) in Asteroidea and Ophiuroidea, and therefore not homologous with the radially arranged plates often seen around the aboral pole of those animals. If these radial components of the supposed apical system in an ophiurid have a different origin, why can the same not be said for the supposed basals? Indeed, Bury is forced to acknowledge that Semon's and others' perspectives might be valid, and that these so-called calycinal systems may not be inherited from a calyculate ancestor but might have developed independently in various classes due to similar factors. Paleoanthropologists support this view, as paleontology provides no evidence that the dorso-central is a primitive feature; it does not appear in any early echinoids, and the suranal of Saleniidae comes from the smaller plates surrounding the anus. There is no basis for believing that the central apical plate of some free-swimming crinoids is related to the distal foot-plate of the larval Antedon stem any more than the so-called centro-dorsal of Antedon itself, which is merely the compressed proximal end of the stem. Regarding the supposed basals of Echinoidea, Asteroidea, and Ophiuroidea, they can hardly be differentiated among the ten or more small plates surrounding the anus of Bothriocidaris, which is the oldest and likely the most ancestral fossil sea-urchin (fig. 5). A calycinal system may be quite clear in the later Ophiuroidea and a few Asteroidea, but there is no trace of it in older Palaeozoic types unless we redefine the term to include the terminals. Those plates might be consistent across sea-urchins and starfish (although identifying them in some Silurian echinoids would be challenging), and they can be traced in some fixed echinoderms; however, there is no evidence that they represent the radials of a simple crinoid, and many cystids certainly didn't have such plates. Lovén and M. Neumayr pointed to the Triassic sea-urchin Tiarechinus, in which the apical system makes up half of the test, as evidence for the origin of Echinoidea from an ancestor with a significant apical system. Still, a genus appearing so late in history, in an isolated sea, under conditions that diminished other echinoid inhabitants there cannot realistically clarify the origins of pre-Silurian Echinoidea, and the recent finding of an intermediate form suggests that we have nothing but degenerate descendants of a well-known Palaeozoic family (Lepidocentridae). However, continuing with isolated examples could be tedious. The calycinal theory is not just a claim of certain homologies, some of which could be challenged without impacting the rest; it shapes our overall understanding of echinoderms, as it implies their descent from a calyculate ancestor—not a “crinoid-phantom,” the specter described by the Sarasins, but a form with distinct plates arranged in a quinqueradiate pattern, which would also correlate with its internal organs. More and more, discoveries in geology are believed to contradict this clever and plausible theory.
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Fig. 4.—The Pentactula stage in the development of Synapta. |
T, The five interradial tentacles. The five interradial tentacles. M, The water-pore, leading by the stone-canal stc to the water-ring, from which hangs a Polian vesicle pb. M, The water-pore, leading by the stone-canal stc to the water-ring, from which hangs a Polian vesicle pb. oc, Supposed otocysts. oc, Supposed otocysts. m, Longitudinal muscles. Longitudinal muscles. sk, Calcareous spicules. Calcareous spicules. st, Stomach. Stomach. (After Semon.) (After Semon.) |
Pentactaea Theory.—In opposition to the calycinal theory has been the Pentactaea theory of R. Semon. There have always been many zoologists prepared to ascribe an ancestral character to the holothurians. The absence of an apical system of plates; the fact that radial symmetry has not affected the generative organs, as it has in all other recent classes; the well-developed muscles of the body-wall, supposed to be directly inherited from some worm-like ancestor; the presence on the inner walls of the body in the family Synaptidae of ciliated funnels, which have been rashly compared to the excretory organs (nephridia) of many worms; the outgrowth from the rectum in other genera of caeca (Cuvierian organs and respiratory trees), which recall the anal glands of the Gephyrean worms; the absence of podia (tube-feet) in many genera, and even of the radial water-vessels in Synaptidae; the absence of that peculiar structure known in other echinoderms by the names “axial organ,” “ovoid gland,” &c.; the simpler form of the larva—all these features have, for good reason or bad, been regarded as primitive. Some of the more striking of these features are confined to Synaptidae; in that family too the absence of the radial water-vessels from the adult is correlated with continuity of the circular muscle-layer, while the gut runs almost straight from the anterior mouth to the posterior anus. Early in the life-history of Synapta occurs a stage with five tentacles around the mouth, and into these pass canals from the water-ring, the radial canals to the body-wall making a subsequent, and only temporary, appearance (fig. 4). Semon called this stage the Pentactula, and supposed that, in its early history, the class had passed through a similar stage, which he called the Pentactaea, and regarded as the ancestor of all Echinoderms. It has since been proved that the five tentacles with their canals are interradial, so that one can scarcely look on the Pentactula as a primitive stage, while the apparent simplicity of the Synaptidae, at least as compared with other holothurians, is now believed to be the result of regressive 874 changes. The Pentactaea, at all events as it sprang from the brain of Semon, must pass to the limbo of mythological ancestors.
Pentactaea Theory.—Opposed to the calycinal theory is the Pentactaea theory proposed by R. Semon. Many zoologists have always been willing to attribute an ancestral quality to holothurians. They lack an apical system of plates; radial symmetry hasn't influenced the reproductive organs like it has in all other current classes; the body wall has well-developed muscles, which are thought to be directly inherited from some worm-like ancestor; in the family Synaptidae, there are ciliated funnels on the inner walls of the body that have been incorrectly compared to the excretory organs (nephridia) of various worms; the outgrowths from the rectum in other genera, known as caeca (Cuvierian organs and respiratory trees), resemble the anal glands of Gephyrean worms; many genera lack podia (tube-feet), and even the radial water vessels are missing in Synaptidae; they also do not have the unique structure referred to as the “axial organ,” “ovoid gland,” etc., found in other echinoderms; and the larva's simpler form—all these traits have, whether for valid reasons or not, been seen as primitive. Some of the more notable features are exclusive to Synaptidae; within that family, the lack of radial water vessels in adults is linked to the continuous circular muscle layer, with the gut running almost straight from the anterior mouth to the posterior anus. Early in the life of Synapta, there is a stage with five tentacles around the mouth, with canals from the water-ring flowing into these, while the radial canals to the body wall appear later, and only temporarily (fig. 4). Semon named this stage Pentactula, believing that the class had gone through a similar phase in its early history, which he referred to as Pentactaea, considering it the ancestor of all Echinoderms. It has since been proven that the five tentacles with their canals are interradial, so it’s hard to view the Pentactula as a primitive stage, and the apparent simplicity of Synaptidae, especially compared to other holothurians, is now thought to result from regressive changes. The Pentactaea, as envisioned by Semon, must now be regarded as a mythological ancestor.
Pelmatozoic Theory.—The rejection of the calycinal and Pentactaea theories need not scatter our conceptions of Echinoderm structure back into the chaos from which they seemed to have emerged. The idea of a calyculate ancestor, though by no means connoting fixation, turned men’s minds in the direction of the fixed forms, simply because in them the calyx was best developed. The Pentactaea again suggested a search for some primitive type in which quinqueradiate symmetry was exhibited in circumoral appendages, but had not affected the nervous, water-vascular, muscular or skeletal systems to any great extent, and the generative organs not at all. Study of the earliest larval stages has always led to the conclusion that the Echinoderms must have descended from some freely-moving form with a bilateral symmetry, and, connecting this with the ideas just mentioned, we reach the conception that this supposed bilateral ancestor (or Dipleurula) may have become fixed, and may have gradually acquired a radial symmetry in consequence of its sedentary mode of life. The different extent of quinqueradiate symmetry in the different classes would thus depend on the period at which they diverged from the sedentary stock. The tracing of this history, and the explanation of the general characters of Echinoderms and of the differentiating features of the classes in accordance therewith, constitutes the Pelmatozoic theory.
Pelmatozoic Theory.—The rejection of the calycinal and Pentactaea theories doesn't have to throw our understanding of Echinoderm structure back into chaos. The idea of a calyculate ancestor, while not suggesting a fixed nature, led people to think about fixed forms since the calyx was most developed in those. The Pentactaea idea encouraged the search for some primitive type that displayed quinqueradiate symmetry in its mouth-area appendages but hadn’t significantly influenced the nervous, water-vascular, muscular, or skeletal systems, and not at all the reproductive organs. Studying the earliest larval stages has consistently indicated that Echinoderms must have evolved from some freely-moving form with bilateral symmetry. Combining this with the ideas mentioned earlier, we conclude that this supposed bilateral ancestor (or Dipleurula) might have become fixed and gradually developed radial symmetry due to its sedentary lifestyle. The varying degrees of quinqueradiate symmetry in the different classes would thus depend on when they split from the sedentary lineage. Tracing this history and explaining the general characteristics of Echinoderms, as well as the distinguishing features of the classes in this context, forms the basis of the Pelmatozoic theory.
The word “Pelmatozoa” literally means “stalked animals,” but the name is now used to denote all Cystidea, Blastoidea, Crinoidea and Edrioasteroidea, as opposed to the other classes, which may be called Eleutherozoa. Many Pelmatozoa have, it is true, no stalk, while some are freely-moving, but all agree in the possession of certain characters obviously connected with a fixed mode of life. Thus, the mouth is central and turned away from the sea-floor; the animal does not seize its food by tentacles, limbs or jaws, neither does it move in search of it, but a series of ciliated grooves which radiate from the mouth sweep along currents of water, in the eddies of which minute food-particles are caught up and carried down into the gullet; the undigested food is driven out through an anus which is on the upper or oral side of the theca, but as far distant as practicable from the mouth and ciliated grooves. Such characters are found in any primitive, sedentary group. More peculiarly Echinoderm features, in which the Pelmatozoan nature is manifest, are the enclosing of the viscera in a calcified and plated theca, for protection against those enemies from which a fixed animal cannot flee; the development, at the aboral pole of this theca, of a motor nerve-centre giving off branches to the stroma connecting the various plates of the theca and of its brachial, anal, and columnar extensions, and thus co-ordinating the movements of the whole skeleton; the absence of suckers from the podia, which, when present, are respiratory, not locomotor, in function. There are other features of most, if not all, Pelmatozoa that appear to be due to a fixed existence; but those are also found in the Eleutherozoa. The Pelmatozoic theory thus regards the Pelmatozoa as the more ancestral forms, and the Pelmatozoan stage as one that must have been passed through by all Echinoderms during their evolution from the Dipleurula. It might be possible to prove the origin of all classes from Pelmatozoa, without thereby explaining the origin of such fundamental features as radial symmetry, the developmental metamorphosis, and the torsion that affects both gut and body-cavities during that process; but the acceptance of a Dipleurula as the common ancestor necessitates an explanation of these features. Such explanation is an integral part of the Pelmatozoic theory, but is provided by no other.
The term “Pelmatozoa” literally means “stalked animals,” but it now refers to all Cystidea, Blastoidea, Crinoidea, and Edrioasteroidea, in contrast to other classes, which can be called Eleutherozoa. Many Pelmatozoa indeed lack a stalk, and some are free-moving, but they all share certain characteristics clearly linked to a stationary lifestyle. For example, the mouth is centrally located and faces away from the sea floor; the animal doesn’t catch its food with tentacles, limbs, or jaws, nor does it actively seek it out. Instead, a series of ciliated grooves radiating from the mouth sweep currents of water that carry tiny food particles, which are then pulled into the gullet; undigested food is expelled through an anus located on the upper or oral side of the theca, as far away as possible from the mouth and ciliated grooves. Such features are typical in any primitive, sedentary group. More distinct Echinoderm traits that highlight the Pelmatozoan nature include enclosing the internal organs in a calcified, plated theca for protection against predators from which a fixed animal cannot escape; the development of a motor nerve center at the aboral end of this theca that sends branches to the stroma connecting the various plates of the theca and its brachial, anal, and columnar extensions, coordinating the movements of the entire skeleton; and the absence of suckers on the podia, which, when present, serve a respiratory purpose rather than locomotion. There are additional features in most, if not all, Pelmatozoa that seem to arise from a sedentary existence, but these are also found in the Eleutherozoa. The Pelmatozoic theory therefore views the Pelmatozoa as more ancestral forms, suggesting that all Echinoderms must have gone through the Pelmatozoan stage during their evolution from the Dipleurula. It might be possible to trace the origin of all classes back to Pelmatozoa without explaining the origins of fundamental features like radial symmetry, developmental metamorphosis, and the torsion that impacts both the gut and body cavities during this process; however, accepting a Dipleurula as the common ancestor necessitates an explanation of these features. Such an explanation is a core component of the Pelmatozoic theory, and no other theory provides it.
The evidence for the Pelmatozoic theory is supplied by palaeontology, embryology, the comparative anatomy of the classes, and a consideration of other phyla. Palaeontology, so far as it goes, is a sure guide, but some of the oldest fossiliferous rocks yield remains of distinctly differentiated crinoids, asteroids and echinoids, so that the problem is not solved merely by collecting fossils. Two lines of argument appear fruitful. First, a comparison of the relative numbers of the representatives of the various classes at different epochs; according to this they may be placed in the following order, with the oldest first: Cystidea, Crinoidea, Blastoidea, Asteroidea, Ophiuroidea, Echinoidea. As for Holothuroidea, the fossil evidence allows us to say no more than that the class existed in early Carboniferous times, if not before. The second method is to work out by slow and sure steps the lines of descent of the different families, orders, and classes, and so either to arrive at the ancestral form of each class, or to plot out the curve of evolution, which may then legitimately be projected into “the dark backward and abysm of time.” In this way the many highly modified orders of Cystidea may be traced back to a simple, many-plated ancestor with little or no radiate symmetry (see below). All the complicated structures of Blastoidea are evolved from a fairly simple type, which in its turn is linked on to one of the cystid orders. That the crinoids are all deducible from some such simple form as that above described under the head “calycinal theory,” is now generally admitted. Although, in the extreme correlation of the radial food-grooves, nerves, water-vessels, and so forth, with a radiate symmetry of the theca, such a type differs from the Cystidea, while in the possession of jointed processes from the radial plates, bearing the grooves and the various body-systems outwards from the theca, it differs from all other Echinoderms, nevertheless ancient forms are known which, if they are not themselves the actual links, suggest how the crinoid type may have been evolved from some of the more regular cystids. The fourth class of Pelmatozoa—the Edrioasteroidea—differs from the others in the structure of its ambulacra. As in all Pelmatozoa these seem to have borne ciliated food-grooves protected by movable covering-plates (fig. 11). Beneath each food-groove was a radial water-vessel and probably a nerve and blood-vessel, all which structures passed either between certain regularly arranged thecal plates, or along a furrow floored by those plates, which were then in two alternating series. The important and distinctive feature is the presence of pores between the flooring-plates, on either side of the groove; and these, we cannot doubt, served for the passage of podia. Thus in a highly developed edrioasteroid, such as Edrioaster itself (fig. 11), there was a true ambulacrum, apparently constructed like that of a starfish, but differing in the possession of a ciliated food-groove protected by covering-plates. The simpler forms of Edrioasteroidea, with their more sac-like body and undifferentiated plates, may well have been derived from early Cystidea of yet simpler structure, and there seems no reason to follow Jaekel in regarding the class as itself the more primitive. Turning to fossil Asteroidea, we find the earlier ophiurids scarcely distinguishable from the asterids, while in the alternation of the ambulacrals, which undoubtedly correspond to the flooring-plates of Edrioaster, both groups approach the Pelmatozoan type. These facts have been expressed by Sturtz in his names Encrinasteriae and Ophio-encrinasteriae. There is no difficulty in deducing the highly differentiated asterids and ophiurids of a later day from these simpler types. The evolution of the modern Echinoidea from their Palaeozoic ancestors is also well understood, but in this case the ancestral form to which the palaeontologist is led does not at first sight present many resemblances to the Pelmatozoa. It is, however, characterized by simplicity of structure, and a short description of it will serve to clear the problem from unnecessary difficulties. Bothriocidaris (fig. 5), a small echinoid from the Ordovician rocks of Esthonia, is in essential structure just the form demanded by comparative palaeontology to make a starting-point. It is spheroidal, with the mouth and anus at opposite poles; there are five ambulacra, and the ambulacral plates are large, simple and alternating, each being pierced by two podial pores which lie in a small oval depression; the ambulacrals next the mouth form a closed ring of ten plates; the interambulacrals lie in single columns between the ambulacra, and are separated from the mouth-area by the proximal ambulacrals just mentioned, and sometimes by the second set of ambulacrals also; the ambulacra end in the five oculars or terminals, which meet in a ring around the anal area and have no podial pores, but one of them serves as a madreporite; within this ring is a star-shaped area filled with minute irregular plates, none of which can safely be selected as the homologues of the so-called basals or genitals of later forms; within the ring of ambulacrals around the mouth are five somewhat pointed plates, which Jaekel regards as teeth, but which can scarcely be homologous with the interradially placed teeth of later echinoids, since they are radial in position; small spines are present, especially around the podial pores. The position of the pores near the centre of the ambulacrals in Bothriocidaris need not be regarded as primitive, since other early Palaeozoic genera, not to mention the young of living forms, show that the podia originally passed out between the plates, and were only gradually surrounded by their substance; thus the original structure of the echinoid ambulacra differed from that of the early asteroid in the position of the radial vessels and nerves, which here lie beneath the plates instead of outside them. To this point we shall recur; palaeontology, though it suggests a clue, does not furnish an actual link either between Echinoidea and Asteroidea, or between those classes and Pelmatozoa.
The evidence for the Pelmatozoic theory comes from paleontology, embryology, the comparative anatomy of various classes, and an examination of other phyla. Paleontology, while reliable to some extent, cannot fully solve the issue since some of the oldest fossil-bearing rocks contain remains of clearly distinct crinoids, asteroids, and echinoids. Two lines of reasoning appear to be productive. First, evaluating the relative numbers of representatives from different classes across various periods allows us to rank them in this order, starting with the oldest: Cystidea, Crinoidea, Blastoidea, Asteroidea, Ophiuroidea, Echinoidea. For Holothuroidea, the fossil evidence indicates that this class existed during the early Carboniferous period, if not earlier. The second approach is to carefully trace the evolutionary paths of different families, orders, and classes, aiming to identify the ancestral form of each class or to map out the evolution curve, which can then be reasonably projected into the distant past. This process allows us to trace the many highly modified orders of Cystidea back to a simple, many-plated ancestor with little or no radial symmetry (see below). All the complex structures of Blastoidea evolved from a fairly simple type, which is linked to one of the cystid orders. It is now widely accepted that crinoids can be traced back to a simple form, described under the "calycinal theory." Despite the close correlation between radial food grooves, nerves, water vessels, and the radial symmetry of the theca, this type differs from the Cystidea and has distinct features due to jointed processes from the radial plates that connect the grooves and various body systems to the theca. However, ancient forms exist that, although they may not be the actual links, hint at how the crinoid type could have evolved from more regular cystids. The fourth class of Pelmatozoa, the Edrioasteroidea, has a different structure in its ambulacra. Like all Pelmatozoa, these seem to have had ciliated food grooves protected by movable covering plates (fig. 11). Below each food groove was a radial water vessel and likely a nerve and blood vessel, which either passed between regularly arranged thecal plates or along a furrow lined with those plates, arranged in two alternating series. The key distinguishing feature is the presence of pores between the flooring plates on either side of the groove, which undoubtedly facilitated the passage of podia. Thus, in a highly developed edrioasteroid like Edrioaster (fig. 11), there existed a true ambulacrum, seemingly constructed like that of a starfish but differing due to the presence of a ciliated food groove protected by covering plates. The simpler forms of Edrioasteroidea, characterized by their more sac-like body and undifferentiated plates, likely derived from early Cystidea that had an even simpler structure, and there is no reason to follow Jaekel in considering the class more primitive. When we look at fossil Asteroidea, the earliest ophiurids are hard to distinguish from asterids, and in the alternation of ambulacrals, which undoubtedly correspond to the flooring plates of Edrioaster, both groups resemble the Pelmatozoan type. Sturtz expressed these facts with the names Encrinasteriae and Ophio-encrinasteriae. It is straightforward to trace the highly differentiated asterids and ophiurids of later periods back to these simpler types. The evolution of modern Echinoidea from their Paleozoic ancestors is also well established, but in this instance, the early form identified by paleontologists does not initially show many similarities to the Pelmatozoa. However, it is characterized by structural simplicity, and a brief description will help clarify the issue. Bothriocidaris (fig. 5), a small echinoid from the Ordovician rocks of Estonia, has the essential structure required by comparative paleontology to serve as a starting point. It is spheroidal, with the mouth and anus at opposite poles; there are five ambulacra, and the ambulacral plates are large, simple, and alternating, each containing two podial pores located in a small oval depression. The ambulacrals near the mouth form a closed ring of ten plates; the interambulacrals are arranged in single columns between the ambulacra, separated from the mouth area by the proximal ambulacrals mentioned earlier and sometimes by the second set of ambulacrals as well; the ambulacra end with five oculars or terminals, which meet in a ring around the anal area without podial pores, though one of them functions as a madreporite; within this ring is a star-shaped area filled with tiny irregular plates, none of which can definitively be identified as the homologues of the so-called basals or genitals of later forms; surrounding the mouth are five slightly pointed plates, which Jaekel considers as teeth, although these can hardly be homologous with the interradially placed teeth of later echinoids since they are arranged radially; small spines are present, particularly around the podial pores. The position of the pores near the center of the ambulacrals in Bothriocidaris should not be seen as primitive, as other early Paleozoic genera, not to mention the juveniles of living species, demonstrate that the podia initially extended out between the plates and were only gradually encased by their material; thus, the original structure of the echinoid ambulacra differed from that of early asteroids in the arrangement of the radial vessels and nerves, which in this case are positioned beneath the plates instead of outside them. We will return to this point; paleontology, while offering a hint, does not provide a direct link between Echinoidea and Asteroidea, or between those classes and Pelmatozoa.
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Fig. 5.—Bothriocidaris globulus. A, from the side; B, the plates around the aboral pole. (After Jaekel.) The short spines which were attached to the tubercles are not drawn. |
The argument from embryology leads further back. First, as already mentioned, it outlines the general features of the Dipleurula; secondly, it indicates the way in which this free-moving form became fixed, and how its internal organs were modified in consequence; but when we seek, thirdly, for light on the relations of the classes, we find the features of the adult coming in so rapidly that such intermediate stages as may have existed are either squeezed out or profoundly modified. The difficulty of rearing the larvae in an 875 aquarium towards the close of the metamorphosis may account for the slight information available concerning the stages that immediately follow the embryonic. Another difficulty is due to the fact that the types studied, and especially the crinoid Antedon, are highly specialized, so that some of the embryonic features are not really primitive as regards the class, but only as regards each particular genus. Thus inferences from embryonic development need to be checked by palaeontology, and supplemented by comparison of the anatomy of other living genera.
The argument from embryology goes even deeper. First, as already mentioned, it highlights the general characteristics of the Dipleurula; secondly, it shows how this free-moving form became anchored and how its internal organs changed as a result; but when we try to understand the relationships between the classes, we find that the features of the adult appear so quickly that any intermediate stages that might have existed are either eliminated or heavily altered. The challenge of raising larvae in an 875 aquarium toward the end of metamorphosis might explain the limited information available about the stages that come right after the embryonic ones. Another issue is that the types being studied, especially the crinoid Antedon, are highly specialized, meaning that some embryonic features aren't truly primitive for the class, but only for each specific genus. Therefore, conclusions drawn from embryonic development need to be verified by paleontology and supplemented by comparing the anatomy of other living genera.
Minute anatomical research has also aided to establish the Pelmatozoic theory by the gradual recognition in other classes of features formerly supposed to be confined to Pelmatozoa. Thus the elements of the Pelmatozoan ventral groove are now detected in so different a structure as the echinoid ambulacrum, while an aboral nervous system, the diminished representative of that in crinoids, has been traced in all Eleutherozoa except Holothurians. The broader theories of modern zoology might seem to have little bearing on the Echinoderma, for it is not long since the study of these animals was compared to a landlocked sea undisturbed by such storms as rage around the origin of the Vertebrata. This, however, is no more the case. The conception of the Dipleurula derives its chief weight from the fact that it is comparable to the early larval forms of other primitive coelomate animals, such as Balanoglossus, Phoronis, Chaetognatha, Brachiopoda and Bryozoa. So too the explanation of radial symmetry and torsion of organs as due to a Pelmatozoic mode of life finds confirmation in many other phyla. Instead of discussing all these questions separately, with the details necessary for an adequate presentation of the argument, we shall now sketch the history of the Echinoderms in accordance with the Pelmatozoic theory. Such a sketch must pass lightly over debatable ground, and must consist largely of suggestions still in need of confirmation; but if it serves as a frame into which more precise and more detailed statements may be fitted as they come to the ken of the reader, its object will be attained.
Detailed anatomical research has also helped establish the Pelmatozoic theory by gradually recognizing features in other classes that were once thought to be exclusive to Pelmatozoa. For example, the elements of the Pelmatozoan ventral groove are now found in the very different structure of the echinoid ambulacrum, while a less developed nervous system, a reduced version of that found in crinoids, has been identified in all Eleutherozoa except for Holothurians. The broader theories of modern zoology might seem to have little relevance to the Echinodermata, because it wasn't long ago that studying these animals was compared to a landlocked sea unaffected by the storms surrounding the origins of Vertebrates. However, that's no longer true. The idea of the Dipleurula carries significant weight because it can be compared to the early larval forms of other primitive coelomate animals like Balanoglossus, Phoronis, Chaetognatha, Brachiopoda, and Bryozoa. Similarly, the explanation for radial symmetry and the twisting of organs as a result of a Pelmatozoic lifestyle is supported by many other phyla. Instead of tackling all these questions individually, along with the details necessary for a thorough discussion, we will now outline the history of the Echinoderms according to the Pelmatozoic theory. This outline will touch lightly on controversial topics and will mainly consist of ideas still needing confirmation; but if it serves as a framework for more specific and detailed information as it emerges for the reader, then its purpose will be achieved.
Evolution of the Echinoderms.—It is reasonable to suppose that the Coelomata—animals in which the body-cavity is divided into a gut passing from mouth to anus and a hollow (coelom) surrounding it—were derived from the simpler Coelentera, in which the primitive body-cavity (archenteron) is not so divided, and has only one aperture serving as both mouth and anus. We may, with Sedgwick, suppose the coelom to have originated by the enlargement and separation of pouches that pressed outwards from the archenteron into the thickened body-wall (such structures as the genital pouches of some Coelentera, not yet shut off from the rest of the cavity), and they would probably have been four in number and radially disposed about the central cavity. The evolution of this cavity into a gut is foreshadowed in some Coelentera by the elliptical shape of the aperture, and by the development at its ends of a ciliated channel along which food is swept; we have only to suppose the approximation of the sides of the ellipse and their eventual fusion, to complete the transformation of the radially symmetrical Coelenterate into a bilaterally symmetrical Coelomate with mouth and anus at opposite ends of the long axis. We further suppose that of the four coelomic pouches one was in front of the mouth, one behind the anus, and one on each side. Such an animal, if it ever existed, probably lived near the surface of the sea, and even here it may have changed its medusoid mode of locomotion for one in the direction of its mouth. Thus the bilateral symmetry would have been accentuated, and the organism shaped more definitely into three segments, namely (1) a preoral segment or lobe, containing the anterior coelomic cavity; (2) a middle segment, containing the gut, and the two middle coelomic cavities; (3) a posterior segment, containing the posterior coelomic cavity, which, however, owing to the backward prolongation of the anus, became divided into two—a right and left posterior coelom. Each of these cavities presumably excreted waste products to the exterior by a pore. There was probably a nervous area, with a tuft of cilia, at the anterior end; while, at all events in forms that remained pelagic, the ciliated nervous tracts of the rest of the body may be supposed to have become arranged in bands around the body-segments. Such a form as this is roughly represented to-day by the Actinotrocha larva of Phoronis, the importance of which has been brought out by Masterman. But only slight modifications are required to produce the Tornaria larva of the Enteropneusta and other larvae, including the special type that is inferred from the Dipleurula larval stages of recent forms to have characterized the ancestor of the Echinoderms. We cannot enter here into all the details of comparison between these larval forms; amid much that is hypothetical a few homologies are widely accepted, and the preceding account will show the kind of relation that the Echinoderms bear to other animals, including what are now usually regarded as the ancestors of the Chordata (to which back-boned animals belong), as well as the nature of the evidence that their study has been, or may be, made to yield. How the hypothetical Dipleurula became an Echinoderm, and how the primitive Echinoderms diverged in structure so as to form the various classes, are questions to which an answer is attempted in the following paragraphs:—
Evolution of the Echinoderms.—It makes sense to think that the Coelomata—animals with a body cavity divided into a gut running from mouth to anus and a hollow (coelom) surrounding it—came from the simpler Coelentera, which have a primitive body cavity (archenteron) that isn’t divided and features just one opening that serves as both mouth and anus. Following Sedgwick’s view, we can propose that the coelom originated from the expansion and separation of pouches that pushed outward from the archenteron into the thickened body wall (similar to the genital pouches found in some Coelentera that are still connected to the rest of the cavity). There would likely have been four of these pouches, radially arranged around the central cavity. The evolution of this cavity into a gut is hinted at in some Coelentera by the oval shape of the opening and the development of a ciliated channel at either end, which helps move food along. If we imagine the sides of the ellipse moving closer together and eventually fusing, we can complete the transformation of the radially symmetrical Coelenterate into a bilaterally symmetrical Coelomate with the mouth and anus at opposite ends of the long axis. We can also assume that one of the four coelomic pouches was located in front of the mouth, one behind the anus, and one on each side. If such an organism ever existed, it likely lived near the ocean surface, and it might have changed its medusoid way of moving to one that directed it towards its mouth. This would have emphasized the bilateral symmetry and formed the organism into three distinct segments: (1) a preoral segment or lobe, containing the anterior coelomic cavity; (2) a middle segment, containing the gut and the two middle coelomic cavities; (3) a posterior segment, containing the posterior coelomic cavity, which, because of the backward extension of the anus, split into two parts—a right and left posterior coelom. Each of these cavities presumably eliminated waste through a pore. There was likely a nervous area, with a cluster of cilia, at the front end; and at least in forms that remained in the water column, the ciliated nerve tracts in the rest of the body may have formed bands around the body segments. This type of form is roughly represented today by the Actinotrocha larva of Phoronis, as highlighted by Masterman. However, only minor changes are needed to create the Tornaria larva of the Enteropneusta and other larvae, including a specific type inferred from the Dipleurula larval stages of modern forms that is thought to have characterized the ancestor of the Echinoderms. We can't delve into all the comparative details of these larval forms; amidst a lot that is speculative, some homologies are widely acknowledged, and the previous account will illustrate the kind of relationship Echinoderms have with other animals, including those typically considered ancestors of the Chordata (which includes vertebrates), as well as the type of evidence their studies have provided or may provide. How the hypothetical Dipleurula evolved into an Echinoderm, and how the early Echinoderms diverged in structure to form different classes, are questions addressed in the following paragraphs:—
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Fig. 6.—Diagrammatic reconstruction of Dipleurula. The creature is represented crawling on the sea-floor, but it may equally well have been a floating animal. The ciliated bands are not drawn. |
Confining our attention to that form of Dipleurula (fig. 6) which, it is supposed, gave rise to the Echinoderma, we infer from embryological data that its special features were as follow:—The anterior coelomic cavity was wholly or partially divided, and from each half a duct led to the exterior, opening at a pore near the middle line of the back. The middle cavities were smaller, and the ducts from them came to unite with those from the anterior cavities, and no longer opened directly to the exterior; whether these cavities were already specialized as water-sacs cannot be asserted, but they certainly had become so at a slightly later stage. The posterior cavities were the largest, but what had become of their original opening to the exterior is uncertain. The genital products were derived from the lining of the coelomic cavities, but it would not be safe to say that any particular region was as yet specialized for generation. The epithelium of the outer surface was probably ciliated, and a portion of it in the preoral lobe differentiated as a sense-organ, with longer cilia and underlying nerve-centre, from which two nerves ran back below the ventral surface. Into the space between the walls of the coelom and the outer body-wall, originally filled with jelly, definite cells now wandered, chiefly derived from the coelomic walls. Some of these cells produced muscles and connective tissue; others absorbed and removed waste products, iron salts, calcium carbonate and the like, and so were ready to be utilized for the deposition of pigment or of skeletal substance. In some of these respects the Dipleurula may have diverged from the ancestor of Enteropneusta and of other animals, but it could not as yet have been recognized as echinodermal by a zoologist, for it presented none of the structural peculiarities of the modern adult echinoderm.
Concentrating on the Dipleurula form (fig. 6) that is thought to have led to the Echinodermata, we can infer from embryological evidence that its specific features were as follows: The front coelomic cavity was either completely or partially divided, and each half had a duct that opened to the outside at a pore near the center of the back. The middle cavities were smaller, and their ducts merged with those from the front cavities and no longer opened directly to the exterior; we can't confirm if these cavities were specialized as water-sacs yet, but they definitely became so a bit later. The back cavities were the largest, though it's unclear what happened to their original opening to the outside. The reproductive cells came from the lining of the coelomic cavities, but it would be risky to claim that any specific area was specialized for reproduction at this point. The outer surface epithelium was likely ciliated, and part of it in the preoral lobe developed into a sense-organ, featuring longer cilia and an underlying nerve center from which two nerves extended back beneath the ventral surface. In the space between the coelom walls and the outer body wall, which was initially filled with jelly, distinct cells began to migrate, mostly coming from the coelomic walls. Some of these cells formed muscles and connective tissue; others absorbed and cleared waste products like iron salts, calcium carbonate, etc., and were prepared to be used for pigment or skeletal substance deposition. In certain ways, the Dipleurula may have diverged from the ancestor of Enteropneusta and other animals, but a zoologist could not yet recognize it as an echinoderm because it lacked any of the structural characteristics of modern adult echinoderms.
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Fig. 7.—Diagrammatic reconstruction of primitive Pelmatozoön, seen from the side. The plates of the test are not drawn; their probable appearance may be gathered from fig. 8. |
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Fig. 8.—Aristocystis bohemicus; side-view of the theca. The internal structure may be gathered from fig. 7. |
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Fig. 9.—Fungocystis rarissima, one of the Diploporita, in which the thecal plates bordering the food-grooves are not yet regularly arranged. The brachioles are not drawn. |
Now ensued the great event that originated the phylum—the discovery of the sea-floor. This being apprehended by the sensory anterior end, it was by that end that the Dipleurula attached itself; not, however, by the pole, since that would have interfered at once with the sensory organ, but a little to one side, the right 876 side being the one chosen for a reason we cannot now fathom; it may be that fixation was facilitated by the presence of the pore on that side, and by the utilization of the excretion from it as a cement. The first result was that which is always seen to follow in such cases—the passage of the mouth towards the upper surface (fig. 7). As it passed up along the left side, the gut caught hold of the left water-sac and pulled it upwards, curving it in the process; this being attached to the left duct from the anterior body-cavity, this structure with its water-pore was also pulled up, and the pore came to lie between mouth and anus. The forward portion of the anterior coelom shared in the constriction and elongation of the preoral lobe; but its hinder portion was dragged up along with the water-pore and formed a canal lying along the outer wall (the parietal canal). As the gut coiled, it pressed inwards the middle of the left posterior coelom of the Dipleurula, and drew the whole towards the mouth, while the corresponding cavity on the right was pressed down by the stomach towards the fixed end of the animal and became involved in the elongation of that region. These changes, which may still be traced in the development of Antedon, resulted in the primitive Pelmatozoön (fig. 7), represented in the rocks by such a genus as Aritocystis (fig. 8). The pear-shaped body is encased in a theca formed by a number of polygonal plates, and is attached by its narrow end. On the broad upper surface are four openings, that nearest the centre being the mouth, which is slit-like, and that nearest the periphery being the anus. The two other openings are minute, and placed between those two; one close to the mouth is almost certainly the water-pore, while that nearer the anus is regarded as a genital aperture. Which of the coelomic cavities this last is connected with is uncertain, for there is considerable doubt as to the origin of the genital glands in the embryonic development of recent echinoderms. It seems clear, however, that there was but a single duct and a single bunch of reproductive cells, as in the holothurians, though perhaps bifurcate, as in some of those animals. The line between mouth and anus, along which these openings are situate, corresponds with the plane of union between the two horns of the curved left posterior coelom, the united walls of which form the “dorsal mesentery.” Since this must have, on our theory, enclosed the parietal canal from the anterior coelom, it is possible that the genital products were developed from the lining cells of that cavity, and that the genital pore was nothing but its original pore not yet united with that from the water-sac. The concrescence of these pores can be traced in other cystids; but as the genital organs became affected by radial symmetry the original function of the duct was lost, and the reproductive elements escaped to the exterior in another way. Aristocystis may have had ciliated food-grooves leading to its mouth, but these have left no traces on the structure of the test. Traces, however, are perceptible in genera believed to be descended from such a simple type, and the majority may be grouped under two heads. One group includes those in which the grooves wander outwards from the mouth over the thecal plates, which gradually become arranged regularly on either side of the grooves, while further extensions ascend from the grooves on small jointed processes called “brachioles” (fig. 9). In the other group the grooves do not tend so much to stretch over the theca as to be raised away from it on relatively larger brachioles, arising close around the mouth (fig. 10).
Now came the major event that led to the phylum—the discovery of the sea floor. This was sensed by the front end, and it was that end that the Dipleurula attached itself to; not at the pole, as that would have disturbed the sensory organ, but slightly to one side, with the right side chosen for reasons we can't fully understand. It could be that attachment was made easier by the presence of a pore on that side and by using the waste it produced as a type of glue. The first outcome was what always happens in these scenarios—the mouth moved toward the upper surface (fig. 7). As it moved up along the left side, the gut hooked onto the left water-sac and pulled it upwards, bending it as it did so; since this was attached to the left duct from the front body cavity, this structure with its water-pore also got pulled up, and the pore ended up situated between the mouth and the anus. The front part of the anterior coelom participated in the tightening and lengthening of the preoral lobe; however, its rear part was pulled upwards along with the water-pore, forming a canal along the outer wall (the parietal canal). As the gut coiled, it pushed inward on the middle of the left posterior coelom of the Dipleurula and pulled everything toward the mouth, while the corresponding space on the right was pushed down by the stomach toward the fixed end of the animal and became involved in the elongation of that area. These changes, which can still be seen in the development of Antedon, resulted in the primitive Pelmatozoön (fig. 7), represented in fossil records by a genus like Aritocystis (fig. 8). The pear-shaped body is enclosed in a theca made up of multiple polygonal plates and is attached at its narrow end. On the broad upper surface, there are four openings, the one nearest the center being the mouth, which is slit-like, and the one closest to the edge being the anus. The other two openings are small and positioned between these two; one near the mouth is likely the water-pore, while the one closer to the anus is seen as a genital opening. It's unclear which coelomic cavity this last one connects with, as there is considerable doubt about the origin of the genital glands in the embryonic development of modern echinoderms. However, it seems clear that there was only one duct and a single cluster of reproductive cells, like in holothurians, though perhaps branched, as seen in some of those creatures. The line between the mouth and anus, where these openings are located, corresponds to the junction plane between the two horns of the curved left posterior coelom, whose united walls form the “dorsal mesentery.” Since this must have, according to our theory, enclosed the parietal canal from the anterior coelom, it's possible that the genital products developed from the lining cells of that cavity, making the genital pore just its original pore not yet connected to the one from the water-sac. The merging of these pores can be observed in other cystids; however, as the genital organs began to develop radial symmetry, the original function of the duct was lost, and the reproductive elements were released to the outside in a different way. Aristocystis may have had ciliated food grooves leading to its mouth, but these have not left any marks on the structure of the test. Signs, however, are noticeable in genera thought to descend from such a simple type, which can largely be categorized into two groups. One group consists of those where the grooves extend outward from the mouth over the thecal plates, which gradually arrange neatly on either side of the grooves, while further extensions rise from the grooves on small jointed processes called "brachioles" (fig. 9). In the other group, the grooves tend not to spread over the theca but rather to be lifted away from it on relatively larger brachioles that arise close around the mouth (fig. 10).
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Fig. 10.—Chirocrinus-alter, one of the Rhombifera, showing the reduced number and regular arrangement of the thecal plates, and the concentration of the brachioles. (Adapted from Jaekel.) |
These two types are, in the main, correlated with two gradual differentiations in the minute structure of the thecal plates. Originally the calcareous substance of the plates (stereom) was pierced by irregular canals, more or less vertical, and containing strands of the soft tissue (stroma) that deposited the stereom, as well as spaces filled with fluid. In the former group (fig. 9) these canals became connected in pairs (diplopores) still perpendicular to the surface, and this structure, combined with that of the grooves, characterizes the order—Diploporita. In the latter group (fig. 10) the canals, that is to say, the stroma-strands, came to lie parallel to the surface and to cross the sutures between the plates, which were thus more flexibly and more strongly united: since the canals crossing each suture naturally occupy a rhombic area, the order is called Rhombifera. At first the grooves were three, one proceeding from each end of the mouth-slit, and the third in a direction opposed to the anus; with reference to the Pelmatozoan structure, the anal side may be termed posterior, and this groove anterior. Eventually each lateral groove forked, so that there were five grooves. These gradually impressed themselves on the theca and influenced the arrangement of the internal organs: it is fairly safe to assume that nerves, blood-vessels and branches from the water-sac stretched out along with these grooves, each system starting from a ring around the gullet. At last a quinqueradiate symmetry influenced the plates of the theca, partly through the development of a plate at the end of each groove (terminal), partly through plates at the aboral pole of the theca (basals and infrabasals) arising in response to mechanical pressure, but soon intimately connected with the cords of an aboral nervous system. Before the latter plates arose, the stem had developed by the elongation and constriction of the fixed end of the theca, the gradual regularization of the plates involved, and their coalescence into rings. The crinoid type was differentiated by the extension of the food-grooves and associated organs along radial outgrowths from the theca itself. These constituted the arms (brachia), and five definite radial plates of the theca were specialized for their support. These radials may be homologous with the terminals already mentioned, but this is neither necessary nor certain. In this development of brachial extensions of the theca the genital organs were involved, and their ripe products formed at the ends of the brachia or in the branches therefrom. The remains of the original genital gland within the theca became the “axial organ” surrounded by the “axial sinus” derived from the anterior coelom, and this again by structures derived from the right posterior coelom, which, as explained above, had been depressed to the aboral pole. These last structures formed a nervous sheath around the axial sinus with its blood-vessels, and became divided into five lobes correlated with the five basals (the “chambered organ”) and forming the aboral nerve-centre. Before these changes were complete the Holothurioidea must have diverged, by the assumption of a crawling existence. Thus in them the mouth and anus reverted to opposite poles, and only the torsion of the gut and coelom, and the radial extensions of the nervous, water-vascular and blood-vascular systems, testified to their Pelmatozoan ancestry. The ciliated grooves, no longer needed for the collection of food, closed over, and are still traceable as ciliated canals overlying the radial nerves. At the same time the thecal plates degenerated into spicules. The Edrioasteroidea followed a different line from that of the cystids above mentioned and their descendants. The theca became sessile, and in its later developments much flattened (fig. 11). Mouth, water-pore and anus remained as in Aristocystis, but the five ciliated grooves radiated from the mouth between the thecal plates rather than over them, and were, as usual, protected by covering-plates. The important feature was the extension of radial canals from the water-sac along these grooves, with branches passing between the flooring-plates of the grooves (fig. 12, A). The resemblance of the flooring-plates to the ambulacral ossicles of a starfish is so exact that one can explain it only by supposing similar relations of the water-canals and their branches (podia). On the thinly plated under surface of well-preserved specimens of Edrioaster are seen five interradial swellings (fig. 11, B). These are likely to have been produced by the ripe genital glands, which may have extruded their products directly through the membranous integument of the under side. No other way out for them is apparent, and it is clear that Edrioaster was not permanently and solidly fixed to the sea-floor.
These two types are mainly linked to two gradual changes in the fine structure of the thecal plates. Originally, the calcareous material of the plates (stereom) had irregular canals, mostly vertical, that contained strands of soft tissue (stroma) which created the stereom, as well as spaces filled with fluid. In the first group (fig. 9), these canals connected in pairs (diplopores) while remaining perpendicular to the surface, and this structure, along with the grooves, defines the order—Diploporita. In the second group (fig. 10), the canals, meaning the stroma strands, became parallel to the surface and crossed the seams between the plates, making them more flexibly and strongly joined: since the canals crossing each seam naturally occupy a rhombic shape, the order is called Rhombifera. Initially, there were three grooves, one coming from each side of the mouth-slit, and the third opposite to the anus; regarding the Pelmatozoan structure, the anal side is termed posterior, and this groove anterior. Eventually, each lateral groove split, resulting in five grooves. These grooves gradually influenced the theca and shaped the arrangement of internal organs: it is quite likely that nerves, blood vessels, and branches from the water-sac extended along with these grooves, with each system originating from a ring around the gullet. Ultimately, a five-part symmetry affected the plates of the theca, partly through the development of a plate at the end of each groove (terminal), and partly through plates at the aboral pole of the theca (basals and infrabasals) forming in response to mechanical pressure, but soon becoming closely connected with the cords of an aboral nervous system. Before these plates appeared, the stem developed through the elongation and narrowing of the fixed end of the theca, the gradual regularization of the involved plates, and their merging into rings. The crinoid type was established by the elongation of the food grooves and related organs along radial extensions from the theca itself. These formed the arms (brachia), and five specific radial plates of the theca were adapted for their support. These radials may be related to the terminals mentioned earlier, but this is neither necessary nor certain. In this development of brachial extensions from the theca, the genital organs were involved, and their mature products formed at the ends of the brachia or in branches from them. The remnants of the original genital gland within the theca evolved into the “axial organ” surrounded by the “axial sinus” derived from the anterior coelom, which again was formed from structures arising from the right posterior coelom, which, as explained above, had been pushed to the aboral pole. These last structures created a nervous sheath around the axial sinus with its blood vessels, and became divided into five lobes corresponding to the five basals (the “chambered organ”), forming the aboral nerve center. Before these changes were finalized, the Holothurioidea must have branched off, adopting a crawling lifestyle. Consequently, in them, the mouth and anus returned to opposite ends, and only the rotation of the gut and coelom, along with the radial extensions of the nervous, water-vascular, and blood-vascular systems, evidenced their Pelmatozoan ancestry. The ciliated grooves, no longer needed for gathering food, closed up, and can still be traced as ciliated canals overlaying the radial nerves. Simultaneously, the thecal plates degenerated into spicules. The Edrioasteroidea took a different evolutionary path from the cystids mentioned earlier and their descendants. The theca became sessile, and in its later stages, much flattened (fig. 11). The mouth, water-pore, and anus remained as in Aristocystis, but the five ciliated grooves radiated from the mouth between the thecal plates instead of over them, and as usual, were protected by covering plates. The key feature was the extension of radial canals from the water-sac along these grooves, with branches passing between the flooring plates of the grooves (fig. 12, A). The similarity of the flooring plates to the ambulacral ossicles of a starfish is so striking that it can only be explained by assuming similar relationships of the water canals and their branches (podia). On the thinly plated underside of well-preserved specimens of Edrioaster, five interradial swellings can be seen (fig. 11, B). These likely resulted from mature genital glands, which may have released their products directly through the membranous skin on the underside. No other exit for them is apparent, making it clear that Edrioaster was not permanently and solidly anchored to the sea floor.
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Fig. 11.—Edrioaster. A, upper or oral surface of E. Bigsbyi, with the covering-plates on the anterior and left posterior food-grooves, but removed from the others, which show only the flooring-plates, between which are pores; B, under surface of E. Buchianus, with covering-plates on right posterior and right anterior food-grooves (left hand in the drawing). The * denotes the position of the anal interradius. |
Now comes a great change, unfortunately difficult to follow whether in the fossils or in the modern embryos. We suppose some such form as Edrioaster, which appears to have lived near the shore, to have been repeatedly overturned by waves. Those that were able to accommodate themselves to this topsy-turvy 877 existence, by taking food in directly through the mouth, survived, and their podia gradually specialized as sucking feet. Such a form as this, when once its covering-plates had atrophied, would be a starfish without more ado (fig. 12, B); but the sea-urchins present a more difficult problem, on which Bothriocidaris sheds no light. An Upper Silurian echinoid, however, Palaeodiscus, is believed by W.J. Sollas and W.K. Spencer to have had in its ambulacra an inner as well as an outer series of plates. If this be correct, the only change from Edrioaster, as regards the ambulacra, was that in Palaeodiscus the covering-plates could no longer open, but closed permanently over the whole groove, while the podia issued through slits between them. In more typical echinoids the covering-plates alone remained to form the ordinary ambulacral plates, while the flooring-plates disappeared, the canals and other organs remaining as before. In any case we have to admit a closure of the integument over the ciliated groove (fig. 12, D, e) just as in holothurians, since this is necessitated by anatomical evidence. The genital organs in both Asteroidea and Echinoidea would retain the interradial position they first assumed in Edrioaster; and in Echinoidea their primitive temporary openings to the exterior were converted into definite pores, correlated with five interradially placed plates at the aboral pole. The anus also naturally moved to this superior and aboral position. In the Echinoidea the water-canals and associated structures, ending in the terminal plates, stretched right up to these genital plates; but in the Asteroidea they never reached the aboral surface, so that the terminals have always been separated from the aboral pole by a number of plates.
Now we see a significant change, unfortunately hard to trace in either fossils or modern embryos. We think of a form like Edrioaster, which seems to have lived near the shore and was frequently flipped over by waves. Those that managed to adapt to this chaotic way of life by taking in food directly through their mouths survived, and their podia gradually evolved into sucking feet. Such a form, once its covering plates had shrunk, would easily become a starfish (fig. 12, B); however, sea urchins present a more complex issue, and Bothriocidaris doesn’t provide any clarity on that. An Upper Silurian echinoid, Palaeodiscus, is thought by W.J. Sollas and W.K. Spencer to have had both an inner and outer series of plates in its ambulacra. If this is true, the only difference from Edrioaster regarding the ambulacra was that in Palaeodiscus, the covering plates could no longer open but instead permanently covered the entire groove, while the podia emerged through slits between them. In more typical echinoids, only the covering plates remained to form the usual ambulacral plates, while the flooring plates disappeared, with the canals and other organs remaining intact. In any case, we must acknowledge a closure of the integument over the ciliated groove (fig. 12, D, e), similar to holothurians, as this is supported by anatomical evidence. The genital organs in both Asteroidea and Echinoidea would keep the interradial position they originally had in Edrioaster; in Echinoidea, their primitive temporary openings to the outside became permanent pores, linked to five interradially placed plates at the aboral end. The anus also naturally shifted to this upper and aboral position. In Echinoidea, the water canals and related structures, which end in the terminal plates, extend all the way up to these genital plates; but in Asteroidea, they never reach the aboral surface, which means the terminals have always been separated from the aboral pole by a number of plates.
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Fig. 12.-Diagrammatic sections across the ambulacra of A, C, Pelmatozoa, and B, D, Eleutherozoa, placed in the same position for comparison. S, Blood-spaces, of which the homology is still uncertain. |
Analysis of Echinoderm Characters.—Regarding the Echinoderms as a whole in the light of the foregoing account, we may give the following analytic summary of the characters that distinguish them from other coelomate animals:—
Analysis of Echinoderm Characters.—Considering Echinoderms overall based on the previous discussion, we can provide the following summary that highlights the features that set them apart from other coelomate animals:—
They live in salt or brackish water; a primitive bilateral symmetry is still manifest in the right and left divisions of the coelom; the middle coelomic cavities are primitively transformed into two hydrocoels communicating with the exterior indirectly through a duct or ducts of the anterior coelom; stereom, composed of crystalline carbonate of lime, is, with few exceptions, deposited by special amoebocytes in the meshes of a mesodermal stroma, chiefly in the integument; reproductive cells are derived from the endothelium, apparently of the anterior coelom; total segmentation of the ovum produces a coeloblastula and gastrula by invagination; mesenchyme is formed in the segmentation cavity by migration of cells, chiefly from the hypoblast. Known Echinoderms show the following features, imagined to be due to an ancestral pelmatozoic stage:—Increase in the coelomic cavities of the left side, and atrophy of those on the right; the dextral coil of the gut, recognizable in all classes, though often obscured; an incomplete secondary bilateralism about the plane including the main axis and the water-pore or its successor, the madreporite, often obscured by one or other of various tertiary bilateralisms; the change of the hydrocoel into a circumoral, arcuate or ring canal; development through a free-swimming, bilaterally symmetrical, ciliated larva, of which in many cases only a portion is transformed into the adult Echinoderm (where care of the brood has secondarily arisen, this larva is not developed). All living, and most extinct, Echinoderms show the following features, almost certainly due to an ancestral pelmatozoic stage:—An incomplete radial symmetry, of which five is usually the dominant number, is superimposed on the secondary bilateralism, owing to the outgrowth from the mouth region of one unpaired and two paired ciliated grooves; these have a floor of nervous epithelium, and are accompanied by subjacent radial canals from the water-ring, giving off lateral podia and thus forming ambulacra, and by a perihaemal system of canals apparently growing out from coelomic cavities. All living Echinoderms have a lacunar, haemal system of diverse origin; this, the ambulacral system, and the coelomic cavities, contain a fluid holding albumen in solution and carrying numerous amoebocytes, which are developed in special lymph-glands and are capable of wandering through all tissues. The Echinoderms may be divided into seven classes, whose probable relations are thus indicated:—
They live in salt or brackish water; a basic bilateral symmetry is still evident in the right and left parts of the coelom; the middle coelomic cavities have primitively changed into two hydrocoels that connect to the outside indirectly through a duct or ducts of the anterior coelom; stereom, made of crystalline carbonate of lime, is, with a few exceptions, deposited by special amoebocytes in the structures of mesodermal tissue, mainly in the skin; reproductive cells come from the endothelium, seemingly of the anterior coelom; the complete division of the ovum creates a coeloblastula and gastrula through invagination; mesenchyme forms in the segmentation cavity as cells migrate, primarily from the hypoblast. Known Echinoderms display the following features, believed to result from an ancestral pelmatozoic stage:—An increase in the coelomic cavities on the left side, and a reduction of those on the right; the right coil of the gut is identifiable in all classes, although often hidden; an incomplete secondary bilateralism around the plane that includes the main axis and the water-pore or its successor, the madreporite, often obscured by various tertiary bilateralisms; the transformation of the hydrocoel into a circumoral, curved, or ring-shaped canal; development through a free-swimming, bilaterally symmetrical, ciliated larva, of which in many cases only part becomes the adult Echinoderm (where care of the brood has developed, this larva is not produced). All living, and most extinct, Echinoderms show the following features, almost certainly due to an ancestral pelmatozoic stage:—An incomplete radial symmetry, usually dominated by the number five, is layered over secondary bilateralism, resulting from the growth from the mouth area of one unpaired and two paired ciliated grooves; these have a base of nervous epithelium and are accompanied by underlying radial canals from the water-ring, branching out into lateral podia and forming ambulacra, along with a perihaemal system of canals seemingly emerging from coelomic cavities. All living Echinoderms have a lacunar, haemal system of varied origin; this, along with the ambulacral system and coelomic cavities, holds a fluid that contains albumen in solution and carries many amoebocytes, which develop in special lymph-glands and can move through all tissues. The Echinoderms can be divided into seven classes, whose likely relationships are indicated as follows:—
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Brief systematic accounts of these classes follow:—
Brief systematic overviews of these categories follow:—
Grade A. PELMATOZOA.—Echinoderma with the viscera enclosed in a calcified and plated theca, of which the oral surface is uppermost, and which is usually attached, either temporarily or permanently, by the aboral surface. Food brought to the mouth by a subvective system of ciliated grooves, radiating from the mouth either between the plates of the theca (endothecal), or over the theca (epithecal), or along processes from the theca (exothecal: arms, pinnules, &c.), or, in part, and as a secondary development, below the theca (hypothecal). Anus usually in the upper or oral half of the theca, and never aboral. An aborally-placed motor nerve-centre gives off branches to the stroma connecting the various plates of the theca and of its brachial, anal and columnar extensions, and thus co-ordinates the movements of the whole skeleton. The circumoesophageal water-ring communicates indirectly with the exterior; the podia, when present, are respiratory, not locomotor, in function.
Grade A. PELMATOZOA.—Echinoderms that have their internal organs enclosed in a hard, plate-like shell, with the top side facing up and usually attached either temporarily or permanently from the bottom side. Food is brought to the mouth through a system of ciliated grooves that radiate from the mouth. These grooves can be located either between the plates of the shell (endothecal), over the shell (epithecal), along projecting parts of the shell (exothecal: arms, pinnules, etc.), or, as a secondary feature, beneath the shell (hypothecal). The anus is typically located in the upper or mouth area of the shell and is never found on the bottom side. A nerve center located on the bottom side sends out branches to connect the various plates of the shell and its extensions for movement coordination. The water ring surrounding the esophagus connects indirectly to the outside; the tube feet, when present, serve a respiratory purpose rather than for movement.
Class I. Cystidea.—Pelmatozoa in which radial polymeric symmetry of the theca is developed either not at all or not in complete correlation with the radial symmetry of the ambulacra (such as obtains in Blastoidea and Crinoidea); in which extensions of the food-grooves are exothecal or epithecal or both combined, but neither endothecal nor pierced by podia (as in some Edrioasteroidea) All Palaeozoic.
Class I. Cystidea.—Pelmatozoa where the radial, multi-part symmetry of the theca either doesn't develop at all or doesn't fully align with the radial symmetry of the ambulacra (like in Blastoidea and Crinoidea); where the extensions of the food grooves are located outside the theca or on top of the theca, or both, but are neither inside the theca nor have openings for podia (as seen in some Edrioasteroidea). All Palaeozoic.
This class shows much greater diversity of organization than any other, and the classifications proposed by recent writers, such as E. Haeckel, O. Jaekel and F.A. Bather, start from such different points of view that no discussion of them can be attempted here. Following the narrative given above, we recognize a primitive group—Amphoridea—represented by Aristocystis (fig. 8). From this are derived the orders Diploporita (fig. 9) and Rhombifera (fig. 10) and the class Edrioasteroidea, all which have already been described as steps in the evolution of the phylum. But there were also side-branches leading nowhere, and therefore placed in separate orders—Aporita and Carpoidea.
This class shows significantly more organizational diversity than any other, and the classifications put forth by recent writers like E. Haeckel, O. Jaekel, and F.A. Bather start from such different perspectives that we can't really discuss them here. Following the narrative outlined earlier, we can identify a primitive group—Amphoridea—represented by Aristocystis (fig. 8). From this group, the orders Diploporita (fig. 9) and Rhombifera (fig. 10), as well as the class Edrioasteroidea, have been identified as steps in the evolution of the phylum. However, there were also side-branches that didn’t lead anywhere and are therefore categorized as separate orders—Aporita and Carpoidea.
Order 1. Amphoridea.—Radial symmetry has affected neither food-grooves nor thecal plates; nor, probably, nerves, ambulacral vessels, nor gonads. Canals or folds when present in the stereom are irregular. Families: Aristocystidae (fig. 8); Eocystidae.
Order 1. Amphoridea.—Radial symmetry has not influenced food grooves or thecal plates; likely not nerves, ambulacral vessels, or gonads either. Canals or folds, when present in the stereom, are irregular. Families: Aristocystidae (fig. 8); Eocystidae.
Order 2. Carpoidea.—Theca compressed in the oro-anal plane and a bilateral symmetry thus induced, affecting the food-grooves and, usually, the thecal plates and stem. Food-grooves in part epithecal and may be continued on one or two exothecal processes. No pores or folds in the stereom. Families: Anomalocystidae, Dendrocystidae. These correspond to Jaekel’s Carpoidea Heterostelea; he also includes, as Eustelea, our Comarocystidae and Malocystidae.
Order 2. Carpoidea.—The shell is flattened from top to bottom and has bilateral symmetry, which influences the food grooves and usually the shell plates and stem. Food grooves are partly on the top surface and may continue onto one or two external processes. There are no pores or folds in the internal structure. Families: Anomalocystidae, Dendrocystidae. These correspond to Jaekel’s Carpoidea Heterostelea; he also includes, as Eustelea, our Comarocystidae and Malocystidae.
Order 3. Rhombifera.—Radial symmetry affects the food-grooves and, in the more advanced families, the thecal plates; probably also the nerves and ambulacral vessels, but not the gonads. The food-grooves are exothecal, i.e. are stretched out from the theca on jointed skeletal processes (brachioles). These either are close to the mouth or are removed from it upon a series of ambulacral or sub-ambulacral plates not derived immediately from thecal plates, or are separated from the oral centre by hypothecal passages passing beneath terminal plates. The stereom and stroma become arranged in folds and strands at right angles to the sutures of the thecal plates; in higher forms the stereom-folds are in part specialized as pectini-rhombs. Families: Echinosphaeridae; Comarocystidae; Macrocystellidae; Tiaracrinidae; Malocystidae; Glyptocystidae, with sub-famm. Echinoencrininae, Callocystinae, Glyptocystinae, of which examples are Cheirocrinus (fig. 10) and Cystoblastus from which Jaekel deduces the blastoids; Caryocrinidae.
Order 3. Rhombifera. — Radial symmetry influences the food grooves and, in the more advanced families, the thecal plates; it likely also affects the nerves and ambulacral vessels, but not the gonads. The food grooves are external to the theca, i.e. they extend out from the theca on jointed skeletal processes (brachioles). These either are located close to the mouth or are positioned further away on a series of ambulacral or sub-ambulacral plates that don't come directly from the thecal plates, or they are separated from the oral center by hypothecal passages that travel beneath terminal plates. The stereom and stroma are organized into folds and strands at right angles to the seams of the thecal plates; in more advanced forms, the stereom folds are partially specialized as pectini-rhombs. Families: Echinosphaeridae; Comarocystidae; Macrocystellidae; Tiaracrinidae; Malocystidae; Glyptocystidae, including sub-families Echinoencrininae, Callocystinae, Glyptocystinae, with examples such as Cheirocrinus (fig. 10) and Cystoblastus, from which Jaekel deduces the blastoids; Caryocrinidae.
Order 4. Aporita.—Pentamerous symmetry affects the food-grooves and thecal plates; probably also the nerves and ambulacral vessels, but not the gonads. Food-grooves exothecal and circumoral. The stereom shows no trace of canals, folds, rhombs or diplopores. Family: Cryptocrinidae.
Order 4. Aporita.—Five-part symmetry influences the food grooves and thecal plates; likely also the nerves and ambulacral vessels, but not the gonads. Food grooves are located outside the theca and around the mouth. The stereom shows no signs of canals, folds, rhombs, or diplopores. Family: Cryptocrinidae.
Order 5. Diploporita.—Radial symmetry affects the food-grooves, and by degrees the thecal plates connected therewith, but not the interradial thecal plates; probably also the nerves and ambulacral vessels, but not the gonads. The food-grooves are epithecal, i.e. are extended over the thecal plates themselves without intermediate flooring; they are also prolonged on exothecal brachioles, which line the epithecal grooves. The stereom of the thecal plates may be thrown into folds, but the mesostroma does not so much tend to lie in strands traversing the sutures, nor are pectini-rhombs or pore-rhombs developed; diplopores are always present in the mesostereom, but often restricted to definite tracts or plates, especially in higher forms. Families: Sphaeronidae; Glyptosphaeridae, e.g. Fungocystis (fig. 9); Protocrinidae; Mesocystidae; Gomphocystidae.
Order 5. Diploporita.—Radial symmetry influences the food grooves and gradually the thecal plates associated with them, but not the interradial thecal plates; likely also the nerves and ambulacral vessels, but not the gonads. The food grooves are epithecal, i.e. they extend over the thecal plates themselves without any flooring in between; they also continue on exothecal brachioles, which line the epithecal grooves. The stereom of the thecal plates may be folded, but the mesostroma does not tend to be in strands crossing the sutures, nor are pectini-rhombs or pore-rhombs developed; diplopores are always present in the mesostereom, but are often limited to specific tracts or plates, especially in more advanced forms. Families: Sphaeronidae; Glyptosphaeridae, e.g. Fungocystis (fig. 9); Protocrinidae; Mesocystidae; Gomphocystidae.
The Protocrinidae lead up to Proteroblastus, in which the theca is ovoid, sometimes prolonged into a stem, the plates differentiated into (a) smooth, irregular, depressed interambulacrals, (b) transversely elongate brachioliferous adambulacrals, to which the diplopores, which lie at right angles to the main food-groove, are confined. This leads almost without a break to the Protoblastoidea.
The Protocrinidae lead up to Proteroblastus, where the theca is ovoid, sometimes extended into a stem, and the plates are categorized into (a) smooth, irregular, depressed interambulacrals, and (b) transversely elongated brachioliferous adambulacrals, where the diplopores, positioned at right angles to the main food groove, are found. This transitions almost seamlessly to the Protoblastoidea.
Class II. Blastoidea.—Pelmatozoa in which five (by atrophy four) epithecal ciliated grooves, lying on a lancet-shaped plate (? always), radiate from a central peristome between five interradial deltoid plates, and are edged by alternating side-plates bearing brachioles, to which side-branches pass from the grooves. Grooves and peristome protected by small plates, which can open over the grooves. The generative organs and coelom probably did not send extensions along the rays into the brachioles; but apparently nerves from the aboral centre, after passing through the thecal plates, met in a circumoral ring, from which branches passed into the plate under each main food-groove, and thence supplied the brachioles. The thecal plates, however irregular in some species, always show defined basals and a distinct plate (“radial”) at the end of each ambulacrum; they are in all cases so far affected by pentamerous symmetry that their sutures never cross the ambulacra. All Palaeozoic.
Class II. Blastoids.—Pelmatozoa where five (sometimes four due to atrophy) ciliated grooves on a lancet-shaped plate radiate from a central area surrounded by five interradial wedge-shaped plates. These grooves are framed by alternating side plates that have arms attached to them, with side branches coming from the grooves. The grooves and central area are protected by small plates that can open over the grooves. The reproductive organs and coelom likely did not extend along the rays into the arms; however, it seems that nerves from the aboral center passed through the thecal plates, converging in a ring around the mouth, with branches going into the plate beneath each main food groove, which then supplied the arms. The thecal plates, though somewhat irregular in certain species, consistently display defined bases and a distinct plate ("radial") at the end of each ambulacrum; they are always influenced by pentamerous symmetry, ensuring their joints never intersect the ambulacra. All Palaeozoic.
Division A. Protoblastoidea.—Blastoidea without interambulacral groups of hydrospire-folds hanging into the thecal cavity. Families: Asteroblastidae, Blastoidocrinidae. The former might be placed with Diploporita, were it not for a greater intimacy of correlation between ambulacral and thecal structures than is found in Cystidea as here defined. They form a link between the Protocrinidae and—
Division A. Protoblastoidea.—Blastoidea without interambulacral groups of hydrospire folds hanging into the thecal cavity. Families: Asteroblastidae, Blastoidocrinidae. The former could be grouped with Diploporita, but there’s a closer connection between the ambulacral and thecal structures than what is seen in Cystidea as defined here. They serve as a link between the Protocrinidae and—
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Fig. 13.—A Eublastoid, Pentremites. |
Division B. Eublastoidea.—Blastoidea in which the thecal plates have assumed a definite number and position in 3 circlets, as follows: 3 basals, 2 large and 1 small; 5 radials, often fork-shaped, forming a closed circlet; 5 deltoids, interradial in position, supported on the shoulders or processes of the radials, and often surrounding the peristome with their oral ends. The stereom of the radials and deltoids on each side of the ambulacra is thrown into folds, running across the radio-deltoid suture, and hanging down into the thecal cavity as respiratory organs (hydrospires).
Division B. Eublastoidea.—Blastoidea where thecal plates have taken on a specific number and arrangement in 3 rings, as follows: 3 basal plates, with 2 large ones and 1 small; 5 radial plates, often fork-shaped, creating a closed ring; and 5 deltoid plates, located in the spaces between the radials, resting on the shoulders or extensions of the radials, and often surrounding the mouth area with their oral ends. The structure of the radials and deltoids on each side of the ambulacra is formed into folds that cross the radio-deltoid seam and extend down into the thecal cavity, functioning as respiratory organs (hydrospires).
These are the forms to which the name Blastoidea is usually restricted. They have been divided into Regulares and Irregulares, but it seems possible to group them according to three series or lines of descent, thus:—
These are the forms commonly referred to as Blastoidea. They have been categorized into Regulares and Irregulares, but it appears possible to organize them into three series or lines of descent, as follows:—
Series a. Codonoblastida.—Families: Codasteridae, Pentremitidae (fig. 13).
Series a. Codonoblastida.—Families: Codasteridae, Pentremitidae (fig. 13).
Series b. Troostoblastida.—Families: Troostocrinidae, Eleutherocrinidae.
Series b. Troostoblastida.—Families: Troostocrinidae, Eleutherocrinidae.
Series c. Granatoblastida.—Families: Nucleocrinidae, Orbitremitidae, Pentephyllidae, Zygocrinidae.
Series c. Granatoblastida.—Families: Nucleocrinidae, Orbitremitidae, Pentephyllidae, Zygocrinidae.
Class III. Crinoidea.—Pelmatozoa in which epithecal extensions of the food-grooves, ambulacrals, superficial oral nervous system, blood-vascular and water-vascular systems, coelom and genital system are continued exothecally upon jointed outgrowths of the abactinal thecal plates (brachia), carrying with them extensions of the abactinal nerve-system. The number of these processes is primitively and normally five, but may become less by atrophy. The brachia rise from a corresponding number of thecal plates, “radials (RR).” Below these is always a circlet, or traces of a circlet, of plates alternating with the radials, i.e. interradial, and called “basals (BB).” Through all modifications, which are numerous and vastly divergent, these elements persist. A circlet of radially situate infrabasals (IBB) may also be present. Below BB or IBB there follows a stem, which, however, may be atrophied or totally lost (see fig. 1).
Class III. Crinoids.—Pelmatozoa where the external extensions of the food grooves, ambulacrals, superficial oral nervous system, blood-vascular and water-vascular systems, coelom, and reproductive system extend externally onto jointed outgrowths of the abactinal thecal plates (brachia), carrying with them extensions of the abactinal nerve system. The typical number of these processes is five, though it may decrease due to atrophy. The brachia emerge from a matching number of thecal plates, called “radials (RR).” Below these, there is always a circle or remnants of a circle of plates alternating with the radials, specifically known as the interradial or “basals (BB).” Despite various changes, which are numerous and highly diverse, these elements remain. A circle of radially situated infrabasals (IBB) may also be present. Beneath BB or IBB, there is a stem that may be atrophied or completely absent (see fig. 1).
The classification here adopted is that of F.A. Bather (1899), which departs from that of Wachsmuth and Springer mainly in the separation of forms with infrabasals or traces thereof from those in which basals only are present. These two series also differ from each other in the relations of the abactinal nerve-system. O. Jaekel (1894) has divided the crinoids into the orders Cladocrinoidea and Pentacrinoidea, the former being the Camerata of Wachsmuth and Springer (Monocyclica Camerata, Adunata and Dicyclica Camerata of the present classification), and the latter comprising all the rest, in which the arms are either free or only loosely incorporated in the dorsal cup. In minor points there is fair agreement between the American, German and British authors. The families are extinct, except when the contrary is stated.
The classification used here is based on F.A. Bather (1899), which differs from Wachsmuth and Springer's mainly by separating forms with infrabasals or traces of them from those that only have basals. These two groups also differ in how the abactinal nerve system is structured. O. Jaekel (1894) classified crinoids into the orders Cladocrinoidea and Pentacrinoidea, with the first group being the Camerata of Wachsmuth and Springer (Monocyclica Camerata, Adunata, and Dicyclica Camerata in the current classification), and the second group including all the others, where the arms are either free or only loosely attached to the dorsal cup. There is general agreement on minor points among American, German, and British authors. The families are extinct unless stated otherwise.
Sub-class I. Monocyclica.—Crinoidea in which the base consists of BB only, the aboral prolongations of the chambered organ being interradial; new columnals are introduced at the extreme proximal end of the stem.
Sub-class I. Monocyclica.—Crinoidea where the base is made up of BB only, with the aboral extensions of the chambered organ being interradial; new columnals are added at the very top end of the stem.
Order 1. Monocyclica Inadunata.—Monocyclica in which the dorsal cup is confined to the patina and occasional intercalated anals; such ambulacrals or interambulacrals as enter the tegmen remain supra-tegminal and not rigidly united. Families: Hybocrinidae, Stephanocrinidae, Heterocrinidae, Calceocrinidae, Pisocrinidae, Zophocrinidae, Haplocrinidae, Allagecrinidae, Symbathocrinidae, Belemnocrinidae, Plicatocrinidae, Hyocrinidae (recent), Saccocomidae.
Order 1. Monocyclica Inadunata.—Monocyclica where the dorsal cup is limited to the patina and occasionally has intercalated anals; any ambulacrals or interambulacrals that connect to the tegmen stay above the tegmen and aren’t rigidly attached. Families: Hybocrinidae, Stephanocrinidae, Heterocrinidae, Calceocrinidae, Pisocrinidae, Zophocrinidae, Haplocrinidae, Allagecrinidae, Symbathocrinidae, Belemnocrinidae, Plicatocrinidae, Hyocrinidae (recent), Saccocomidae.
Order 2. Adunata.—Monocyclica with dorsal cup primitively confined to the patina and an occasional single anal; tegmen solid; portions of the proximal brachials and their ambulacrals tend to be rigidly incorporated in the theca. Arms fork once to thrice, and bear pinnules on each or on every other brachial. BB fused to 3, 2 or 1. (Eucladocrinus and Acrocrinidae offer peculiar exceptions to this diagnosis.) Families: Platycrinidae, Hexacrinidae, Acrocrinidae.
Order 2. Adunata.—Monocyclica with a dorsal cup primarily limited to the patina and occasionally featuring a single anal; the tegmen is solid; parts of the proximal brachials and their ambulacrals are often rigidly incorporated into the theca. Arms may fork once to three times and have pinnules on each or on every other brachial. BB fused to 3, 2, or 1. (Eucladocrinus and Acrocrinidae present unusual exceptions to this classification.) Families: Platycrinidae, Hexacrinidae, Acrocrinidae.
Order 3. Monocyclica Camerata.—Monocyclica in which the first, and often the succeeding, orders of brachials are incorporated by interbrachials in the dorsal cup, while the corresponding ambulacrals are either incorporated in, or pressed below, the tegmen by interambulacrals; all thecal plates united by suture, somewhat loose in the earliest forms, but speedily becoming close, and producing a rigid theca; mouth and tegminal food-grooves closed; arms pinnulate.
Order 3. Monocyclica Camerata.—Monocyclica where the first and often the following orders of brachials are joined by interbrachials in the dorsal cup, while the ambulacrals are either integrated into or pushed beneath the tegmen by interambulacrals; all thecal plates connected by suture, fairly loose in the earliest forms but quickly becoming tight and forming a rigid theca; mouth and tegminal food grooves are closed; arms are pinnulate.
Sub-order i. Melocrinoidea.—RR in contact all round; first brachial usually quadrangular. Families: Glyptocrinidae, Melocrinidae, Patelliocrinidae, Clonocrinidae, Eucalyptocrinidae, Dolatocrinidae.
Sub-order i. Melocrinoidea.—RR in contact all around; first brachial usually square-shaped. Families: Glyptocrinidae, Melocrinidae, Patelliocrinidae, Clonocrinidae, Eucalyptocrinidae, Dolatocrinidae.
Sub-order ii. Batocrinoidea.—RR separated by a heptagonal anal; first brachial usually quadrangular. Families: Tanaocrinidae, Xenocrinidae, Carpocrinidae, Barrandeocrinidae, Coelocrinidae, Batocrinidae, Periechocrinidae.
Sub-order ii. Batocrinoidea.—RR separated by a heptagonal anal; first brachial usually quadrangular. Families: Tanaocrinidae, Xenocrinidae, Carpocrinidae, Barrandeocrinidae, Coelocrinidae, Batocrinidae, Periechocrinidae.
Sub-order iii. Actinocrinoidea.—RR separated by a hexagonal anal; first brachial usually hexagonal. Families: Actinocrinidae, Amphoracrinidae.
Sub-order iii. Actinocrinoidea.—RR separated by a hexagonal anal; the first brachial is usually hexagonal. Families: Actinocrinidae, Amphoracrinidae.
Sub-class II. Dicyclica.—Crinoidea in which the base consists of BB and IBB, the latter being liable to atrophy or fusion with the proximale, but the aboral prolongations of the chambered organ are always radial; new columnals may or may not be introduced at the proximal end of the stem.
Sub-class II. Dicyclica.—Crinoidea where the base is made up of BB and IBB, with the latter possibly shrinking or merging with the proximale. However, the aboral extensions of the chambered organ are always radial; new columnals may or may not be added at the top end of the stem.
Order 1. Dicyclica Inadunata.—Dicyclica in which the dorsal cup primitively is confined to the patina and occasional intercalated anals, and no other plates ever occur between RR (Grade: Distincta); Br may be incorporated in the cup, with or without iBr, but never rigidly, and their corresponding ambulacrals remain supra-tegminal (Grade: Articulata); new columnals are introduced at the extreme proximal end of the stem.
Order 1. Dicyclica Inadunata.—Dicyclica where the dorsal cup is originally limited to the patina and occasionally added anal plates, and no other plates appear between RR (Grade: Distincta); Br can be part of the cup, with or without iBr, but never in a rigid way, and their associated ambulacrals stay above the tegmen (Grade: Articulata); new columnals are introduced at the far proximal end of the stem.
Sub-order i. Cyathocrinoidea.—Tegmen stout with conspicuous orals. Families: Carabocrinidae, Palaeocrinidae. Euspirocrinidae, Sphaerocrinidae, Cyathocrinidae, Petalocrinidae, Crotalocrinidae, Codiacrinidae, Cupressocrinidae, Gasterocomidae.
Sub-order i. Cyathocrinoidea.—The tegmen is thick and has noticeable orals. Families: Carabocrinidae, Palaeocrinidae, Euspirocrinidae, Sphaerocrinidae, Cyathocrinidae, Petalocrinidae, Crotalocrinidae, Codiacrinidae, Cupressocrinidae, Gasterocomidae.
Sub-order ii. Dendrocrinoidea.—Tegmen thin, flexible, with inconspicuous orals. Families: Dendrocrinidae, Botryocrinidae, Lophocrinidae, Scaphiocrinidae, Scytalecrinidae, Graphiocrinidae, Cromyocrinidae, Encrinidae (preceding families are Distincta; the rest Articulata), Pentacrinidae, including the recent Isocrinus (fig. 14), Uintacrinidae, Marsupitidae, Bathycrinidae (recent).
Sub-order ii. Dendrocrinoidea.—The tegmen is thin and flexible, with inconspicuous orals. Families: Dendrocrinidae, Botryocrinidae, Lophocrinidae, Scaphiocrinidae, Scytalecrinidae, Graphiocrinidae, Cromyocrinidae, Encrinidae (the preceding families are Distincta; the rest are Articulata), Pentacrinidae, which includes the recent Isocrinus (fig. 14), Uintacrinidae, Marsupitidae, Bathycrinidae (recent).
Order 2. Flexibilia.—Dicyclica in which proximal brachials are incorporated in the dorsal cup, either by their own sides, or by interbrachials, or by a finely plated skin, but never rigidly; plates may occur between RR. Tegmen flexible, with distinct ambulacrals and numerous small interambulacrals; mouth and food-grooves remain supra-tegminal and open. Top columnal a persistent proximale, often fusing with IBB, which are frequently atrophied in the adult.
Order 2. Flexibilia.—Dicyclic group where the proximal brachials are part of the dorsal cup, either through their own sides, by interbrachials, or by a finely layered skin, but never rigidly; plates may appear between RR. The tegmen is flexible, with clear ambulacrals and many small interambulacrals; the mouth and food grooves stay above the tegmen and remain open. The top columnal is a lasting proximale, often merging with IBB, which frequently degenerate in the adult.
All the Palaeozoic representatives have non-pinnulate arms, while the Mesozoic and later forms have them pinnulate. There are other points of difference, so that it is not certain whether the latter really descended from the former. But assuming such a relationship we arrange them in two grades.
All the Paleozoic representatives have non-pinnulate arms, while the Mesozoic and later forms have pinnulate arms. There are other differences, so it’s uncertain whether the latter actually descended from the former. But assuming such a relationship, we categorize them into two grades.
Grade a. Impinnata.—Families: Ichthyocrinidae, Sagenocrinidae, and Taxocrinidae, perhaps capable of further division.
Grade a. Impinnata.—Families: Ichthyocrinidae, Sagenocrinidae, and Taxocrinidae, which may be further divided.
Grade b. Pinnata.—Families: Apiocrinidae with the recent Calamocrinus, Bourgueticrinidae with recent Rhizocrinus, Antedonidae, Atelecrinidae, Actinometridae, Thaumatocrinidae (these four recent families include free-moving forms with atrophied stem, probably derived from different ancestors), Eugeniacrinidae, Holopodidae (recent), Eudesicrinidae.
Grade b. Pinnata.—Families: Apiocrinidae with the current Calamocrinus, Bourgueticrinidae with current Rhizocrinus, Antedonidae, Atelecrinidae, Actinometridae, Thaumatocrinidae (these four current families include free-moving forms with a reduced stem, likely derived from different ancestors), Eugeniacrinidae, Holopodidae (current), Eudesicrinidae.
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Fig. 14.—A living Pentacrinid, Isocrinus asteria; the first specimen found, after Guettard’s figure published in 1761. |
Order 3. Dicyclica Camerata.—Dicyclica in which the first, and usually the second, orders of brachials are incorporated in the dorsal cup by interbrachials, at first loosely, but afterwards by close suture. IBB always the primitive 5. An anal plate always rests on the posterior basal; mouth and tegminal food-grooves closed; arms pinnulate. Families: Reteocrinidae, Dimerocrinidae, Lampterocrinidae, Rhodocrinidae, Cleiocrinidae.
Order 3. Dicyclica Camerata.—Dicyclica where the first and typically the second orders of brachials are included in the dorsal cup by interbrachials, initially loosely, but later by a tight suture. IBB is always the primitive 5. An anal plate consistently sits on the posterior basal; the mouth and tegminal food grooves are closed; arms are pinnulate. Families: Reteocrinidae, Dimerocrinidae, Lampterocrinidae, Rhodocrinidae, Cleiocrinidae.
Class IV. Edrioasteroidea.—Pelmatozoa in which the theca is composed of an indefinite number of irregular plates, some of which are variously differentiated in different genera; with no subvective skeletal appendages, but with central mouth, from which there radiate through the theca five unbranched ambulacra, composed of a double series of alternating plates (covering-plates), sometimes supported by an outer series of larger alternating plates (side-plates or flooring-plates). In some forms at least, pores between (not through) the ambulacral elements, or between them and the thecal plates, seem to have permitted the passage of extensions from the perradial water-vessels. Anus in posterior interradius, on oral surface, closed by valvular pyramid. Hydropore (usually, if not always, present) between mouth and anus. Families: Agelacrinidae, Cyathocystidae, Edrioasteridae, Steganoblastidae. All Palaeozoic. The structure and importance of Edrioaster have been discussed above (figs. 11, 12).
Class IV. Edrioasteroids.—Pelmatozoa in which the shell consists of an indefinite number of irregular plates, some of which are distinct in different genera; lacking any skeletal appendages, but featuring a central mouth, from which five unbranched grooves (ambulacra) extend through the shell, made up of two alternating series of plates (covering-plates), sometimes supported by a larger outer series of alternating plates (side-plates or flooring-plates). In some forms, at least, pores between (not through) the ambulacral elements, or between them and the shell plates, seem to allow extensions from the radial water vessels to pass through. The anus is located in the posterior interradius on the oral surface, closed by a valve-shaped pyramid. A hydropore (usually present, if not always) is found between the mouth and the anus. Families: Agelacrinidae, Cyathocystidae, Edrioasteridae, Steganoblastidae. All Paleozoic. The structure and significance of Edrioaster have been discussed above (figs. 11, 12).
Grade B. ELEUTHEROZOA—Echinoderma in which the theca, which may be but slightly or not at all calcified, is not attached by any portion of its surface, but is usually placed with the oral surface downwards or in the direction of forward locomotion. Food is not conveyed by a subvective system of ciliated grooves, but is taken in directly by the mouth. The anus when present is typically aboral, and approaches the mouth only in a few specialized forms. The aboral nervous system, if indeed it be present at all, is very slightly developed. The circumoesophageal water-ring may lose its connexion with the exterior medium; the podia (absent only in some exceptional forms) may be locomotor, respiratory or sensory in function, but usually are locomotor tube-feet.
Grade B. ELEUTHEROZOA—Echinoderms where the shell, which might be only slightly or not at all calcified, isn't attached by any part of its surface but is generally positioned with the mouth facing down or in the direction of movement. Food isn't moved through a system of ciliated grooves but is taken in directly through the mouth. The anus, when present, is typically on the opposite side of the mouth and only gets close to the mouth in a few specialized types. If there's an aboral nervous system, it's very minimally developed. The circumoesophageal water-ring might lose its connection with the outside environment; the podia (which are absent only in some rare forms) can function for movement, breathing, or sensing, but are usually locomotor tube-feet.
The classes of the Eleutherozoa probably arose independently from different branches of the Pelmatozoan stem. The precise relation is not clear, but the order in which they are here placed is believed to be from the more primitive to the more specialized.
The classes of the Eleutherozoa likely developed separately from different branches of the Pelmatozoan lineage. The exact relationship is unclear, but the order presented here is thought to range from the more primitive forms to the more specialized ones.
Class I. Holothurioidea.—Eleutherozoa normally elongate along the oro-anal axis, which axis and the dorsal hydropore lie in the sagittal plane of a secondary bilateral symmetry. The calcareous skeleton, which may be entirely absent, is usually in the form of minute spicules, sometimes of small irregular plates with no trace of a calycinal or apical system; to these is added a ring of pieces radiately arranged round the oesophagus. Ambulacral appendages take the form of: (1) circumoral tentacles, (2) sucking-feet, (3) papillae; of these (1) alone is always present. The gonads are not radiately disposed.
Class I. Sea cucumbers.—Eleutherozoa are typically elongated along the mouth-to-anus axis, which axis and the dorsal hydropore are located in the sagittal plane of a secondary bilateral symmetry. The calcareous skeleton, which may be completely absent, usually consists of tiny spicules, sometimes small irregular plates without any signs of a calycinal or apical system; in addition, there's a ring of pieces arranged radially around the esophagus. The ambulacral appendages come in the form of: (1) tentacles around the mouth, (2) suction feet, (3) papillae; of these, (1) is always present. The gonads are not arranged radially.
The comparative anatomy of living forms, combined with the evolutionary hypothesis sketched above, suggests that the early holothurians possessed the following characters: subvective grooves entirely closed; 5 radial canals, proceeding from the water-ring, gave off branches furnished with ampullae to the podia on each side of them, the 10 anterior podia being changed into cylindrical tentacles; the transverse muscles of the body-wall formed a circular layer, probably interrupted at the radii (though Ludwig believes the contrary); longitudinal muscles as paired radial bands, without those special retractors for withdrawing the anterior part of the body which occur in many recent forms; a hydropore connected with the water-ring by a canal in the dorsal mesentery; a gonopore behind the hydropore connected by a single duct with a bunch of genital pouches on each side of the mesentery; gut dextrally coiled, with a simple blood-vascular system, and with an enlargement at the anus for respiration, this eventually producing branched caeca called “respiratory trees”; skeleton reduced to a ring of 5 radial and 5 interradial plates round the gullet, and small plates, with a hexagonally meshed network, dispersed through the integument. Such a form gave rise to descendants differing inter se as regards the suppression of the radial canals and of the podia, the form of the tentacles, and the development of respiratory trees. These anatomical facts are represented in the following classification by H. Ludwig:—
The comparative anatomy of living organisms, along with the evolutionary theory outlined above, suggests that early holothurians had the following characteristics: completely closed subvective grooves; 5 radial canals originating from the water-ring, branching off with ampullae to the podia on either side, with the 10 anterior podia transforming into cylindrical tentacles; the transverse muscles of the body wall forming a circular layer, likely interrupted at the radii (although Ludwig disagrees); longitudinal muscles arranged as paired radial bands, lacking the specific retractors for pulling back the front part of the body that are found in many modern species; a hydropore connected to the water-ring by a canal in the dorsal mesentery; a gonopore behind the hydropore linked by a single duct to a cluster of genital pouches on each side of the mesentery; a gut that coils to the right, with a simple blood-vascular system and an enlargement at the anus for respiration, eventually leading to branched caeca known as “respiratory trees”; a skeleton reduced to a ring of 5 radial and 5 interradial plates around the gullet, along with small plates featuring a hexagonal mesh structure scattered throughout the integument. This form led to descendants that varied among themselves in the reduction of the radial canals and podia, the shape of the tentacles, and the development of respiratory trees. These anatomical details are represented in the following classification by H. Ludwig:—
Order 1. Actinopoda.—Radial canals supplying tentacles and podia.
Order 1. Actinopoda.—Radial canals providing tentacles and podia.
A. With respiratory trees. | |
(a) With podia Please provide the text you'd like me to modernize. | Fam. 1, Holothuriidae. |
Fam. 4, Cucumariidae. | |
Fam. 5, Molpadiidae. | |
(b) Without podia | |
B. Without respiratory trees. | |
(a) With podia | Fam. 2, Elpidiidae. |
(b) Without podia | Fam. 3, Pelagothuriidae. |
Order 2. Paractinopoda.—Neither radial canals nor podia. Tentacles supplied from circular canal. Fam. Synaptidae.
Order 2. Paractinopoda.—No radial canals or podia present. Tentacles come from the circular canal. Family Synaptidae.
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Fig. 15.—An Aspidochirote Holothurian of the family Holothuriidae, showing the mouth surrounded by tentacles, the anus at the other end of the body, and three of the rows of podia. |
It is admitted, however, that this scheme does not represent the probable descent or relationship of the families. Consideration of the views of Ludwig himself, of H. Östergren, and especially of R. Perrier, suggests the following as a more natural if less obvious arrangement.
It is acknowledged, however, that this plan does not accurately show the likely lineage or connections of the families. Taking into account the perspectives of Ludwig himself, H. Östergren, and especially R. Perrier, the following presents a more natural, albeit less straightforward, arrangement.
Order 1. Aspidochirota.—Tentacles more or less peltate; calcareous ring when present simple and radially symmetrical; no retractors; stone-canal often opens to exterior; genital tubes sometimes restricted to left side in consequence of altered position of gut (Fig. 15.) Families: Elpidiidae (deep-sea forms, with sub-famm. Synallactinae, Deimatinae, Elpidiinae, Psychropotinae), Holothuriidae (shallow water), Pelagothuriidae (pelagic).
Order 1. Aspidochirota.—Tentacles are somewhat peltate; when a calcareous ring is present, it is simple and radially symmetrical; there are no retractors; the stone-canal often opens to the outside; genital tubes can sometimes be limited to the left side due to the changed position of the gut (Fig. 15.) Families: Elpidiidae (deep-sea forms, including sub-families Synallactinae, Deimatinae, Elpidiinae, Psychropotinae), Holothuriidae (shallow water), Pelagothuriidae (pelagic).
Order 2. Dendrochirota.—Tentacles simple or branched, never peltate; calcareous ring well developed, often bilaterally symmetrical; retractor muscles usually present; stone-canal opens internally; genital tubes in right and left tufts.
Order 2. Dendrochirota.—Tentacles are either simple or branched, never flat; the calcareous ring is well developed and often symmetrical on both sides; retractor muscles are usually present; the stone canal opens internally; and the genital tubes are located in right and left tufts.
Sub-order i. Apoda.—No tube-feet or papillae, but tentacular ampullae more or less developed. Mostly burrowers. Families: Synaptidae (sub-famm. Synaptinae, Chirodotinae, Myriotrochinae), Molpadiidae.
Sub-order i. Apoda.—No tube feet or skin bumps, but tentacle-like ampullae that are somewhat developed. Mostly digging species. Families: Synaptidae (sub-family Synaptinae, Chirodotinae, Myriotrochinae), Molpadiidae.
Sub-order ii. Eupoda.—Tube-feet present, but tentacular ampullae rudimentary or absent. Families: Cucumariidae (climbers and crawlers), Rhopalodinidae (burrowers).
Sub-order ii. Eupoda.—Tube feet are present, but the tentacular ampullae are underdeveloped or missing. Families: Cucumariidae (climbers and crawlers), Rhopalodinidae (burrowers).
Class II. Stelliformia (= Asteroidea sensu lato).—Eleutherozoa with a depressed stellate body composed of a central disk, whence radiate five or more rays; this radiate symmetry affects all the systems of organs, including the genital. The radial water-vessels lie in grooves on the ventral side of flooring-plates (usually called “ambulacrals”); they and their podia are limited to the oral surface of the body and their extremities are separated from the 880 apical plates by a stretch of dorsal integument containing skeletal elements; the opening of the water-vascular system (madreporite) is not connected with a definite apical plate or system of plates.
Class II. Stelliform (= Starfish sensu lato).—Eleutherozoa with a flattened star-shaped body made up of a central disk, from which five or more arms extend; this star-like symmetry influences all the organ systems, including the reproductive system. The radial water vessels are located in grooves on the underside of the flooring plates (commonly referred to as "ambulacrals"); they and their tube feet are restricted to the mouth area of the body, and their ends are separated from the 880 upper plates by a section of outer skin that contains skeletal elements; the opening of the water-vascular system (madreporite) isn’t linked to a specific upper plate or group of plates.
The starfish, brittle-stars and their allies (see Starfish) have for the last fifty years usually been divided into two classes—Asteroidea and Ophiuroidea, each equivalent to the Holothurioidea or Echinoidea. Recently, however, some authors, e.g. Gregory, have attempted to show that these classes cannot be distinguished. It is true that some specialized forms, such as the Brisingidae among starfish, Astrophiura and Ophioteresis among ophiurans, contravene the usual diagnoses; but this neither obscures their systematic position, nor does it alter the fact that since early Palaeozoic times these two great groups of stellate echinoderms have evolved along separate lines. If then we place these groups in a single class, it is not on account of a few anomalous genera, but because the characters set forth above sharply distinguish them from all other echinoderms, and because we have good reason to believe that the ophiurans did not arise independently but have descended from primitive starfish. For that class Bell’s name Stelliformia is selected since it avoids both confusion and barbarism.
The starfish, brittle stars, and their relatives (see Starfish) have typically been classified into two groups over the last fifty years—Asteroidea and Ophiuroidea, which correspond to the Holothurioidea or Echinoidea. Recently, however, some researchers, like Gregory, have tried to argue that these groups can't be clearly separated. It's true that certain specialized types, such as the Brisingidae among starfish, and Astrophiura and Ophioteresis among brittle stars, challenge the usual classifications; but this doesn't change their systematic position, nor does it alter the fact that since the early Paleozoic era, these two major groups of star-shaped echinoderms have evolved separately. Therefore, if we categorize these groups into a single class, it's not just because of a few unusual genera, but because the characteristics mentioned above clearly set them apart from all other echinoderms, and we have strong reasons to believe that brittle stars didn't evolve independently but rather descended from primitive starfish. For this class, Bell chose the name Stelliformia to avoid confusion and awkwardness.
Sub-class I. Asterida.—Stelliformia in which the ambulacral groove always remains open and the podia serve as tube-feet (fig. 12, B); the rays as a rule pass gradually into the disk, and contain both genital glands and caecal extensions of the digestive system; an anus usually present; respiration is by tubular extensions from the body-cavity (papulae); skeletal appendages, in addition to small spines, are either small grasping organs (pedicellariae), or clumped spines (paxillae), or branched spines bearing a membrane.
Sub-class I. Asterida.—Stelliformia where the ambulacral groove is always open, and the podia function as tube-feet (fig. 12, B); the rays typically merge gradually into the disk and include both genital glands and extensions of the digestive system; an anus is usually present; respiration occurs through tubular extensions from the body cavity (papulae); skeletal features, in addition to small spines, are either small grabbing organs (pedicellariae), clumped spines (paxillae), or branched spines with a membrane.
No existing classification of the Asterida is satisfactory even for the recent forms, still less when the older fossils are considered. A separation of the latter as Palasterida, because of their alternating ambulacrals, from the recent Euasterida with opposite ambulacrals, is now discarded and an attempt made to arrange the Palasterida in divisions originally established for Euasterida. Those divisions fall under three schemes. C. Viguier has divided the starfish into: Astéries ambulacraires, with plates of ambulacral origin prominent in the mouth-skeleton, pedicellariae stalked, and straight or crossed, podial pores usually quadriserial; Astéries adambulacraires, with adambulacrals prominent in the mouth-skeleton, pedicellariae sessile, and forcipiform or valvular, podial pores usually biserial. Perrier, at first laying greater stress on the nature of the pedicellariae and afterwards on the form of the mouth-skeleton, has gradually perfected a scheme of five orders: (1) Forcipulata, with pedicellariae stalked, and straight or crossed; (2) Spinulosa, with pedicellariae sessile and forcipiform; (3) Velata, with membraniferous spines; (4) Paxillosa, pedicellariae represented by an ossicle of the test and the spines covering it, the whole forming a paxilla; (5) Valvata or Granulosa, with pedicellariae sessile and valvular or salt-cellar shaped. A more widely accepted scheme is that of W.P. Sladen, who divided the Euasterida into two orders; (1) Phanerozonia, with marginals large and highly developed, the supero-marginals and infero-marginals contiguous, with papulae confined to the dorsal surface, with ambulacrals well spaced and usually broad, adambulacrals prominent in the mouth-skeleton, with pedicellariae sessile; (2) Cryptozonia, with marginals inconspicuous and somewhat atrophied in the adult, the supero-marginals separated from the infero-marginals by intercalated plates, with papulae distributed over the whole body, with ambulacrals crowded and narrow, either ambulacrals or adambulacrals prominent in the mouth-skeleton, with pedicellariae stalked or sessile.
No existing classification of the Asterida meets expectations, even for recent forms, let alone when considering older fossils. The previous classification of the latter as Palasterida, due to their alternating ambulacrals, has been dismissed, and efforts are now being made to classify the Palasterida within divisions originally designed for Euasterida. Those divisions fall under three frameworks. C. Viguier divided starfish into: Astéries ambulacraires, with ambulacral origin plates prominent in the mouth skeleton, stalked pedicellariae that are either straight or crossed, and podial pores typically arranged in four rows; Astéries adambulacraires, where adambulacrals are prominent in the mouth skeleton, pedicellariae are sessile and forcipiform or valvular, with podial pores usually in two rows. Perrier, initially focusing on the type of pedicellariae and later on the structure of the mouth skeleton, has gradually refined a classification of five orders: (1) Forcipulata, with stalked pedicellariae that are straight or crossed; (2) Spinulosa, with sessile, forcipiform pedicellariae; (3) Velata, with membranous spines; (4) Paxillosa, where pedicellariae are represented by an ossicle of the test and the spines covering it, forming a paxilla; (5) Valvata or Granulosa, with sessile, valvular or salt-cellar shaped pedicellariae. A more widely accepted classification is that of W.P. Sladen, who divided the Euasterida into two orders: (1) Phanerozonia, with large and well-developed marginals, supero-marginals and infero-marginals touching, papulae limited to the dorsal surface, ambulacrals well-spaced and usually wide, and prominent adambulacrals in the mouth skeleton, with sessile pedicellariae; (2) Cryptozonia, with inconspicuous and somewhat atrophied marginals in adults, supero-marginals separated from infero-marginals by intercalated plates, papulae spread across the entire body, crowded and narrow ambulacrals, prominent either ambulacrals or adambulacrals in the mouth skeleton, with stalked or sessile pedicellariae.
We give here a list of the families separated into Sladen’s orders and grouped under Perrier’s divisions, extinct families being marked †.
We present a list of families organized by Sladen’s orders and grouped under Perrier’s divisions, with extinct families indicated by †.
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Fig. 16.—Section across the arm-skeleton of a Phanerozonate Asterid, Astropecten. |
a, Ambulacral plates. Ambulacral plates. b, Adambulacral plates. b, Adambulacral plates. c and d, Inferior and superior lateral plates. c and d, lower and upper lateral plates. e, Dorsal plates with paxillae. Certain supra-ambulacral plates, which also exist, are not shown. e, Dorsal plates with small projections. Some upper ambulacral plates, which are also present, are not displayed. |
1. Phanerozonia.—Unclassed Famm., † Palaeasteridae, † Palasterinidae, † Taeniasteridae, † Aspidosomatidae. Paxillosa, Luidiidae, Astropectinidae (fig. 16), Archasteridae restr. Verrill, Porcellanasteridae, Chaetasteridae. Valvata, Benthopectinidae, Goniopectinidae, Plutonasteridae, Odontasteridae, Pentagonasteridae, Antheneidae, Pentacerotidae, Gymnasteriidae. Spinulosa, Poraniidae, Asterinidae.
1. Phanerozonia.—Unclassed Famm., † Palaeasteridae, † Palasterinidae, † Taeniasteridae, † Aspidosomatidae. Paxillosa, Luidiidae, Astropectinidae (fig. 16), Archasteridae restr. Verrill, Porcellanasteridae, Chaetasteridae. Valvata, Benthopectinidae, Goniopectinidae, Plutonasteridae, Odontasteridae, Pentagonasteridae, Antheneidae, Pentacerotidae, Gymnasteriidae. Spinulosa, Poraniidae, Asterinidae.
2. Cryptozonia.—Unclassed Famm., † Sturtzasteridae (= Palaeocomidae Greg.), † Lepidasteridae, † Tropidasteridae. Valvata, Linckiidae restr. Perr. Spinulosa, Echinasteridae, Solasteridae (fig. 17), Korethrasteridae. Velata, † Palasteriscidae, Pterasteridae, Pythonasteridae, Myxasteridae. Forcipulata, Stichasteridae, Zoroasteridae (fig. 3, D), Heliasteridae, Pedicellasteridae, Asteriidae, Brisingidae.
2. Cryptozonia.—Unclassed Family, † Sturtzasteridae (= Palaeocomidae Greg.), † Lepidasteridae, † Tropidasteridae. Valvata, Linckiidae restr. Perr. Spinulosa, Echinasteridae, Solasteridae (fig. 17), Korethrasteridae. Velata, † Palasteriscidae, Pterasteridae, Pythonasteridae, Myxasteridae. Forcipulata, Stichasteridae, Zoroasteridae (fig. 3, D), Heliasteridae, Pedicellasteridae, Asteriidae, Brisingidae.
Sub-class II. Ophiurida.—Stelliformia in which the ambulacral groove, though open in the oldest forms, soon becomes closed, while the podia cease to serve as tube-feet; the rays as a rule spring abruptly from the disk and contain neither genital glands nor digestive caeca; no anus; respiration may be through clefts at the bases of the rays, but not by papulae; skeletal appendages confined to spines, usually of simple structure.
Sub-class II. Ophiurids.—Stelliformia where the ambulacral groove, although open in the earliest forms, quickly becomes closed. The podia stop functioning as tube-feet; the rays typically extend suddenly from the disk and lack both genital glands and digestive caeca; there is no anus; respiration can occur through openings at the bases of the rays, but not through papulae; skeletal appendages are limited to spines, which are usually simply structured.
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Fig. 17.—A Cryptozonate Asterid, Solaster papposus, from the upper or dorsal surface. |
There is as yet no satisfactory classification of the Ophiurida into orders expressing lines of descent; even as regards families, leading writers are at variance. The following scheme is based on the attempts of E. Haeckel, F.J. Bell, J.W. Gregory, B. Stürtz, J.O.E. Perrier, and A.E. Verrill. Extinct families marked †.
There is still no satisfactory classification of the Ophiurida into orders that reflect lines of descent; even regarding families, leading authors disagree. The following scheme is based on the efforts of E. Haeckel, F.J. Bell, J.W. Gregory, B. Stürtz, J.O.E. Perrier, and A.E. Verrill. Extinct families are marked with †.
Grade A. Palophiurae.—Ambulacrals not yet forming complete vertebrae; plates of disk not yet specialized into mouth, radial or genital shields.
Grade A. Palophiurae.—Ambulacrals not yet forming complete vertebrae; plates of the disk not yet specialized into mouth, radial, or genital shields.
Stage a. Allostichia (= Lysophiurae).—Ambulacrals alternating and unfused, groove uncovered by ventral arm-plates. Families: † Protasteridae, † Protophiuridae.
Stage a. Allostichia (= Lysophiurae).—Ambulacrals are alternating and unfused, with the groove uncovered by ventral arm plates. Families: † Protasteridae, † Protophiuridae.
Stage b. Zygostichia.—Ambulacrals opposite and, except in Ophiurinidae, fused; ventral arm-plates developed in some. Families: † Ophiurinidae, † Lapworthuridae, † Furcasteridae, † Palastropectinidae, † Eoluididae, † Palaeophiomyxidae.
Stage b. Zygostichia.—The ambulacrals are facing each other and, except in Ophiurinidae, they are fused; ventral arm-plates are developed in some species. Families: † Ophiurinidae, † Lapworthuridae, † Furcasteridae, † Palastropectinidae, † Eoluididae, † Palaeophiomyxidae.
Grade B. Colophiurae.—Ambulacral pairs fused to form vertebrae with definite articular surfaces; mouth, radial and genital shields developed, though not all need be present in any one form.
Grade B. Colophiurae.—The ambulacral pairs are joined to create vertebrae with distinct joint surfaces; the mouth, radial shields, and genital shields are developed, although not all of these features must be present in every individual form.
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Fig. 18.—A vertebral arm-ossicle (fused ambulacrals) of a Zygophiuran, Ophiolepis. |
A, Proximal joint-face. A, Proximal joint surface. B, Distal joint-face. B, Distal joint surface. c, Ventral groove, where lies the water-vessel, from which branches pass through the ossicle, emerging as podia at e and e. c, Ventral groove, where the water vessel is located, from which branches pass through the ossicle, emerging as podia at e and e. |
Order 1. Streptophiurae.—Rays simple and capable of coiling, since the vertebrae articulate by a ball-and-socket joint; arm-plates incompletely developed. Families: † Onychasteridae, Ophiohelidae, Ophioscolecidae, Ophiomyxidae, Hemieuryalidae, Astrophiuridae; unclassified genera, e.g. Ophioteresis, Ophiosciasma, Ophiogeron.
Order 1. Streptophiurae.—Rays are simple and can coil since the vertebrae connect using a ball-and-socket joint; arm plates are not fully developed. Families: † Onychasteridae, Ophiohelidae, Ophioscolecidae, Ophiomyxidae, Hemieuryalidae, Astrophiuridae; unclassified genera, e.g. Ophioteresis, Ophiosciasma, Ophiogeron.
Order 2. Zygophiurae.—Rays simple and prevented from coiling by processes on the vertebral joints (fig. 18); dorsal, ventral and lateral arm-plates present.
Order 2. Zygophiurae.—Rays are simple and prevented from coiling by structures on the vertebral joints (fig. 18); dorsal, ventral, and lateral arm plates are present.
Sub-order i. Brachyophiurae.—Spines short, simple, pointing towards the end of the arm. Families: Pectinuridae (= Ophiodermatidae), Ophiolepididae.
Sub-order i. Brachyophiurae.—Spines are short, simple, and point towards the end of the arm. Families: Pectinuridae (= Ophiodermatidae), Ophiolepididae.
Sub-order ii. Nectophiurae.—Spines may be variously elaborated and are set more at right angles to the arm-axis. Families: Amphiuridae, Ophiacanthidae, Ophiocomidae, Ophiothrichidae.
Sub-order ii. Nectophiurae.—Spines can be developed in different ways and are positioned more at right angles to the arm-axis. Families: Amphiuridae, Ophiacanthidae, Ophiocomidae, Ophiothrichidae.
Order 3. Cladophiurae (= Euryalae). Rays simple or branched, capable of coiling, since the vertebrae articulate by surfaces of hour-glass shape; ventral arm-plates, and often the others, much reduced; spines reduced or absent. Families: Euryalidae, Gorgonocephalidae, Astrochelidae, Astroschemidae, Astronycidae.
Order 3. Cladophiurae (= Euryalae). Rays are either simple or branched, able to coil because the vertebrae connect at hourglass-shaped surfaces; the ventral arm plates, as well as often the others, are significantly reduced; spines are reduced or missing. Families: Euryalidae, Gorgonocephalidae, Astrochelidae, Astroschemidae, Astronycidae.
The Silurian genera Eucladia and Euthemon have the rays greatly reduced and merged in the disk, so that the ambulacrals are unseen. There are a few large dorsal, lateral and ventral arm-plates, and at the angles of the latter emerge huge podia with a granular or plated skin. There are five prominent mouth-shields and a separate madreporite on the ventral surface. These genera attained the Colophiuran grade in respect of external plating, but it is unlikely 881 that they or their ancestors had acquired even the Streptophiuran type of vertebra. Sollas has separated them as an order Ophiocistia.
The Silurian genera Eucladia and Euthemon have significantly reduced and fused rays within the disk, making the ambulacrals invisible. There are a few large dorsal, lateral, and ventral arm plates, and at the angles of the ventral plates, large podia with a granular or plated texture emerge. There are five noticeable mouth shields and a separate madreporite on the underside. These genera reached the Colophiuran level in terms of external plating, but it's unlikely that they or their ancestors developed even the Streptophiuran type of vertebra. Sollas has classified them as an order Ophiocistia.
Class III. Echinoidea.—Eleutherozoa with a test of roughly circular, subpentagonal or elliptical outline, spheroidal, domed or flattened, of primary pentameric symmetry affecting all systems of organs except the gut. The radial water-vessels lie within the test through which their podia pass (fig. 12, D); the ambulacra thus formed are continuous from the peristome to the apical system of plates; the hydropore is connected with a definite plate of that system, and thus marks a secondary bilateral symmetry. An anus is present either within the apical system (endocyclic, fig. 3, A and B), or outside it in an interradius (exocyclic, fig. 19, 7), thus initiating yet another bilateral symmetry. Skeletal appendages are spines (radioles), pedicellariae, and, in some forms, minute sense-organs called sphaeridia.
Class III. Sea urchins.—Eleutherozoa with a test that is roughly circular, slightly five-sided, or oval in shape, either round, domed, or flat, exhibiting primary five-part symmetry affecting all organ systems except the digestive tract. The radial water vessels are located within the test, allowing their tube feet to extend (fig. 12, D); the ambulacra formed by this are continuous from the mouth area to the top plate system; the hydropore is linked to a specific plate in that system, creating a secondary bilateral symmetry. An anus is either located within the top system (endocyclic, fig. 3, A and B) or outside it in an interradius (exocyclic, fig. 19, 7), leading to yet another form of bilateral symmetry. Skeletal appendages include spines (radioles), pedicellariae, and, in some species, tiny sensory organs called sphaeridia.
The echinoids or sea-archins (see Sea-Urchin) may be grouped under the following orders, here named in the sequence of their appearance in the rocks.
The echinoids or sea urchins (see Sea-Urchin) can be categorized into the following orders, listed in the order they appear in the rock layers.
Order 1. Bothriocidaroida.—Ambulacrals simple, each with two pores vertically superposed, 2 columns to each ambulacrum; interambulacrals multi-tuberculate, in 1 column, none passing on to or resorbed by the peristome; mouth central, jaws unknown, no external gills or sphaeridia; anus aboral, endocyclic. Sole genus Bothriocidaris (fig. 5), Ordovician.
Order 1. Bothriocidaroida.—Ambulacrals are simple, each with two pores stacked vertically, with 2 columns for each ambulacrum; interambulacrals are multi-tuberculate, in 1 column, and none extend to or are absorbed by the peristome; the mouth is central, the jaws are unknown, and there are no external gills or sphaeridia; the anus is aboral and endocyclic. Sole genus Bothriocidaris (fig. 5), Ordovician.
Order 2. Melonitoida.—Ambulacrals simple, each with two pores horizontally juxtaposed, in 2 to 18 columns; interambulacrals granulate with occasional tubercles, in 3 to 11 columns, not more than one row passing on to the peristome; mouth central, with jaws, no external gills or sphaeridia; anus aboral, endocyclic. Families: Palechinidae (fig. 19, 1), Melonitidae and Lepidesthidae, Silurian to Carboniferous.
Order 2. Melonitoida.—The ambulacrals are simple, each featuring two pores placed side by side, arranged in 2 to 18 columns; the interambulacrals are granular with occasional tubercles, in 3 to 11 columns, with no more than one row leading to the peristome; the mouth is centrally located with jaws, and there are no external gills or sphaeridia; the anus is located above, endocyclic. Families: Palechinidae (fig. 19, 1), Melonitidae, and Lepidesthidae, from the Silurian to the Carboniferous.
Order 3. Cystocidaroida.—Ambulacrals simple, each with one or two pores, which sometimes pass between rather than through the plates, in 2 columns; interambulacrals, uni- or multi-tuberculate, in numerous (say 10 or more) columns, none passing on to peristome; mouth central with jaws, no external gills or sphaeridia; position of anus doubtful, acyclic, i.e. no apical system so far as known. Include only Echinocystis, Palaeodiscus and (?) Myriastiches, all Upper Silurian.
Order 3. Cystocidaroida.—Ambulacrals are simple, each having one or two pores that sometimes go between rather than through the plates, arranged in 2 columns; interambulacrals can be uni- or multi-tuberculate and are found in numerous (about 10 or more) columns, none extending onto the peristome; the mouth is central with jaws, and there are no external gills or sphaeridia; the location of the anus is uncertain, acyclic, i.e. there is no known apical system. This group includes only Echinocystis, Palaeodiscus, and (?) Myriastiches, all from the Upper Silurian.
Order 4. Cidaroida.—Ambulacrals simple, each with two pores horizontally juxtaposed, in 2 columns; interambulacrals unituberculate, in 2 to 11 columns, some rows may pass on to the peristome; mouth central, with jaws, no external gills or sphaeridia; anus aboral, endocyclic. Families: Lepidocentridae and Archaeocidaridae (fig. 19, 2), Devonian and Carboniferous; Cidaridae (fig. 19, 3, 4). Permian to present; Diplocidaridae and Tiarechinidae, Mesozoic.
Order 4. Cidaroida.—The ambulacrals are simple, each with two pores placed horizontally next to each other, arranged in 2 columns; the interambulacrals are unituberculate, arranged in 2 to 11 columns, and some rows may extend onto the peristome; the mouth is central, equipped with jaws, and there are no external gills or sphaeridia; the anus is aboral and endocyclic. Families: Lepidocentridae and Archaeocidaridae (fig. 19, 2), from the Devonian and Carboniferous periods; Cidaridae (fig. 19, 3, 4), from the Permian to present; Diplocidaridae and Tiarechinidae, from the Mesozoic.
Order 5. Diademoida.—Ambulacrals generally compound, with two pores obliquely juxtaposed, in 2 columns as in all subsequent orders; interambulacrals usually with large radioles surrounded by smaller ones, as in Cidaroida, in 2 columns as in all subsequent orders, only one plate resorbed; mouth central, with jaws and external gills, sphaeridia present; anus aboral endocyclic. J.W. Gregory divides this into four suborders, each representing a distinct evolutionary series; i. Calycina, Saleniidae (fig. 19, 5) and Acrosaleniidae; ii. Arbacina, Hemicidaridae and Arbaciidae; iii. Diademina, Orthopsidae, Diadematidae, Diplopodiidae, Pedinidae, Cyphosomatidae, and Echinothuridae; iv. Echinina, Temnopleuridae, Triplechinidae, Strongylocentrotidae and Echinometridae. The order is Triassic to Recent.
Order 5. Diademoida.—The ambulacrals are typically compound, with two pores placed diagonally next to each other, arranged in 2 columns, like in all the following orders; the interambulacrals usually have large radioles surrounded by smaller ones, similar to Cidaroida, also in 2 columns as in all subsequent orders, with only one plate absorbed; the mouth is located in the center, featuring jaws and external gills, and sphaeridia are present; the anus is at the aboral end, and it is endocyclic. J.W. Gregory divides this into four suborders, each showing a unique evolutionary path: i. Calycina, Saleniidae (fig. 19, 5) and Acrosaleniidae; ii. Arbacina, Hemicidaridae and Arbaciidae; iii. Diademina, Orthopsidae, Diadematidae, Diplopodiidae, Pedinidae, Cyphosomatidae, and Echinothuridae; iv. Echinina, Temnopleuridae, Triplechinidae, Strongylocentrotidae, and Echinometridae. This order ranges from the Triassic to the present.
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Fig. 19.—Denuded tests of some fossil Echinoids. | |
1, Palaeechinus; Carboniferous. 1, Palaeechinus; Carboniferous Period. 2, A plate and radiole of Archaeocidaris; 2, A plate and radiole of Archaeocidaris; 3, A radiole of Cidaris; Jurassic. 3, A radiole of Cidaris; Jurassic. 4, Hemicidaris; Mid. Jurassic. 4, Hemicidaris; Middle Jurassic. |
5, Salenia; Cretaceous. 5, Salenia; Cretaceous period. 6, Dysaster; Jurassic. 6, Dysaster; Jurassic. 7, Enallaster: Cretaceous. 7, Enallaster: Cretaceous period. 8, Catopygus; Cretaceous. 8, Catopygus; Cretaceous period. |
Order 6. Holectypoida.—Ambulacrals sometimes compound, with one or two pores to a plate, some dorsal podia begin to assume respiratory function; interambulacrals multi-tuberculate, none resorbed; mouth central, with jaws weak or wanting, with external gills and sphaeridia; anus exocyclic. Families: Pygasteridae, Discoidiidae, Galeritidae, Conoclypeidae; Jurassic to Recent.
Order 6. Holectypoida.—Ambulacrals are sometimes combined, with one or two pores per plate; some dorsal podia start to take on respiratory functions. Interambulacrals are multi-tuberculated, and none are resorbed. The mouth is central, with weak or absent jaws, and it has external gills and sphaeridia. The anus is exocyclic. Families: Pygasteridae, Discoidiidae, Galeritidae, Conoclypeidae; from the Jurassic to Recent.
Order 7. Spatangoida.—Ambulacrals simple, with two pores juxtaposed, dorsal podia respiratory; interambulacrals bearing numerous small spines, none resorbed; mouth central or shifted forwards, with no jaws or external gills, sphaeridia numerous; anus exocyclic. As the mouth moves forward and the anus downward, the posterior interambulacrals between them are enlarged and strengthened so as to form a sternum. The order may therefore be divided into: (i.) Asternata, Famm. Echinoneidae, Nucleolitidae and Cassidulidae (fig. 19, 8); (ii.) Sternata, Famm. Collyritidae (fig. 19, 6), Echinocorytidae, Spatangidae (fig. 19, 7), Palaeostomidae, and Pourtalesiidae; Jurassic to Recent.
Order 7. Spatangoida.—Ambulacrals are simple, with two adjacent pores. The dorsal podia are used for respiration; interambulacrals have many small spines, none of which are resorbed. The mouth is central or shifted forward, lacking jaws or external gills, and there are many sphaeridia; the anus is located outside the cycle. As the mouth shifts forward and the anus moves downward, the posterior interambulacrals between them become larger and more reinforced, forming a sternum. This order can be divided into: (i.) Asternata, families Echinoneidae, Nucleolitidae, and Cassidulidae (fig. 19, 8); (ii.) Sternata, families Collyritidae (fig. 19, 6), Echinocorytidae, Spatangidae (fig. 19, 7), Palaeostomidae, and Pourtalesiidae; from the Jurassic to the present.
Order 8. Clypeastroida.—Ambulacrals simple or compound, with two pores juxtaposed, dorsal podia respiratory; interambulacrals multi-tuberculate, none resorbed; mouth central with flattened unequal jaws, reduced external gills, and few sphaeridia; anus exocyclic. Families: Fibulariidae, Laganidae, Scutellidae, Clypeastridae; Cretaceous to Recent.
Order 8. Clypeastroida.—Ambulacrals can be simple or compound, featuring two adjacent pores; the dorsal podia are used for respiration. Interambulacrals are multi-tuberculate, and none have been resorbed; the mouth is centrally located with flattened, uneven jaws, along with reduced external gills and few sphaeridia; the anus is located outside the body. Families: Fibulariidae, Laganidae, Scutellidae, Clypeastridae; from the Cretaceous period to Recent times.
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Fig. 20. |
The probable relationship of these orders is shown in the annexed table. Here the Cystocidaroida occupy an isolated position. It is, however, quite possible that Echinocystis may some day be referred to the Cidaroida, and Palaeodiscus to the Melonitoida. This would leave the Echinoid scheme remarkably simple, with the Melonitoida and Cidaroida as divergent branches from an ancestor like Bothriocidaris; but while the former branch soon decayed, the latter continues to flourish at the present day. To take the Echinoidea now living, and to divide them into Endocyclica and Exocyclica, Branchiate and Abranchiate, Gnathostomata and Atelostomata, is easy and convenient; or again to distinguish as Palechinoidea those pre-Jurassic genera which do not conform to the fixed type of twenty vertical columns found in the later Euechinoidea, is to express an interesting fact; but all such divisions obscure the true relationships, and the corresponding terms should be recognized as descriptive rather than classificatory.
The likely relationship of these orders is shown in the attached table. Here, the Cystocidaroida stands alone. However, it's possible that Echinocystis might eventually be classified under the Cidaroida, and Palaeodiscus under the Melonitoida. This would simplify the Echinoid classification, with the Melonitoida and Cidaroida branching off from an ancestor like Bothriocidaris; although the former branch quickly faded away, the latter continues to thrive today. To take the living Echinoidea and divide them into Endocyclica and Exocyclica, Branchiate and Abranchiate, Gnathostomata and Atelostomata, is straightforward and useful; or to categorize the pre-Jurassic genera that don't fit the standard type of twenty vertical columns found in the later Euechinoidea as Palechinoidea expresses an interesting point. However, all of these divisions obscure the true relationships, and the corresponding terms should be seen as descriptive rather than strictly classificatory.
Authorities.—In addition to the works referred to at the beginning of the article, the following deal with the general subject: Bather, Gregory and Goodrich, “Echinoderma,” in Lankester’s Treatise on Zoology (London, 1900); F.J. Bell, Catalogue of the British Echinoderms in the British Museum (London, 1892); P.H. Carpenter, “Notes on Echinoderm Morphology,” Quart. Journ. Micr. Sci., 1878-1887; Y. Delage and E. Hérouard, Traité de zoologie concrète, iii., Échinodermes (Paris, 1904); A. Lang, Text-Book of Comparative Anatomy, transl., part ii. (London, 1896); Ludwig and Hamann, “Echinodermen,” in Bronn’s Klassen und Ordnungen des Tierreichs (Leipzig, 1889), in progress; M. Neumayr, Die Stämme des Tierreiches (Wien, 1889); P.B. and C.F. Sarasin, “Über die Anatomie der Echinothuriden und die Phylogenie der Echinodermen,” Ergebnisse naturw. Forsch. auf Ceylon, Bd. i Heft 3 (Wiesbaden, 1888); R. Semon, “Die Homologien innerhalb des Echinodermenstammes,” Morph. Jahrb. (1889); W.P. Sladen, “Homologies of the Primary Larval Plates in the Test of Brachiate Echinoderms,” Quart. Journ. Micr. Sci., 1884; K.A. v. Zittel, Handbuch der ... Paläozoologie, i. pp. 308-560 (München, 1879); also Grundzüge, translated and revised by C.R. Eastman as Text-Book of Palaeontology 882 (New York and London, 1899). The larger treatises here mentioned contain very full bibliographies, and a complete analytical index to the annual literature of the Echinoderma has for many years been published in the Zoological Record (London).
Authorities.—Besides the works mentioned at the beginning of the article, the following address the general topic: Bather, Gregory and Goodrich, “Echinoderma,” in Lankester’s Treatise on Zoology (London, 1900); F.J. Bell, Catalogue of the British Echinoderms in the British Museum (London, 1892); P.H. Carpenter, “Notes on Echinoderm Morphology,” Quart. Journ. Micr. Sci., 1878-1887; Y. Delage and E. Hérouard, Traité de zoologie concrète, iii., Échinodermes (Paris, 1904); A. Lang, Text-Book of Comparative Anatomy, transl., part ii. (London, 1896); Ludwig and Hamann, “Echinodermen,” in Bronn’s Klassen und Ordnungen des Tierreichs (Leipzig, 1889), ongoing; M. Neumayr, Die Stämme des Tierreiches (Wien, 1889); P.B. and C.F. Sarasin, “Über die Anatomie der Echinothuriden und die Phylogenie der Echinodermen,” Ergebnisse naturw. Forsch. auf Ceylon, Bd. i Heft 3 (Wiesbaden, 1888); R. Semon, “Die Homologien innerhalb des Echinodermenstammes,” Morph. Jahrb. (1889); W.P. Sladen, “Homologies of the Primary Larval Plates in the Test of Brachiate Echinoderms,” Quart. Journ. Micr. Sci., 1884; K.A. v. Zittel, Handbuch der ... Paläozoologie, i. pp. 308-560 (München, 1879); also Grundzüge, translated and revised by C.R. Eastman as Text-Book of Palaeontology 882 (New York and London, 1899). The major works mentioned here contain extensive bibliographies, and a complete analytical index to the annual literature of the Echinoderma has been published for many years in the Zoological Record (London).
1 Sometimes called “Echinodermata,” a Greek name meaning “sea-urchin-skins,” which was invented by J.T. Klein (1734) to denote the tests of the Echini or sea-urchins; its later use for the animals themselves, or for the whole phylum, was an error in both history and etymology.
1 Sometimes referred to as “Echinodermata,” a Greek term meaning “sea-urchin-skins,” which was coined by J.T. Klein (1734) to describe the shells of sea urchins (Echini); its subsequent application to the animals themselves or to the entire phylum was a mistake in both historical and linguistic terms.
ECHINUS (Gr. for “hedge-hog” or “sea-urchin”), in architecture, the convex moulding which supports the abacus of the Doric column. The term is sometimes given to the ovolo of the Ionic capital, especially when curved with the egg-and-tongue enrichment. The origin of this use of the word in architecture, which comes down from ancient times, is uncertain.
ECHINUS (Greek for “hedge-hog” or “sea-urchin”), in architecture, refers to the curved molding that supports the top part of a Doric column called the abacus. The term is also sometimes used for the ovolo of the Ionic capital, particularly when it features the egg-and-tongue decoration. The reason this term has been used in architecture since ancient times is not clear.
ECHIUROIDEA (Gr. ἔχις, adder, and οὐρά, tail), the zoological name for a small group of marine animals which show in their larval life-history a certain degree of segmentation, and are therefore grouped by some authorities as Annelids. Formerly, together with the Sipunculoidea and Priapuloidea, they made up the class Gephyrea, but on the ground that they retain in the adult a large preoral lobe (the proboscis), that they have anal vesicles, that their anus is terminal, that setae are found, and finally that they are segmented in the larval stage, they have been removed from the class, which by the proposed further separation of the Priapuloidea on account of their unique renal and reproductive organs, has practically ceased to exist.
ECHIUROIDEA (Gr. ἔχις, adder, and Tail, tail), is the scientific name for a small group of marine animals that demonstrate a certain level of segmentation during their larval development, leading some experts to classify them as Annelids. In the past, they were part of the class Gephyrea along with the Sipunculoidea and Priapuloidea, but because they maintain a large preoral lobe (the proboscis) in adulthood, possess anal vesicles, have a terminal anus, exhibit setae, and are segmented during their larval stage, they’ve been reclassified. With the proposed further separation of the Priapuloidea due to their unique kidney and reproductive structures, Gephyrea has effectively ceased to exist.
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Fig. 1.—A, Bonellia viridis, Rol., ♀; B, B. fuliginosa. Both natural size. a, grooved proboscis; b, mouth; c, ventral hooks; d, anus. |
Echiuroids are animals of moderate size, varying roughly from one to six or seven centimetres in length, exclusive of the proboscis. This organ is capable of very considerable extension, and may attain a length in Bonellia viridis of about a metre and a half (fig. 1). It is grooved ventrally and ciliated. At its attachment to the body the groove sinks into the mouth. In Bonellia the proboscis is forked at its free end, but in the other genera it is short and unforked. The body is somewhat sausage-shaped, with the anus at the posterior extremity, surrounded in Echiurus by a single or double ring of setae. The skin is usually wrinkled, and in B. viridis, Thalassema lankesteri, Th. baronii, Hamingia arctica, and in the larva of many species, is of a lively green colour. A pair of curved bristles, formed in true setal sacs as in Chaetopoda, project from the body a short distance behind the mouth, and are moved by special muscles; they are of use in helping the animal to move slowly about, and they take a large share in the burrowing movements (C.B. Wilson, Biol. Bull., 1900), for some species tunnel in the mud and sand and form more or less permanent burrows, the walls of which are strengthened by mucus secreted from the skin. The openings of the burrows become silted up, leaving, however, a small aperture through which the proboscis is extruded. This organ carefully searches the neighbourhood for particles of food. When these are found the grooved proboscis folds its walls inwards, and the cilia pass the particles down the tube thus formed to the mouth. Echiuroids also move by extending the proboscis, which takes hold of some fixed object, and, then contracting, draws the body forwards. Recently it has been shown that Echiurus swims freely at night-time, using for locomotion both the proboscis and the contraction of the muscles of its body-wall. The motion is described as “gyratory,” and the anterior end is always carried foremost. Those species which do not burrow usually conceal themselves in crevices of the rocks or under stones, or at times in empty Mollusc or Echinid shells. They are occasionally used by fishermen for bait.
Echiuroids are moderately sized animals, ranging from about one to six or seven centimeters in length, not including the proboscis. This organ can stretch significantly and can reach about one and a half meters long in Bonellia viridis (fig. 1). It has a groove on the underside and is covered in tiny hairs. Where it connects to the body, the groove opens into the mouth. In Bonellia, the proboscis is forked at the free end, while in other genera, it is short and unforked. The body is somewhat sausage-shaped, with the anus located at the back, surrounded in Echiurus by one or two rings of bristles. The skin is usually wrinkled, and in B. viridis, Thalassema lankesteri, Th. baronii, Hamingia arctica, and the larvae of many species, it has a bright green color. A pair of curved bristles emerges from the body a short distance behind the mouth and are moved by special muscles; these help the animal move slowly and play a significant role in its burrowing activities (C.B. Wilson, Biol. Bull., 1900), as some species dig into mud and sand to create more or less permanent burrows, which are reinforced by mucus secreted from the skin. The entrances to these burrows can get clogged, but they usually leave a small opening through which the proboscis can extend. This organ carefully searches the area for food particles. When food is located, the grooved proboscis folds its walls inward, and the cilia help move the particles down the tube to the mouth. Echiuroids also move by extending the proboscis to grasp a fixed object, and then contracting to pull the body forward. Recently, it has been discovered that Echiurus swims freely at night, using both the proboscis and the contraction of its body-wall muscles for movement. This motion is described as “gyratory,” with the front end always moving first. Species that do not burrow typically hide in rock crevices or under stones, or sometimes in empty mollusk or echinoderm shells. They are sometimes used by fishermen as bait.
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Fig. 2.—Female Bonellia viridis, Rol. Opened along the left side. | |
a, Proboscis cut short. a, Shortened proboscis. b, Bristle passing through the mouth into the pharynx. b, Bristle moving from the mouth into the throat. c, Coiled intestine. c, Twisted intestine. d, Anal tufts or vesicles. Anal tufts or vesicles. e, Ventral nerve cord. Ventral nerve cord. |
f, Ovary borne on ventral vessel running parallel with e. f, Ovary attached to the underside of the vessel that runs parallel to e. g, Position of anus. Anus position. h, Position of external opening of nephridium. h, Location of the external opening of the nephridium. i, Nephridium—the line points towards, but does not reach, the internal opening. i, Nephridium—the line indicates the direction towards, but does not connect with, the internal opening. |
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Fig. 3.—Adult male, Bonellia viridis, Rol. The original was 1.5 mm. long. The nervous system is not shown. (After Selenka.) |
a, Generative pore with spermatozoa coming out. a, Generative pore with sperm cells emerging. b, Anterior blind end of intestine attached to the parenchymatous tissue by muscular strands. b, The front closed end of the intestine connected to the tissue by muscle strands. c, Green wandering cells containing chlorophyll. c, Green wandering cells that have chlorophyll. d, Parenchymatous connective tissue. Parenchymal connective tissue. e, Epidermis. e, Skin. i, Intestine. small intestine. j, Vas deferens. Vas deferens. l, Internal opening of vas deferens. l, Internal opening of the vas deferens. m, The left anal vesicle. The left anal vesicle. n, Spermatozoa in the body-cavity. Sperm in the body cavity. |
Anatomy (fig. 2).—A thin cuticle covers the epidermis, which contains mucus-secreting glands. Beneath the epidermis is a layer of circular muscles, then a layer of longitudinal, and finally in some cases a layer of oblique muscle-fibres. The inner face of this muscular skin is lined by a layer of epithelium. The coelomic body-cavity is spacious. It does not extend into the proboscis, which is a solid organ traversed by the nervous and vascular rings, but otherwise largely built up of muscle fibres and connective tissue. Many sense-cells lie in the epidermis. The ciliated ventral groove of the proboscis leads at its base into the simple mouth, which gives access to the thin-walled alimentary canal. This is longer than the body, and to tuck it away it is looped from side to side. The loops are supported by strands of connective tissue, which in some species are united so as to form a dorsal mesentery, whilst traces of a ventral mesentery are met with anteriorly and posteriorly (H.L. Jameson, Zool. Jahrb. Anat., 1899). The alimentary canal is divisible into fore-gut, mid-gut and hind-gut, and the first-named can be further divided into pharynx, oesophagus, gizzard and crop, mainly on histological grounds. The mid-gut is characterized by the presence of a ciliated groove, from which arises the collateral intestine or siphon, a second tube which rejoins the alimentary canal lower down. Similar collateral intestines are familiar in the Echinids and certain Polychaets (Capitellidae). The rectum receives the openings of a pair of very characteristic organs, the anal vesicles. Each consists of a branching tube, the tips of whose twigs terminate in minute ciliated funnels. 883 The anal vesicles are thought to be excretory; whether this be so or not, they undoubtedly have some influence on the amount of fluid found in the coelom. The coelomic fluid contains as a rule both amoeboid and rounded corpuscles, and, when ripe, the products of the gonads. A closed system of vessels, usually called the vascular system, is present. There are, however, no capillaries connected with this, and it is confined to certain portions of the body. It can possess few of the functions usually associated with a vascular system, and its main use is probably to assist in the expansion of the proboscis. The system consists of the following parts:—A dorsal vessel applied to the alimentary canal is continued anteriorly into a median vessel, which traverses the proboscis to its tip. Here the vessel splits, and each half returns along the lateral edge of the proboscis; they reunite around the oesophagus and form a single ventral vessel, which lies above the ventral nerve-cord. The ventral vessel, which ends solidly behind, sends off a branch which forms a ring around the intestine and opens into the posterior extremity of the dorsal vessel. In Echiurus and Thalassema the same vessel forms a ring round a stout muscle, which connects the bases of the two ventral setae before passing to surround the intestine. Amoeboid corpuscles float in the fluid contents. The nephridia vary in number from a single one in Bonellia to three pairs in many species of Thalassema. Their external openings are ventral, and on the same level as the ciliated funnel-shaped nephrostomes. The posterior wall of the organ is produced into a long blind sac, which is lined by secretory cells. The nervous system is a single ventral cord, which starts from a circumoesophageal ring. This ring is involved in the growth of the proboscis, and is drawn out with it. Thus there is a lateral nerve near each edge of the proboscis which unites with its fellow dorsally above the oesophagus at the tip of the proboscis, and ventrally beneath the oesophagus, where they fuse to form the ventral nerve-cord. There are no specialized ganglia, but ganglion-cells are scattered uniformly along the nerve-cords. The ventral cord gives off rings, which run into the skin at regular intervals. The reproductive cells are modified coelomic cells, which lie on the ventral vessel. They escape into the coelomic fluid and there develop. When mature they leave the body through the nephridia. Bonellia and Hamingia are very interesting examples of sexual dimorphism. The female has the normal Echiuroid structure, but the male is reduced to a minute, flattened, planarian-like organism, which passes its life usually in the company of two or three others in a special recess of the nephridia of the female. Its structure may be gathered by a reference to fig. 3.
Anatomy (fig. 2).—A thin outer layer covers the skin, which has mucus-secreting glands. Below the skin is a layer of circular muscles, followed by a layer of longitudinal muscles, and in some cases, a layer of oblique muscle fibers. The interior surface of this muscular skin is lined by epithelial tissue. The body cavity is spacious, not extending into the proboscis, which is a solid structure containing nervous and vascular rings, but is mainly made up of muscle fibers and connective tissue. Many sensory cells are found in the skin. The ciliated groove on the underside of the proboscis leads to a simple mouth, which opens into the thin-walled digestive tract. This tract is longer than the body and is looped side to side to fit into the space. The loops are supported by connective tissue strands, which in some species form a dorsal mesentery, while remnants of a ventral mesentery can be found at the front and back (H.L. Jameson, Zool. Jahrb. Anat., 1899). The digestive tract can be divided into foregut, midgut, and hindgut, with the foregut further divided into pharynx, esophagus, gizzard, and crop based mainly on tissue structure. The midgut features a ciliated groove, which gives rise to the collateral intestine or siphon, a second tube that reconnects to the digestive tract further down. Similar collateral intestines are found in Echinids and some Polychaets (Capitellidae). The rectum receives openings from a pair of distinctive organs, the anal vesicles. Each consists of a branching tube with tiny ciliated funnels at the ends of its branches. 883 The anal vesicles are thought to be for excretion; whether this is the case or not, they clearly affect the amount of fluid found in the coelom. The coelomic fluid typically contains both amoeboid and rounded cells, and when mature, the products of the gonads. There's a closed system of vessels known as the vascular system. However, there are no capillaries connected to this system, and it's limited to certain parts of the body. It likely has few of the usual functions associated with a vascular system, with its main purpose probably being to help expand the proboscis. The system consists of these parts: A dorsal vessel runs alongside the digestive tract and continues forward into a median vessel that travels through the proboscis to its tip. Here, the vessel branches, and each half returns along the sides of the proboscis; they come back together around the esophagus to form a single ventral vessel above the ventral nerve cord. The ventral vessel ends solidly behind and sends off a branch that forms a ring around the intestine and opens into the back end of the dorsal vessel. In Echiurus and Thalassema, the same vessel forms a ring around a thick muscle, which connects the bases of the two ventral setae before surrounding the intestine. Amoeboid cells float in the fluid contents. The nephridia range in number from one in Bonellia to three pairs in many species of Thalassema. Their external openings are ventral and level with the ciliated funnel-shaped nephrostomes. The back wall of the organ extends into a long blind sac lined with secretory cells. The nervous system consists of a single ventral cord that originates from a circumoesophageal ring. This ring is involved in the growth of the proboscis and extends alongside it. There’s a lateral nerve near each edge of the proboscis that connects with its counterpart above the esophagus at the tip of the proboscis and below the esophagus, where they merge to form the ventral nerve cord. There are no specialized ganglia, but ganglion cells are evenly distributed along the nerve cords. The ventral cord branches off at regular intervals into the skin. The reproductive cells are modified coelomic cells located on the ventral vessel. They enter the coelomic fluid and develop there. When mature, they exit the body through the nephridia. Bonellia and Hamingia are fascinating examples of sexual dimorphism. The female has the standard Echiuroid structure, while the male is reduced to a tiny, flattened, planarian-like organism that usually lives alongside two or three others in a special recess of the female's nephridia. Its structure can be seen in fig. 3.
Larva.—The larva is a typical trochosphere, which, although of a temporary character, shows a distinct segmentation of the mesoblast, of the nervous system, and of the ciliated and pigmented structures in the skin, resembling that of Chaetopods. The preoral lobe persists as the proboscis. The sexes of the larvae are not determinable in the early stages, but when a certain growth has been reached in Bonellia the males seek the proboscis of the adult females, and passing into the mouth undergo there the transformation into the planarian-like parasite which is the fully-formed male. This now creeps along the body of the female and takes up its home in her nephridia.
Larva.—The larva is a typical trochosphere, which, although temporary, shows a clear segmentation of the mesoderm, nervous system, and the ciliated and pigmented structures in the skin, similar to that of Chaetopods. The preoral lobe remains as the proboscis. The sexes of the larvae are not distinguishable in the early stages, but once a certain size is reached in Bonellia, the males seek out the proboscis of the adult females. They then enter through the mouth and transform into the planarian-like parasite that becomes the fully developed male. This now glides along the female's body and makes its home in her nephridia.
Classification and Distribution.—The Echiuroidea consists of the following genera:—(1) Bonellia (Rol.), with four species, widely distributed, but inhabiting the temperate and warmer waters of each hemisphere. (2) Echiurus (Guérin-Méneville), with four species. This genus reaches from the Arctic waters of both hemispheres into the cooler temperate regions. (3) Hamingia (Kor. and Dan.), with one species, which has been taken in the Arctic Sea and the Hardanger Fjord. (4) Saccosoma (Kor. and Dan.) was described from a single specimen dredged about half-way between Iceland and Norway. (5) Thalassema (Gaertner, Lamarck), with twenty-one species. This genus is in the main a denizen of the warmer waters of the globe. Sixteen species are found only in tropical or subtropical seas, three species are Mediterranean (Mt. Stat. Neapel, 1899), whilst three species are from the eastern Atlantic, where the temperature is modified by the Gulf Stream (Shipley; see Willey’s Zoological Results, part iii. 1899; Proc. Zool. Soc. Lond., 1898, 1899; and Cambridge Natural History, ii.). The following are found in the British area:—E. pallasii (Guérin-Méneville), Th. neptuni (Gaertner), and Th. lankesteri (Herdman, Q.J.M.S., 1898).
Classification and Distribution.—The Echiuroidea consists of the following genera:—(1) Bonellia (Rol.), which has four species found in various locations, primarily in the temperate and warmer waters of each hemisphere. (2) Echiurus (Guérin-Méneville), also with four species, ranges from the Arctic waters of both hemispheres into cooler temperate regions. (3) Hamingia (Kor. and Dan.), containing one species, has been found in the Arctic Sea and Hardanger Fjord. (4) Saccosoma (Kor. and Dan.) was described based on a single specimen collected roughly halfway between Iceland and Norway. (5) Thalassema (Gaertner, Lamarck), encompasses twenty-one species and is primarily located in warmer waters globally. Sixteen species are exclusive to tropical or subtropical seas, three species are from the Mediterranean (Mt. Stat. Neapel, 1899), and three species are found in the eastern Atlantic, where the temperature is influenced by the Gulf Stream (Shipley; see Willey’s Zoological Results, part iii. 1899; Proc. Zool. Soc. Lond., 1898, 1899; and Cambridge Natural History, ii.). The following species can be found in the British area:—E. pallasii (Guérin-Méneville), Th. neptuni (Gaertner), and Th. lankesteri (Herdman, Q.J.M.S., 1898).
Affinities.—The occurrence of trochosphere larva and the temporary segmentation of the body have led to the belief that the Echiuroids are more nearly allied to the Annelids than to any other phylum. This view is strengthened by certain anatomical and histological resemblances to the genus Sternaspis, which in one species, S. spinosa, is said to carry a bifid proboscis resembling that of the Echiuroids.
Affinities.—The presence of trochosphere larvae and the temporary segmentation of the body have led to the belief that Echiuroids are more closely related to Annelids than to any other phylum. This idea is supported by some anatomical and histological similarities to the genus Sternaspis, which in one species, S. spinosa, is said to have a bifid proboscis similar to that of the Echiuroids.
ECHMIADZIN, or Itsmiadsin, a monastery of Russian Transcaucasia, in the government of Erivan, the seat of the Catholicus or primate of the Armenian church. It is situated close to the village of Vagarshapat, in the plain of the Aras, 2840 ft. above the sea, 12 m. W. of Erivan and 40 N. of Mount Ararat. The monastery comprises a pretty extensive complex of buildings, and is surrounded by brick walls 30 ft. high, which with their loopholes and towers present the appearance of a fortress. Its architectural character has been considerably impaired by additions and alterations in modern Russian style. On the western side of the quadrangle is the residence of the primate, on the south the refectory (1730-1735), on the east the lodgings for the monks, and on the north the cells. The cathedral is a small but fine cruciform building with a Byzantine cupola at the intersection. Its foundation is ascribed to St Gregory the Illuminator in 302. Of special interest is the porch, built of red porphyry, and profusely adorned with sculptured designs somewhat of a Gothic character. The interior is decorated with Persian frescoes of flowers, birds and scroll-work. It is here that the Catholicus confers episcopal consecration by the sacred hand (relic) of St Gregory; and here every seven years he prepares with great solemnity the holy oil which is to be used throughout the churches of the Armenian communion. Outside of the main entrance are the alabaster tombs of the primates Alexander I. (1714), Alexander II. (1755), Daniel (1806) and Narses (1857), and a white marble monument, erected by the English East India Company to mark the resting-place of Sir John Macdonald Kinneir, who died at Tabriz in 1830, while on an embassy to the Persian court. The library of the monastery is a rich storehouse of Armenian literature (see Brosset’s Catalogue de la bibliothèque d’Etchmiadzin, St Petersburg, 1840). Among the more remarkable manuscripts are a copy of the gospels dating from the 10th or 11th century, and three bibles of the 13th century. A type-foundry, a printing-press and a bookbinding establishment are maintained by the monks who supply religious and educational works for their co-religionists.
ECHMIADZIN, or Itsmiadsin is a monastery in Russian Transcaucasia, located in the Erivan government, where the Catholicus or primate of the Armenian church is based. It sits near the village of Vagarshapat, on the Aras plain, at an elevation of 2,840 feet above sea level, 12 miles west of Erivan and 40 miles north of Mount Ararat. The monastery features a fairly extensive complex of buildings, surrounded by 30-foot-high brick walls that, with their loopholes and towers, resemble a fortress. Its architectural style has been significantly altered by additions and changes made in modern Russian style. On the western side of the courtyard is the primate's residence, to the south is the refectory (1730-1735), to the east are the monk’s lodgings, and to the north are the cells. The cathedral is small but beautifully cruciform, topped with a Byzantine dome at the intersection. Its foundation is attributed to St. Gregory the Illuminator in 302. Notable is the porch made of red porphyry, richly decorated with sculpted designs that have a Gothic style. The interior is adorned with Persian frescoes featuring flowers, birds, and scrollwork. This is where the Catholicus confers episcopal consecration using the sacred hand (relic) of St. Gregory; and here, every seven years, he solemnly prepares the holy oil to be used in Armenian churches. Outside the main entrance are the alabaster tombs of the primates Alexander I. (1714), Alexander II. (1755), Daniel (1806), and Narses (1857), along with a white marble monument placed by the English East India Company to mark the burial site of Sir John Macdonald Kinneir, who died in Tabriz in 1830 while on a diplomatic mission to the Persian court. The monastery's library is a rich repository of Armenian literature (see Brosset’s Catalogue de la bibliothèque d’Etchmiadzin, St Petersburg, 1840). Among its notable manuscripts are a copy of the gospels from the 10th or 11th century and three bibles from the 13th century. The monks maintain a type foundry, a printing press, and a bookbinding operation to provide religious and educational materials for their fellow believers.
To the east of the monastery is a modern college and seminary. Half a mile to the east stand the churches of St Ripsime and St Gaiana, two of the early martyrs of Armenian Christianity; the latter is the burial-place of those primates who are not 884 deemed worthy of interment beside the cathedral. From a distance the three churches form a fairly striking group, and accordingly the Turkish name for Echmiadzin is Uch-Kilissi, or the Three Churches. The town of Vagarshapat dates from the 6th century B.C.; it takes its name from King Vagarsh (Vologaeses), who in the 2nd century A.D. chose it as his residence and surrounded it with walls. Here the apostle of Armenia, St Gregory the Illuminator, erected a church in 309 and with it the primacy was associated. In 344 Vagarshapat ceased to be the Armenian capital, and in the 5th century the patriarchal seat was removed to Dvin, and then to Ani. The monastery was founded by Narses II., who ruled 524-533; and a restoration was effected in 618. The present name of the monastery was adopted instead of Vagarshapat in the 10th century. At length in 1441 the primate George brought back the see to the original site.
To the east of the monastery is a modern college and seminary. Half a mile to the east are the churches of St Ripsime and St Gaiana, two of the early martyrs of Armenian Christianity; the latter is the burial place for primates who are not deemed worthy of being laid to rest beside the cathedral. From a distance, the three churches form a striking group, which is why the Turkish name for Echmiadzin is Uch-Kilissi, or the Three Churches. The town of Vagarshapat dates back to the 6th century B.C.; it gets its name from King Vagarsh (Vologaeses), who in the 2nd century A.D. made it his residence and surrounded it with walls. Here, the apostle of Armenia, St Gregory the Illuminator, built a church in 309, which became associated with the primacy. In 344, Vagarshapat stopped being the Armenian capital, and in the 5th century, the patriarchal seat moved to Dvin, and then to Ani. The monastery was founded by Narses II, who ruled from 524-533, and underwent a restoration in 618. The current name of the monastery was adopted instead of Vagarshapat in the 10th century. Finally, in 1441, the primate George returned the see to its original site.
ECHO (Gr. ἠχώ), in Greek mythology, one of the Oreades or mountain nymphs, the personification of the acoustical phenomenon known by this name. She was beloved by Pan, but rejected his advances. Thereupon the angry god drove the shepherds of the district mad; they tore Echo in pieces, and scattered her limbs broadcast, which still retained the gift of song (Longus iii. 23). According to Ovid (Metam. iii. 356-401), Echo by her incessant talking having prevented Juno from surprising Jupiter with the Nymphs, Juno changed her into an “echo”—a being who could not speak till she was spoken to, and then could only repeat the last words of the speaker. While in this condition she fell in love with Narcissus, and in grief at her unrequited affection wasted away until nothing remained but her voice and bones, which were changed into rocks. The legends of Echo are of late, probably Alexandrian, origin, and she is first personified in Euripides.
ECHO (Gr. echo), in Greek mythology, is one of the Oreades or mountain nymphs, representing the sound phenomenon known by this name. She was loved by Pan, but she turned down his advances. In his anger, the god drove the local shepherds mad; they tore Echo to pieces and scattered her limbs everywhere, which still had the ability to sing (Longus iii. 23). According to Ovid (Metam. iii. 356-401), Echo, by talking nonstop, prevented Juno from catching Jupiter with the Nymphs, so Juno transformed her into an “echo”—a being who could only speak when addressed and then could only repeat the last words of the speaker. While in this state, she fell in love with Narcissus and, heartbroken over her unreturned love, faded away until nothing was left but her voice and bones, which turned into rocks. The tales of Echo are relatively late, likely of Alexandrian origin, and she is first personified in Euripides.
In acoustics an “echo” is a return of sound from a reflecting surface (see Sound: Reflection).
In acoustics, an “echo” is the return of sound from a reflecting surface (see Sound: Reflection).
See F. Wieseler, Die Nymphe Echo (1854), and Narkissos (1856); P. Decharme in Daremberg and Saglio’s Dictionnaire des antiquités.
See F. Wieseler, The Nymph Echo (1854), and Narcissus (1856); P. Decharme in Daremberg and Saglio’s Dictionary of Antiquities.
ECHTERNACH, a town in the grand duchy of Luxemburg, on the Sûre, close to the Prussian frontier. Pop. (1905) 3484. It is the oldest town in Luxemburg, and was the centre from which the English Saint Willibrord converted the people to Christianity in the 7th century. There are the Benedictine abbey, the hospital almshouse, which is said to be the oldest hospital in Europe except the Hôtel-Dieu in Paris, and the church of St Peter and St Paul. The Benedictine abbey has been greatly shorn of its original dimensions, but the basilica remains a fair monument of Romano-Gothic art. The church of St Peter and St Paul stands on an isolated mound, and for the ascent sixty steps have been built in the side, and these are well worn by the tread of numerous pilgrims who come in each succeeding year. The interior of the church is curious more than imposing, and is specially noteworthy only for its gloom. Under the altar, and below a white marble effigy of himself, lies Saint Willibrord.
ECHTERNACH, a town in the Grand Duchy of Luxembourg, on the Sûre River, near the Prussian border. Population (1905) 3,484. It is the oldest town in Luxembourg and was the center from which the English Saint Willibrord converted the people to Christianity in the 7th century. There’s the Benedictine abbey, the hospital almshouse, which is said to be the oldest hospital in Europe except for the Hôtel-Dieu in Paris, and the church of St. Peter and St. Paul. The Benedictine abbey has been significantly reduced in size from its original form, but the basilica still stands as a fine example of Romano-Gothic art. The church of St. Peter and St. Paul is located on an isolated mound, and there are sixty steps built into the side for the ascent, which are well worn by the many pilgrims who visit each year. The interior of the church is more curious than impressive, and it is particularly notable for its gloom. Beneath the altar, under a white marble effigy of himself, lies Saint Willibrord.
Echternach is famous, however, in particular for the dancing procession held on Whit-Tuesday every year. The origin of this festival is uncertain, but it dates at least from the 13th century and was probably instituted during an outbreak of cholera. Nowadays it is an occasion of pilgrimage, among Germans and Belgians as well as Luxemburgers, for all sick persons, but especially for the epileptic and those suffering from St Vitus’ dance. The ceremony is interesting, and the Roman Catholic Church lends all its ritual to make it more imposing. The archbishop of Trier attends to represent Germany, and the bishop of Luxemburg figures for the grand duchy. There is a religious ceremony on the Prussian side of the bridge over the Sûre, and when it is over the congregation cross into the duchy to join the procession, partly religious, partly popular, through the streets of the town. The religious procession, carrying cross and banners and attended by three hundred singers, comes first, chanting St Willibrord’s hymn. Next comes a band of miscellaneous instruments playing as a rule the old German air “Adam had seven sons,” and then follow the dancers. Many of these are young and full of life and health and dance for amusement, but many others are old or feeble and dance in the hope of recovery or of escaping from some trouble, but on all alike the conditions of the dance are incumbent. There are three steps forward and two back; five steps are thus taken to make one in advance. This becomes especially trying at the flight of steps mounting to the little church where the procession ends in front of the shrine of the great saint. There are sixty steps, but it takes three hundred to reach the top for the final time. It is said that those who fall from age or weariness have to be dragged out of the way by onlookers or they would be trampled to death by the succeeding waves of dancers. The procession, although it covers a distance of less than a mile, is said to take as much as five hours in its accomplishment. In olden days the abbey was the goal of the procession, and King William I. of the Netherlands—great-grandfather of Queen Wilhelmina—changed the day from Tuesday to Sunday so that a working day should not be lost. This reform did not answer, and the ancient order was restored. Some critics see in the dancing procession of Echternach merely the survival of the spring dance of the heathen races, but at any rate it invests the little town with an interest and importance that would otherwise be lacking.
Echternach is especially known for its dancing procession that takes place every year on Whit-Tuesday. The festival's origins are unclear, but it goes back at least to the 13th century and probably started during a cholera outbreak. Today, it attracts pilgrims from Germany, Belgium, and Luxembourg, especially those who are sick, particularly individuals with epilepsy or St. Vitus' dance. The ceremony is captivating, and the Roman Catholic Church brings its rituals to make it more significant. The archbishop of Trier attends to represent Germany, while the bishop of Luxembourg represents the grand duchy. There's a religious ceremony on the Prussian side of the bridge over the Sûre, and once it's finished, the congregation crosses into the duchy to join the procession, which is both religious and lively, moving through the town's streets. The religious part of the procession, which carries a cross and banners and is joined by three hundred singers, leads the way while chanting St. Willibrord’s hymn. Following that is a band with various instruments playing the traditional German tune “Adam had seven sons,” and then come the dancers. Many dancers are young and vibrant, enjoying the dance for fun, but others are older or frail, dancing in hopes of healing or finding relief from their troubles, yet all must adhere to the same dance pattern. The dance involves taking three steps forward and two back, so it takes five steps just to move one step ahead. This becomes particularly challenging on the stairs leading to the little church where the procession concludes at the shrine of the great saint. There are sixty steps, but it takes three hundred to finally reach the top. It's said that those who fall due to age or exhaustion need to be pulled out of the way by bystanders, or they risk being trampled by the next wave of dancers. Even though the procession covers less than a mile, it can take up to five hours to complete. In the past, the abbey was the end point of the procession, and King William I of the Netherlands—great-grandfather of Queen Wilhelmina—changed the day from Tuesday to Sunday so that it wouldn’t fall on a workday. This change didn’t work, and the original schedule was reinstated. Some critics view the dancing procession of Echternach as merely a remnant of ancient spring rituals of pagan tribes, but it certainly adds a unique interest and significance to the small town.
ECHUCA, a borough of the county of Rodney, Victoria, Australia, 156 m. by rail N. of Melbourne. Pop. (1901) 4075. It is situated on the river Murray, across which it is connected by bridge with Moama, on the New South Wales side, whence a railway runs to Deniliquin. The town is the terminus of the Murray River railway and the entrepot of the overland intercolonial trade; it has large wool stores, saw-mills, coach factories, breweries and soap-works. The rich agricultural district is noted for its vineyards.
ECHUCA, is a town in the Rodney County, Victoria, Australia, located 156 km north of Melbourne by train. Population (1901) is 4,075. The town sits along the Murray River and is connected by a bridge to Moama on the New South Wales side, where a railway leads to Deniliquin. It is the endpoint of the Murray River railway and serves as a hub for cross-border trade. ECHUCA has large wool storage facilities, sawmills, coach manufacturers, breweries, and soap factories. The fertile agricultural area is well-known for its vineyards.
ÉCIJA, a town of southern Spain, in the province of Seville; on the Cadiz-Cordova railway and the left bank of the river Genil. Pop. (1900) 24,372. The river, thus far navigable, is here crossed by a fine old bridge; and the antiquity of the town betrays itself by the irregularity of its arrangement, by its walls and gateways, and by its numerous inscriptions and other relics. Its chief buildings include no fewer than twenty convents, mostly secularized. The principal square is surrounded with pillared porticoes, and has a fountain in the centre; and along the river bank there runs a fine promenade, planted with poplar trees and adorned with statues. From an early period the shoemakers of Écija have been in high repute throughout Spain; woollen cloth, flannel, linen and silks are also manufactured. The vicinity is fertile in corn and wine, and cotton is cultivated. The heat is so great that the spot has acquired the sobriquet of El Sarten, or the “Frying-pan” of Andalusia. Écija, called Estija by the Arabs, is the ancient Astigis, which was raised to the rank of a Roman colony with the title of Augusta Firma. According to Pliny and Pomponius Mela, who both wrote in the 1st century A.D., it was the rival of Cordova and Seville. If local tradition may be believed, it was visited by the apostle Paul, who converted his hostess Santa Xantippa; and, according to one version of his life, it was the see of the famous St Crispin (q.v.) in the 3rd century.
ÉCIJA, is a town in southern Spain, located in the province of Seville; on the Cadiz-Cordova railway and along the left bank of the Genil River. Population (1900) was 24,372. The river, navigable up to this point, is crossed by a beautiful old bridge; the town's ancient roots are evident in its irregular layout, walls, gateways, and many inscriptions and artifacts. Its main buildings include at least twenty convents, most of which have been secularized. The main square is lined with pillared porticos and features a fountain in the center; alongside the river, there’s a lovely promenade with poplar trees and statues. Since early times, Écija's shoemakers have been well-known throughout Spain; wool, flannel, linen, and silks are also produced here. The surrounding area is fertile, yielding corn and wine, and cotton is grown as well. The heat is so intense that it has earned the nickname El Sarten, or the “Frying-pan” of Andalusia. Écija, referred to as Estija by the Arabs, is the ancient Astigis, which was established as a Roman colony under the name Augusta Firma. According to Pliny and Pomponius Mela, both writing in the 1st century CE, it was a rival to Cordova and Seville. Local tradition holds that it was visited by the apostle Paul, who converted his hostess Santa Xantippa; according to one version of his life, it was the see of the famous St Crispin (q.v.) in the 3rd century.
ECK, JOHANN MAIER (1486-1543), German theologian, the most indefatigable and important opponent of Martin Luther, was born on the 13th of November 1486 at Eck in Swabia, from which place he derived his additional surname, which he himself, after 1505, always modified into Eckius or Eccius, i.e. “of Eck.” His father, Michael Maier, was a peasant and bailiff (Amtmann) of the village. The boy’s education was undertaken by his uncle Martin Maier, parish priest at Rothenburg on the Neckar, who sent him at the age of twelve to the university of Heidelberg, and subsequently to those of Tübingen, Cologne and Freiburg in the Breisgau. His academic career was so rapidly successful that at the age of twenty-four he was already doctor and professor of theology. During this period he was distinguished for his opposition to the scholastic philosophy; and, though he did not go to all lengths with the “modernists” (Moderni) of his day, his first work—Logices exercitamenta (1507)—was distinctly on their side. This attitude 885 brought him into conflict with the senate of the university, a conflict which Eck’s masterful temper, increased by an extreme self-confidence perhaps natural in one so young and so successful, did not serve to allay. His position in Freiburg becoming intolerable, he accepted in 1510 an invitation from the duke of Bavaria to fill the theological chair at Ingolstadt, where he was destined for thirty years to exercise a profound influence as teacher and vice-chancellor (Prokanzler).
ECK, JOHANN MAIER (1486-1543), was a German theologian and the most tireless and significant opponent of Martin Luther. He was born on November 13, 1486, in Eck, Swabia, which is where he got his additional surname that he later changed to Eckius or Eccius, meaning "of Eck." His father, Michael Maier, was a farmer and bailiff of the village. His education was overseen by his uncle Martin Maier, the parish priest in Rothenburg on the Neckar, who sent him to the University of Heidelberg at the age of twelve, and later to the universities of Tübingen, Cologne, and Freiburg in Breisgau. His academic journey was so remarkably quick that by the age of twenty-four, he was already a doctor and a professor of theology. During this time, he stood out for his opposition to scholastic philosophy; although he didn't fully align with the “modernists” of his day, his first work—Logices exercitamenta (1507)—was clearly supportive of them. This stance led to conflicts with the university senate, which Eck’s assertive personality, bolstered by the extreme self-confidence typical of someone so young and successful, did not help to ease. As his situation in Freiburg became untenable, he accepted an invitation in 1510 from the Duke of Bavaria to take the theological chair at Ingolstadt, where he would go on to have a significant influence as a teacher and vice-chancellor (Prokanzler) for the next thirty years.
A ducal commission, appointed to find a means for ending the interminable strife between the rival academic parties, entrusted Eck with the preparation of fresh commentaries on Aristotle and Petrus Hispanus. He had a marvellous capacity for work, and between 1516 and 1520, in addition to all his other duties, he published commentaries on the Summulae of Petrus Hispanus, and on the Dialectics, Physics and lesser scientific works of Aristotle, which became the text-books of the university. During these early years Eck was still reckoned among the “modernists,” and his commentaries are inspired with much of the scientific spirit of the New Learning. His aim, however, had been to find a via media between the old and new; his temper was essentially conservative, his imagination held captive by the splendid traditions of the medieval church, and he had no sympathy with the revolutionary attitude of the Reformers. Personal ambition, too, a desire to be conspicuous in the great world of affairs, may have helped to throw him into public opposition to Luther. He had won laurels in a public disputation at Augsburg in 1514, when he had defended the lawfulness of putting out capital at interest; again at Bologna in 1515, on the same subject and on the question of predestination; and these triumphs had been repeated at Vienna in 1516. By these successes he gained the patronage of the Fuggers, and found himself fairly launched as the recognized apologist of the established order in church and state. Distinguished humanists might sneer at him as “a garrulous sophist”; but from this time his ambition was not only to be the greatest scientific authority in Germany but also the champion of the papacy and of the traditional church order. The first-fruits of this new resolve were a quite gratuitous attack on his old friend, the distinguished humanist and jurist Ulrich Zasius (1461-1536), for a doctrine proclaimed ten years before, and a simultaneous assault on Erasmus’s Annotationes in Novum Testamentum.
A ducal commission, set up to find a way to end the never-ending conflict between the rival academic groups, assigned Eck the task of creating new commentaries on Aristotle and Petrus Hispanus. He had an incredible work ethic, and between 1516 and 1520, while managing all his other responsibilities, he published commentaries on the Summulae of Petrus Hispanus, as well as on Aristotle's Dialectics, Physics, and other minor scientific works, which became the textbooks at the university. During these early years, Eck was still considered one of the "modernists," and his commentaries reflected much of the scientific spirit of the New Learning. However, his goal had been to find a via media between the old and the new; he was fundamentally conservative, his imagination tied to the rich traditions of the medieval church, and he had no sympathy for the revolutionary stance of the Reformers. Personal ambition, a desire to stand out in the larger world of politics, may have also fueled his public opposition to Luther. He had earned acclaim in a public debate in Augsburg in 1514, where he defended the legality of charging interest on loans; again in Bologna in 1515, he tackled the same topic and the issue of predestination; and these victories were echoed in Vienna in 1516. Through these achievements, he secured the support of the Fuggers and positioned himself as the recognized defender of the established order in both church and state. Notable humanists might mock him as "a chatty sophist," but from that point on, his ambition was not only to be the leading scientific authority in Germany but also to be the advocate for the papacy and the traditional church structure. The first results of this new determination were an unwarranted attack on his former friend, the prominent humanist and jurist Ulrich Zasius (1461-1536), regarding a doctrine announced ten years earlier, along with a simultaneous critique of Erasmus’s Annotationes in Novum Testamentum.
It is, however, by his controversy with Luther and the other reformers that Eck is best remembered. Luther, who had some personal acquaintance with Eck, sent him in 1517 copies of his celebrated 95 theses. Eck made no public reply; but in 1518 he circulated, privately at first, his Obelisci, in which Luther was branded as a Hussite. Luther entrusted his defence to Carlstadt, who, besides answering the insinuations of Eck in 400 distinct theses, declared his readiness to meet him in a public disputation. The challenge was accepted, and the disputation took place at Leipzig in June and July 1519. On June 27 and 28 and on July 1 and 3 Eck disputed with Carlstadt on the subjects of grace, free will and good works, ably defending the Roman Semipelagian standpoint. From July 4 to 14 he engaged with Luther on the absolute supremacy of the papacy, purgatory, penance, &c., showing a brilliant display of patristic and conciliar learning against the reformer’s appeals to Scripture. The arbitrators declined to give a verdict, but the general impression was that victory rested with Eck. He did, indeed, succeed in making Luther admit that there was some truth in the Hussite opinions and declare himself against the pope, but this success only embittered his animosity against his opponents, and from that time his whole efforts were devoted to Luther’s overthrow. He induced the universities of Cologne and Louvain to condemn the reformer’s writings, but failed to enlist the German princes, and in January 1520 went to Rome to obtain strict regulations against those whom he called “Lutherans.” He was created a protonotary apostolic, and in July returned to Germany, as papal nuncio, with the celebrated bull Exsurge Domine directed against Luther’s writings. He now believed himself in a position to crush not only the Lutheran heretics, but also his humanist critics. The effect of the publication of the bull, however, soon undeceived him. Bishops, universities and humanists were at one in denunciation of the outrage; and as for the attitude of the people, Eck was glad to escape from Saxony with a whole skin. In his wrath he appealed to force, and his Epistola ad Carolum V. (February 18, 1521) called on the emperor to take measures against Luther, a demand soon to be responded to in the edict of Worms. In 1521 and 1522 Eck was again in Rome, reporting on the results of his nunciature. On his return from his second visit he was the prime mover in the promulgation of the Bavarian religious edict of 1522, which practically established the senate of the university of Ingolstadt as a tribunal of the Inquisition, and led to years of persecution. In return for this action of the duke, who had at first been opposed to the policy of repression, Eck obtained for him, during a third visit to Rome in 1523, valuable ecclesiastical concessions. Meanwhile he continued unabated in his zeal against the reformers, publishing eight considerable works between 1522 and 1526.
It is, however, his conflict with Luther and the other reformers that Eck is most remembered for. Luther, who knew Eck personally, sent him copies of his famous 95 theses in 1517. Eck did not respond publicly, but in 1518 he began circulating his Obelisci privately at first, where he labeled Luther as a Hussite. Luther tasked Carlstadt with his defense, who not only addressed Eck's insinuations in 400 distinct theses but also expressed his willingness to engage Eck in a public debate. The challenge was accepted, and the debate occurred in Leipzig in June and July of 1519. On June 27 and 28 and July 1 and 3, Eck debated Carlstadt on topics like grace, free will, and good works, defending the Roman Semipelagian view effectively. From July 4 to 14, he debated Luther on the absolute supremacy of the papacy, purgatory, penance, etc., showcasing extensive knowledge of the Church Fathers and councils against Luther’s appeals to Scripture. The judges didn’t provide a ruling, but the general feeling was that Eck had the upper hand. He did indeed manage to make Luther acknowledge some truth in the Hussite beliefs and positioned himself against the pope, but this win only intensified Eck's resentment towards his opponents, and from then on, he focused entirely on bringing down Luther. He persuaded the universities of Cologne and Louvain to condemn Luther’s writings but couldn’t get the support of the German princes. In January 1520, he traveled to Rome to secure strict regulations against those he labeled “Lutherans.” He was appointed a protonotary apostolic and returned to Germany in July as a papal nuncio with the famous bull Exsurge Domine, aimed at Luther’s works. He felt he was now positioned to not only defeat the Lutheran heretics but also silence his humanist critics. However, the reaction to the bull quickly disillusioned him. Bishops, universities, and humanists unanimously condemned the act; as for the public reaction, Eck was fortunate to leave Saxony unharmed. In his anger, he called for force, and his Epistola ad Carolum V. (February 18, 1521) urged the emperor to take action against Luther, leading to the edict of Worms. In 1521 and 1522, Eck returned to Rome to report on the outcomes of his mission. After his second visit, he was instrumental in issuing the Bavarian religious edict of 1522, which effectively established the Ingolstadt university senate as an Inquisition tribunal, resulting in years of persecution. In exchange for this from the duke, who had initially opposed suppression, Eck secured valuable ecclesiastical concessions during a third trip to Rome in 1523. Meanwhile, he continued his relentless campaign against the reformers, publishing eight significant works between 1522 and 1526.
His controversial ardour was, indeed, somewhat damped by Luther’s refusal to answer his arguments, and with a view to earning fresh laurels he turned his attention to Switzerland and the Zwinglians. At Baden-in-Aargau in May and June 1526 a public disputation on the doctrine of transubstantiation was held, in which Eck and Thomas Murner were pitted against Johann Oecolampadius. Though Eck claimed the victory in argument, the only result was to strengthen the Swiss in their memorial view of the Lord’s Supper, and so to diverge them further from Luther. At the Augsburg diet in 1530 Eck was charged by Charles V. to draw up, in concert with twenty other theologians, the refutation of the Protestant Confession, but was obliged to rewrite it five times before it suited the emperor. He was at the colloquy of Worms in 1540 and at the diet of Regensburg (Ratisbon) in 1541. At Worms he showed some signs of a willingness to compromise, but at Regensburg his old violence reasserted itself in opposing all efforts at reconciliation and persuading the Catholic princes to reject the Interim.
His controversial enthusiasm was, in fact, somewhat dampened by Luther's refusal to respond to his arguments, and in an effort to earn new accolades, he shifted his focus to Switzerland and the Zwinglians. In May and June 1526, a public debate on the doctrine of transubstantiation took place in Baden-in-Aargau, where Eck and Thomas Murner faced off against Johann Oecolampadius. Although Eck claimed victory in the argument, the only outcome was to reinforce the Swiss in their understanding of the Lord's Supper, further distancing them from Luther. At the Augsburg diet in 1530, Charles V charged Eck to collaborate with twenty other theologians to refute the Protestant Confession, but he had to rewrite it five times before it met the emperor's approval. He attended the colloquy of Worms in 1540 and the diet of Regensburg (Ratisbon) in 1541. At Worms, he showed some signs of being open to compromise, but at Regensburg, his old hostility reemerged as he opposed all efforts at reconciliation and urged the Catholic princes to reject the Interim.
Eck died at Ingolstadt on the 10th of February 1543, fighting to the last and worn out before his time. He was undoubtedly the most conspicuous champion produced by the old religion in the age of the Reformation, but his great gifts were marred by greater faults. His vast learning was the result of a powerful memory and unwearied industry, and he lacked the creative imagination necessary to mould this material into new forms. He was a powerful debater, but his victories were those of a dialectician rather than a convincing reasoner, and in him depth of insight and conviction were ill replaced by the controversial violence characteristic of the age. Moreover, even after discounting the bias of his enemies, there is evidence to prove that his championship of the Church was not the outcome of his zeal for Christianity; for he was notoriously drunken, unchaste, avaricious and almost insanely ambitious. His chief work was De primatu Petri (1519); his Enchiridion locorum communium adversus Lutherum ran through 46 editions between 1525 and 1576. In 1530-1535 he published a collection of his writings against Luther, Opera contra Ludderum, in 4 vols.
Eck died in Ingolstadt on February 10, 1543, fighting to the end and worn out before his time. He was undoubtedly the most prominent champion of the old religion during the Reformation, but his great talents were overshadowed by even greater flaws. His extensive learning came from a powerful memory and tireless effort, yet he lacked the creative imagination needed to reshape this knowledge into new ideas. He was a strong debater, but his victories were more about technical skill than genuine persuasion, and his deep insights and convictions were often overshadowed by the aggressive arguments typical of the time. Furthermore, even when considering the biases of his opponents, there’s evidence that his support for the Church was not driven by true Christian zeal; he was notoriously drunk, immoral, greedy, and almost obsessively ambitious. His main work was De primatu Petri (1519); his Enchiridion locorum communium adversus Lutherum went through 46 editions between 1525 and 1576. From 1530 to 1535, he published a collection of his writings against Luther, Opera contra Ludderum, in 4 volumes.
See T. Wiedemann, Dr Johann Eck (Regensburg, 1865).
See T. Wiedemann, Dr. Johann Eck (Regensburg, 1865).
ECKERMANN, JOHANN PETER (1792-1854), German poet and author, best known owing to his association with Goethe, was born at Winsen in Hanover on the 21st of September 1792, of humble parentage, and was brought up in penury and privation. After serving as a volunteer in the War of Liberation (1813-1814), he obtained a secretarial appointment under the war department at Hanover. In 1817, although twenty-five years of age, he was enabled to attend the gymnasium of Hanover and afterwards the university of Göttingen, which, however, after one year’s residence as a student of law, he left in 1822. His acquaintance with Goethe began in the following year, when he sent to him the manuscript of his Beiträge zur Poesie (1823). Soon afterwards he went to Weimar, where he supported himself as a private tutor. For several years he also instructed the son of the grand duke. In 1830 he travelled in Italy with Goethe’s son. In 1838 he was given the title of grand-ducal councillor and appointed librarian to the grand-duchess. Eckermann is chiefly remembered 886 for his important contributions to the knowledge of the great poet contained in his Conversations with Goethe (1836-1848). To Eckermann Goethe entrusted the publication of his Nachgelassene Schriften (posthumous works) (1832-1833). He was also joint-editor with Friedrich Wilhelm Riemer (1774-1845) of the complete edition of Goethe’s works in 40 vols. (1839-1840). He died at Weimar on the 3rd of December 1854.
ECKERMANN, JOHANN PETER (1792-1854), a German poet and writer, is best known for his connection with Goethe. He was born in Winsen, Hanover, on September 21, 1792, to humble parents and grew up in poverty. After serving as a volunteer in the War of Liberation (1813-1814), he got a secretarial job in the war department in Hanover. In 1817, at the age of twenty-five, he was able to attend the gymnasium in Hanover and later the University of Göttingen, but he left after one year as a law student in 1822. He met Goethe the following year when he sent him the manuscript of his Beiträge zur Poesie (1823). Shortly after, he moved to Weimar, where he worked as a private tutor. For several years, he also taught the son of the grand duke. In 1830, he traveled to Italy with Goethe's son. In 1838, he received the title of grand-ducal councillor and was appointed librarian to the grand duchess. Eckermann is mainly remembered for his significant contributions to the understanding of the great poet, found in his Conversations with Goethe (1836-1848). Goethe entrusted Eckermann with the publication of his Nachgelassene Schriften (posthumous works) (1832-1833). He also co-edited the complete edition of Goethe's works in 40 volumes with Friedrich Wilhelm Riemer (1774-1845) (1839-1840). He died in Weimar on December 3, 1854.
Eckermann’s Gespräche mit Goethe (vols. i. and ii. 1836; vol. iii. 1848; 7th ed., Leipzig, 1899; best edition by L. Geiger, Leipzig, 1902) have been translated into almost all the European languages, not excepting Turkish. (English translations by Margaret Fuller, Boston, 1839, and John Oxenford, London, 1850.) Besides this work and the Beiträge zur Poesie, Eckermann published a volume of poems (Gedichte, 1838), which are of little value. See J.P. Eckermanns Nachlass, herausgegeben von F. Tewes, vol. i. (1905), and an article by R.M. Meyer in the Goethe-Jahrbuch, xvii. (1896).
Eckermann’s Conversations with Goethe (vols. i. and ii. 1836; vol. iii. 1848; 7th ed., Leipzig, 1899; best edition by L. Geiger, Leipzig, 1902) has been translated into almost all European languages, including Turkish. (English translations by Margaret Fuller, Boston, 1839, and John Oxenford, London, 1850.) In addition to this work and the Contributions to Poetry, Eckermann published a volume of poems (Poems, 1838), which are of little value. See J.P. Eckermann's Legacy, edited by F. Tewes, vol. i. (1905), and an article by R.M. Meyer in the Goethe Yearbook, xvii. (1896).
ECKERNFÖRDE, a town of Germany, in the Prussian province of Schleswig-Holstein, on a fjord of the Baltic, 20 m. by rail N.W. from Kiel. Pop. (1905) 7088. It has a good harbour, fishing, trade in agricultural products, and manufactures of tobacco, salt and iron goods. There are a technical school of building and a Protestant teachers’ seminary. Eckernförde is mentioned as far back as 1197. It was taken by Christian IV. of Denmark in 1628 from the Imperial troops. In 1813 the Danes were defeated here, while in 1849 the harbour was the scene of the blowing up of the Danish line-of-battle ship “Christian VIII.” and of the surrender of the frigate “Gefion” after an engagement with the German shore batteries. The place lost most of its trade after the union with Germany in 1864, and suffered severely from a sea-flood in 1872. In the immediate neighbourhood is the village of Borby, much frequented for sea-bathing.
Eckernförde, is a town in Germany, located in the Prussian province of Schleswig-Holstein, on a fjord of the Baltic Sea, 20 miles by rail northwest of Kiel. Population (1905) was 7,088. The town has a good harbor, a fishing industry, trade in agricultural products, and manufactures tobacco, salt, and iron goods. There is a technical school for building and a Protestant teachers’ seminary. Eckernförde has been mentioned as far back as 1197. Christian IV of Denmark captured it in 1628 from the Imperial troops. In 1813, the Danes were defeated here, and in 1849, the harbor was the location of the blowing up of the Danish battleship “Christian VIII.” and the surrender of the frigate “Gefion” after a battle with the German shore batteries. The town lost most of its trade after the unification with Germany in 1864 and suffered significantly from a sea flood in 1872. Nearby is the village of Borby, which is popular for sea-bathing.
ECKERSBERG, KRISTOFFER (1783-1853), Danish painter, was born in south Jutland. He became successively the pupil of Nikolaj Abildgaard and of J.L. David. From 1810 to 1813 he lived at Paris under the direction of the latter, and then proceeded, as an independent artist, to Rome, where he worked until 1816 in close fellowship with Thorwaldsen. His paintings from this period—“The Spartan Boy,” “Bacchus and Ariadne” and “Ulysses”—testify to the influence of the great sculptor over the art of Eckersberg. Returning to Copenhagen, he found himself easily able to take the first place among the Danish painters of his time, and his portraits especially were in extreme popularity. It is claimed for Eckersberg by the native critics that “he created a Danish colour,” that is to say, he was the first painter who threw off conventional tones and the pseudo-classical landscape, in exchange for the clear atmosphere and natural outlines of Danish scenery. But Denmark has no heroic landscape, and Eckersberg in losing the golden commonplaces scarcely succeeds in being delightful. His landscapes, however, are pure and true, while in his figure-pieces he is almost invariably conventional and old-fashioned. He was president of the Danish Academy of Fine Arts in Charlottenburg.
ECKERSBERG, KRISTOFFER (1783-1853), Danish painter, was born in southern Jutland. He was a student of Nikolaj Abildgaard and J.L. David. From 1810 to 1813, he lived in Paris under the guidance of the latter and then moved, as an independent artist, to Rome, where he worked closely with Thorwaldsen until 1816. His paintings from this time—“The Spartan Boy,” “Bacchus and Ariadne,” and “Ulysses”—reflect Thorwaldsen's influence on Eckersberg's art. Upon returning to Copenhagen, he easily established himself as the leading Danish painter of his era, with his portraits being particularly popular. Local critics claim that Eckersberg “created a Danish color,” meaning he was the first painter to abandon conventional tones and the pseudo-classical landscape in favor of the clear atmosphere and natural shapes of Danish scenery. However, Denmark lacks dramatic landscapes, and by moving away from familiar themes, Eckersberg struggles to be truly captivating. Nevertheless, his landscapes are pure and authentic, while his figure paintings tend to be conventional and somewhat outdated. He served as the president of the Danish Academy of Fine Arts in Charlottenburg.
ECKHART,1 JOHANNES [”Meister Eckhart”] (?1260-?1327), German philosopher, the first of the great speculative mystics. Extremely little is known of his life; the date and place of his birth are equally uncertain. According to some accounts, he was a native of Strassburg, with which he was afterwards closely connected; according to others, he was born in Saxony, or at Hochheim near Gotha. Trithemius, one of the best authorities, speaks of him merely as “Teutonicus.” 1260 has frequently been given as the date of his birth; it was in all probability some years earlier, for we know that he was advanced in age at the time of his death, about 1327. He appears to have entered the Dominican order, and to have acted for some time as professor at one of the colleges in Paris. His reputation for learning was very high, and in 1302 he was summoned to Rome by Boniface VIII., to assist in the controversy then being carried on with Philip of France. From Boniface he received the degree of doctor. In 1304 he became provincial of his order for Saxony, and in 1307 was vicar-general for Bohemia. In both provinces he was distinguished for his practical reforms and for his power in preaching. Towards 1325 we hear of him as preaching with great effect at Cologne, where he gathered round him a numerous band of followers. Before this time, and in all probability at Strassburg, where he appears to have been for some years, he had come in contact with the Beghards (see Beguines) and Brethren of the Free Spirit, whose fundamental notions he may, indeed, be said to have systematized and expounded in the highest form to which they could attain. In 1327 the opponents of the Beghards laid hold of certain propositions contained in Eckhart’s works, and he was summoned before the Inquisition at Cologne. The history of this accusation is by no means clear. Eckhart appears, however, to have made a conditional recantation—that is, he professed to disavow whatever in his writings could be shown to be erroneous. Further appeal, perhaps at his own request, was made to Pope John XXII., and in 1329 a bill was published condemning certain propositions extracted from Eckhart’s works. But before its publication Eckhart was dead. The exact date of his death is unknown. Of his writings, several of which are enumerated by Trithemius, there remain only the sermons and a few tractates. Till the middle of the 19th century the majority of these were attributed to Johann Tauler, and it is only from Pfeiffer’s careful edition (Deutsche Mystiker d. XIV. Jahrhunderts, vol. ii., 1857) that one has been able to gather a true idea of Eckhart’s activity. From his works it is evident that he was deeply learned in all the philosophy of the time. He was a thorough Aristotelian, but by preference appears to have been drawn towards the mystical writings of the Neoplatonists and the pseudo-Dionysius. His style is unsystematic, brief and abounding in symbolical expression. His manner of thinking is clear, calm and logical, and he has certainly given the most complete exposition of what may be called Christian pantheism.
ECKHART, __A_TAG_PLACEHOLDER_0__ JOHANNES [”Meister Eckhart”] (?1260-?1327), German philosopher, the first of the great speculative mystics. Very little is known about his life; even the date and place of his birth are uncertain. Some say he was from Strassburg, where he later became closely associated; others claim he was born in Saxony or at Hochheim near Gotha. Trithemius, one of the most reliable sources, refers to him only as “Teutonicus.” 1260 is often cited as his birth year, but it was likely a few years earlier, as he was already advanced in age when he died around 1327. He seems to have joined the Dominican order and served for a time as a professor at a college in Paris. He had a high reputation for his knowledge, and in 1302 he was called to Rome by Boniface VIII. to help with the ongoing dispute with Philip of France. From Boniface, he received the title of doctor. In 1304, he became the provincial head of his order for Saxony, and in 1307 he was vicar-general for Bohemia. In both provinces, he was noted for his practical reforms and his impactful preaching. Around 1325, he was known to be preaching effectively in Cologne, where he gathered a large group of followers. Before this, and most likely during his time in Strassburg, he encountered the Beghards (see Beguines) and the Brethren of the Free Spirit, whose core ideas he can be said to have systematized and expressed in the most developed way possible. In 1327, opponents of the Beghards seized on certain ideas from Eckhart’s writings, leading to him being called before the Inquisition in Cologne. The details of this accusation are not entirely clear. However, Eckhart seems to have issued a conditional recantation, meaning he agreed to reject anything in his writings that could be shown to be wrong. There may have been a further appeal, possibly at his own request, to Pope John XXII, and in 1329, a document was published condemning certain ideas extracted from Eckhart’s writings. But he had died before that publication. The exact date of his death is unknown. Of his writings, several of which are listed by Trithemius, only the sermons and a few short works remain. Until the mid-19th century, most of these were mistakenly attributed to Johann Tauler, and it was only from Pfeiffer’s careful edition (Deutsche Mystiker d. XIV. Jahrhunderts, vol. ii., 1857) that a clearer understanding of Eckhart’s contributions has emerged. His works show that he was well-versed in the philosophy of his time. He was a complete Aristotelian but seemed to be more drawn to the mystical writings of the Neoplatonists and the pseudo-Dionysius. His style is unsystematic, concise, and full of symbolic language. His way of thinking is clear, calm, and logical, and he certainly provided the most thorough explanation of what might be called Christian pantheism.
Eckhart has been called the first of the speculative mystics. In his theories the element of mystical speculation for the first time comes to the front as all-important. By its means the church doctrines are made intelligible to the many, and from it the church dogmas receive their true significance. It was but natural that he should diverge more and more widely from the traditional doctrine, so that at length the relation between his teaching and that of the church appeared to be one of opposition rather than of reconciliation. Eckhart is in truth the first who attempted with perfect freedom and logical consistency to give a speculative basis to religious doctrines. The two most important points in his, as in all mystical theories, are first, his doctrine of the divine nature, and second, his explanation of the relation between God and human thought. (See Mysticism.)
Eckhart has been referred to as the first of the speculative mystics. In his theories, the element of mystical speculation emerges for the first time as crucial. This helps make church doctrines understandable to many, and from it, church dogmas gain their true significance. It was only natural for him to drift further away from traditional doctrine, so eventually the connection between his teachings and those of the church seemed more like opposition than reconciliation. Eckhart is truly the first who tried with complete freedom and logical consistency to provide a speculative foundation for religious doctrines. The two key points in his, as in all mystical theories, are first, his view of divine nature, and second, his explanation of the relationship between God and human thought. (See Mysticism.)
For the German writings of Eckhart see F. Pfeiffer, Deutsche Mystiker, vol. ii. (Leipzig, 1857), and F. Jostes, Meister Eckhart und seine Jünger (Freiburg, 1895); for the Latin works, H. Denifle in Archiv f. Litt- und Kirchengeschichte d. Mittelalters, ii. (1886), pp. 417-652, and v. (1889), pp. 349-364; German translations by G. Landauer, Meister Eckarts mystische Schriften (Berlin, 1903), and Büttner (Leipzig, 1903 foll.). See also A. Lasson, Meister Eckhart der Mystiker (1868); H.L. Martensen, Meister Eckhart (1842); J. Bach, Meister Eckhart der Vater der deutschen Speculation (1864); C. Ullmann, Reformatoren vor der Reformation (1842); W. Preger, Geschichte d. deutschen Mystik, i. (1874); and “Ein neuer Traktat M. Eckharts und d. Grundzüge der Eckhartischen Theosophie” in Zeitschr. f. hist. Phil. (1864), pp. 163 foll.; A. Bullinger, Das Christenthum im Lichte der deutschen Philos. (Dillingen, 1895); H. Delacroix, Le Mysticisme spéculatif en Allemagne au XIVe siècle (Paris, 1900); E. Kramm, Meister Eckhart im Lichte der Denifleschen Funde (Bonn, 1889); R. Langenberg, Über die Verhältnisse Meister Eckharts zur niederdeutschen Mystik (Göttingen, 1896); W. Schopff, Meister Eckhart (Leipzig, 1889); A. Jundt, Hist. du panthéisme populaire au moyen âge (Paris, 1875); art. in Herzog-Hauck, Realencyklopädie (S.M. Deutsch); R.M. Jones, Mystical Religion (1909).
For the German writings of Eckhart, see F. Pfeiffer, Deutsche Mystiker, vol. ii. (Leipzig, 1857), and F. Jostes, Meister Eckhart und seine Jünger (Freiburg, 1895); for the Latin works, H. Denifle in Archiv f. Litt- und Kirchengeschichte d. Mittelalters, ii. (1886), pp. 417-652, and v. (1889), pp. 349-364; German translations by G. Landauer, Meister Eckarts mystische Schriften (Berlin, 1903), and Büttner (Leipzig, 1903 foll.). Also check A. Lasson, Meister Eckhart der Mystiker (1868); H.L. Martensen, Meister Eckhart (1842); J. Bach, Meister Eckhart der Vater der deutschen Speculation (1864); C. Ullmann, Reformatoren vor der Reformation (1842); W. Preger, Geschichte d. deutschen Mystik, i. (1874); and “Ein neuer Traktat M. Eckharts und d. Grundzüge der Eckhartischen Theosophie” in Zeitschr. f. hist. Phil. (1864), pp. 163 foll.; A. Bullinger, Das Christenthum im Lichte der deutschen Philos. (Dillingen, 1895); H. Delacroix, Le Mysticisme spéculatif en Allemagne au XIVe siècle (Paris, 1900); E. Kramm, Meister Eckhart im Lichte der Denifleschen Funde (Bonn, 1889); R. Langenberg, Über die Verhältnisse Meister Eckharts zur niederdeutschen Mystik (Göttingen, 1896); W. Schopff, Meister Eckhart (Leipzig, 1889); A. Jundt, Hist. du panthéisme populaire au moyen âge (Paris, 1875); art. in Herzog-Hauck, Realencyklopädie (S.M. Deutsch); R.M. Jones, Mystical Religion (1909).
ECKHEL, JOSEPH HILARIUS (1737-1798), Austrian numismatist, was born at Enzersfeld in lower Austria, 1737. His father was farm-steward to Count Zinzendorf, and he received his early education at the Jesuits’ College, Vienna, where at the age of fourteen he was admitted into the order. He devoted himself to antiquities and numismatics. After being engaged as professor of poetry and rhetoric, first at Steyer and afterwards at Vienna, he was appointed in 1772 keeper of the cabinet of coins at the Jesuits’ College, and in the same year he went to Italy for the purpose of personal inspection and study of antiquities and coins. At Florence he was employed to arrange the collection of 887 the grand duke of Tuscany; and the first-fruits of his study of this and other collections appeared in his Numi veteres anecdoti, published in 1775. On the dissolution of the order of Jesuits in 1773, Eckhel was appointed by the empress Maria Theresa professor of antiquities and numismatics at the university of Vienna, and this post he held for twenty-four years. He was in the following year made keeper of the imperial cabinet of coins, and in 1779 appeared his Catalogus Vindobonensis numorum veterum. Eckhel’s great work is the Doctrina numorum veterum, in 8 vols., the first of which was published in 1792, and the last in 1798. The author’s rich learning, comprehensive grasp of his subject, admirable order and precision of statement in this masterpiece drew from Heyne enthusiastic praise, and the acknowledgment that Eckhel, as the Coryphaeus of numismatists, had, out of the mass of previously loose and confused facts, constituted a true science. A volume of Addenda, prepared by Steinbüchel from Eckhel’s papers after his death, was published in 1826. Among his other works are—Choix de pierres gravées du Cabinet Impérial des Antiques (1788), a useful school-book on coins entitled Kurzgefasste Anfangsgrunde zur alten Numismatik (1787), of which a French version enlarged by Jacob appeared in 1825, &c. Eckhel died at Vienna on the 16th of May 1798.
ECKHEL, JOSEPH HILARIUS (1737-1798), Austrian numismatist, was born in Enzersfeld, Lower Austria, in 1737. His father worked as the farm steward for Count Zinzendorf, and he received his early education at the Jesuit College in Vienna, where he joined the order at the age of fourteen. He dedicated himself to studying antiquities and numismatics. After serving as a professor of poetry and rhetoric, first in Steyer and later in Vienna, he was appointed in 1772 as the keeper of the coin cabinet at the Jesuit College. That same year, he traveled to Italy to personally inspect and study antiquities and coins. In Florence, he was tasked with organizing the grand duke of Tuscany's collection, and the initial results of his studies of this and other collections were published in his Numi veteres anecdoti in 1775. Following the dissolution of the Jesuit order in 1773, Eckhel was appointed by Empress Maria Theresa as a professor of antiquities and numismatics at the University of Vienna, a position he held for twenty-four years. The following year, he became the keeper of the imperial coin cabinet, and in 1779, he published the Catalogus Vindobonensis numorum veterum. Eckhel’s major work is the Doctrina numorum veterum, in 8 volumes, with the first published in 1792 and the last in 1798. His extensive knowledge, complete understanding of the subject, and exceptional organization and clarity in this masterpiece earned him enthusiastic praise from Heyne, who acknowledged Eckhel as the leading figure in numismatics for transforming a chaotic collection of facts into a true science. A volume of Addenda, prepared by Steinbüchel from Eckhel’s papers after his death, was published in 1826. His other works include Choix de pierres gravées du Cabinet Impérial des Antiques (1788) and a helpful textbook on coins titled Kurzgefasste Anfangsgrunde zur alten Numismatik (1787), which had an expanded French version published by Jacob in 1825, etc. Eckhel passed away in Vienna on May 16, 1798.
ECKMÜHL, or Eggmühl, a village of Germany, in the kingdom of Bavaria, on the Grosse Laaber, 13 m. S.E. of Regensburg by the railway to Munich. It is famous as the scene of a battle fought here on the 22nd of April 1809, between the French, Bavarians and Wurttembergers under Napoleon, and the Austrians under the Archduke Charles, which resulted in the defeat of the latter. Napoleon, in recognition of Marshal Davout’s great share in the victory, conferred on him the title of prince of Eckmuhl. For an account of this action and those of Abensberg and Landshut see Napoleonic Campaigns.
ECKMÜHL, or Eggmühl, is a village in Germany, located in the kingdom of Bavaria, on the Grosse Laaber, 13 miles southeast of Regensburg by the railway to Munich. It’s known for being the site of a battle that took place on April 22, 1809, between the French, Bavarians, and Wurttembergers under Napoleon, and the Austrians led by Archduke Charles, which ended in a defeat for the Austrians. In recognition of Marshal Davout’s significant contribution to the victory, Napoleon granted him the title of prince of Eckmuhl. For details about this battle and those of Abensberg and Landshut, see Napoleonic Campaigns.
ECLECTICISM (from Gr. ἐκλέγω, I select), a term used specially in philosophy and theology for a composite system of thought made up of views borrowed from various other systems. Where the characteristic doctrines of a philosophy are not thus merely adopted, but are the modified products of a blending of the systems from which it takes its rise, the philosophy is not properly eclectic. Eclecticism always tends to spring up after a period of vigorous constructive speculation, especially in the later stages of a controversy between thinkers of pre-eminent ability. Their respective followers, and more especially cultured laymen, lacking the capacity for original work, seeking for a solution in some kind of compromise, and possibly failing to grasp the essentials of the controversy, take refuge in a combination of those elements in the opposing systems which seem to afford a sound practical theory. Since these combinations have often been as illogical as facile, “eclecticism” has generally acquired a somewhat contemptuous significance. At the same time, the essence of eclecticism is the refusal to follow blindly one set of formulae and conventions, coupled with a determination to recognize and select from all sources those elements which are good or true in the abstract, or in practical affairs most useful ad hoc. Theoretically, therefore, eclecticism is a perfectly sound method, and the contemptuous significance which the word has acquired is due partly to the fact that many eclectics have been intellectual trimmers, sceptics or dilettanti, and partly to mere partisanship. On the other hand, eclecticism in the sphere of abstract thought is open to this main objection that, in so far as every philosophic system is, at least in theory, an integral whole, the combination of principles from hostile theories must result in an incoherent patchwork. Thus it might be argued that there can be no logical combination of elements from Christian ethics, with its divine sanction, and purely intuitional or evolutionary ethical theories, where the sanction is essentially different in quality. It is in practical affairs that the eclectic or undogmatic spirit is most valuable, and also least dangerous.
ECLECTICISM (from Gr. choose, I select), a term specifically used in philosophy and theology for a system of thought that combines ideas taken from various other systems. When the main doctrines of a philosophy are not just adopted but are modified results of blending the systems it originates from, that philosophy is not truly eclectic. Eclecticism tends to emerge after a period of intense creative thinking, especially during the later stages of a debate between highly skilled thinkers. Their respective followers, particularly educated laypeople, often lacking the ability for original thought, look for a solution through some form of compromise, and may struggle to understand the key points of the debate, seeking refuge in a mix of elements from opposing systems that appear to create a solid practical theory. Since these combinations can often be as illogical as they are easy to create, “eclecticism” has generally taken on a somewhat negative connotation. At the same time, the essence of eclecticism is the refusal to blindly adhere to one set of formulas and conventions, combined with a commitment to recognize and select from all sources those elements that are good or true in the abstract, or most useful in practical matters ad hoc. Theoretically, therefore, eclecticism is a completely valid approach, and the negative connotation that the word has developed is partly due to the fact that many eclectics have been seen as inconsistent thinkers, skeptics, or dilettantes, and partly due to mere bias. On the other hand, eclecticism in the realm of abstract thought faces the main criticism that, since every philosophical system is, at least in theory, a unified whole, mixing principles from opposing theories must lead to a confusing patchwork. Therefore, one could argue that it’s impossible to logically combine elements from Christian ethics, which has divine approval, with purely intuitional or evolutionary ethical theories, where the approval is fundamentally different in nature. It’s in practical matters where an eclectic or open-minded spirit is most valuable and also least risky.
In the 2nd century B.C. a remarkable tendency toward eclecticism began to manifest itself. The longing to arrive at the one explanation of all things, which had inspired the older philosophers, became less earnest; the belief, indeed, that any such explanation was attainable began to fail. Thus men came to adopt from all systems the doctrines which best pleased them. In Panaetius we find one of the earliest examples of the modification of Stoicism by the eclectic spirit; about the same time the same spirit displayed itself among the Peripatetics. In Rome philosophy never became more than a secondary pursuit; naturally, therefore, the Roman thinkers were for the most part eclectic. Of this tendency Cicero is the most striking illustration—his philosophical works consisting of an aggregation, with little or no blending, of doctrines borrowed from Stoicism, Peripateticism, and the scepticism of the Middle Academy.
In the 2nd century BCE, a notable trend toward eclecticism started to emerge. The desire to find a single explanation for everything, which had motivated earlier philosophers, grew less intense; the belief that such an explanation was even possible began to fade. As a result, individuals began to pick and choose doctrines from various systems that appealed to them the most. In Panaetius, we see one of the earliest cases of Stoicism being modified by the eclectic approach; around the same time, this same spirit was evident among the Peripatetics. In Rome, philosophy was never more than a secondary interest; therefore, Roman thinkers were mostly eclectic. Cicero is the most prominent example of this tendency—his philosophical works are a collection, with little to no integration, of ideas taken from Stoicism, Peripateticism, and the skepticism of the Middle Academy.
In the last stage of Greek philosophy the eclectic spirit produced remarkable results outside the philosophies of those properly called eclectics. Thinkers chose their doctrines from many sources—from the venerated teaching of Aristotle and Plato, from that of the Pythagoreans and of the Stoics, from the old Greek mythology, and from the Jewish and other Oriental systems. Yet it must be observed that Neoplatonism, Gnosticism, and the other systems which are grouped under the name Alexandrian, were not truly eclectic, consisting, as they did, not of a mere syncretism of Greek and Oriental thought, but of a mutual modification of the two. It is true that several of the Neoplatonists professed to accept all the teaching both of Plato and of Aristotle, whereas, in fact, they arbitrarily interpreted Aristotle so as to make him agree with Plato, and Plato so as to make his teachings consistent with the Oriental doctrines which they had adopted, in the same manner as the schoolmen attempted to reconcile Aristotle with the doctrines of the church. Among the early Christians, Clement of Alexandria, Origen and Synesius were eclectics in philosophy.
In the final phase of Greek philosophy, the eclectic approach led to impressive outcomes beyond the philosophies of those typically called eclectics. Thinkers drew their ideas from various sources—from the respected teachings of Aristotle and Plato, from the Pythagoreans and the Stoics, from ancient Greek mythology, and from Jewish and other Eastern systems. However, it should be noted that Neoplatonism, Gnosticism, and other systems categorized as Alexandrian were not truly eclectic; they were not just a simple blending of Greek and Eastern thought, but involved a mutual influencing of the two. Several Neoplatonists claimed to embrace all the teachings of both Plato and Aristotle, but in reality, they interpreted Aristotle in a way that aligned him with Plato, and Plato in a way that made his teachings compatible with the Eastern doctrines they had adopted, similar to how medieval scholars tried to reconcile Aristotle with church teachings. Among the early Christians, Clement of Alexandria, Origen, and Synesius were philosophical eclectics.
The eclectics of modern philosophy are too numerous to name. Of Italian philosophers the eclectics form a large proportion. Among the German we may mention Wolf and his followers, as well as Mendelssohn, J.A. Eberhard, Ernst Platner, and to some extent Schelling, whom, however, it would be incorrect to describe as merely an eclectic. In the first place, his speculations were largely original; and in the second place, it is not so much that his views of any time were borrowed from a number of philosophers, as that his thinking was influenced first by one philosopher, then by another.
The range of modern philosophy is too vast to list. Among Italian philosophers, the eclectics make up a significant portion. In Germany, we can point to Wolf and his followers, as well as Mendelssohn, J.A. Eberhard, Ernst Platner, and to some degree, Schelling, who shouldn't be labeled simply as an eclectic. Firstly, his ideas were largely original; secondly, it’s not that he took his views from various philosophers, but rather that his thoughts were shaped initially by one philosopher and then by another.
In the 19th century the term “eclectic” came to be applied specially to a number of French philosophers who differed considerably from one another. Of these the earliest were Pierre Paul Royer-Collard, who was mainly a follower of Thomas Reid, and Maine de Biran; but the name is still more appropriately given to the school of which the most distinguished members are Victor Cousin, Théodore Jouffroy, J.P. Damiron, Barthélemy St Hilaire, C.F.M. de Rémusat, Adolphe Garnier and Ravaisson-Mollien. Cousin, whose views varied considerably at different periods of his life, not only adopted freely what pleased him in the doctrines of Pierre Laromiguière, Royer-Collard and Maine de Biran, of Kant, Schelling and Hegel, and of the ancient philosophies, but expressly maintained that the eclectic is the only method now open to the philosopher, whose function thus resolves itself into critical selection and nothing more. “Each system,” he asserted, “is not false, but incomplete, and in reuniting all incomplete systems, we should have a complete philosophy, adequate to the totality of consciousness.” This assumes that every philosophical truth is already contained somewhere in the existing systems. If, however, as it would surely be rash to deny, there still remains philosophical truth undiscovered, but discoverable by human intelligence, it is evident that eclecticism is not the only philosophy. Eclecticism gained great popularity, and, partly owing to Cousin’s position as minister of public instruction, became the authorized system in the chief seats of learning in France, where it has given a most remarkable impulse to the study of the history of philosophy.
In the 19th century, the term “eclectic” became specifically associated with several French philosophers who had significant differences among them. The earliest of these were Pierre Paul Royer-Collard, mainly a follower of Thomas Reid, and Maine de Biran; however, the label is more appropriately applied to the school whose most notable members include Victor Cousin, Théodore Jouffroy, J.P. Damiron, Barthélemy St Hilaire, C.F.M. de Rémusat, Adolphe Garnier, and Ravaisson-Mollien. Cousin, whose ideas changed significantly throughout his life, not only embraced what appealed to him from the doctrines of Pierre Laromiguière, Royer-Collard, and Maine de Biran, as well as from Kant, Schelling, Hegel, and ancient philosophies, but he also asserted that eclecticism is the only method that philosophers can use, which reduces their role to critical selection alone. “Each system,” he claimed, “is not false, but incomplete, and by bringing together all incomplete systems, we could achieve a complete philosophy that reflects the totality of consciousness.” This implies that every philosophical truth is already present in the existing systems. However, if, as it would be unwise to deny, there are still undiscovered philosophical truths that human intelligence could find, it’s clear that eclecticism isn't the only philosophy. Eclecticism became very popular, and partly due to Cousin’s role as the minister of public instruction, it became the official system in major educational institutions in France, where it significantly boosted the study of the history of philosophy.
ECLIPSE (Gr. ἔκλειψις, falling out of place, failing), the complete or partial obscuration of one heavenly body by the shadow of another, or of the disk of the sun by the interposition of the moon; then called an eclipse of the sun. Eclipses are of three classes: those of the sun, as just defined; those of the moon, produced by its passage through the 888 shadow of the earth, and those of the satellites of other planets, produced by their passage through the shadow of their primary. Jupiter (q.v.) is the only planet of whose satellites the eclipses can be observed, unless under very rare circumstances.
ECLIPSE (Gr. eclipse, falling out of place, failing), refers to the complete or partial blocking of one celestial body by the shadow of another, or the obstruction of the sun's disk by the moon when it comes between the sun and the Earth; this is known as a solar eclipse. There are three types of eclipses: solar eclipses, as described above; lunar eclipses, which occur when the moon passes through the 888 earth's shadow; and eclipses of the moons of other planets, caused by their passage through the shadow of their primary planet. Jupiter (q.v.) is the only planet where its moons' eclipses can be observed, unless in very rare situations.

The geometrical conditions of an eclipse of the sun or moon are shown in fig. 1, which represents the earth E as casting its shadow towards C, and the moon M between the earth and sun as throwing its shadow towards some part of the earth and eclipsing the sun. The dark conical regions are those within which the sun is entirely hidden from sight. This portion of the shadow is called the umbra. Around the umbra is an enveloping shaded cone with its vertices directly towards the sun. To an observer within this region the sun is partly hidden from view. As the apparent path of the moon may pass to the north or south of the line joining the earth and sun, the axis of its shadow may pass to the north or south of the earth, and not meet it at all. An eclipse of the sun is called central when the shadow axis strikes any part of the earth; partial when only the penumbra falls upon the earth. It is evident that an eclipse can be seen as central only at those points of the earth’s surface over which the axis of the shadow passes.
The geometric conditions of a solar or lunar eclipse are illustrated in Fig. 1, which shows the Earth (E) casting its shadow toward point C, with the Moon (M) positioned between the Earth and the Sun, casting its shadow onto part of the Earth and causing the solar eclipse. The dark conical areas represent where the Sun is completely obscured. This part of the shadow is referred to as the umbra. Surrounding the umbra is a shaded cone with its tip pointing directly at the Sun. For someone in this region, the Sun is partially blocked. Since the Moon's path may go north or south of the line connecting the Earth and the Sun, the axis of its shadow may also shift north or south of the Earth, missing it entirely. A solar eclipse is termed central when the shadow’s axis impacts any part of the Earth; it is called partial when only the penumbra touches the Earth. Clearly, a central eclipse can only be observed at those points on the Earth's surface where the shadow's axis crosses.
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Fig. 2. |
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Fig. 3. |
A central eclipse is total when the umbra actually reaches the earth; annular when it does not. These two cases are shown in figs. 2 and 3. In the first of these the sun is entirely hidden within the region uu′. In fig. 3 within the region aa’ the apparent diameter of the sun is slightly greater than that of the moon, and at the moment of greatest eclipse a narrow ring of sunlight is seen surrounding the dark body of the moon.
A central eclipse is total when the umbra actually touches the Earth; annular when it doesn’t. These two scenarios are illustrated in figs. 2 and 3. In the first one, the sun is completely covered within the area uu’. In fig. 3, within the area aa’, the apparent diameter of the sun is slightly larger than that of the moon, and at the peak of the eclipse, a thin ring of sunlight is visible around the dark silhouette of the moon.
We shall treat the subject in the following sections:—
We will cover the topic in the following sections:—
I. Phenomena of Eclipses of the Sun and conclusions derived from their observation.
I. Phenomena of Solar Eclipses and conclusions drawn from their observation.
II. Eclipses of the Moon.
II. Lunar Eclipses.
III. The Laws and Cycles of recurrences of Eclipses of the Sun and Moon.
III. The Laws and Cycles of Recurrences of Solar and Lunar Eclipses.
IV. Chronological list of remarkable eclipses of the Sun, past and future, to the end of the 20th century.
IV. Chronological list of notable solar eclipses, both past and future, up to the end of the 20th century.
V. Description of the methods of computing eclipses.
V. Description of the methods for calculating eclipses.
I. Phenomena of Eclipses of the Sun.
I. Phenomena of Eclipses of the Sun.
While an eclipse of the sun, whether partial, annular or total, is in progress, no striking phenomena are to be noted until, in the case of total eclipses, the moment of the total phase approaches. It will, however, be noticed that as the moon advances on the solar disk the sharply defined and ragged edge of the moon’s disk contrasts strongly with the soft and uniform outline of the sun’s limb. As the total phase approaches, the phenomenon known as shadow bands may sometimes be seen. These consist of seeming vague and rapidly moving wave-like alternations of light and shade flitting over any white surface illuminated by the sun’s rays immediately before and after the total phase. They are probably due to a flickering of the light from the thin crescent, produced by the undulations of the air, in the same way that the twinkling of the stars is produced. The rapid progressive motion sometimes assigned to them may be regarded as the natural result of an optical illusion. A few seconds before the commencement of the total phase the red light of the chromosphere becomes visible, and will be seen most distinctly as continuations of the solar crescent at its two ends. Owing to the inequalities of the lunar surface, the diminution of the solar crescent does not go on with perfect uniformity, but, just before the last moment, what remains of it is generally broken up into separate portions of light, which, magnified and diffused by the irradiation of the telescope, present the phenomenon long celebrated under the name of “Baily’s beads.” These were so called because minutely and vividly described by Francis Baily as he observed them during the annular eclipse of May 15, 1836, when he compared them to a string of bright beads, irregular in size and distance from each other. The disappearance of the last bead is commonly taken as the beginning of totality. An arc of the chromosphere will then be visible for a few seconds at and on each side of the point of disappearance, the length and duration of which will depend on the apparent diameter of the moon as compared with that of the sun, being greater in length and longer seen as the excess of diameter of the moon is less. The red prominences may now generally be seen here and there around the whole disk of the moon, while the effulgence of soft light called the corona surrounds it on all sides. Before the invention of the spectroscope, observers of total eclipses could do little more than describe in detail the varying phenomena presented by the prominences and the corona. Drawings of the latter showed it to have the appearance of rays surrounding the dark disk of the moon, quite similar to the glory depicted by the old painters around the head of a saint. The discrepancies between the outlines as thus pictured, not only at different times, but by different observers at the same time and place, are such as to show that little reliance can be placed on the details represented by hand drawings.
While a solar eclipse, whether partial, annular, or total, is happening, there aren't any notable phenomena until the total phase gets closer in the case of total eclipses. You will see that as the moon moves in front of the sun, the sharp and irregular edge of the moon stands out against the soft, uniform outline of the sun's border. As the total phase nears, a phenomenon known as shadow bands may sometimes be visible. These appear as vague and quickly moving wave-like patterns of light and shadow dancing over any white surface lit by the sun's rays just before and after the total phase. They are likely caused by the flickering light from the thin crescent, due to air undulations, similar to how stars twinkle. The fast movement sometimes attributed to them can be seen as an optical illusion. A few seconds before the start of the total phase, the red light of the chromosphere can be seen and will appear most distinctly as extensions of the solar crescent at both ends. Because of the uneven lunar surface, the shrinking of the solar crescent doesn’t occur uniformly, but just before the last moment, what remains is usually broken into separate pieces of light, which, magnified and spread out by the telescope's irradiation, create the phenomenon long known as “Baily’s beads.” These were named after Francis Baily, who observed them during the annular eclipse on May 15, 1836, and described them as a string of bright beads, varying in size and distance from one another. The disappearance of the last bead is typically considered the start of totality. An arc of the chromosphere will then be visible for a few seconds at and on each side of the point of disappearance, with the length and duration depending on the apparent diameter of the moon compared to that of the sun; the length is greater and lasts longer when the moon's diameter is smaller. The red prominences may now generally be seen scattered around the entire edge of the moon, while the soft light known as the corona surrounds it completely. Before the spectroscope was invented, observers of total eclipses could only describe in detail the changing phenomena presented by the prominences and the corona. Drawings of the corona depicted it as rays surrounding the dark disk of the moon, much like the halo portrayed by old painters around the heads of saints. The differences in outlines as drawn, not only at different times but also by different observers at the same time and place, suggest that little trust can be placed in the details represented by hand drawings.
During the eclipse of July 8, 1842, the shadow of the moon passed from Perpignan, France, through Milan and Vienna, over Russia and Central Asia, to the Pacific Ocean. Very detailed physical observations were made, but none which need be specially mentioned in the present connexion.
During the eclipse on July 8, 1842, the moon's shadow moved from Perpignan, France, through Milan and Vienna, over Russia and Central Asia, all the way to the Pacific Ocean. There were very detailed physical observations taken, but none that need to be mentioned specifically in this context.
The eclipse of July 28, 1851, was total in Scandinavia and Russia. It was observed in the former region by many astronomers, among them Sir George B. Airy and W.R. Dawes. It was specially noteworthy for the first attempt to photograph such a phenomenon. A daguerreotype clearly showing the protuberances was taken by Berkowski at the Observatory of Königsberg. An attempt by G.A. Majocchi to daguerreotype the corona was a failure. Photographs of the eclipse of July 18, 1860, were taken by Padre Angelo Secchi and Warren De La Rue, which showed the prominences well, and proved that they were progressively obscured by the edge of the advancing moon. It was thus shown that they were solar appendages, and did not belong to the moon, as had sometimes been supposed. The corona was barely visible on De La Rue’s plates, but those of Secchi showed it, with its rifts and the bases of the tall coronal wings, to about 15’ from the sun’s limb. The sketches taken at this eclipse proved that the corona extended in some regions 1° from the sun’s limb. As the sensitiveness of photographic plates has increased, they have gradually been wholly relied upon for information respecting the corona, so that at the present time naked-eye descriptions are regarded as of little or no scientific value. Owing to the great contrast between the brilliancy of the coronal light at its base and its increasing faintness as it extends farther from the sun, no one photograph will bring out all the corona. An exposure of one or two seconds is ample to show the details of inner corona to the best advantage, while longer exposures give greater extent of the brighter portions. The most extended streamers are very little brighter than the sky, and must be photographed with long exposures.
The eclipse on July 28, 1851, was total in Scandinavia and Russia. Many astronomers observed it in the former region, including Sir George B. Airy and W.R. Dawes. It was especially significant because it marked the first attempt to photograph such a phenomenon. A daguerreotype that clearly showed the protuberances was taken by Berkowski at the Königsberg Observatory. An attempt by G.A. Majocchi to capture the corona was unsuccessful. Photographs of the eclipse on July 18, 1860, were taken by Padre Angelo Secchi and Warren De La Rue, which clearly showed the prominences and demonstrated that they were gradually obscured by the edge of the moving moon. This proved that they were solar features and not part of the moon, as had sometimes been thought. The corona was barely visible on De La Rue’s plates, but Secchi’s captured it along with its rifts and the bases of the tall coronal wings, extending about 15' from the sun's edge. The sketches from this eclipse indicated that the corona extended up to 1° in certain areas from the sun's edge. As the sensitivity of photographic plates has improved, they have become the primary source for information about the corona, so today, descriptions made by the naked eye are considered to have little or no scientific value. Due to the stark contrast between the brightness of the coronal light at the base and its gradual fading further from the sun, no single photograph can capture all of the corona. An exposure of one or two seconds is sufficient to show the details of the inner corona most effectively, while longer exposures can capture greater detail of the brighter areas. The longest streamers are only slightly brighter than the sky and require long exposures to be photographed correctly.
The first application of the spectroscope to the phenomenon was made during the total solar eclipse of August 18, 1868, by P.J.C. Janssen and other observers in India. By them was made the capital discovery that the red solar prominences give a spectrum of bright lines, and are therefore immense masses of incandescent gases, chiefly hydrogen and the vapours of calcium and helium. Janssen also found that this bright-line spectrum could be followed after the eclipse was over, and, in fact, could be observed at any time when the air was sufficiently transparent. By one of those remarkable coincidences which frequently occur in the history of science, this last discovery was made independently by Sir Norman Lockyer in England before the news of Janssen’s success had reached him. It was afterwards found that, by giving great dispersing power to the spectroscope, the prominences could be observed in a wide slit, in their true form. At this eclipse the spectrum of the corona was also observed, and was supposed to be continuous, while polariscopic observation by Lieutenant Campbell showed it polarized in planes passing through the sun’s centre. The conclusion from these two observations was that the light was composed, at least in great part, of reflected sunlight.
The first use of the spectroscope to study the phenomenon happened during the total solar eclipse on August 18, 1868, by P.J.C. Janssen and other observers in India. They made the significant discovery that the red solar prominences produced a spectrum of bright lines, indicating that they are huge masses of incandescent gases, primarily hydrogen, along with calcium and helium vapors. Janssen also discovered that this bright-line spectrum could be detected after the eclipse ended and could actually be seen anytime the air was clear enough. In one of those amazing coincidences that often happen in science, this last finding was independently made by Sir Norman Lockyer in England before he heard about Janssen’s success. It was later realized that by increasing the dispersing power of the spectroscope, the prominences could be viewed in a wide slit, showing their true shape. During this eclipse, the spectrum of the corona was also observed, which was initially thought to be continuous, while polariscopic observations by Lieutenant Campbell indicated it was polarized in planes passing through the sun’s center. The conclusion from these two observations was that the light was mostly made up of reflected sunlight.
At the total eclipse of August 7, 1869, it was independently found by Professors C.A. Young of Princeton and W. Harkness of Washington that the continuous spectrum of the corona was crossed by a bright line in the green, which was long supposed to be coincident with 1474 of Kirchhoff’s scale. This coincidence is, however, now found not to be real, and the line cannot be identified with that of any terrestrial substance. The name “coronium” has therefore been given to the supposed gas which forms it. It is now known that 1474 is a double line, one component of which is produced by iron, while the other is of unknown origin. The wave-length of the principal component is 5317, while that of the coronal line was found at the eclipses of 1896 and 1898 to be 5303.
At the total eclipse on August 7, 1869, Professors C.A. Young from Princeton and W. Harkness from Washington independently discovered that the continuous spectrum of the corona had a bright line in the green, which was long believed to correspond with 1474 on Kirchhoff’s scale. However, this match is now understood to be inaccurate, and the line cannot be linked to any known substance on Earth. As a result, the term "coronium" has been given to the presumed gas that produces it. It is now recognized that 1474 is a double line, with one part generated by iron, while the other has an unknown origin. The wavelength of the main component is 5317, while the coronal line was measured to be 5303 during the eclipses of 1896 and 1898.
The eclipse of December 28, 1870, passed over the south-western corner of Spain, Gibraltar, Oran and Sicily. It is memorable for the discovery by Young of the “reversing layer” of the solar atmosphere. This term is now applied to a shallow stratum resting immediately upon the photosphere, the absorption of which produces the principal dark lines of the solar spectrum, but which, being incandescent, gives a spectrum of bright lines by its own light when the light of the sun is cut off. This layer is much thinner than the chromosphere, and may be considered to form the base of the latter. Owing to its thinness, the phenomenon of the reversed bright lines is almost instantaneous in its nature, and can be observed for a period exceeding one or two seconds only near the edge of the shadow-path, where the moon advances but little beyond the solar limb. Near the central line it is little more than a flash, thus giving rise to the term “flash-spectrum.” Young also at this eclipse saw bright hydrogen lines when his spectroscope was directed to the centre of the dark disk of the moon. This can only be attributed to the reflection of the light of the prominences and chromosphere from the atmosphere between us and the moon. The coronal light as observed in the spectroscope may thus be regarded as a mixture of true coronal light with chromospheric light reflected from the air, and it is therefore probable that the H and K (calcium) lines of the coronal spectrum are not true coronal lines, but chromospheric.
The eclipse on December 28, 1870, crossed over the southwest corner of Spain, Gibraltar, Oran, and Sicily. It's notable for Young's discovery of the "reversing layer" of the solar atmosphere. This term now refers to a thin layer located just above the photosphere, which absorbs light and creates the main dark lines in the solar spectrum. However, since it is incandescent, it produces a spectrum of bright lines by its own light when the sun's light is blocked. This layer is much thinner than the chromosphere and is considered to form the base of it. Because of its thinness, the phenomenon of reversed bright lines is almost instantaneous and can only be observed for more than a second or two near the edge of the shadow path, where the moon barely moves beyond the solar rim. Near the center line, it appears as little more than a flash, leading to the term "flash-spectrum." During this eclipse, Young also observed bright hydrogen lines when he pointed his spectroscope at the center of the moon's dark disk. This can only be attributed to the reflection of light from the prominences and chromosphere through the atmosphere between us and the moon. The coronal light observed in the spectroscope can thus be seen as a mix of genuine coronal light and chromospheric light reflected from the air, making it likely that the H and K (calcium) lines in the coronal spectrum are not true coronal lines but rather chromospheric.
At the eclipse of December 12, 1871, visible in India and Australia, Janssen observed, as he supposed, some of the dark lines of the solar spectrum in the continuous spectrum of the corona, especially D, b and G. This would show that an important part of the coronal light is due to reflected sunshine. This feature of the spectrum, however, is doubtful in the most recent photographs under the best conditions. At this eclipse the remarkable observation was also made by Colonel John Herschel and Colonel J.F. Tennant that the characteristic line of the coronal spectrum is as bright in the dark rifts of the corona as elsewhere. This would show that the gas coronium does not form the streamers of the corona, but is spherical in form and distributed uniformly about the sun. Photographs were also taken on wet plates by a party in Java and by the parties of Lord Lindsay (at Baikul, India) and of Colonel Tennant (at Dodabetta). The Baikul and Dodabetta photographs were of small size (moon’s diameter = 3⁄10 in.), but of excellent definition. A searching study was made of them by A. C Ranyard and W.H. Wesley (Memoirs R.A.S. vol. xli., 1879), and for the first time a satisfactory representation of the corona was obtained. The drawings in the volume quoted show its polar rays, wings, interlacing filaments and rifts as they are now known to be, as well as the forms and details of the prominences.
At the eclipse on December 12, 1871, which was visible in India and Australia, Janssen observed what he thought were some of the dark lines of the solar spectrum in the continuous spectrum of the corona, particularly D, b, and G. This suggested that a significant part of the coronal light comes from reflected sunlight. However, this aspect of the spectrum is now questionable based on the latest photographs taken under optimal conditions. During this eclipse, Colonel John Herschel and Colonel J.F. Tennant also made a noteworthy observation that the characteristic line of the coronal spectrum is just as bright in the dark gaps of the corona as in other areas. This suggests that the gas coronium does not make up the streamers of the corona but is instead spherical and distributed evenly around the sun. Photographs were also taken on wet plates by a team in Java and by Lord Lindsay's team (at Baikul, India) and Colonel Tennant's team (at Dodabetta). The photographs from Baikul and Dodabetta were small (moon’s diameter = 3⁄10 in.) but had excellent clarity. A detailed study of them was conducted by A. C. Ranyard and W.H. Wesley (Memoirs R.A.S. vol. xli., 1879), and for the first time, a reliable representation of the corona was achieved. The illustrations in the cited volume depict its polar rays, wings, intertwining filaments, and gaps as they are now understood, along with the shapes and details of the prominences.
The eclipse of April 16, 1874, was observed in South Africa by E.J. Stone, H.M. astronomer at the Cape, who traced the coronal line about 30’ (430,000 m.) from the sun’s limb. The visual corona was seen to extend in places some 90′ from the limb.
The eclipse on April 16, 1874, was observed in South Africa by E.J. Stone, the H.M. astronomer at the Cape, who mapped the coronal line about 30’ (430,000 m.) from the edge of the sun. The visual corona was seen extending up to 90′ from the edge in some areas.
The eclipse of April 6, 1875, was observed in Siam by Sir J. Norman Lockyer and Professor Arthur Schuster. Their photographs showed the calcium and hydrogen lines in the prominence spectrum.
The eclipse on April 6, 1875, was observed in Siam by Sir J. Norman Lockyer and Professor Arthur Schuster. Their photographs revealed the calcium and hydrogen lines in the prominence spectrum.
The eclipse of July 29, 1878, was observed by many astronomers in the United States along a line extending from Wyoming to Texas. A number of the stations were at high altitudes (up to 14,000 ft.), and the sky was generally very clear. The visible corona extended on both sides of the sun along the ecliptic for immense distances—at least twelve lunar diameters, about eleven million miles. Photographs taken by the parties of Professors A. Hall and W. Harkness gave the details of the inner corona and of the polar rays, showing the filamentous character of the corona, especially at its base in the polar regions. A photograph taken by the party of Professor E.S. Holden showed the outer corona to a distance of 50′ from the moon’s limb. The bright-line spectrum of the corona was excessively faint and, as the solar activity (measured by sun-spot frequency) was near a minimum, it was concluded that the brilliancy of the coronium line varied in the sun-spot period, a conclusion which subsequent eclipse observations seem to have verified. It is not yet certain that the other coronal spectrum lines vary in the same way.
The eclipse on July 29, 1878, was watched by many astronomers in the United States along a path stretching from Wyoming to Texas. Several of the observation sites were at high altitudes (up to 14,000 ft.), and the sky was mostly very clear. The visible corona spread out on both sides of the sun along the ecliptic for vast distances—at least twelve lunar diameters, roughly eleven million miles. Photographs taken by the teams of Professors A. Hall and W. Harkness captured details of the inner corona and the polar rays, highlighting the filamentous nature of the corona, especially at its base in the polar regions. A photo taken by Professor E.S. Holden's team showed the outer corona extending to a distance of 50′ from the moon’s edge. The bright-line spectrum of the corona was extremely faint, and since solar activity (measured by sunspot frequency) was close to a minimum, it was concluded that the brightness of the coronium line fluctuated during the sunspot cycle, a conclusion that later eclipse observations appear to have confirmed. It is still uncertain whether other coronal spectrum lines vary in the same way.
The eclipse of May 17, 1882, was observed in Egypt. On the photographs of the corona the image of a bright comet was found, the first instance of the sort. (A faint comet was found on the plates of the Lick Observatory eclipse expedition to Chile in 1893.) The slitless spectroscope showed the green line (coronium) and D3 (helium) in the coronal spectrum.
The eclipse on May 17, 1882, was observed in Egypt. On the photographs of the corona, a bright comet was discovered, marking the first instance of its kind. (A faint comet was detected on the plates of the Lick Observatory eclipse expedition to Chile in 1893.) The slitless spectroscope revealed the green line (coronium) and D3 (helium) in the coronal spectrum.
The eclipse of May 6, 1883, was observed from a small coral atoll in the South Pacific Ocean by parties from America, England, France, Austria and Italy. A thorough search was made by Holden (with a 6 in. telescope) for an intra-Mercurial planet, without success, during an unusually long totality (5 m. 23 s.). J. Palisa also searched for such a planet. Janssen again reported the presence of dark lines in the coronal spectrum. “White” prominences were seen by P. Tacchini.
The eclipse on May 6, 1883, was observed from a small coral atoll in the South Pacific Ocean by groups from America, England, France, Austria, and Italy. Holden conducted a thorough search with a 6-inch telescope for a planet inside Mercury's orbit, but did not succeed, during an unusually long totality of 5 minutes and 23 seconds. J. Palisa also looked for such a planet. Janssen again reported seeing dark lines in the coronal spectrum. “White” prominences were observed by P. Tacchini.
The eclipse of August 29, 1886, was observed in the West Indies. The English photographs of the corona, taken with a slitless spectroscope, show the hydrogen lines as well as K and f. Tacchini devoted his attention to the spectra of the prominences, and showed that their upper portions contained no hydrogen lines, but only the H and K lines of calcium. He also observed a very extensive “white” prominence. It was shown on the photographs of the corona, but could not be seen in the Hα line with the spectroscope. It has been suggested by Professor G.E. Hale that the colour of a “white” prominence may be due to the fact that the H and K lines (calcium) are of their normal intensity, while the less refrangible prominence lines are, from some unknown cause, comparatively faint. It is known that the intensity of such lines does, in fact, vary, though it is not yet certain that the “white” prominences are produced in this way. The subject is one demanding further observation. High prominences are generally “white” at their summits, “red” at their bases. The Harvard College Observatory photographs show the corona out to 90′ from the moon’s limb, though no detail is visible beyond 60′. W.H. Pickering made a series of photographic photometric measures of the corona, some of which are given 890 below, together with results deduced by Holden from the eclipses of January and December 1889:—
The eclipse on August 29, 1886, was observed in the West Indies. The English photographs of the corona, taken with a slitless spectroscope, show the hydrogen lines as well as K and f. Tacchini focused on the spectra of the prominences and demonstrated that their upper parts contained no hydrogen lines, only the H and K lines of calcium. He also observed a very large “white” prominence. It appeared in the photographs of the corona but couldn’t be seen in the Hα line with the spectroscope. Professor G.E. Hale suggested that the color of a “white” prominence might be because the H and K lines (calcium) are at their normal intensity, while the less refrangible prominence lines are, for some unknown reason, relatively faint. It is known that the intensity of such lines does vary, though it’s still uncertain if “white” prominences are produced this way. This topic requires further observation. High prominences are generally “white” at their peaks and “red” at their bases. The Harvard College Observatory photographs show the corona extending out to 90′ from the moon’s edge, though no details are visible beyond 60′. W.H. Pickering conducted a series of photographic photometric measurements of the corona, some of which are shown below, along with results obtained by Holden from the eclipses of January and December 1889:— 890
August 1886. | January 1889. | December 1889. | |
Intrinsic actinic brilliancy of the brightest parts of the corona | 0.031 | 0.079 | 0.029 |
Do. of the polar rays | · · | 0.053 | 0.016 |
Do. of the sky near the sun | 0.0007 | 0.0050 | 0.0009 |
Ratio of intrinsic brilliancy of the brightest parts of the corona to that of the sky (actinic) | 44 to 1 | 16 to 1 | 32 to 1 |
Magnitude of the faintest star shown on the eclipse negatives | · · | 2.3 | · · |
The results in the first and third columns are derived from plates taken in a very humid climate, and are not very different.
The results in the first and third columns come from plates taken in a very humid climate, and they aren't very different.
The eclipse of August 19, 1887, was total in Japan and Russia, but cloudy weather prevented successful observations except in Siberia and eastern Russia.
The eclipse on August 19, 1887, was total in Japan and Russia, but cloudy weather stopped successful observations except in Siberia and eastern Russia.
The eclipse of January 1, 1889, was observed in California and Nevada by many American astronomers. The photographs of the corona, especially those by Charoppin and E.E. Barnard, show a wealth of detail. Those of Barnard, of the Lick Observatory party, were studied by Holden, and exhibited the fact that rays, like the “polar-rays,” extended all round the sun, instead of being confined to the polar regions only. The outer corona was registered out to 100′ from the moon’s limb on Charoppin’s negatives, to 130′ on those of Lowden and Ireland. On other plates the outline of the moon is visible projected on the corona before totality began. The spectrum of the corona showed few bright lines besides those of coronium and hydrogen.
The solar eclipse on January 1, 1889, was observed in California and Nevada by many American astronomers. The photos of the corona, especially those taken by Charoppin and E.E. Barnard, reveal a lot of detail. Barnard's images from the Lick Observatory team were analyzed by Holden and showed that rays, similar to the “polar rays,” spread all around the sun instead of just being limited to the polar areas. Charoppin’s negatives captured the outer corona extending out to 100′ from the moon’s edge, while those of Lowden and Ireland reached up to 130′. On some plates, the outline of the moon is visible against the corona before totality started. The spectrum of the corona displayed only a few bright lines besides those of coronium and hydrogen.
The eclipse of December 22, 1889, was observed in Cayenne, S. America, by a party from the Lick Observatory under rather unfavourable conditions. Expeditions sent to Africa were baffled by cloudy weather. Father Stephen Joseph Perry observed at Salute Islands, French Guiana, and obtained some photographs of value. The effort cost him his life, for he died of malarial fever five days after the eclipse.
The eclipse on December 22, 1889, was observed in Cayenne, South America, by a team from the Lick Observatory under rather poor conditions. Teams sent to Africa were hindered by cloudy weather. Father Stephen Joseph Perry observed from the Salute Islands in French Guiana and managed to take some valuable photographs. The effort cost him his life, as he died of malaria just five days after the eclipse.
The eclipse of April 16, 1893, was observed by British and French parties in Africa and Brazil, and by Professor J.M. Schaeberle of the Lick Observatory in Chile. The Chile photographs of the corona were taken with a lens of 40 ft. focus, and are extremely fine. They show a faint comet near the sun. No great extensions to the corona were shown on any of the negatives, or seen visually, though they were specially looked for by British parties. The neighbourhood of the sun was carefully examined by G. Bigourdan without finding any planet. The spectrum of the corona was the usual one. The following lines were photographed in slitless spectroscopes, and undoubtedly belong to the corona: W. L. 3987; 4086; 4217; 4231; 4240; 4280; 4486; 5303 (the last number is the wave-length of the green coronium line). All of these have been seen in slit spectroscopes also. It is possible that two lines observed by Young in 1869, namely, W. L. (Ångstrom) 5450 and 5570, should be added to the list of undoubted coronal lines. It is not likely that helium or hydrogen or calcium vapour forms part of the corona. The wave-lengths of some 700 lines belonging to the chromosphere and prominences were determined by the British parties.
The eclipse on April 16, 1893, was observed by British and French teams in Africa and Brazil, as well as by Professor J.M. Schaeberle from the Lick Observatory in Chile. The Chilean photographs of the corona were taken with a 40 ft. focal length lens and are exceptionally high quality. They show a faint comet close to the sun. No significant extensions of the corona were visible in any of the negatives or seen by the naked eye, even though the British teams specifically looked for them. G. Bigourdan carefully examined the area around the sun and found no planets. The spectrum of the corona was typical. The following lines were photographed using slitless spectroscopes and clearly belong to the corona: W. L. 3987; 4086; 4217; 4231; 4240; 4280; 4486; 5303 (the last number corresponds to the wave-length of the green coronium line). All of these have also been observed with slit spectroscopes. It’s possible that two lines noted by Young in 1869, W. L. (Ångstrom) 5450 and 5570, should be included in the list of confirmed coronal lines. It’s unlikely that helium, hydrogen, or calcium vapor is part of the corona. The British teams determined the wave-lengths of around 700 lines associated with the chromosphere and prominences.
The eclipse of August 9, 1896, was total in Norway, Novaya Zemlya and Japan. The day was very unfavourable as to weather, but good photographs of the corona were obtained by Russian parties in Siberia and Lapland. Shackelton, in Novaya Zemlya, with a prismatic camera obtained a photograph of the reversing-layer at the beginning of totality. This photograph completely confirms Young’s discovery, and shows the prominent Fraunhofer lines bright, the bright lines of the chromosphere spectrum being especially conspicuous.
The eclipse on August 9, 1896, was total in Norway, Novaya Zemlya, and Japan. The weather that day was quite poor, but Russian teams in Siberia and Lapland managed to get good photographs of the corona. Shackleton, in Novaya Zemlya, used a prismatic camera to capture a photo of the reversing layer at the start of totality. This photograph fully supports Young's discovery and highlights the prominent Fraunhofer lines, with the bright lines of the chromosphere spectrum being particularly noticeable.
At the solar eclipse of January 22, 1898, the shadow of the moon traversed India from the western coast to the Himalaya. The duration of totality was about 2 m. The eclipse was very fully observed, more than 100 negatives of the corona being secured. The equatorial extension of the visible corona was short and faint, and the invisible (spectroscopic) corona was also very faint. The spectrum of the reversing-layer was successfully photographed; one set of negatives shows the polarization of one of the longest streamers of the corona, and proves the presence of dust particles reflecting solar light. The bright-line spectrum of hydrogen in the chromosphere was followed to the thirtieth point of the series, and the wave-lengths were shown to agree closely with Balmer’s formula (see Spectroscopy). The wave-length of coronium was found to be 5303 (not 5317 as previously supposed), and the brightness of the corona was measured. E.W. Maunder made the curious observation of coronal matter enveloping a prominence in the form of a hood.
At the solar eclipse on January 22, 1898, the moon's shadow moved across India from the western coast to the Himalayas. The totality lasted about 2 minutes. The eclipse was extensively observed, with over 100 photographs of the corona taken. The equatorial extension of the visible corona was short and faint, and the invisible (spectroscopic) corona was also very weak. The spectrum of the reversing layer was successfully photographed; one set of photos captures the polarization of one of the longest streamers of the corona, which indicates the presence of dust particles reflecting solar light. The bright-line spectrum of hydrogen in the chromosphere was tracked to the thirtieth point in the series, and the wavelengths were found to closely match Balmer’s formula (see Spectroscopy). The wavelength of coronium was determined to be 5303 (not 5317 as previously thought), and the brightness of the corona was measured. E.W. Maunder noted the unusual observation of coronal matter surrounding a prominence in the shape of a hood.
Observations of the eclipse of May 28, 1900, were favoured in a remarkable degree by the absence of clouds. The photographs of the corona obtained by W.W. Campbell extended four diameters of the sun on the west side. The sun’s edge was photographed with an objective-prism spectrograph composed of two 60° prisms in front of a telescope of 2 in. aperture and 60 in. focus. A fine photograph, 6 in. long, of the bright- and dark-line spectra of the sun’s edge at the end of totality was thus obtained. It shows 600 bright lines sharply in focus besides the dark-line spectrum, to which the bright lines gave way as the sun reappeared. The coronal material radiating the green light was found to be markedly heaped up in the sun-spot regions. No dark lines were found in the spectrum of the inner corona. G.E. Hale and E.B. Frost also photographed the combined bright- and dark-line spectra of the solar cusps at the instants before and after totality. On one photograph showing no dark lines 70 bright lines could be measured between 4070 and 4340. On another were 70 bright lines between Hb and Hs. On a third were 266 bright lines between 4026 and 4381, and some dark lines. These lines show a marked dissimilarity from the solar spectrum.
Observations of the eclipse on May 28, 1900, were greatly helped by the lack of clouds. The photos of the corona taken by W.W. Campbell captured four diameters of the sun on the west side. The sun's edge was photographed using an objective-prism spectrograph made of two 60° prisms placed in front of a 2-inch aperture telescope with a 60-inch focus. A clear photograph, 6 inches long, of the bright and dark-line spectra of the sun’s edge at the end of totality was obtained. It shows 600 bright lines in sharp focus along with the dark-line spectrum, which the bright lines replaced as the sun came back into view. The coronal material emitting green light was found to be significantly concentrated in the sunspot regions. No dark lines were detected in the spectrum of the inner corona. G.E. Hale and E.B. Frost also photographed the combined bright and dark-line spectra of the solar cusps just before and after totality. In one photograph, which showed no dark lines, 70 bright lines were measured between 4070 and 4340. In another, there were 70 bright lines between Hb and Hs. In a third one, there were 266 bright lines between 4026 and 4381, along with some dark lines. These lines show a significant difference from the solar spectrum.
The eclipse of May 18, 1901, was observable in Mauritius with 3½ minutes of totality, and in Sumatra with 6½ minutes. Unfortunately there was cloudy weather in Sumatra, which at some stations prevented observations entirely and at others neutralized the advantages promised by the long duration of totality. Thus spectroscopic observations for the detection of motion of the corona, for which the long totality gave a special opportunity, failed owing to cloud; and the search for intra-Mercurial planets had only a negative result, though stars down to magnitude 8.8 were photographed on the plates. But though no particular step in advance was taken, successful records of the eclipse were obtained, which will enable comparison to be made with other eclipses and will contribute their share to the discussion of the whole series. These include photographs of the corona, showing that it was of the sun-spot minimum type, and available for measures of its brightness; photographs of the spectra of the chromosphere and corona which are of the same general character as those obtained at previous eclipses; photographs showing the polarization of the corona, available for quantitative measures of polarization at different points. Photographs of the spectrum of the outer corona taken by the Lick Observatory party show a strong Fraunhofer dark-line spectrum, consistent with the view that the light is reflected sunlight. At Mauritius there was no cloud, but the definition was poor. Successful photographs of the corona were obtained for comparison with those taken in Sumatra one and a half hours later, but nothing of great interest was revealed by the comparison.
The eclipse on May 18, 1901, was visible in Mauritius for 3½ minutes of totality and in Sumatra for 6½ minutes. Unfortunately, cloudy weather in Sumatra completely blocked observations at some sites and reduced the benefits of the long totality elsewhere. As a result, spectroscopic observations aimed at detecting motion in the corona, which the long totality would have made especially useful, were hindered by clouds, and the search for planets within Mercury's orbit yielded only negative results, although stars as faint as magnitude 8.8 were captured on the plates. Despite not making any significant breakthrough, successful records of the eclipse were obtained, allowing for comparisons with other eclipses and adding valuable information to the ongoing discussions about the entire series. These records include photographs of the corona, indicating that it resembled the sunspot minimum type and can be analyzed for its brightness; photographs of the spectra of the chromosphere and corona, which are similar to those taken during past eclipses; and images showing the polarization of the corona, which can be used for quantitative analysis of polarization at different points. Photographs of the outer corona's spectrum taken by the Lick Observatory team reveal a strong Fraunhofer dark-line spectrum, supporting the idea that the light comes from reflected sunlight. In Mauritius, conditions were clear, but the image quality was poor. Successful photographs of the corona were taken for comparison with those captured in Sumatra an hour and a half later, but the comparison did not reveal anything particularly noteworthy.
The eclipse of August 30, 1905, offered a duration of 3½ minutes in Spain, the track running from Labrador through Spain to North Africa, and affording excellent opportunities for observers, who flocked to the central line in great numbers. Unfortunately it was cloudy in Labrador, so that the special advantages of the long line of possible stations were lost. Exceptionally good weather conditions were enjoyed in Algeria and Tunisia, and full advantage was taken of them by H.F. Newall, C. Trépied and others at Guelma, by the party from Greenwich and G. Bigourdan at Sfax. That G. Newall’s spectroscopic photographs for rotation of the corona again gave no result is a clear indication of the faintness of the corona at 3′ from the limb; but F.W. Dyson at Sfax obtained two new lines at 5536 and 5117 in the spectrum 891 of the corona; and a very large number of photographs of the corona (including many in polarized light on several different plans), of its spectrum, and of the spectrum of the chromosphere, were obtained by the various parties, which will afford copious material for discussion. Newall also obtained a polarized spectrum of the corona. Altogether no less than eighty stations were occupied. There were English, American, Russian and German observers in Egypt; English and French in Algeria and Tunisia; English in Majorca; observers of almost all nationalities in Spain; and English and American in Labrador. In Egypt the weather was bright, though the sun was low; in Majorca and Spain there were local clouds. Consequently many observations, in addition to those in Labrador, were lost, notably the special spectroscopic observations undertaken by Evershed on the northern limit of totality, and the observations of radiation undertaken by H.L. Callendar. A search for intra-Mercurial planets was conducted on an elaborate plan, with similar batteries of telescopes, in Egypt, Spain and Labrador, by three parties from the Lick Observatory, but the examination of the plates showed nothing noteworthy. Pending discussion of the greater part of the material, some interesting preliminary results were published in 1906 by the French observers. C.E.H. Bourget and Montangerand conclude that there is a marked division of the chromosphere into two regions or shells, a lower or “reversing-layer,” extending only 1″ from the limb, and a chromospheric layer extending to 3″ or 4″; and that the coronal light contains less blue and violet, but more green and yellow, than sunlight; while Fabry, by visual methods, obtained measures of the total and intrinsic intensity of the light from the corona closely confirming recent photographic observations, finding the total brightness about equal to that of the full moon, and the intrinsic brightness at 5′ from the limb about one quarter of that of the full moon.
The eclipse on August 30, 1905, lasted for 3½ minutes in Spain, with the path stretching from Labrador through Spain to North Africa, providing great opportunities for observers who gathered in large numbers along the central line. Unfortunately, it was cloudy in Labrador, which meant the special benefits of the long line of possible observation stations were lost. However, Algeria and Tunisia had exceptionally good weather, and H.F. Newall, C. Trépied, and others in Guelma, along with the team from Greenwich and G. Bigourdan in Sfax, made the most of it. The fact that G. Newall's spectroscopic photographs for the rotation of the corona did not yield results indicates how faint the corona was at 3′ from the limb. Still, F.W. Dyson in Sfax discovered two new lines at 5536 and 5117 in the spectrum of the corona; many photographs of the corona— including several in polarized light in different plans—its spectrum, and the spectrum of the chromosphere were captured by various teams, providing plenty of material for discussion. Newall also secured a polarized spectrum of the corona. In total, eighty observation stations were set up. Observers from England, America, Russia, and Germany were in Egypt; English and French in Algeria and Tunisia; English in Majorca; and observers from almost all nationalities in Spain, along with English and American in Labrador. In Egypt, the weather was bright, though the sun was low; in Majorca and Spain, there were local clouds, which meant many observations, including those in Labrador, were missed, particularly the special spectroscopic studies by Evershed at the northern limit of totality and the radiation observations by H.L. Callendar. A search for intra-Mercurial planets was conducted using elaborate setups of telescopes in Egypt, Spain, and Labrador by three teams from the Lick Observatory, but the review of the plates yielded no notable findings. While waiting for a thorough discussion of most of the material, some interesting preliminary results were published in 1906 by the French observers. C.E.H. Bourget and Montangerand concluded that the chromosphere is distinctly divided into two regions or shells: a lower “reversing-layer” that extends only 1″ from the limb, and a chromospheric layer that extends to 3″ or 4″; and that the coronal light has less blue and violet, but more green and yellow, compared to sunlight. Meanwhile, Fabry, using visual methods, measured the total and intrinsic intensity of the corona light, closely aligning with recent photographic observations, finding the total brightness to be about that of the full moon, and the intrinsic brightness at 5′ from the limb to be roughly a quarter of that of the full moon.
II. Eclipses of the Moon.
II. Moon Eclipses.
The physical phenomena attending eclipses of the moon are no longer of a high order of interest either to the layman or scientific observer. A brief statement of them and their causes will therefore be sufficient. An observer watching such an eclipse from the moon would see the earth, which has nearly four times the apparent diameter of the sun, impinging on the sun’s disk and slowly hiding it. The phenomenon would be quite similar to that of an eclipse of the sun seen from the earth, until the sun was completely covered. During the progress of this partial eclipse the moon would be passing into the earth’s penumbra. As the moment of total obscuration approached, a red band of light would rapidly form in the neighbourhood of the disappearing limb of the sun, and gradually extend around the earth. This would arise from the refraction of the sun’s light by the earth’s atmosphere, and the absorption of its blue rays. When the light of the sun was completely hidden, a reddish ring of great brilliancy would, owing to this cause, surround the entire dark body of the earth during the period of the total eclipse.
The physical phenomena associated with lunar eclipses aren't particularly interesting anymore to either casual observers or scientists. A brief overview of them and their causes will be enough. An observer watching such an eclipse from the moon would see the earth, which appears nearly four times larger than the sun, gradually blocking the sun’s disk. The experience would be quite similar to witnessing a solar eclipse from earth until the sun was completely obscured. During this partial eclipse, the moon would be moving into the earth’s penumbra. As the moment of total darkness approached, a red band of light would quickly form around the edge of the vanishing sun and gradually spread around the earth. This effect comes from the earth’s atmosphere bending the sun’s light and absorbing the blue rays. When the sun's light was entirely blocked, a bright reddish ring would surround the whole dark silhouette of the earth during the total eclipse.
The aspect of the moon, as seen from the earth, corresponds to this view from the moon. The fading of the moon’s light, due to its entrance into the penumbra, is scarcely noticeable without direct photometric determination until near the beginning of the total phase. Then, as the limb of the moon approaches the earth’s shadow, it begins to darken. When only a small portion has entered into the shadow, that portion is completely hidden. But, as the total phase approaches, the part of the moon’s disk immersed in the penumbra becomes visible by a reddish coppery light—that of the sun refracted through the lower parts of the earth’s atmosphere. The brightness of this illumination is different in different eclipses, a circumstance which may be attributed to the greater or less degree of cloudiness in those regions of the earth’s atmosphere through which the light of the sun passes in order to reach the moon. Its colour is due to absorption in passing through the earth’s atmosphere.
The way we see the moon from Earth matches how it looks from the moon itself. The dimming of the moon’s light as it enters the penumbra is barely noticeable without direct measurements, until we get close to the total phase. Then, as the edge of the moon gets closer to Earth’s shadow, it starts to darken. When just a small part has entered the shadow, that part is completely hidden. However, as we approach the total phase, the section of the moon in the penumbra becomes visible with a reddish, coppery glow—caused by sunlight bending through the lower layers of Earth’s atmosphere. The intensity of this light varies between different eclipses, which can be linked to the level of cloudiness in the parts of Earth’s atmosphere that the sunlight travels through to reach the moon. Its color comes from absorption as it passes through the atmosphere.
III. Laws and Cycles of Recurrences of Eclipses of the Sun and Moon.
III. Laws and Cycles of Recurrences of Eclipses of the Sun and Moon.
It has been known since remote antiquity that eclipses occur in cycles. These cycles are known now to be determined principally by the motion of the moon’s node and the relations between the revolutions of the earth round the sun and the moon round the earth.
It has been known since ancient times that eclipses happen in cycles. These cycles are now understood to be mainly influenced by the movement of the moon’s node and the dynamics between the Earth's orbit around the sun and the moon's orbit around the Earth.
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Fig. 4. |
Owing to the inclination of the moon’s orbit to the plane of the ecliptic, an eclipse of the sun can occur only when the conjunction of the sun and moon takes place within about 16° of one of the nodes of the moon’s orbit. The Eclipse seasons. eclipse can be total only within about 11° of the node. An eclipse of the moon can occur only when the line sun-moon-earth makes an angle less than about 11° with the line of nodes; and the eclipse can be total only within about 8° of the node, the average limiting distances varying 1° or 2° according to the circumstances. These conditions being understood, the cycles of recurrence of eclipses of either kind can be worked out geometrically from the mean motions of the sun, moon, node and perigee by the aid of geometric conceptions shown in their simplest form in fig. 4. Here E is the earth, at the centre of a circle representing the mean orbit of the moon around it. MN is the line of nodes which is moving in the retrograde direction from N towards S1, at a rate of about 19.3° in a year, making a complete revolution in 18.6 years. Let the sun at the moment of some new moon be in the line ES1, continued. If the angle NES1 is less than 16° there will probably be an eclipse of the sun, which may be central if the angle is less than 11°. Let the next new moon take place in the line ES2 a month later. The mean value of the angle S1ES2 is about 29°; but as the node N has moved towards S1 about 1.4° during the interval, the sum of the angles NES1 and NES2 will be somewhat greater than S1ES2 by about 1.6°. The result is that if these two angles are nearly equal there may be two small partial eclipses of the sun, after which no more can occur until, by the annual revolution of the earth, the direction of the sun approaches the opposite line of nodes EM, nearly six months later. The result is that there are in the course of any one year two “eclipse seasons” each of about one month in duration, in which at least one eclipse of the sun, or possibly two small partial eclipses, may occur. One eclipse of the moon will generally, but not always, occur during a season.
Due to the tilt of the moon’s orbit relative to the plane of the ecliptic, a solar eclipse can only happen when the sun and moon align within about 16° of one of the moon’s orbital nodes. The eclipse can be total only if it happens within approximately 11° of the node. A lunar eclipse can only occur when the line formed by the sun, moon, and Earth creates an angle of less than about 11° with the line of nodes; and it can be total only within about 8° of the node, with the average limit varying by about 1° or 2° depending on the situation. Understanding these conditions allows us to calculate the cycles of eclipses for either type geometrically, based on the average motions of the sun, moon, nodes, and perigee, using the basic geometric ideas shown simply in fig. 4. Here, E represents the Earth, at the center of a circle that illustrates the average orbit of the moon around it. The line MN denotes the nodes, which move retrograde from N towards S1, at a rate of about 19.3° per year, completing a full revolution in 18.6 years. If, at a new moon, the sun is positioned along the line ES1, and the angle NES1 is less than 16°, a solar eclipse is likely, and it may be central if the angle is under 11°. The next new moon occurs along the line ES2 a month later. The average angle S1ES2 is about 29°; however, since the node N has shifted about 1.4° towards S1 during this time, the total of the angles NES1 and NES2 will be slightly more than S1ES2 by roughly 1.6°. This means if these two angles are nearly equal, there could be two small partial solar eclipses, after which no more will happen until, through the Earth’s annual revolution, the direction of the sun approaches the opposite line of nodes EM, nearly six months later. Consequently, in any given year, there are two “eclipse seasons,” each lasting about a month, during which at least one solar eclipse, or possibly two small partial eclipses, may take place. Generally, but not always, one lunar eclipse will occur during a season.
Owing to the retrograde motion of the node the direction ES of the sun returns to the node at the end of about 347 days, so that a third eclipse season may commence before the end of a year. In this way there is a possible but very rare maximum of five eclipses of the sun in a year. Owing to the motion of the line of nodes each eclipse season occurs about 19 days earlier in the year than it did the year before. Another conclusion from the greater eclipse limit for the sun than for the moon is that in the long run eclipses of the sun, as regards the earth generally, occur oftener than those of the moon. But as any eclipse of the sun is visible only from a limited region of the earth’s surface, while one of the moon may be seen from an entire hemisphere, more eclipses of the moon are visible at any one place than of the sun.
Due to the backward motion of the node, the direction of the sun returns to the node after about 347 days, allowing a third eclipse season to start before the year ends. This means there’s a possible but very rare maximum of five solar eclipses in a year. Because of the movement of the line of nodes, each eclipse season happens about 19 days earlier each year than it did the previous year. Another takeaway from the higher maximum for solar eclipses compared to lunar ones is that over time, solar eclipses happen more frequently in relation to the Earth. However, since a solar eclipse is visible only from a limited area on the Earth's surface, while a lunar eclipse can be seen from an entire hemisphere, more lunar eclipses are visible from any one location than solar eclipses.
If, starting with a conjunction along some line ES1, we mark by radial lines from E the successive conjunctions year after year, we shall find that at the end of 18 years and about 11 days the 223rd conjunction will fall once more very near the line ES1, the angle NES1 being about 24′ greater than before. Successive eclipses will then occur very nearly in the same order as they did 18 years and 11 days before. This period of recurrence has been known from remote antiquity and is called the Saros. What is most remarkable in this period is that in addition to the distance from the node being nearly the same as before, the longitude of the sun increases by only 11° and the distance of the moon from its perigee has changed less than 3°. The result of this approach to coincidence is that the recurring eclipse will generally be of the same kind—total, annular or partial—through a number of successive periods.
If we start with a conjunction along line ES1 and mark the successive conjunctions from point E with radial lines year after year, we will find that after 18 years and about 11 days, the 223rd conjunction will occur very close to the line ES1, with the angle NES1 being about 24′ greater than before. Eclipses will then happen in almost the same order as they did 18 years and 11 days earlier. This cycle of recurrence has been known since ancient times and is called the Saros. What’s most interesting about this period is that, in addition to the distance from the node being nearly the same as before, the sun's longitude only increases by 11°, and the moon's distance from its perigee has changed by less than 3°. The result of this alignment is that the recurring eclipse will typically be of the same type—total, annular, or partial—across several successive periods.
To see the law of recurrence of corresponding eclipses in the successive periods let us suppose the line of conjunction ES1 to be that at which there is a very small eclipse, visible only in high northern or southern latitudes. At the end of 18 years 11 days a second eclipse will occur along a line nearly half a degree nearer EN, the line of nodes. The successive eclipses will occur at the same interval through about ten periods, or 180 years, when the line of conjunction will pass within 11° of EN. Then the eclipse will be central, whether annular or total depending on circumstances: in the first one the central lines will pass only over the polar regions; but in successive eclipses of the series it will pass nearer and nearer to the equator until the conjunction line coincides with the node. The path of centrality will then cross in the equatorial region. During 22 or 23 more recurrences the path will continually approach to the opposite pole and finally leave the earth entirely. The entire number of central eclipses in any one series will generally be about forty-five. Then a series of continually diminishing partial eclipses will go on for about ten periods more. The whole series of eclipses will therefore extend through about sixty-five periods; and interval of time of about twelve hundred years.
To understand the law of recurrence for related eclipses over time, let’s imagine that the line of conjunction ES1 is where there's a very minor eclipse, visible only in high northern or southern latitudes. After 18 years and 11 days, a second eclipse will happen along a line that's nearly half a degree closer to EN, the line of nodes. The following eclipses will occur at the same interval for about ten cycles, or 180 years, at which point the line of conjunction will move within 11° of EN. Then the eclipse will be central, either annular or total depending on conditions: the first will only cover the polar regions, but in each successive eclipse in the series, it will move closer to the equator until the conjunction line aligns with the node. The path of centrality will then cross the equatorial region. Over the next 22 or 23 recurrences, the path will keep getting closer to the opposite pole and eventually leave the Earth entirely. The total number of central eclipses in any series will usually be around forty-five. Then a sequence of gradually diminishing partial eclipses will continue for about ten more periods. The whole series of eclipses will therefore last about sixty-five cycles, spanning approximately twelve hundred years.
Another remarkable eclipse period recurs at the end of 358 lunations. At the end of this period the line of mean conjunction ES1 falls so near its former position relative to the node that we find each central eclipse visible in our time to be one of an unbroken series extending from the earliest historic times to the present, at intervals equal to the length of the period. The recurring eclipses in this period do not, however, have the remarkable similarity of those belonging to the Saros, but may differ to any extent, owing to the different positions of the line of conjunction with respect to the moon’s perigee. Moreover, they recur alternately at the ascending and descending node. The length of the period is 10,571.95 days, or 29 Julian years less 20.3 days. Hence 18 periods make 521 years, so that at the end of this time each eclipse recurs on or about the same day of the year. As an example of this series, starting from the eclipse of Nineveh, June 15, 763 B.C., recorded on the Assyrian tablets, we find eclipses on May 27, 734 B.C., May 7, 705 B.C., and so on in an unbroken series to 1843, 1872 and 1901, the last being the 93rd of the series. Those at the ends of the 521-year intervals occurred on June 15, O.S., of each of the years 763, 242 B.C., A.D. 280, 801, 1322 and 1843. As the lunar perigee moves through 242.4° in a period, the eclipses will vary from total to annular, but at the end of 3 periods the perigee is only 7.1° in advance of its original position relative to the node. Hence in a series including every third eclipse the eclipses will be of the same character through a thousand years or more. Thus the eclipses of 1467, 1554, 1640, 1727, 1814, 1901, 1988, &c., are total.
Another notable eclipse period happens every 358 lunar cycles. At the end of this period, the average alignment of conjunction ES1 is so close to its previous position in relation to the node that we find every central eclipse observed today is part of a continuous series stretching from the earliest historical records to now, occurring at intervals equal to the length of the period. However, the recurring eclipses within this period aren't as strikingly similar as those of the Saros cycle; they can vary greatly because of the different positions of the conjunction line concerning the moon's closest approach. Additionally, these eclipses alternate between the ascending and descending node. The length of the period is 10,571.95 days, or 29 Julian years minus 20.3 days. Therefore, 18 periods equal 521 years, meaning at the end of this timeframe, each eclipse occurs on or around the same day of the year. For instance, starting with the eclipse at Nineveh on June 15, 763 BCE, recorded on Assyrian tablets, we see eclipses on May 27, 734 BCE, May 7, 705 BCE, and continuing in an unbroken series to 1843, 1872, and 1901, the last being the 93rd in the series. The eclipses at the ends of the 521-year intervals occurred on June 15, O.S., in the years 763, 242 BCE, CE 280, 801, 1322, and 1843. As the lunar closest point shifts through 242.4° in a period, the eclipses will range from total to annular, but after three periods, the closest point is only 7.1° ahead of its original position relative to the node. Thus, in a series that includes every third eclipse, the eclipses will maintain the same type for a thousand years or more. For example, the eclipses of 1467, 1554, 1640, 1727, 1814, 1901, 1988, etc., are total.
IV. Chronological Lists of Eclipses of the Sun.
IV. Chronological Lists of Solar Eclipses.
The following is a brief chronological enumeration of those total eclipses of the sun which are of interest, either from their historic celebrity or the nature of the conclusions Notable eclipses. derived from them. In numbering the years before the Christian era the astronomical nomenclature is used, in which the number of the year is one less than that used by the chronologists. The Chinese eclipses are passed over, owing to the generally doubtful character of the records pertaining to them.
The following is a brief chronological list of significant total solar eclipses that are noteworthy either for their historical impact or the insights gained from them. In counting the years before the Christian era, the astronomical system is used, meaning the year number is one less than what historians use. The Chinese eclipses are not included due to the generally questionable nature of the records related to them. Notable eclipses.
—1069 June 20 and —1062 July 31; total eclipses recorded at Babylon.
—1069 June 20 and —1062 July 31; total eclipses noted at Babylon.
—762, June 14; a total eclipse recorded at Nineveh. Computation from the modern tables shows that the path of totality passed about 100 m. or more north of Nineveh.
—762, June 14; a total eclipse recorded at Nineveh. Calculations from modern tables indicate that the path of totality passed approximately 100 miles or more north of Nineveh.
—647, April 6; total eclipse at or near Thasos, mentioned by Archilochus.
—647, April 6; total eclipse at or near Thasos, mentioned by Archilochus.
—584, May 28; the celebrated eclipse of Thales. For an account of this eclipse see Thales.
—584, May 28; the famous eclipse of Thales. For details on this eclipse, see Thales.
—556, May 19, the eclipse of Larissa. The modern tables show that the eclipse was not total at Larissa, and the connexion of the classical record with the eclipse is doubtful.
—556, May 19, the eclipse of Larissa. The current tables indicate that the eclipse was not total at Larissa, and the connection of the classical record with the eclipse is uncertain.
—430, August 3; eclipse mentioned by Thucydides, but not total by the tables.
—430, August 3; eclipse noted by Thucydides, but not total according to the tables.
—399, June 21; eclipse of Ennius. Totality occurred immediately after sunset at Rome. The identity of this eclipse is doubtful.
—399, June 21; eclipse of Ennius. The total eclipse happened right after sunset in Rome. The specific details about this eclipse are uncertain.
—309, August 14; eclipse of Agathocles. This eclipse would be one of the most valuable for testing the tables of the moon, but for an uncertainty as to the location of Agathocles, who, at the time of the occurrence, was at sea on a voyage from Syracuse to Carthage.
—309, August 14; eclipse of Agathocles. This eclipse would be one of the most valuable for testing the moon's tables, but there's some uncertainty about the location of Agathocles, who was at sea on a voyage from Syracuse to Carthage at the time of the event.
F.K. Ginzel (Spezieller Kanon der Finsternisse) has collected a great number of passages from classical authors supposed to refer to eclipses of the sun or moon, but the difficulty of identifying the phenomenon is frequently such as to justify great doubt as to the conclusions. In a few cases no eclipse corresponding to the description can be found by our modern table to have occurred, and in others the latitude of interpretation and the uncertainty of the date are so wide that the eclipse cannot be identified.
F.K. Ginzel (Spezieller Kanon der Finsternisse) has gathered a significant number of quotes from classical authors that are believed to refer to solar or lunar eclipses, but the challenge of pinpointing the phenomenon often leads to considerable doubt about the conclusions. In some instances, our modern records show that no eclipse matching the description occurred, and in other cases, the range of interpretation and the uncertainty of the date are so broad that the eclipse cannot be properly identified.
Of medieval eclipses we mention only the dates of those visible in England, referring for details to the works mentioned in the bibliography. The letter C following a date shows that the eclipse is mentioned in the Anglo-Saxon Chronicles. The dates in question are:—
Of medieval eclipses, we only mention the dates that were visible in England, referring to the works listed in the bibliography for further details. The letter C after a date indicates that the eclipse is mentioned in the Anglo-Saxon Chronicles. The dates in question are:—
CE 538, February 15, C. (partial). | CE 878, October 29, C. |
540, June 12, C. (partial). | 885, June 15. |
594, July 23. | 1023, January 24. |
603, August 12. | 1133, August 1, C. |
639, September 3. | 1140, March 20, C. |
664, May 1, C. | 1185, May 1, C. |
733, August 14 (annular). | 1191, June 23, C. (annular). |
764, June 4 (annular). | 1330, July 16. |
Besides these, the tables show that the shadow of the moon passed over some part of the British Islands on 1424, June 26; 1433, June 17; 1598, March 6; 1652, April 8; 1715, May 2; 1724, May 22. Of these the eclipse of 1715 is notable for the careful observations made in England, and published by Halley in the Philosophical Transactions. The next dates are 1927, June 29, when a barely total eclipse will be seen soon after sunrise in the northern counties near the Scottish border, and 1999, August 11, when the moon’s shadow will graze England at Land’s End.
Besides these, the tables show that the shadow of the moon passed over some part of the British Islands on June 26, 1424; June 17, 1433; March 6, 1598; April 8, 1652; May 2, 1715; and May 22, 1724. Of these, the eclipse of 1715 is notable for the careful observations made in England, published by Halley in the Philosophical Transactions. The next dates are June 29, 1927, when a barely total eclipse will be seen shortly after sunrise in the northern counties near the Scottish border, and August 11, 1999, when the moon’s shadow will skim England at Land’s End.
We give below, in tabular form, a list of the principal total eclipses during the 19th and 20th centuries, omitting a few visible only in the extreme polar regions, and some others of which the duration is very short. The first column gives the civil date of the point on the earth’s surface at which the eclipse is central at noon. The next two columns give the position of this point to the nearest degree. The fourth column shows the Greenwich astronomical time of conjunction in longitude. The next column gives the duration of the total phase at the noon-point; this is sometimes 0.1′ less than the absolutely greatest duration at any point. Next is given the node near which the eclipse occurs; and then the number in the Saros. Corresponding eclipses at intervals of 18 y. 11 d. have the same number, and occur near the same node of the noon, which is indicated in the next column.
We present below, in table form, a list of the major total eclipses that occurred during the 19th and 20th centuries, leaving out a few that were only visible in the far polar regions, as well as some others with very short durations. The first column shows the civil date of the location on Earth where the eclipse is centered at noon. The next two columns provide the coordinates of this point rounded to the nearest degree. The fourth column indicates the Greenwich astronomical time of conjunction in longitude. The following column displays the duration of the total phase at the noon point; this is occasionally 0.1′ shorter than the maximum duration at any point. Next is the node near which the eclipse happens, followed by the Saros number. Corresponding eclipses that occur at intervals of 18 years and 11 days share the same number and happen near the same node at noon, as indicated in the next column.
Recurrence of Remarkable Eclipses.
Recurring Amazing Eclipses.
From the property of the Saros it follows that eclipses remarkable for their duration, or other circumstances depending on the relative positions of the sun and moon, occur at intervals of one saros (18 y. 11 d.). Of interest in this connexion is the recurrence of total eclipses remarkable for their duration. The absolute maximum duration of a total eclipse is about 7′ 30″; but no actual eclipse can be expected to reach this duration. Those which will come nearest to the maximum during the next 500 years belong to the series numbered 4 and 6 and in the list which precedes. These occurring in the years 1937, 1955, &c., will ultimately fall little more than 20″ below the maximum. But the series 4, though not now remarkable in this respect, will become so in the future, reaching in the eclipse of June 25, 2150, a duration of about 7′ 15″ and on July 5, 2168, a duration of 7′ 28″, the longest in human history. The first of these will pass over the Pacific Ocean; the second over the southern part of the Indian Ocean near Madras.
From the property of the Saros, we can see that eclipses known for their length, or other factors related to the positions of the sun and moon, happen at intervals of one saros (18 years, 11 days). It’s interesting to note the repetition of total eclipses that are significant for their duration. The longest possible duration of a total eclipse is about 7 minutes and 30 seconds; however, no actual eclipse is likely to reach this duration. The ones that will come closest to this maximum in the next 500 years come from series 4 and 6 listed earlier. These will occur in the years 1937, 1955, etc., and will ultimately be just over 20 seconds short of the maximum. Series 4, while not currently notable for its duration, will become so in the future, with the eclipse on June 25, 2150, lasting about 7 minutes and 15 seconds and the one on July 5, 2168, lasting 7 minutes and 28 seconds, the longest ever recorded. The first eclipse will pass over the Pacific Ocean; the second will travel over the southern part of the Indian Ocean near Madras.
All the national annual Ephemerides contain elements of the eclipses of the sun occurring during the year. Those of England, America and France also give maps showing the path of the central line, if any, over the earth’s surface; the lines of eclipse beginning and ending at sunrise, &c., and the outlines of the shadow from hour to hour. By the aid of the latter the time at which an eclipse begins or ends at any point can be determined by inspection or measurement within a few minutes.
All the national annual Ephemerides include details about the solar eclipses happening throughout the year. The ones from England, America, and France also provide maps showing the central line path, if there is one, over the Earth's surface; the lines showing when the eclipse starts and ends at sunrise, etc., and the shadow outlines from hour to hour. With these maps, you can figure out the time an eclipse begins or ends at any location by simply looking at or measuring it within a few minutes.
V. Methods of computing Eclipses of the Sun.
V. How to Calculate Solar Eclipses.
The complete computation of the circumstances of an eclipse ab initio requires three distinct processes. The geocentric positions of the sun and moon have first to be computed from the tables of the motions of those bodies. The second Elements of eclipses. step is to compute certain elements of the eclipse from these geocentric positions. The third step is from these elements to compute the circumstances of the eclipse for the earth generally or for any given place on its surface. The national Astronomical Ephemerides, or “Nautical Almanacs,” give in full the geocentric positions of the sun and moon from at least the early part of the 19th century to an epoch three years in advance of the date of publication. It is therefore unnecessary to undertake the first part of the computation except for dates outside the limits of the published ephemerides, and for many years to come even this computation will be unnecessary, because tables giving the elements of eclipses from the earliest historic periods up to the 22nd century have been published by T. Ritter von Oppolzer and by Simon Newcomb. We shall therefore confine ourselves to a statement of the eclipse problem and of the principles on which such tables rest.
The complete calculation of an eclipse from the beginning involves three distinct processes. First, we need to compute the geocentric positions of the sun and moon using the motion tables of those bodies. The second step is to derive certain elements of the eclipse from these geocentric positions. The third step is to use these elements to determine the details of the eclipse for the earth generally or for any specific location on its surface. The national Astronomical Ephemerides, or “Nautical Almanacs,” fully provide the geocentric positions of the sun and moon from at least the early 19th century to three years in advance of the publication date. Therefore, it's unnecessary to perform the first part of the calculation for dates within the published ephemerides, and for many years to come, even this calculation will be unnecessary, as tables outlining the elements of eclipses from the earliest historical periods to the 22nd century have been published by T. Ritter von Oppolzer and Simon Newcomb. Thus, we will limit ourselves to stating the eclipse problem and the principles on which these tables are based.
Two systems of eclipse elements are now adopted in the ephemerides and tables; the one, that of F.W. Bessel, is used in the English, American and French ephemerides, the other—P. A. Hansen’s—in the German and in the eclipse tables of T. Ritter von Oppolzer. The two have in common certain geometric constructions. The fundamental axis of reference in both systems is the line passing through the centres of the sun and moon; this is the common axis of the shadow cones, which envelop simultaneously the sun and moon as shown in figs. 1, 2, 3. The surface of one of these cones, that of the umbra, is tangent to both bodies externally. This cone comes to a point at a distance from the moon nearly equal to that of the earth. Within it the sun is wholly hidden by the moon. Outside the umbral cone is that of the penumbra, within which the sun is partially hidden by the moon. The geometric condition that the two bodies shall appear in contact, or that the eclipse shall begin or end at a certain moment, is that the surface of one of these cones shall pass through the place of the observer at that moment. Let a plane, which we call the fundamental plane, pass through the centre of the earth perpendicular to the shadow axis. On this plane the centre of the earth is taken as an origin of rectangular co-ordinates. The axis of Z is perpendicular to the plane, and therefore parallel to the shadow axis; that of Y and X lie in the plane. In these fundamental constructions the two methods coincide. They differ in the direction of the axis of Y and X in the fundamental plane. In Bessel’s method, which we shall first describe, the intersection of the plane of the earth’s equator with the fundamental plane is taken as the axis of X. The axis of Y is perpendicular to it, the positive direction being towards the north. The Besselian elements of an eclipse are then:—x, y, the co-ordinates of the shadow axis on the fundamental plane; d, the declination of that point in which the shadow axis intersects the celestial sphere; μ, the Greenwich hour angle of this point; l, the radius of the circle, in which the penumbral or outer cone intersects the fundamental plane; and l’, the radius of the circle, in which the inner or umbral cone intersects this plane, taken positively when the vertex of the cone does not reach the plane, so that the axis must be produced, and negatively when the vertex is beyond the plane.
Two systems of eclipse elements are currently used in the ephemerides and tables. One system, by F.W. Bessel, is employed in the English, American, and French ephemerides, while the other—by P.A. Hansen—is used in the German ephemerides and in the eclipse tables of T. Ritter von Oppolzer. Both systems share some geometric constructions. The main reference line in both systems is the line that goes through the centers of the sun and moon; this line serves as the common axis of the shadow cones, which simultaneously encompass the sun and moon, as shown in figs. 1, 2, 3. The surface of one of these cones, the umbra, touches both bodies externally. This cone tapers to a point at a distance from the moon that is almost equal to the distance from the earth. Inside this cone, the sun is completely covered by the moon. Outside the umbral cone is the penumbra, where the sun is partially obscured by the moon. The geometric condition for the two bodies to appear in contact, or for the eclipse to start or finish at a specific moment, is that the surface of one of these cones must pass through the observer's location at that moment. Imagine a plane, which we call the fundamental plane, that goes through the center of the earth and is perpendicular to the shadow axis. On this plane, the center of the earth is set as the origin of rectangular coordinates. The Z axis is perpendicular to the plane and thus parallel to the shadow axis, while the Y and X axes lie within the plane. In these foundational constructions, both methods align. They differ in the orientation of the Y and X axes within the fundamental plane. In Bessel’s method, which we will describe first, the intersection of the plane of the earth’s equator with the fundamental plane is designated as the X axis. The Y axis is perpendicular to it, with the positive direction pointing north. The Besselian elements of an eclipse are then defined as follows: x and y, the coordinates of the shadow axis on the fundamental plane; d, the declination at which the shadow axis intersects the celestial sphere; μ, the Greenwich hour angle of this intersection point; l, the radius of the circle where the penumbral or outer cone intersects the fundamental plane; and l’, the radius of the circle where the inner or umbral cone intersects this plane, taken positively when the vertex of the cone does not reach the plane (meaning the axis must be extended), and negatively when the vertex goes beyond the plane.
Hansen’s method differs from that of Bessel in that the ecliptic is taken as the fundamental plane instead of the equator. The axis of X on the fundamental plane is parallel to the plane of the ecliptic; that of Y perpendicular to it. The other elements are nearly the same in the two theories. As to their relative advantages, it may be remarked that Hansen’s co-ordinates follow most simply from the data of the tables, and are necessarily used in eclipse tables, but that the subsequent computation is simpler by Bessel’s method.
Hansen’s method is different from Bessel's because it uses the ecliptic as the main reference plane instead of the equator. The X-axis on this reference plane is parallel to the ecliptic, while the Y-axis is perpendicular to it. The other elements are almost the same in both theories. Regarding their relative benefits, it's worth noting that Hansen’s coordinates are more straightforwardly derived from the data in the tables and are essential for eclipse tables, but the calculations that follow are easier with Bessel’s method.
Several problems are involved in the complete computation 895 of an eclipse from the elements. First, from the values of the latter at a given moment to determine the point, if any, at which the shadow-axis intersects the surface of the earth, and the respective outlines of the umbra and penumbra on that surface. Within the umbral curve the eclipse is annular or total; outside of it and within the penumbral curve the eclipse is partial at the given moment. The penumbral line is marked from hour to hour on the maps given annually in the American Ephemeris. Second, a series of positions of the central point through the course of an eclipse gives us the path of the central point along the surface of the earth, and the envelopes of the penumbral and umbral curves just described are boundaries within which a total, annular or partial eclipse will be visible. In particular, we have a certain definite point on the earth’s surface on which the edge of the shadow first impinges; this impingement necessarily takes place at sunrise. Then passing from this point, we have a series of points on the surface at which the elements of the shadow-cone are in succession tangent to the earth’s surface. At all these points the eclipse begins at sunrise until a certain limit is reached, after which, following the successive elements, it ends at sunrise. At the limiting point the rim of the moon merely grazes that of the sun at sunrise, so that we may say that the eclipse both begins and ends at that time. Of course the points we have described are also found at the ending of the eclipse. There is a certain moment at which the shadow-axis leaves the earth at a certain point, and a series of moments when, the elements of the penumbral cone being tangent to the earth’s surface, the eclipse is ending at sunset. Three cases may arise in studying the passage of the outlines of the shadow over the earth. It may be that all the elements of the penumbral cone intersect the earth. In this case we shall have both a northern and a southern limit of partial eclipse. In the second case there will be no limit on the one side except that of the eclipse beginning or ending at sunrise or sunset. Or it may happen, as the third case, that the shadow-axis does not intersect the earth at all; the eclipse will then not be central at any point, but at most only partial.
Several issues come into play when calculating an eclipse from its elements. First, we need to determine the point, if any, where the shadow axis intersects the surface of the Earth, along with the outlines of the umbra and penumbra on that surface from the given element values at a specific moment. Within the umbral curve, the eclipse is either annular or total; outside of it but within the penumbral curve, the eclipse is partial at that moment. The penumbral line is marked hourly on the maps published annually in the American Ephemeris. Second, tracking a series of positions of the central point during the eclipse allows us to map out the path of the central point across the Earth's surface, and the envelopes of the penumbral and umbral curves define the area from which a total, annular, or partial eclipse will be visible. Specifically, there’s a certain point on the Earth’s surface where the edge of the shadow first touches down; this happens at sunrise. Moving away from this point, we identify a series of locations on the surface where elements of the shadow cone are tangent to the Earth’s surface. At all these points, the eclipse begins at sunrise until it reaches a certain limit, after which it ends at sunrise following those same elements. At the limiting point, the edge of the moon just touches the edge of the sun at sunrise, so we can say that the eclipse both begins and ends at this time. Naturally, the points we’ve described are also present at the end of the eclipse. There’s a specific moment when the shadow axis leaves the Earth at a particular point, and then there are multiple moments when the elements of the penumbral cone are tangent to the Earth’s surface, marking the eclipse's end at sunset. Three scenarios can occur when analyzing how the shadow outlines move over the Earth. In the first scenario, all elements of the penumbral cone do intersect the Earth, which gives us both a northern and a southern limit of partial eclipse. In the second scenario, there’s no limit on one side, other than the eclipse starting or ending at sunrise or sunset. In the third scenario, the shadow axis does not intersect the Earth at all, meaning there won’t be a central eclipse at any point, only a partial one at most.
The third problem is, from the same data, to find the circumstances of an eclipse at a given place—especially the times of beginning and ending, or the relative positions of the sun and moon at a given moment. Reference to the formulae for all these problems will be given in the bibliography of the subject.
The third problem is to use the same data to figure out the conditions of an eclipse at a specific location—particularly the start and end times, or the positions of the sun and moon at a particular moment. The formulas for all these issues will be included in the subject's bibliography.
Authorities.—The richest mine of information respecting eclipses of the sun and moon is T.R. von Oppolzer’s “Kanon der Finsternisse,” published by the Vienna Academy of Sciences in the 52nd volume of its Denkschriften (Vienna, 1887). It contains elements of all eclipses both of the sun and moon, from 1207 B.C. to A.D. 2161, a period of more than thirty centuries. Appended to the tables is a series of charts showing the paths of all central eclipses visible in the northern hemisphere during the period covered by the table. The points of the path at which the eclipse occurs, at sunrise, noon and sunset, are laid down with precision, but the intermediate points are frequently in error by several hundred miles, as they were not calculated, but projected simply by drawing a circle through the three points just mentioned. For this reason we cannot infer from them that an eclipse was total at any given place. The correct path can, however, be readily computed from the tables given in the work. Eduard Mahler’s memoir, “Die centralen Sonnenfinsternisse des 20. Jahrhunderts” (Denkschriften, Vienna Academy, vol. xlix.), gives more exact paths of the central eclipses of the 20th century, but no maps. General tables for computing eclipses are Oppolzer’s “Syzygientafeln für den Mond” (Publications of the Astronomische Gesellschaft, xvi.), and Newcomb’s, in Publications of the American Ephemeris, vol. i. part i. Of these, Oppolzer’s are constructed with greater numerical accuracy and detail, while Newcomb’s are founded on more recent astronomical data, and are preferable for computing ancient eclipses. F.K. Ginzel’s Spezieller Kanon der Sonnen- und Mondfinsternisse (Berlin, 1899) contains, besides the historical researches already mentioned, maps of the paths of central eclipses visible in the lands of classical antiquity from 900 B.C. to A.D. 500, but computed with imperfect astronomical data. Maguire, “Monthly Notices,” R.A.S. xlv. and xlvi., has mapped the total solar eclipses visible in the British Islands from 878 to 1724. General papers of interest on the same subject have been published by Rev. S.J. Johnson. A résumé of all the observations on the physical phenomena of total solar eclipses up to 1878, by A.C. Ranyard, is to be found in Memoirs of the Royal Astronomical Society, vol. xli. A very copious development of the computation of eclipses by Bessel’s method is found in W. Chauvenet’s Spherical and Practical Astronomy, vol. i. The Theory of Eclipses, by R. Buchanan (Philadelphia, 1904), treats the subject yet more fully. Hansen’s method is developed in the Abhandlungen of the Leipzig Academy of Sciences, vol. vi. (Math.-Phys. Classe, vol. iv.). The formulae of computation by this method are found in the introductions to Oppolzer’s two works cited above.
Regulators.—The best source of information on solar and lunar eclipses is T.R. von Oppolzer’s “Kanon der Finsternisse,” published by the Vienna Academy of Sciences in the 52nd volume of its Denkschriften (Vienna, 1887). It includes data for all solar and lunar eclipses from 1207 BCE to CE 2161, covering over thirty centuries. Attached to the tables is a series of charts showing the paths of all central eclipses visible in the northern hemisphere during the covered period. The points along the path where the eclipse happens at sunrise, noon, and sunset are marked accurately, but the points in between often have errors of several hundred miles since they were not calculated, but simply projected by drawing a circle through the three mentioned points. Because of this, we cannot assume that an eclipse was total at any specific location. However, the correct path can easily be calculated from the tables in the work. Eduard Mahler’s paper, “Die centralen Sonnenfinsternisse des 20. Jahrhunderts” (Denkschriften, Vienna Academy, vol. xlix.), provides more precise paths for the central eclipses of the 20th century, but does not include maps. General tables for calculating eclipses are found in Oppolzer’s “Syzygientafeln für den Mond” (Publications of the Astronomische Gesellschaft, xvi.) and Newcomb’s work in Publications of the American Ephemeris, vol. i. part i. Of these, Oppolzer’s tables offer greater numerical accuracy and detail, while Newcomb’s are based on more up-to-date astronomical data and are better suited for computing ancient eclipses. F.K. Ginzel’s Spezieller Kanon der Sonnen- und Mondfinsternisse (Berlin, 1899) includes historical research as well as maps showing the paths of central eclipses visible in regions of classical antiquity from 900 BCE to A.D. 500, although they are computed with less accurate astronomical data. Maguire in “Monthly Notices,” R.A.S. xlv. and xlvi., has mapped total solar eclipses observable in the British Islands from 878 to 1724. Rev. S.J. Johnson has published general papers of interest on the same topic. A summary of all observations on the physical phenomena of total solar eclipses up to 1878 by A.C. Ranyard can be found in Memoirs of the Royal Astronomical Society, vol. xli. A thorough exploration of eclipse computation using Bessel’s method is presented in W. Chauvenet’s Spherical and Practical Astronomy, vol. i. The Theory of Eclipses, by R. Buchanan (Philadelphia, 1904), covers the topic in even more depth. Hansen’s method is discussed in the Abhandlungen of the Leipzig Academy of Sciences, vol. vi. (Math.-Phys. Classe, vol. iv.). The computational formulas for this method can be found in the introductions to Oppolzer’s two works mentioned above.
ECLIPTIC, in astronomy. The plane of the ecliptic is that plane in or near which the centre of gravity of the earth and moon revolves round the sun. The ecliptic itself is the great circle in which this plane meets the celestial sphere. It is also defined, but not with absolute rigour, as the apparent path described by the sun around the celestial sphere as the earth performs its annual revolution. Owing to the action of the moon on the earth, as it performs its monthly revolution in an orbit slightly inclined to the ecliptic, the centre of the earth itself deviates from the plane of the ecliptic in a period equal to that of the nodal revolution of the moon. The deviation is extremely slight, its maximum amount ranging between 0.5′ and 0.6″. Owing to the action of the planets, especially Venus and Jupiter, on the earth, the centre of gravity of the earth and moon deviates by a yet minuter amount, generally one or two tenths of a second, from the plane of the ecliptic proper. Owing to the action of the planets, the position of the ecliptic is subject to a slow secular variation amounting, during our time, to nearly 47″ per century. The rate of this motion is slowly diminishing.
Ecliptic, in astronomy. The ecliptic plane is the area around which the center of gravity of the Earth and moon orbits the sun. The ecliptic itself is the large circle where this plane intersects the celestial sphere. It can also be described, though not perfectly precisely, as the apparent path traced by the sun across the celestial sphere as the Earth completes its annual orbit. Due to the moon's influence on the Earth as it orbits monthly in a path slightly tilted to the ecliptic, the Earth's center deviates from the ecliptic plane over a period that matches the moon's nodal revolution. This deviation is very small, with the maximum range being between 0.5′ and 0.6″. Because of the gravitational pull of the planets, particularly Venus and Jupiter, the center of gravity of the Earth and moon deviates by an even smaller amount, typically one or two-tenths of a second, from the true plane of the ecliptic. The position of the ecliptic also experiences a slow, long-term change due to the planets, amounting to nearly 47″ per century in our time. This motion is gradually slowing down.
The obliquity of the ecliptic is the angle which its plane makes with that of the equator. Its mean value is now about 23° 27′. The motion of the ecliptic produces a secular variation in the obliquity which is now diminishing by an amount nearly equal to the entire motion of the ecliptic itself. The laws of motion of the ecliptic and equator are stated in the article Precession of the Equinoxes.
The tilt of the ecliptic is the angle between its plane and that of the equator. Its average value is now around 23° 27′. The movement of the ecliptic causes a long-term change in the tilt, which is currently decreasing by an amount almost equal to the entire movement of the ecliptic itself. The rules governing the motion of the ecliptic and equator are explained in the article Precession of the Equinoxes.
Attempts have been made by Laplace and his successors to fix certain limits within which the obliquity of the ecliptic shall always be confined. The results thus derived are, however, based on imperfect formulae. When the problem is considered in a rigorous form, it is found that no absolute limits can be set. It can, however, be shown that the obliquity cannot vary more than two or three degrees within a million of years of our epoch.
Attempts have been made by Laplace and his successors to establish specific limits within which the tilt of the ecliptic will always remain. However, the results obtained are based on flawed formulas. When the problem is examined in a precise manner, it becomes clear that no absolute limits can be defined. Nonetheless, it can be demonstrated that the tilt cannot change by more than two or three degrees over a million years from our current time.
The formula for the obliquity of the ecliptic, as derived from the laws of motion of it and of the equator, may be developed in a series proceeding according to the ascending powers of the time as follows: we put T, the time from 1900, reckoned in solar centuries as a unit. Then,
The formula for the tilt of the ecliptic, based on its movements and those of the equator, can be expressed in a series that progresses according to increasing powers of time as follows: we denote T as the time since 1900, measured in solar centuries as the unit. Then,
Obliquity = 23° 27′ 31.68″ − 46.837″ T − 0.0085″ T² + 0.0017″ T³.
Obliquity = 23° 27′ 31.68″ − 46.837″ T − 0.0085″ T² + 0.0017″ T³.
From this expression is derived the value of the obliquity at various epochs given in the following table. The left-hand portion of this table gives the values for intervals of 500 years from 2000 B.C. to A.D. 2500 as computed from modern data. For dates more than three or four centuries before or after 1850 the result is necessarily uncertain by one or more tenths of a minute, and is therefore only given to 0.1′.
From this expression, the value of the angle's tilt at different times is derived, as shown in the following table. The left side of this table lists the values for intervals of 500 years from 2000 BCE to CE 2500, calculated using modern data. For dates more than three or four centuries before or after 1850, the results are inevitably uncertain by one or more tenths of a minute, and are therefore only reported to 0.1′.
BCE | 2000; | obl. | = 23° | 55.5″ | CE | 1700; | obl. | = 23° | 28′ | 41.91″ |
1500 | ” | = 23 | 52.3 | 1750 | ” | = 23 | 28 | 18.51 | ||
1000 | ” | = 23 | 48.9 | 1800 | ” | = 23 | 27 | 55.10 | ||
500 | ” | = 23 | 45.4 | 1850 | ” | = 23 | 27 | 31.68 | ||
0 | ” | = 23 | 41.7 | 1900 | ” | = 23 | 27 | 8.26 | ||
CE | 500 | ” | = 23 | 38.0 | 1950 | ” | = 23 | 26 | 44.84 | |
1000 | ” | = 23 | 34.1 | 2000 | ” | = 23 | 26 | 21.41 | ||
1500 | ” | = 23 | 30.3 | 2050 | ” | = 23 | 25 | 57.99 | ||
2000 | ” | = 23 | 26.4 | 2100 | ” | = 23 | 25 | 34.56 | ||
2500 | ” | = 23 | 22.5 |
ECLOGITE (from Gr. ἐκλογή, a selection), in petrology, a typical member of a small group of metamorphic rocks of special interest on account of the variety of minerals they contain and their microscopic structures and geological relationships. Typically they consist of pale green or nearly colourless augite (omphacite), green hornblende and pink garnet. Quartz also is usually present in these rocks, but felspar is rare. The augite is mostly a variety of diopside and is only occasionally idiomorphic. The garnet sometimes forms good dodecahedra, but may occur as rounded grains, and encloses quartz, rutile, kyanite, and other minerals very frequently. The hornblende is usually pale green and feebly dichroic, but, in some eclogites which are allied to garnet-amphibolites, it is of dark brown colour. Among the commoner accessory minerals are kyanite (of blue or greyish-blue tints), rutile, biotite, epidote and zoisite, sphene, iron oxides, and 896 pyrites. The rutile is invariably in small brown prisms; the kyanite forms bladed crystals, with perfect cleavage; felspar, if present, belongs to basic varieties rich in lime. Other minerals which have been found in eclogites are bronzite, olivine and glaucophane. The last mentioned is a bright blue variety of hornblende with striking pleochroism. The eclogites in their chemical composition show close affinities to gabbros; they often exhibit relationships in the field which show that they were primarily intrusive rocks of igneous origin, and occasionally contact alteration can be traced in the adjacent schists. Examples are known in Saxony, Bavaria, Carinthia, Austria, Norway. A few eclogites also occur in the north-west highlands of Scotland. Glaucophane-eclogites have been met with in Italy and the Pennine Alps. Specimens of rock allied to eclogite have been found in the diamantiferous peridotite breccias of South Africa (the so-called “blue ground”), and this has given rise to the theory that these are the parent masses from which the Kimberley diamonds have come.
ECLOGITE (from Gr. selection, meaning a selection), in petrology, is a typical member of a small group of metamorphic rocks that are particularly interesting due to the variety of minerals they contain, as well as their microscopic structures and geological relationships. They usually consist of light green or almost colorless augite (omphacite), green hornblende, and pink garnet. Quartz is generally present in these rocks, but felspar is uncommon. The augite is mostly a type of diopside and is only occasionally formed in a well-defined shape. The garnet can sometimes form well-defined dodecahedra, but can also appear as rounded grains, and frequently encloses quartz, rutile, kyanite, and other minerals. The hornblende is typically pale green and slightly dichroic, though in some eclogites related to garnet-amphibolites, it may be dark brown. Common accessory minerals include kyanite (which can be blue or grayish-blue), rutile, biotite, epidote, zoisite, sphene, iron oxides, and 896 pyrites. Rutile is always found in small brown prisms; kyanite forms bladed crystals with perfect cleavage; and if present, felspar belongs to basic varieties that are high in lime. Other minerals found in eclogites include bronzite, olivine, and glaucophane. The latter is a bright blue type of hornblende with remarkable pleochroism. In terms of chemical composition, eclogites are closely related to gabbros; they often display field relationships indicating they were primarily intrusive rocks of igneous origin, and sometimes contact alteration can be seen in the adjacent schists. Examples can be found in Saxony, Bavaria, Carinthia, Austria, and Norway. A few eclogites also occur in the northwest highlands of Scotland. Glaucophane-eclogites have been identified in Italy and the Pennine Alps. Rocks related to eclogite have been discovered in the diamond-bearing peridotite breccias of South Africa (the so-called “blue ground”), leading to the theory that these may be the parent formations from which Kimberley diamonds originated.
ECLOGUE, a short pastoral dialogue in verse. The word is conjectured to be derived from the Greek verb ἐκλέγειν, to choose. An eclogue, perhaps, in its primary signification was a selected piece. Another more fantastic derivation traces it to αἴξ, goat, and λόγος, speech, and makes it a conversation of shepherds. The idea of dialogue, however, is not necessary for an eclogue, which is often not to be distinguished from the idyll. The grammarians, in giving this title to Virgil’s pastoral conversations (Bucolica), tended to make the term “eclogue” apply exclusively to dialogue, and this has in fact been the result of the success of Virgil’s work. Latin eclogues were also written by Calpurnius Siculus and by Nemesianus. In modern literature the term has lost any distinctive character which it may have possessed among the Romans; it is merged in the general notion of pastoral poetry. The French “Églogues” of J.R. de Segrais (1624-1701) were long famous, and those of the Spanish poet Garcilasso de La Vega (1503-1536) are still admired.
ECLOGUE, is a short pastoral dialogue in verse. The word is thought to come from the Greek verb choose, which means to choose. An eclogue, in its original sense, referred to a selected piece. Another more imaginative origin traces it to goat, meaning goat, and speech, meaning speech, suggesting it’s a conversation between shepherds. However, the idea of dialogue isn’t necessary for an eclogue, which often resembles an idyll. Grammarians, when using this term for Virgil’s pastoral conversations (Bucolica), tended to restrict “eclogue” to dialogue, and this has shaped how the term has been understood due to Virgil's influence. Latin eclogues were also written by Calpurnius Siculus and Nemesianus. In modern literature, the term has lost any unique meaning it may have had for the Romans; it is now included in the broader category of pastoral poetry. The French “Églogues” by J.R. de Segrais (1624-1701) were widely known, and the works of Spanish poet Garcilasso de La Vega (1503-1536) continue to be appreciated.
ECONOMIC ENTOMOLOGY, the name given to the study of insects based on their relation to man, his domestic animals and his crops, and, in the case of those that are injurious, of the practical methods by which they can be prevented from doing harm, or be destroyed when present. In Great Britain little attention is paid to this important branch of agricultural science, but in America and the British colonies the case is different. Nearly every state in America has its official economic entomologists, and nearly every one of the British crown colonies is provided with one or more able men who help the agricultural community to battle against the insect pests. Most, if not all, of the important knowledge of remedies comes from America, where this subject reaches the highest perfection; even the life-histories of some of the British pests have been traced out in the United States and British colonies more completely than at home, from the creatures that have been introduced from Europe.
ECONOMIC ENTOMOLOGY, is the study of insects in relation to humans, their livestock, and crops, focusing on the practical methods to prevent harm from harmful insects or eliminate them when they're present. In Great Britain, this important area of agricultural science receives little attention, but that's not the case in America and the British colonies. Almost every state in America has official economic entomologists, and nearly every British crown colony has one or more skilled individuals who assist farmers in dealing with insect pests. Most, if not all, significant knowledge about remedies comes from America, where this field has reached its highest development; even the life histories of some British pests have been thoroughly investigated in the United States and British colonies, often more so than in the UK, particularly for species that were introduced from Europe.
Some idea of the importance of this subject may be gained from the following figures. The estimated loss by the vine Phylloxera in the Gironde alone was £32,000,000; for all the French wine districts £100,000,000 would not cover the damage. It has been stated on good evidence that a loss of £7,000,000 per annum was caused by the attack of the ox warble fly on cattle in England alone. In a single season Aberdeenshire suffered nearly £90,000 worth of damage owing to the ravages of the diamond back moth on the root crops; in New York state the codling moth caused a loss of $3,000,000 to apple-growers. Yet these figures are nothing compared to the losses due to scale insects, locusts and other pests.
Some idea of the importance of this subject can be understood from the following figures. The estimated loss from the vine Phylloxera in the Gironde alone was £32,000,000; for all the French wine regions, £100,000,000 wouldn’t cover the damage. It's been reported from reliable sources that the ox warble fly caused a loss of £7,000,000 per year in England alone. In just one season, Aberdeenshire faced nearly £90,000 worth of damage due to the diamondback moth's destruction of root crops; in New York state, the codling moth resulted in a loss of $3,000,000 for apple-growers. Yet these figures are nothing compared to the losses caused by scale insects, locusts, and other pests.
The most able exponent of this subject in Great Britain was John Curtis, whose treatise on Farm Insects, published in 1860, is still the standard British work dealing with the insect foes of corn, roots, grass and stored corn. The most important works dealing with fruit and other pests come from the pens of Saunders, Lintner, Riley, Slingerland and others in America and Canada, from Taschenberg, Lampa, Reuter and Kollar in Europe, and from French, Froggatt and Tryon in Australia. It was not until the last quarter of the 19th century that any real advance was made in the study of economic entomology. Among the early writings, besides the book of Curtis, there may also be mentioned a still useful little publication by Pohl and Kollar, entitled Insects Injurious to Gardeners, Foresters and Farmers, published in 1837, and Taschenberg’s Praktische Insecktenkunde. American literature began as far back as 1788, when a report on the Hessian fly was issued by Sir Joseph Banks; in 1817 Say began his writings; while in 1856 Asa Fitch started his report on the “Noxious Insects of New York.” Since that date the literature has largely increased. Among the most important reports, &c., may be mentioned those of C.V. Riley, published by the U.S. Department of Agriculture, extending from 1878 to his death, in which is embodied an enormous amount of valuable matter. At his death the work fell to Professor L.O. Howard, who constantly issues brochures of equal value in the form of Bulletins of the U.S. Department of Agriculture. The chief writings of J.A. Lintner extend from 1882 to 1898, in yearly parts, under the title of Reports on the Injurious Insects of the State of New York. Another author whose writings rank high on this subject is M.V. Slingerland, whose investigations are published by Cornell University. Among other Americans who have largely increased the literature and knowledge must be mentioned F.M. Webster and E.P. Felt. In 1883 appeared a work on fruit pests by William Saunders, which mainly applies to the American continent; and another small book on the same subject was published in 1898 by Miss Ormerod, dealing with the British pests. In Australia Tryon published a work on the Insect and Fungus Enemies of Queensland in 1889. Many other papers and reports are being issued from Australia, notably by Froggatt in New South Wales. At the Cape excellent works and papers are prepared and issued by the government entomologist, Dr Lounsbury, under the auspices of the Agricultural Department; while from India we have Cotes’s Notes on Economic Entomology, published by the Indian Museum in 1888, and other works, especially on tea pests.
The leading expert on this topic in Great Britain was John Curtis, whose book Farm Insects, published in 1860, remains the main British resource addressing the insect threats to corn, roots, grass, and stored grain. The most significant works regarding fruit and other pests come from authors like Saunders, Lintner, Riley, Slingerland, and others in America and Canada, along with Taschenberg, Lampa, Reuter, and Kollar in Europe, and French, Froggatt, and Tryon in Australia. It wasn't until the last quarter of the 19th century that any real progress was made in the study of economic entomology. Among the early writings, in addition to Curtis's book, there’s also a still-relevant publication by Pohl and Kollar titled Insects Injurious to Gardeners, Foresters and Farmers, published in 1837, and Taschenberg's Praktische Insecktenkunde. American literature dates back to 1788, when a report on the Hessian fly was published by Sir Joseph Banks; in 1817, Say began his writings; while in 1856, Asa Fitch started his report on “Noxious Insects of New York.” Since then, the literature has greatly expanded. Important reports include those by C.V. Riley, published by the U.S. Department of Agriculture from 1878 until his death, containing a wealth of valuable information. After his death, the work was taken over by Professor L.O. Howard, who continues to release equally valuable brochures in the form of Bulletins from the U.S. Department of Agriculture. The main writings of J.A. Lintner range from 1882 to 1898, published annually as Reports on the Injurious Insects of the State of New York. Another significant author in this field is M.V. Slingerland, whose research is published by Cornell University. Other Americans who have significantly contributed to the literature and knowledge include F.M. Webster and E.P. Felt. In 1883, William Saunders published a book on fruit pests primarily focused on the American continent; another brief book on the same topic was released in 1898 by Miss Ormerod, addressing British pests. In Australia, Tryon published Insect and Fungus Enemies of Queensland in 1889. Numerous papers and reports continue to be published from Australia, especially by Froggatt in New South Wales. In the Cape, excellent works and papers are produced and published by the government entomologist, Dr. Lounsbury, under the Agricultural Department's support; meanwhile, from India, we have Cotes's Notes on Economic Entomology, published by the Indian Museum in 1888, along with other works, particularly on tea pests.
Injurious insects occur among the following orders: Coleoptera, Hymenoptera, Lepidoptera, Diptera, Hemiptera (both heteroptera and homoptera), Orthoptera, Neuroptera and Thysanoptera. The order Aptera also contains a few injurious species.
Injurious insects are found in the following orders: Coleoptera, Hymenoptera, Lepidoptera, Diptera, Hemiptera (including both heteroptera and homoptera), Orthoptera, Neuroptera, and Thysanoptera. The order Aptera also has a few harmful species.
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Fig. 1.—A, Wireworm; B, pupa of Click Beetle; C, adult Click Beetle (Agriotes lineatum). |
Among the Coleoptera or beetles there is a group of world-wide pests, the Elateridae or click beetles, the adults of the various “wireworms.” The insects in the larval or wireworm stage attack the roots of plants, eating them away below the ground. The eggs deposited by the beetle in the ground develop into yellowish-brown wire-like grubs with six legs on the first three segments and a ventral prominence on the anal segment. The life of these subterranean pests differs in the various species; some undoubtedly (Agriotes lineatum) live for three or four years, during the greater part of which time they gnaw away at the roots of plants, carrying wholesale destruction before them. When mature they pass deep into the ground and pupate, appearing after a few months as the click beetles (fig. 1). Most crops are attacked by them, but they are particularly destructive to wheat and other cereals. With such subterranean pests little can be done beyond rolling the land to keep it firm, and thus preventing them from moving rapidly from plant to plant. A few crops, such as mustard, seem deleterious to them. By growing mustard and ploughing it in green the ground is made obnoxious to the wireworms, and may even be cleared of them. For root-feeders, bisulphide of carbon injected into the soil is of particular value. One ounce injected about 2 ft. from an apple tree on two sides has been found to destroy all the ground form of the woolly aphis. In garden cultivation it is most useful for wireworm, used at the rate of 1 ounce to every 4 sq. yds. It kills all root pests.
Among the Coleoptera or beetles, there is a group of pests found all over the world called Elateridae or click beetles. The adults correspond to the various "wireworms." The insects in their larval or wireworm stage attack plant roots, eating them away underground. The eggs laid by the beetle in the soil develop into yellowish-brown, wire-like grubs with six legs on the first three segments and a noticeable bump on the anal segment. The life cycle of these underground pests varies among species; some, like Agriotes lineatum, can live for three or four years, during most of which they damage plant roots, causing widespread destruction. When they mature, they burrow deep into the ground to pupate, emerging as click beetles after a few months (fig. 1). Most crops are susceptible to them, but they are especially harmful to wheat and other grains. With these underground pests, options are limited; rolling the land can help keep it compact, which slows their movement from plant to plant. Some crops, like mustard, appear to be harmful to them. By planting mustard and tilling it into the soil while it's still green, the ground becomes unappealing to wireworms and may even rid the area of them. For root-feeders, injecting carbon disulfide into the soil is very effective. An ounce injected about 2 ft. from an apple tree on two sides has been shown to eliminate all ground forms of the woolly aphis. In garden settings, it's particularly beneficial for controlling wireworms, applied at a rate of 1 ounce for every 4 sq. yds. It eliminates all root pests.
In Great Britain the flea beetles (Halticidae) are one of the most serious enemies; one of these, the turnip flea (Phyllotreta nemorum), has in some years, notably 1881, caused more than £500,000 loss in England and Scotland alone by eating the young seedling turnips, cabbage and other Cruciferae. In some years three or four sowings have to be made before a “plant” is produced, enormous loss in labour and cost of seed alone being thus involved. These beetles, characterized by their skipping movements and enlarged hind femora, also attack the hop (Haltica concinna), the vine in America (Graptodera chalybea, Illig.), and numerous other species of plants, being specially harmful to seedlings and young growth. Soaking the seed in strong-smelling substances, such as paraffin and turpentine, has been found efficacious, and in some districts paraffin sprayed over the seedlings has been practised with decided success. This oil generally acts as an excellent preventive of this and other insect attacks.
In Great Britain, flea beetles (Halticidae) are one of the most serious threats. One particular species, the turnip flea (Phyllotreta nemorum), has caused losses of more than £500,000 in England and Scotland during certain years, notably in 1881, by feeding on young seedling turnips, cabbage, and other Cruciferae. In some years, three or four plantings have to be done before a viable crop is produced, leading to huge losses in labor and seed costs. These beetles, known for their jumping movements and large hind femora, also attack hops (Haltica concinna), grapevines in America (Graptodera chalybea, Illig.), and many other plant species, being particularly damaging to seedlings and young plants. Soaking the seeds in strong-smelling substances like paraffin and turpentine has proven effective, and in some areas, spraying paraffin over the seedlings has had notable success. This oil usually serves as an excellent deterrent against this and other insect pests.
In all climates fruit and forest trees suffer from weevils or Curculionidae. The plum curculio (Conotrachelus nenuphar, Herbst) in America causes endless harm in plum orchards; curculios in Australia ravage the vines and fruit trees (Orthorrhinus klugii, Schon, and Leptops hopei, Bohm, &c.). In Europe a number of “long-snouted” beetles, such as the raspberry weevils (Otiorhynchus picipes), the apple blossom weevil (Anthonomus pomorum), attack fruit; others, as the “corn weevils” (Calandra oryzae and C. granaria), attack stored rice and corn; while others produce swollen patches on roots (Ceutorhynchus sulcicollis), &c. All these Curculionidae are very timid creatures, falling to the ground at the least shock. This habit can be used as a means of killing them, by placing boards or sacks covered with tar below the trees, which are then gently shaken. As many of these beetles are nocturnal, this trapping should take place at night. Larval “weevils” mostly feed on the roots of plants, but some, such as the nut weevil (Balaninus nucum), live as larvae inside fruit. Seeds of various plants are also attacked by weevils of the family Bruchidae, especially beans and peas. These seed-feeders may be killed in the seeds by subjecting them to the fumes of bisulphide of carbon. The corn weevils (Calandra granaria and C. oryzae) are now found all over the world, in many cases rendering whole cargoes of corn useless.
In all climates, fruit and forest trees are affected by weevils or Curculionidae. The plum curculio (Conotrachelus nenuphar, Herbst) in America causes ongoing damage in plum orchards; curculios in Australia devastate vines and fruit trees (Orthorrhinus klugii, Schon, and Leptops hopei, Bohm, etc.). In Europe, several "long-snouted" beetles, like the raspberry weevils (Otiorhynchus picipes) and the apple blossom weevil (Anthonomus pomorum), attack fruit; others, such as the "corn weevils" (Calandra oryzae and C. granaria), target stored rice and corn; while some create swollen patches on roots (Ceutorhynchus sulcicollis), etc. All these Curculionidae are very timid, dropping to the ground at the slightest disturbance. This behavior can be exploited as a method of extermination by placing boards or sacks coated with tar beneath the trees and gently shaking them. Since many of these beetles are active at night, trapping should happen after dark. Larval "weevils" primarily feed on plant roots, but some, like the nut weevil (Balaninus nucum), develop inside fruit. Weevils from the Bruchidae family also target seeds of various plants, particularly beans and peas. These seed-feeders can be eliminated in the seeds by exposing them to bisulphide of carbon fumes. The corn weevils (Calandra granaria and C. oryzae) are now found worldwide, often making entire shipments of corn unusable.
The most important Hymenopterous pests are the sawflies or Tenthredinidae, which in their larval stage attack almost all vegetation. The larvae of these are usually spoken of as “false caterpillars,” on account of their resemblance to the larvae of a moth. They are most ravenous feeders, stripping bushes and trees completely of their foliage, and even fruit. Sawfly larvae can at once be recognized by the curious positions they assume, and by the number of pro-legs, which exceeds ten. The female lays her eggs in a slit made by means of her “saw-like” ovipositor in the leaf or fruit of a tree. The pupae in most of these pests are found in an earthen cocoon beneath the ground, or in some cases above ground (Lophyrus pini). One species, the slugworm (Eriocampa limacina), is common to Europe and America; the larva is a curious slug-like creature, found on the upper surface of the leaves of the pear and cherry, which secretes a slimy coating from its skin. Currant and gooseberry are also attacked by sawfly larvae (Nematus ribesii and N. ventricosus) both in Europe and America. Other species attack the stalks of grasses and corn (Cephus pygmaeus). Forest trees also suffer from their ravages, especially the conifers (Lophyrus pini). Another group of Hymenoptera occasionally causes much harm in fir plantations, namely, the Siricidae or wood-wasps, whose larvae burrow into the trunks of the trees and thus kill them. For all exposed sawfly larvae hellebore washes are most fatal, but they must not be used over ripe or ripening fruit, as the hellebore is poisonous.
The most significant Hymenopterous pests are the sawflies or Tenthredinidae, which attack nearly all types of vegetation during their larval stage. These larvae are often referred to as “false caterpillars” because they resemble moth larvae. They are extremely voracious feeders, completely stripping bushes and trees of their leaves and even fruit. Sawfly larvae can be easily recognized by the unusual positions they take and the number of prolegs they have, which is more than ten. The female lays her eggs in a slit made with her “saw-like” ovipositor in the leaf or fruit of a tree. The pupae of most of these pests are found in an earthen cocoon underground, or in some cases above ground (Lophyrus pini). One species, the slugworm (Eriocampa limacina), is common in Europe and America; the larva is an odd slug-like creature found on the upper surfaces of pear and cherry leaves, secreting a slimy coating from its skin. Currant and gooseberry plants are also attacked by sawfly larvae (Nematus ribesii and N. ventricosus) in both Europe and America. Other species target the stalks of grasses and corn (Cephus pygmaeus). Forest trees are also affected by their destruction, especially conifers (Lophyrus pini). Another group of Hymenoptera that sometimes causes significant damage in fir plantations is the Siricidae or wood-wasps, whose larvae burrow into the trunks of trees, effectively killing them. For all exposed sawfly larvae, hellebore washes are highly effective, but they should not be used on ripe or ripening fruit, as hellebore is poisonous.
The order Diptera contains a host of serious pests. These two-winged insects attack all kinds of plants, and also animals in their larval stage. Many of the adults are bloodsuckers (Tabanidae, Culicidae, &c.); others are parasitic in their larval stage (Oestridae, &c.). The best-known dipterous pests are the Hessian fly (Cecidomyia destructor), the pear midge (Diplosis pyrivora), the fruit flies (Tephritis Tyroni of Queensland and Halterophora capitata or the Mediterranean fruit fly), the onion fly (Phorbia cepetorum), and numerous corn pests, such as the gout fly (Chloropstaeniopus) and the frit fly (Oscinis frit). Animals suffer from the ravages of bot flies (Oestridae) and gad flies (Tabanidae); while the tsetse disease is due to the tsetse fly (Glossina morsitans), carrying the protozoa that cause the disease from one horse to another. Other flies act as disease-carriers, including the mosquitoes (Anopheles), which not only carry malarial germs, but also form a secondary host for these parasites. Hundreds of acres of wheat are lost annually in America by the ravages of the Hessian fly; the fruit flies of Australia and South Africa cause much loss to orange and citron growers, often making it necessary to cover the trees in muslin tents for protection. Of animal pests the ox warbles (Hypoderma lineata and H. bovis) are the most important (see fig. 2). The “bots” or larvae of these flies live under the skin of cattle, producing large swollen lumps—“warbles”—in which the “bots” mature (fig. 2). These parasites damage the hide, set up inflammation, and cause immense loss to farmers, herdsmen and butchers. The universal attack that has been made upon this pest has, however, largely decreased its numbers. In America cattle suffer much from the horn fly (Haematobia serrata). The dipterous garden pests, such as the onion fly, carrot fly and celery fly, can best be kept in check by the use of paraffin emulsions and the treatment of the soil with gas-lime after the crop is lifted. Cereal pests can only be treated by general cleanliness and good farming, and of course they are largely kept down by the rotation of crops.
The order Diptera includes many serious pests. These two-winged insects target all kinds of plants and also animals in their larval stage. Many adults are blood-suckers (Tabanidae, Culicidae, etc.); others are parasitic in their larval stage (Oestridae, etc.). The most well-known dipterous pests are the Hessian fly (Cecidomyia destructor), the pear midge (Diplosis pyrivora), the fruit flies (Tephritis Tyroni of Queensland and Halterophora capitata or the Mediterranean fruit fly), the onion fly (Phorbia cepetorum), and various corn pests like the gout fly (Chloropstaeniopus) and the frit fly (Oscinis frit). Animals are affected by bot flies (Oestridae) and gad flies (Tabanidae); the tsetse fly (Glossina morsitans) spreads tsetse disease by carrying the protozoa that cause the disease from one horse to another. Other flies also transmit diseases, including mosquitoes (Anopheles), which not only spread malaria germs but also serve as a secondary host for these parasites. In the U.S., hundreds of acres of wheat are lost every year due to the Hessian fly; fruit flies in Australia and South Africa result in significant losses for orange and citron growers, often forcing them to cover their trees with muslin tents for protection. Of animal pests, the ox warbles (Hypoderma lineata and H. bovis) are the most significant (see fig. 2). The “bots” or larvae of these flies live under the skin of cattle, causing large swollen lumps—“warbles”—where the “bots” develop (fig. 2). These parasites damage the hide, cause inflammation, and result in huge losses for farmers, herdsmen, and butchers. However, widespread efforts to control this pest have significantly reduced its numbers. In America, cattle are greatly affected by the horn fly (Haematobia serrata). Garden pests like the onion fly, carrot fly, and celery fly can be best managed using paraffin emulsions and treating the soil with gas-lime after harvesting the crop. Cereal pests can primarily be addressed through general cleanliness and good farming practices, and they are largely controlled by crop rotation.
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Fig. 2.—A, Ox Bot Maggot; B, puparium; C, Ox Warble Fly (Hypoderma bovis). |
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Fig. 3.—Looper-larva of Winter Moth (Cheimatobia brumata). |
Lepidopterous enemies are numerous all over the world. Fruit suffers much from the larvae of the Geometridae, the so-called “looper-larvae” or “canker-worms.” Of these geometers the winter moth (Cheimatobia brumata) is one of the chief culprits in Europe (fig. 3). The females in this moth and in others allied to it are wingless. These insects pass the pupal stage in the ground, and reach the boughs to lay their eggs by crawling up the trunks of the trees. To check them, “grease-banding” round the trees has been adopted; but as many other pests eat the leafage, it is best to kill all at once by spraying with arsenical poisons. Among other notable Lepidopterous pests are the “surface larvae” or cutworms (Agrotis spp.), the caterpillars of various Noctuae; the codling moth (Carpocapsa pomonella), which causes the maggot in apples, has now become a universal pest, having spread from Europe to America and to most of the British Colonies. In many years quite half the apple crop is lost in England owing to the larvae destroying the fruit. Sugar-canes suffer from the sugar-cane borer (Diatioca sacchari) in the West Indies; tobacco from the larvae of hawk moths (Sphingidae) in America; corn and grass from various Lepidopterous pests all over the world. Nor are stored goods exempt, for much loss annually takes 898 place in corn and flour from the presence of the larvae of the Mediterranean flour moth (Ephestia kuniella); while furs and clothes are often ruined by the clothes moth (Tinea trapezella).
Lepidopteran enemies are widespread around the globe. Fruit is heavily impacted by the larvae of the Geometridae, commonly known as “looper-larvae” or “canker-worms.” Among these, the winter moth (Cheimatobia brumata) is one of the main offenders in Europe (fig. 3). The females of this moth and others related to it do not have wings. These insects spend their pupal stage in the ground and crawl up tree trunks to lay their eggs on the branches. To control them, “grease-banding” around the trees has been implemented; however, since many other pests also consume the leaves, it's best to eliminate all at once by spraying with arsenical poisons. Other significant Lepidopteran pests include the “surface larvae” or cutworms (Agrotis spp.), the caterpillars of various Noctuae; the codling moth (Carpocapsa pomonella), which causes maggots in apples, has become a widespread issue, having migrated from Europe to America and many British Colonies. In some years, almost half of the apple crop in England is lost due to the larvae damaging the fruit. Sugar cane is affected by the sugar cane borer (Diatioca sacchari) in the West Indies; tobacco suffers from the larvae of hawk moths (Sphingidae) in America; and corn and grass are targeted by various Lepidopteran pests globally. Stored goods are not safe either, as significant losses occur annually in corn and flour from larvae of the Mediterranean flour moth (Ephestia kuniella); meanwhile, furs and clothing are frequently destroyed by the clothes moth (Tinea trapezella).
By far the most destructive insects in warm climates belong to the Hemiptera, especially to the Coccidae or scale insects. All fruit and forest trees suffer from these curious insects, which in the female sex always remain apterous and apodal and live attached to the bark, leaf and fruit, hidden beneath variously formed scale-like coverings. The male scales differ in form from the female; the adult male is winged, and is rarely seen. The female lays her eggs beneath the scaly covering, from which hatch out little active six-legged larvae, which wander about and soon begin to form a new scale. The Coccidae can, and mainly do, breed asexually (parthenogenetically). One of the most important is the San José scale (Aspidiotus perniciosus), which in warm climates attacks all fruit and many other trees, which, if unmolested, it will soon kill (fig. 4). These scales breed very rapidly; Howard states one may give rise to a progeny of 3,216,080,400 in one year. Other scale insects of note are the cosmopolitan mussel scale (Mytilaspis pomorum) and the Australian Icerya purchasi. The former attacks apple and pear; the latter, which selects orange and citron, was introduced into America from Australia, and carried ruin before it in some orange districts until its natural enemy, the lady-bird beetle, Vedalia cardinalis, was also imported.
By far, the most destructive insects in warm climates belong to the Hemiptera order, especially the Coccidae or scale insects. All fruit and forest trees are affected by these unique insects, which, in the female form, are always wingless and unfooted, living attached to the bark, leaves, and fruit, hidden beneath various scale-like coverings. The male scales look different from the females; the adult males have wings and are rarely seen. The female lays her eggs beneath the scaly covering, and from these eggs hatch small, active six-legged larvae that move around and quickly start to create a new scale. The Coccidae can, and primarily do, reproduce asexually (parthenogenetically). One of the most significant is the San José scale (Aspidiotus perniciosus), which attacks all types of fruit trees and many other trees in warm climates, and if left unchecked, it can soon kill them (fig. 4). These scales reproduce very quickly; Howard notes that one can produce a progeny of 3,216,080,400 in just one year. Other notable scale insects include the widespread mussel scale (Mytilaspis pomorum) and the Australian Icerya purchasi. The former targets apples and pears, while the latter, which prefers oranges and citrons, was brought to America from Australia and caused devastation in some orange-growing areas until its natural enemy, the ladybird beetle, Vedalia cardinalis, was also imported.
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Fig. 4.—San José Scale (Aspidiotus perniciosus). A, Male scale insect; B, female; C, larva; D, female scale; E, male scale. |
After the Coccidae the next most important insects economically are the plant lice or Aphididae. These breed with great rapidity under favourable conditions: one by the end of the year will be accountable, according to Linnaeus, for the enormous number of a quintillion of its species. Aphides are born, as a rule, alive, and the young soon commence to reproduce again. Their food consists mainly of the sap obtained from the leaves and blossom of plants, but some also live on the roots of plants (Phylloxera vastatrix and Schizoneura lanigera). Aphides often ruin whole crops of fruit, corn, hops, &c., by sucking out the sap, and not only check growth, but may even entail the death of the plant. Reproduction is mainly asexual, the females producing living young without the agency of a male. Males in nearly all species appear once a year, when the last female generation, the ovigerous generation, is fertilized, and a few large ova are produced to carry on the continuity of the species over the winter. Some aphides live only on one species of plant, others on two or more plants. An example of the latter is seen in the hop aphis (Phorodon humuli), which passes the winter and lives on the sloe and damson in the egg stage until the middle of May or later, and then flies off to the hops, where it causes endless harm all the summer (fig. 5); it flies back to the prunes to lay its eggs when the hops are ripe. Another aphis of importance is the woolly aphis (Schizoneura lanigera) of the apple and pear: it secretes tufts of white flocculent wool often to be seen hanging in patches from old apple trees, where the insects live in the rough bark and form cankered growths both above and below ground. Aphides are provided with a mealy skin, which does not allow water to be attached to it, and thus insecticides for destroying them contain soft soap, which fixes the solution to the skin; paraffin is added to corrode the skin, and the soft soap blocks up the breathing pores and so produces asphyxiation.
After the Coccidae, the next most important insects economically are the plant lice, or Aphididae. They reproduce very quickly under favorable conditions: by the end of the year, one can lead to an astounding number of a quintillion of its kind, according to Linnaeus. Aphids are usually born alive, and the young quickly start reproducing again. Their diet mainly consists of the sap from the leaves and flowers of plants, but some also feed on the roots of plants (Phylloxera vastatrix and Schizoneura lanigera). Aphids can devastate entire crops of fruit, grain, hops, etc., by draining the sap, which not only stunts growth but can even kill the plant. Most reproduction is asexual, with females giving birth to live young without the need for a male. Males of nearly all species appear once a year when the last female generation, the ovigerous generation, is fertilized, resulting in a few large eggs to ensure the species survives over the winter. Some aphids feed on just one species of plant, while others live on two or more. A notable example of the latter is the hop aphis (Phorodon humuli), which hibernates and survives on the sloe and damson in the egg stage until mid-May or later, then flies to the hops, where it causes significant damage throughout the summer (fig. 5); it returns to the prunes to lay eggs when the hops are ripe. Another important type is the woolly aphis (Schizoneura lanigera) found on apples and pears: it produces clumps of white fluffy wool that can often be seen hanging in patches from old apple trees, where the insects live in the rough bark and create cankerous growths both above and below ground. Aphids have a waxy coating that prevents water from attaching to them, so insecticides meant to kill them contain soft soap to adhere the solution to their skin; paraffin is added to break down the waxy layer, and the soft soap clogs their breathing pores, leading to asphyxiation.
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Fig. 5.—The Hop Aphis (Phorodon humuli). A, Winged female; B, winged male; C, ovigerous wingless female; D, viviparous wingless female from plum; E, pupal stage. |
Amongst Orthoptera we find many noxious insects, notably the locusts, which travel in vast cloud-like armies, clearing the whole country before them of all vegetable life. The most destructive locust is the migratory locust (Locusta migratoria), which causes wholesale destruction in the East. Large pits are dug across the line of advance of these great insect armies to stop them when in the larval or wingless stage, and even huge bonfires are lighted to check their flight when adult. So dense are these “locust clouds” that they sometimes quite darken the air. The commonest and most widely distributed migratory locust is Pachytylus cinerascens. The mole cricket (Gryllotalpa vulgaris) and various cockroaches (Blattidae) are also amongst the pests found in this order.
Among the Orthoptera, there are many harmful insects, especially locusts, which move in huge, cloud-like swarms, stripping entire areas of all plant life. The most destructive locust is the migratory locust (Locusta migratoria), known for causing massive destruction in the East. Large pits are dug along the path of these massive insect swarms to stop them when they are in their larval or wingless stage, and even huge bonfires are lit to disrupt their flight when they become adults. These "locust clouds" can be so thick that they sometimes darken the sky. The most common and widely spread migratory locust is Pachytylus cinerascens. The mole cricket (Gryllotalpa vulgaris) and various cockroaches (Blattidae) are also among the pests in this group.
Of Neuroptera there are but few injurious species, and many, such as the lace wing flies (Hemerobiidae), are beneficial.
Of Neuroptera, there are only a few harmful species, and many, like the lacewing flies (Hemerobiidae), are actually helpful.
The Treatment of Insect Pests.—One of the most important ways of keeping insect pests in check is by “spraying” or “washing.” This method has made great advances in recent years. All the pioneer work has been done in America; in fact, until the South-Eastern Agricultural College undertook the elucidation of this subject, little was known of it in England except by a few growers. The results and history of this essential method of treatment are embodied in Professor Lodemann’s work on the Spraying of Plants, 1896. In this treatment we have to bear in mind what the entomologist teaches us, that is, the nature, habits and structure of the pest.
The Treatment of Insect Pests.—One of the most important ways to control insect pests is through “spraying” or “washing.” This method has made significant advancements in recent years. Most of the groundbreaking work has been done in America; in fact, until the South-Eastern Agricultural College took on explaining this topic, very little was known about it in England aside from a few growers. The outcomes and history of this crucial treatment method are detailed in Professor Lodemann’s work on the Spraying of Plants, 1896. When using this treatment, we must consider what entomologists teach us about the nature, habits, and structure of the pest.
For insects provided with a biting mouth, which take nourishment from the whole leaf, shoot or fruit, the poisonous washes used are chiefly arsenical. The two most useful arsenical sprays are Paris green and arsenate of lead. To make the former, mix 1 oz. of the Paris green with 15 gallons of soft water, and add 2 oz. of lime and a small quantity of agricultural treacle; the latter is prepared by dissolving 3 oz. of acetate of lead in a little water, then 1 oz. of arsenate of soda in water and mixing the two well together, and adding the whole to 16 gallons of soft water; to this is added a small quantity of coarse treacle. For piercing-mouthed pests like Aphides no wash is of use unless it contains a basis of soft soap. This soft-soap wash kills by contact, and may be prepared in the following way:—Dissolve 6 to 8 ℔ of the best soft soap in boiling soft water and while still hot (but of course taken off the fire) add 1 gallon of 899 paraffin oil and churn well together with a force-pump; the whole may then be mixed with 100 gallons of soft water. The oil readily separates from the water, and thus a perfect emulsion is not obtained: this difficulty has been solved by Mr Cousin’s paraffin naphthalene wash, which is patented, but can be made for private use. It is prepared as follows:—Soft soap, 6 ℔ dissolved in 1 quart of water; naphthalene, 10 oz. mixed with 1½ pint of paraffin; the whole is mixed together. When required for use, 1 ℔ of the compound is dissolved in 5 to 10 gallons of warm water.
For insects with biting mouthparts that feed on entire leaves, shoots, or fruits, the primary poisonous solutions used are arsenical. The two most effective arsenical sprays are Paris green and lead arsenate. To prepare the former, mix 1 oz. of Paris green with 15 gallons of soft water, then add 2 oz. of lime and a small amount of agricultural treacle; the latter is made by dissolving 3 oz. of lead acetate in a little water, then adding 1 oz. of sodium arsenate and mixing them together well, and finally adding the mixture to 16 gallons of soft water; a small quantity of coarse treacle is then added. For piercing-mouthed pests like Aphides, no wash is effective unless it includes a base of soft soap. This soft-soap wash kills by contact and can be made as follows: Dissolve 6 to 8 lbs of the best soft soap in boiling soft water, and while it's still hot (but off the heat), add 1 gallon of paraffin oil and mix well with a force-pump; this can then be combined with 100 gallons of soft water. The oil quickly separates from the water, so a perfect emulsion isn't achieved: this issue has been addressed by Mr. Cousin’s patented paraffin naphthalene wash, which can also be made for private use. It is prepared by dissolving 6 lbs of soft soap in 1 quart of water; mix 10 oz. of naphthalene with 1.5 pints of paraffin; combine everything. When ready to use, dissolve 1 lb of the mixture in 5 to 10 gallons of warm water.
These two washes are essential to the well-being of every orchard in all climates. Not only can we now destroy larval and adult insects, but we can also attack them in the egg stage by the use of a caustic alkali wash during the winter; besides destroying the eggs of such pests as the Psyllidae, red spider, and some aphides, this also removes the vegetal encumbrances which shelter numerous other insect pests during the cold part of the year. Caustic alkali wash is prepared by dissolving 1 ℔ of crude potash and 1 ℔ of caustic soda in soft water, mixing the two solutions together, adding to them ¾ ℔ of soft soap, and diluting with 10 gallons of soft water when required for use. Another approved insecticide for scale insects is resin wash, which acts in two ways: first, corroding the soft scales, and second, fixing the harder scales to stop the egress of the hexapod larvae. It is prepared as follows:—First crush 8 ℔ of resin in a sack, and then place the resin in warm water and boil in a cauldron until thoroughly dissolved; then melt 10 ℔ of caustic soda in enough warm water to keep it liquid, and mix with the dissolved resin; keep stirring until the mixture assumes a clear coffee-colour, and for ten minutes afterwards; then add enough warm water to bring the whole up to 25 gallons, and well stir. Bottle this off, and when required for use dilute with three times its bulk of warm soft water, and spray over the trees in the early spring just before the buds burst. For mites (Acari) sulphur is the essential ingredient of a spray. Liver of sulphur has been found to be the best form, especially when mixed with a paraffin emulsion. Bud mites (Phytoptidae, fig. 6) are of course not affected. Sulphur wash is made by adding to every 10 gallons of warm paraffin emulsion or paraffin-naphthalene-emulsion 7 oz. of liver of sulphur, and stirring until the sulphur is well mixed. This is applied as an ordinary spray. Nursery stock should always be treated, to kill scale, aphis and other pests which it may carry, by the gas treatment, particularly in the case of stock imported from a foreign climate. This treatment, both out of doors and under glass, is carried out as follows:—Cover the plants in bulk with a light gas-tight cloth, or put them in a special fumigating house, and then place 1 oz. of cyanide of potassium in lumps in a dish with water beneath the covering, and then pour 1 oz. of sulphuric acid over it (being careful not to inhale the poisonous fumes) for every 1000 cub. ft. of space beneath the cover. The gas generated, prussic acid, should be left to work for at least an hour before the stock is removed, when all forms of animal life will be destroyed.
These two washes are crucial for the health of every orchard in all climates. We can now eliminate both larval and adult insects, and we can also target them in the egg stage by using a caustic alkali wash during the winter; this not only destroys the eggs of pests like the Psyllidae, red spider, and certain aphids, but it also removes the plant debris that provides shelter for many other insect pests during the cold months. You prepare caustic alkali wash by dissolving 1 pound of crude potash and 1 pound of caustic soda in soft water, mixing the two solutions together, adding ¾ pound of soft soap, and diluting it with 10 gallons of soft water when it's time to use it. Another effective insecticide for scale insects is resin wash, which works in two ways: it first breaks down the soft scales and then binds the harder scales to prevent the escape of the six-legged larvae. To make it, crush 8 pounds of resin in a sack, then place it in warm water and boil until fully dissolved; melt 10 pounds of caustic soda in enough warm water to keep it liquid, and mix it with the dissolved resin; keep stirring until the mixture turns a clear coffee color, then stir for another ten minutes. After that, add enough warm water to bring the total to 25 gallons, and stir well. Bottle this mixture, and when you need to use it, dilute it with three times its volume of warm soft water and spray it on the trees in early spring just before the buds burst. For mites (Acari), sulfur is the key ingredient in a spray. Liver of sulfur is considered the best form, especially when mixed with a paraffin emulsion. Bud mites (Phytoptidae, fig. 6) are not affected by this. To make sulfur wash, added to every 10 gallons of warm paraffin emulsion or paraffin-naphthalene emulsion, add 7 ounces of liver of sulfur and stir until the sulfur is well mixed. This is used as a standard spray. Nursery stock should always be treated with gas to eliminate scale, aphids, and other pests it may carry, especially if the stock is imported from a different climate. This treatment, both outdoors and indoors, is done by covering the plants in bulk with a light gas-tight cloth or placing them in a special fumigation house. Then, put 1 ounce of potassium cyanide in chunks in a dish with water beneath the covering, and pour 1 ounce of sulfuric acid over it (being careful not to inhale the toxic fumes) for every 1000 cubic feet of space under the cover. The gas produced, prussic acid, should be allowed to work for at least an hour before removing the stock, at which point all forms of animal life will be eliminated.
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Fig. 6.—Bud Mites (Phytoptidae). A, Currant Bud Mite (Phytoptus ribis); B, Nut Bud Mite (P. avellanae). |
For spraying, proper instruments must be used, by means of which the liquid is sent out over the plants in as fine a mist as possible. Numerous pumps and nozzles are now made by which this end is attained. Both horse and hand machines are employed, the former for hops and large orchards, the latter for bush fruit and gardens. In America, where trees in parks as well as orchards and gardens are treated, steam-power is sometimes used. Among the most important sprayers are the Strawson horse sprayers and the smaller Eclair and Notus knapsack pumps, carried on the back (fig. 7). The nozzles for “mistifying” the wash most in use are known as the Vermorel and Riley’s, which can be fitted to any length of tubing, so as to reach any height, and can be turned in any direction. The pumps in the machine keep the insecticide constantly mixed, and at the same time force the wash with great strength through the nozzle, and so to the exterior, as a fine mist; every part of the plant is thus affected.
For spraying, it's essential to use the right tools that send out the liquid over the plants in the finest mist possible. There are many pumps and nozzles available to achieve this. Both horse-drawn and handheld machines are used; horse-drawn machines are for hops and large orchards, while handheld ones are meant for bush fruits and gardens. In America, where trees in parks as well as orchards and gardens are treated, steam power is sometimes utilized. Some of the key sprayers include the Strawson horse sprayers and the smaller Eclair and Notus knapsack pumps, which are worn on the back (fig. 7). The most commonly used nozzles for creating a mist with the spray are known as Vermorel and Riley’s, which can be fitted to any length of tubing to reach any height and can be adjusted in any direction. The pumps in the machine keep the insecticide well mixed and simultaneously force the wash with great strength through the nozzle, creating a fine mist that affects every part of the plant.
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Fig. 7.—Knapsack Sprayer for Liquid Insecticides. |
Beneficial Insects have also to be considered in economic entomology. They are of two kinds—(1) those that help to keep down an excess of other insects by acting either as parasites or by being insectivorous in habit; and (2) insects of economic value, such as the bee and silkworm. Amongst the most important friends to the farmer and gardener are the Hymenopterous families of ichneumon flies (Ichneumonidae and Braconidae); the Dipterous families Syrphidae and Tachinidae; the Coleopterous families Coccinellidae and Carabidae; and the Neuropterous Hemerobiidae, or lace-wing flies. Ichneumon flies lay their eggs either in the larvae or ova of other insects, and the parasites destroy their host. In this way the Hessian fly is doubtless kept in check in Europe, and the aphides meet with serious hindrance to their increase. If a number of plant-lice are examined, a few will be found looking like little pearls; these are the dried skins of those that have been killed by Ichneumonidae. The Syrphidae, or hover flies, are almost exclusively aphis-feeders in their larval stage. Tachina flies attack lepidopterous larvae. One of the most notable examples of the use of insect allies is the case of the Australian lady-bird, Vedalia cardinalis, which, in common with all lady-birds, feeds off Aphidae and Coccidae. The Icerya scale (Icerya purchasi) imported into America ruined the orange groves, but its enemy, the Vedalia, was also imported from Australia, and counteracted its abnormal increase with such great results that the crippled orange groves are now once more profitable.
Beneficial Insects also need to be considered in economic entomology. They fall into two categories: (1) those that help control the population of other insects by acting as parasites or by feeding on them, and (2) insects of economic value, like bees and silkworms. Some of the most significant allies for farmers and gardeners include the Hymenopteran families of ichneumon flies (Ichneumonidae and Braconidae), the Dipteran families Syrphidae and Tachinidae, the Coleopteran families Coccinellidae and Carabidae, and the Neuropteran Hemerobiidae, or lace-wing flies. Ichneumon flies lay their eggs in the larvae or eggs of other insects, and the parasites destroy their host. This helps keep the Hessian fly in check in Europe, and seriously hinders the reproduction of aphids. If you examine a number of plant lice, you'll find a few that look like tiny pearls; these are the dried skins of those that have been killed by Ichneumonidae. The Syrphidae, or hover flies, primarily feed on aphids in their larval stage. Tachina flies attack caterpillars. A prominent example of using insect allies is the Australian ladybug, Vedalia cardinalis, which, like all ladybugs, feeds on Aphidae and Coccidae. The Icerya scale (Icerya purchasi) that was brought to America devastated the orange groves, but its enemy, the Vedalia, was also imported from Australia and effectively controlled its population to the point that the damaged orange groves have become profitable again.
ECONOMICS (from the Gr. οἰκονομική, sc. τέχνη, from οἶκος, a house, and νόμος, rule,—the “art of household management”), the general term, with its synonym “political economy,” for the science or study of wealth (welfare) and its production, applicable either to the individual, the family, the State, or in the widest sense, the world. How far the same considerations apply to all these spheres is one of the problems of economic thought in its widest sense. The term “economy” (q.v.) by itself, which should strictly mean the art of applying money (or wealth) wisely, has commonly come to mean the art of saving money, or spending as little as possible. In practice the study of “political” economy is mainly devoted to the sphere of the State; the welfare of the individual as a member of the State, and of the State in its relation to the world, being internal aspects of the prosperity of the State itself. Economics thus includes the discussion of all the numerous factors which make life profitable, whether to the nation or to the business, or to the individual man. It may be conceived either as an historical science (What principles have in fact paid?), or as an abstract science (What are the true principles which must pay, presupposing an ideal?). Economists at different times have studied both aspects, according to their lights, and influenced by historical conditions of philosophic thought. A text-book on economics necessarily deals, therefore, with the whole subject in a manner which need not here be followed, since separate articles are devoted in this work to the biographies of writers on economics, and also to the principal economic 900 questions involved, under their own headings. In this article we propose therefore to confine ourselves to discussing the character and subject-matter of the science, indicating its relation to other sciences, and explaining the methods by which economists reach their conclusions.
ECONOMICS (from the Greek economics, meaning art, from house, which means house, and law, meaning rule—essentially the “art of managing a household”), is a general term synonymous with “political economy,” referring to the science or study of wealth and its production, relevant to individuals, families, the state, or broadly, the world. One of the challenges of economic thought is to determine how much these considerations apply across these different areas. The term “economy” (q.v.) originally referred to the skill of using money (or wealth) wisely, but it has come to mostly mean the skill of saving money or minimizing spending. In practice, the study of “political” economy focuses primarily on the realm of the state; it looks at the welfare of individuals as members of the state and the state’s global relations, which are internal aspects of the state’s own prosperity. Thus, economics encompasses discussions of all the various factors that contribute to profitable living for the nation, businesses, or individuals. It can be approached as a historical science (examining what principles have actually worked) or as an abstract science (considering what the ideal principles should be). Economists have studied both perspectives over time, shaped by the historical context of philosophical thought. Consequently, a textbook on economics covers the entire subject in a way that won’t be detailed here, since separate articles in this work are dedicated to the biographies of economists and the main economic questions under their own headings. In this article, we will focus on the character and subject matter of the science, outlining its relationships to other sciences and explaining the methods economists use to arrive at their conclusions.
We understand by economics the science which investigates the manner in which nations or other larger or smaller communities, and their individual members, obtain food, clothing, shelter and whatever else is considered desirable or necessary for the maintenance and improvement of the conditions of life. It is thus the study of the life of communities with special reference to one side of their activity. It necessarily involves the scientific examination of the structure and organization of the community or communities in question; their history, their customs, laws and institutions; and the relations between their members, in so far as they affect or are affected by this department of their activity.
We define economics as the study of how nations or other communities, big or small, and their individual members acquire food, clothing, shelter, and anything else that is seen as necessary or desirable for improving their quality of life. Essentially, it's about examining the lives of communities, focusing on one aspect of their activities. This involves analyzing the structure and organization of these communities, including their history, customs, laws, and institutions, as well as the relationships between their members and how these relationships impact or are impacted by this area of activity.
At the root of all economic investigation lies the conception of the standard of life of the community. By this expression we do not mean an ideal mode of living, but the habits and requirements of life generally current in a community or grade of society at a given period. The standard of life of the ordinary well-to-do middle class in England, for example, includes not only food, clothing and shelter of a kind different in many respects from that of a similar class in other countries and of other classes in England, but a highly complicated mechanism, both public and private, for ministering to these primary needs, habits of social intercourse, educational and sanitary organization, recreative arrangements and many other elements. Many influences operating for a long period of time on the character and the environment of a class go to determine its standard of life. In a modern industrial community it is possible to express this standard fairly accurately for the purposes of economic investigation in terms of money (q.v.). But it is doubtful whether the most complete investigation would ever enable us to include all the elements of the standard of life in a money estimate. The character, tastes and capacity for management of different individuals and groups differ so widely that equal incomes do not necessarily imply identity of standard. In the investigation of past times, the incommensurate elements of well-being are so numerous that merely money estimates are frequently misleading. The conception of the standard of life involves also some estimate of the efforts and sacrifices people are prepared to make to obtain it; of their ideals and character; of the relative strength of the different motives which usually determine their conduct. But no carefully devised calculus can take the place of insight, observation and experience. The economist should be a man of wide sympathies and practical sagacity, in close touch with men of different grades, and, if possible, experienced in affairs.
At the heart of all economic study is the idea of the community's standard of living. By this term, we don't mean an ideal way of living, but rather the everyday habits and needs that are common in a community or social class during a specific time period. For instance, the standard of living for the average, well-off middle class in England encompasses not just food, clothing, and shelter, which differ in many ways from similar classes in other countries and from other classes in England, but also a complex system—both public and private—that caters to these essential needs, including social interactions, education and health services, leisure activities, and many other factors. Numerous influences over a long period shape the character and environment of a class, impacting their standard of living. In a modern industrial society, this standard can be fairly accurately expressed in monetary terms for economic analysis (q.v.). However, it’s uncertain whether even the most thorough investigation could capture all the elements of the standard of living in a monetary estimate. The characteristics, preferences, and management skills of different individuals and groups vary so greatly that the same income doesn’t necessarily mean the same standard of living. In studying historical contexts, the countless elements of well-being often make monetary estimates misleading. The concept of the standard of living also includes some assessment of the efforts and sacrifices that people are willing to make to achieve it; their ideals and character; and the relative importance of the various motivations that generally guide their actions. Yet, no meticulously crafted formula can replace understanding, observation, and experience. An economist should be someone with broad perspectives and practical wisdom, closely connected with people from various backgrounds and, if possible, experienced in real-world matters.
It is evident that no permanent classification is possible of what is or is not of economic significance. No general rules, applicable to all times, can be laid down as to what phenomena must be examined or what may be neglected Character of subject-matter. in economic inquiry. The different departments of human activity are organically connected, and all facts relating to the life of a community have a near or remote economic significance. For short historical periods, indeed, many phenomena are so remotely connected with the ordinary business of life that we may ignore them. But at any moment special causes may bring into the field of economic inquiry whole departments of life which have hitherto been legitimately ignored. In times past, biblical exegesis, religious ideals, and ecclesiastical organization, the purely political aims of statesmen, chance combinations of party politics and the intrigues of diplomatists, class prejudice, social conventions, apparently sudden changes of economic policy, capricious changes of fashion—all these causes and many others have exerted a direct and immediate influence on the economic life of the community. In our own day we have had many illustrations of the manner in which special circumstances may at once bring an almost unnoticed series of scientific investigations into direct and vital relation with the business world. The economist must, therefore, not only be prepared to take account of the physical features of the world, the general structure and organization of the industry and commerce of different states, the character of their administration and other important causes of economic change. He must be in touch with the actual life of the community he is studying, and cultivate “that openness and alertness of the mind, that sensitiveness of the judgment, which can rapidly grasp the significance of at first sight unrelated discoveries or events.”
It’s clear that no permanent classification can be made about what is or isn’t economically significant. There are no general rules that apply at all times regarding which phenomena need to be examined or which can be overlooked Subject matter character. in economic research. Different areas of human activity are interconnected, and all facts related to a community's life have some economic significance, whether direct or indirect. For short historical periods, many phenomena might seem so distantly related to everyday life that we can ignore them. However, at any time, specific causes might bring whole areas of life that were previously considered irrelevant into the realm of economic analysis. In the past, biblical interpretation, religious values, church organization, the political goals of leaders, random party politics, and diplomatic maneuvering, along with class biases, social norms, sudden shifts in economic policy, and unpredictable fashion trends—these and many other factors have directly influenced the economic life of a community. In our own time, we’ve seen many examples of how specific circumstances can suddenly make a previously overlooked series of scientific studies directly relevant to the business world. Therefore, the economist must not only be ready to consider the physical characteristics of the world and the overall structure and organization of different countries' industries and commerce, as well as the nature of their governance and other important factors driving economic change. They need to be connected to the everyday life of the community they are analyzing and develop “that openness and alertness of the mind, that sensitivity of judgment, which can quickly understand the significance of seemingly unrelated discoveries or events.”
Some people are of opinion that the factors to be taken account of in economic investigation are so numerous that progress on these lines is impossible. It would certainly be impossible if we had to begin de novo to construct the whole fabric of economic science. But, as we shall see, it is no more necessary to do this in the world of science than it is in the world of business or politics. There is in existence a vast store of accumulated knowledge, and few, if any, departments of economics have been left quite unilluminated by the researches of former generations. Progress is the result of adaptation rather than reconstruction. It must be remembered also that economic work in modern times is carried on by consciously or unconsciously associated effort, and although it must always require high qualities of judgment, capacity and energy, many of the difficulties which at first sight appear so insuperable give way when they are attacked. In some ways also the study of highly developed organizations like the modern industrial state is simpler than that of earlier forms of society.
Some people believe that the factors to consider in economic study are so numerous that making progress in this area is impossible. It would definitely be impossible if we had to start over and build the entire structure of economic science from scratch. However, as we will see, it’s not necessary to do this in the realm of science any more than it is in business or politics. There is a huge amount of accumulated knowledge available, and very few, if any, areas of economics have been completely untouched by the research of past generations. Progress comes from adaptation rather than rebuilding. It’s also important to note that economic work today is carried out through group efforts, whether consciously or unconsciously, and while it always requires strong judgment, skill, and energy, many of the challenges that initially seem impossible can be overcome when they are confronted. In some ways, studying highly developed organizations like the modern industrial state is simpler than studying earlier forms of society.
In the earliest times for which we have abundant material the economic life of England had already reached in certain directions a high degree of complexity. Even in the rural districts, manorial records reveal the existence of a great variety of classes and groups of persons engaged in the performance of economic functions. The lord of the manor with his officials and retainers, the peasantry bound to him by ties of personal dependence and mutual rights and obligations, constituted a little world, in which we can watch the play of motives and passions not so dissimilar as we are sometimes led to believe Ancient and modern conditions in England. from those of the great modern world. In many a country district the gradations of social rank were more continuous, the opportunities of intercourse more frequent, and the capacity for organization greater than in modern times. The manorial accounts were kept with precision and detail, and we are told that a skilled official could estimate to the utmost farthing the value of the services due from the villein to his lord. The manor was indeed self-sufficient and independent in the sense that it could furnish everything required by the majority of the inhabitants, and that over the greater part of rural England production was not carried on with a view to a distant market. But in the earliest times the manor was subjected to external influences of great importance. Vast areas of the country were in fact under the single control of a territorial lord or an ecclesiastical foundation. Every manor composing these great fiefs was likely to be affected by the policy or the character of the administration of the feudal lord, and he, again, by the policy or the difficulties, the strength or the weakness, of the central government. Foreign trade and foreign intercourse were undeveloped, but their influence was in historical times never entirely absent, while the influence of Roman law and the Christian Church constantly tended to modify the manorial organization. In the towns the division of labour had proceeded much further than in the rural districts, and there were in existence organized bodies, such as the Gild Merchant and the crafts, whose functions were primarily economic. But one of the most striking characteristics of town life in the middle ages was the manner in which municipal and industrial privileges and responsibilities were interwoven. In modern times the artisan, however well trained, efficient and painstaking he may be, does not, in virtue of these qualities, enjoy any municipal or political privileges. By means of his trade union, co-operative society or club he may gain some experience in the management of men and business, and in so far as the want of a sufficient income does not constitute an insuperable difficulty, he may share in the public life of the country. But in his character as 901 artisan he enjoys no municipal or political privileges. In the middle ages this differentiation of the industrial, municipal and political life had not taken place, and in order to understand the working of at first sight purely economic regulations it is necessary to make a close study of the functions of local government. But this, after all, does not carry us very far. From the very nature of the records in which we study the town life of the middle ages, it follows that we obtain from them only a one-sided view. No one knows what proportion of the industrial population was included in the organized gilds, or how complete was the control exercised by these bodies over their members. Elaborate regulations were in force, but no one knows how elastic they were in practice. Medieval Englishmen were particularly apt to put their aspirations into a legal form, and then rest satisfied with their achievement. The number of regulations is scarcely to be regarded as a test of their administrative success. Further, as the country became more consolidated and the central government extended its authority over economic affairs, new regulations came into force, new organs of government appeared, which were sometimes in conflict, sometimes in harmony, with the existing system, and it becomes for a time far more difficult to obtain a clear view of the actual working of economic institutions. Thus the study of the economic life of the middle ages is one of the most complicated subjects which can engage the attention of man. It is impossible to carry the process of isolation very far. The different threads of social activity are so closely interwoven that we cannot follow any one for very long without forming wrong impressions, and it becomes necessary to turn back and study others which seemed at first sight unrelated to the subject of our investigations. Under an apparently uniform and stable system of social regulation there was much variation and movement, the significance of which it is impossible to estimate. Materials for forming such an estimate no doubt exist, but before doing so we have to study in infinite detail a vast number of separate manors, municipalities or other separate economic areas. This involves great industry on the part of many scientific workers. Meanwhile we can illustrate the economic life of the middle ages, describe its main features, indicate the more important measures of public policy and draw attention to some of the main lines of development.
In the earliest times for which we have a lot of information, the economic life of England had already developed a high level of complexity in certain areas. Even in rural regions, records from manors show a wide variety of classes and groups of people involved in various economic functions. The lord of the manor, along with his officials and attendants, and the peasantry who were tied to him by personal dependence and mutual rights and obligations, created a small world where we can observe motives and passions that are not as different from those in today's world as we might think. In many rural areas, the social hierarchy was more fluid, opportunities for interaction were more frequent, and the ability to organize was greater than it is now. The accounts of the manor were meticulously kept, and it’s said that a skilled official could calculate the exact value of the services the villein owed to his lord down to the last penny. The manor was indeed self-sufficient and independent in that it could provide for most of its inhabitants, and for much of rural England, production wasn’t aimed at distant markets. However, in those early times, the manor was influenced by significant external factors. Large areas of the country were actually controlled by a single territorial lord or a religious institution. Each manor within these large estates would likely be impacted by the policies or character of the feudal lord’s administration, who in turn would be affected by the policies, challenges, strengths, or weaknesses of the central government. Foreign trade and interaction were underdeveloped, but their influence was never completely absent in historical times, while Roman law and the Christian Church continuously influenced the structure of the manor. In towns, the division of labor had progressed much further than in the countryside, and organized groups, such as the Gild Merchant and the crafts, were focused primarily on economic functions. One of the most noticeable features of town life in the middle ages was how municipal and industrial privileges and responsibilities were intertwined. In modern times, a skilled artisan, no matter how well-trained, efficient, and dedicated he may be, does not automatically receive municipal or political privileges solely based on these traits. Through his trade union, cooperative society, or club, he may gain experience in managing people and business, and if his lack of income isn’t an overwhelming obstacle, he might participate in public life. But as an artisan, he holds no municipal or political privileges. During the middle ages, there was no clear distinction between industrial, municipal, and political life, and to understand the workings of what may seem like purely economic regulations, it’s necessary to closely examine local government functions. However, this doesn’t take us very far. Due to the nature of the records we study regarding town life in the middle ages, we only get a partial perspective. No one knows the proportion of the industrial population that was part of organized guilds or how much control these groups had over their members. There were detailed regulations, but it’s unclear how flexible they were in practice. Medieval English people often tended to express their ambitions legally and then felt satisfied with these accomplishments. The number of regulations shouldn’t be considered a measure of administrative success. Furthermore, as the country consolidated and the central government extended its control over economic affairs, new regulations emerged, along with new government bodies that sometimes conflicted with and sometimes complemented the existing structure, making it harder to obtain a clear view of how economic institutions functioned in practice. Therefore, studying the economic life of the middle ages is one of the most complex subjects one can engage with. It’s impossible to entirely isolate processes. The various strands of social activity are so closely intertwined that we can’t follow any one for long without developing misconceptions, making it essential to return and examine others that initially seemed unrelated to our investigations. Beneath what appears to be a uniform and stable system of social regulation was a lot of variation and movement, the significance of which is difficult to gauge. While materials to form such an assessment likely exist, we must first delve into countless individual manors, municipalities, or other distinct economic areas in great detail. This requires significant effort from many researchers. Meanwhile, we can illustrate the economic life of the middle ages, describe its main features, highlight key public policy measures, and point out some main directions of development.
It is only as we approach more modern times that the conditions of economic study are realized and economic science, as we understand it, becomes possible. Those conditions are: (i.) the life of the state or other community Conditions of economic science. or communities we are studying must be so differentiated that we can isolate those functions which are wholly or predominantly economic. The “separation of employments” is not only a condition of economic efficiency; it was necessary before we could have an economic science. (ii.) We must be in a position so far to understand and estimate the character and motives of different classes and groups in these communities that we can rightly interpret their action. This condition cannot be realized without great difficulty, for “economic motives” are very different in different periods, nations and classes, and even for short periods of time in the same country are modified by the influence of other motives of an entirely different order. In studying the economic history of the 18th century, for example, it is not enough to assume with Defoe that “gain is the design of merchandise.” We have to be saturated, as it were, with 18th-century influences, so that we can realize the conditions in which industry and trade were carried on, before we can rightly explain the course of development. In our own day labour disputes, to take another example, can scarcely ever be resolved into a question of merely pecuniary gain or loss. The significance of the amount of money involved varies greatly for different trades, and can only be understood by reference to the character and habits of the people concerned. But questions of sentiment, shop-feeling and trade customs invariably play an important part. (iii.) Economics can never lead to anything but hypothetical results unless we not only realize that we must “take account of” other than the purely economic factors, but also give due weight and significance to these factors. No explanation of the industrial situation in Germany, for example, would be intelligible or satisfactory even from the economic point of view which ignored the significance of the political conditions which Germans have to deal with. So, again, it is impossible to make a useful comparative estimate of the advantages and disadvantages of the transport systems of England, the United States and Germany, unless we keep constantly in view the very different geographical, military and political conditions which these systems have to satisfy. (iv.) Sufficient information must be available to enable us to test the validity of our hypotheses and conclusions. Whatever “method” of economic investigation we employ, we must at every stage see how far our reasoning is borne out by the actual experience of life. This obvious condition of scientific inquiry is very far from being completely realized even at the present time. It implies the existence of a well-trained class engaged in the work of collecting information, and much organization both by the state and private bodies. These four conditions can be reduced to two. The community we are studying must have reached such a stage of development that its economic functions and those immediately cognate to them form a well-defined group, and adequate means must be available so that we can, as it were, watch the performance of these functions and test our hypotheses and conclusions by observation and experience.
It’s only as we move closer to modern times that we start to see the conditions for economic study being realized, making economic science, as we know it, possible. Those conditions are: (i.) the life of the state or other community we’re studying must be distinct enough so we can isolate functions that are purely or mostly economic. The “separation of employments” is not just an efficiency requirement; it was essential before we could develop an economic science. (ii.) We need to understand and evaluate the characteristics and motives of different classes and groups within these communities so we can accurately interpret their actions. This isn’t easy to achieve, as “economic motives” vary significantly across times, nations, and classes, and even within the same country, they can shift quickly due to influences from other, completely different motives. For example, when studying the economic history of the 18th century, it’s not enough to think with Defoe that “gain is the aim of commerce.” We need to immerse ourselves in the 18th-century context to truly grasp the conditions under which industry and trade operated before we can adequately explain the developments that took place. In our time, labor disputes, for instance, can hardly be boiled down to a matter of simple monetary gain or loss. The importance of the amount of money at stake varies greatly across different trades and can only be understood in relation to the characteristics and habits of the individuals involved. Additionally, factors like sentiment, workplace dynamics, and trade customs always play a significant role. (iii.) Economics can only lead to hypothetical outcomes unless we recognize that we need to consider factors beyond purely economic ones and give them appropriate weight in our analysis. No explanation of the industrial situation in Germany, for instance, would make sense or be satisfying from an economic standpoint if it disregarded the importance of the political conditions facing Germans. Similarly, it’s impossible to make a useful comparison of the pros and cons of the transportation systems in England, the United States, and Germany without continuously considering the very different geographical, military, and political conditions these systems must navigate. (iv.) We must have enough information available to test the validity of our hypotheses and conclusions. Whatever "method" of economic investigation we use, we must check at every step how far our reasoning aligns with actual life experiences. This straightforward requirement of scientific inquiry is still not fully accomplished today. It calls for a well-trained group focused on collecting information and requires substantial organization from both state and private entities. These four conditions can be consolidated into two: the community we’re studying has to be developed enough that its economic functions and related activities form a clear, cohesive group, and we need adequate means to observe these functions in action and validate our hypotheses and conclusions through observation and experience.
It is easy to understand, therefore, why we trace the beginnings of economics, so far as England is concerned, in the 16th century, and why the application of strict scientific tests in this subject of human study has become possible only in comparatively recent times. Medieval economics was little more than a casuistical system of elaborate and somewhat artificial rules of conduct. From the close of the middle ages until the middle of the 18th century thousands of pamphlets and other works on economic questions were published, but the vast majority of the writers have little or no scientific importance. Their works frequently contain information given nowhere else, and throw much light on the state of opinion in the age in which they wrote. It is also possible to find in them many anticipations of the views of the economists of later times; but such statements were as a rule generated merely by the heat of controversy on some measure or event of practical importance, and when the controversy died down were seldom regarded or incorporated in a scientific system. Trade bias, personal impressions and guesswork took the place of scientific method. This was inevitable in the absence of trustworthy information on an adequate scale, and from the immediately practical aims of the writers. But from the end of the 17th century economics has been definitely recognized as a subject of scientific study.
It's easy to see why we trace the beginnings of economics in England to the 16th century, and why applying strict scientific tests to this field of study has only been possible in more recent times. Medieval economics was mainly a complicated system of somewhat artificial rules for conduct. From the end of the Middle Ages until the mid-18th century, thousands of pamphlets and other works on economic issues were published, but most of the authors had little scientific significance. Their works often contain unique information and provide insight into the opinions of the time they were written. You can also find many early ideas that later economists would develop; however, these statements were usually born out of heated debates over specific measures or significant events, and once the controversies faded, they were rarely considered or included in a scientific framework. Trade bias, personal opinions, and speculation filled the gap left by the lack of reliable information and the immediate practical goals of the writers. But since the late 17th century, economics has been recognized as a field worthy of scientific study.
In modern times the conditions which have made economic science possible have also made it necessary. While it is impossible to give a strictly economic interpretation of the earlier history of nations, economic interests Necessity of economic science. so govern the life and determine the policy of modern states that other forces, like those of religion and politics, seem to play only a subsidiary part, modifying here and there the view which is taken of particular questions, but not changing in any important degree the general course of their development. This may be, in the historical sense, merely a passing phase of human progress, due to the rapid extension of the industrial revolution to all the civilized and many of the uncivilized nations of the world, bringing in its train the consolidation of large areas, a similarity of conditions within them, and amongst peoples and governments a great increase in the strength of economic motives. When the world has settled down to the new conditions, if it ever does so, we may be confronted with problems similar to those which our forefathers had to solve. But, for the time, if we know the economic interests of nations, classes and individuals, we can tell with more accuracy than ever before how in the long run they will act. Public policy therefore requires the closest possible study of the economic forces which are moulding the destinies of the great nations of the world. In most civilized countries except England this is recognized, and adequate provision is made for the study 902 of economic science. But the subject is not only of immediate concern to the state in its corporate and public capacity. The neglect of it in the domain of private business can now only lead to disastrous results. To quote from a useful work (National Education: a Symposium, 1901), “the commercial supremacy of England was due to a variety of causes, of which superior intelligence, in the ordinary business sense, was not the most important. Her insular position, continuity of political development and freedom from domestic broils played an important part in bringing about a steady and continuous growth of industry and manufactures for several generations before the modern era. The great wars of the 18th and the beginning of the 19th century, which arrested the growth of continental nations, gave England the control of the markets of the world. When peace was restored, England enjoyed something in the nature of a monopoly. The competition of France ceased for a time to be an important factor. What is now the German empire was a mere congeries of small states, waging perpetual tariff wars upon each other. In the old Prussian provinces alone there were fifty-three different customs frontiers, and German manufactures could not develop until the growth of the Zollverein brought with it commercial consolidation, internal freedom and greater homogeneity of economic conditions. The industries of the United States were in their infancy. Thus the productive power of England was unrivalled, and her manufactures and business men, under a régime rapidly approximating to complete freedom of trade, could reap the full advantages to be derived from the possession of great national resources and production by machinery. Commercial supremacy required not so much highly trained intelligence amongst manufacturers and merchants as keen business instinct and a certain rude energy. In the last generation all that has changed, and the change is of a permanent character. The struggle of the future must inevitably be between a number of great nations, more or less equally well equipped, carrying on production by the same general methods, each one trying to strengthen its industrial and commercial position by the adoption of the most highly developed machinery, and all the methods suggested by scientific research, policy or experience. Under these conditions, it is no longer possible for the individual merchant, or for small groups of merchants, to acquaint themselves, by personal experience alone, with more than a fractional part of the causes which affect the business in which they are engaged. The spread of the modern industrial system has brought with it the modern state, with its millions of consumers, its vast area, its innumerable activities, its complicated code of industrial and commercial law. At the same time, the revolution in the means of transport and communication has destroyed, or is tending to destroy, local markets, and closely interwoven all the business of the world. Events in the most distant countries, industrial and commercial movements at first sight unrelated to the concerns of the individual merchant, now exert a direct and immediate influence upon his interests. The technical training of the factory or the office, the experience of business, the discharge of practical duties, necessary as they are, do not infallibly open the mind to the large issues of the modern business world, and can never confer the detailed acquaintance with facts and principles which lie outside the daily routine of the individual, but are none the less of vital importance.” Economics, therefore, under modern conditions, is not only a subject which may usefully occupy the attention of a leisured class of scientific men. It should form part of the training of educated men of all classes, on grounds of public policy and administrative and business efficiency.
In modern times, the circumstances that have made economic science possible have also made it essential. While it’s impossible to provide a purely economic interpretation of the early history of nations, economic interests now govern life and shape the policies of modern states, making other forces like religion and politics seem like minor players. These forces may occasionally modify perspectives on specific issues, but they don't significantly alter the overall direction of development. This could just be a temporary phase in human progress, linked to the rapid spread of the industrial revolution across both civilized and many uncivilized nations, which has led to the consolidation of large regions, similarities in conditions, and a significant strengthening of economic motivations among peoples and governments. Once the world settles into these new conditions—if it ever does—we might face challenges similar to those our ancestors encountered. For now, understanding the economic interests of nations, classes, and individuals allows us to more accurately predict their long-term actions. Consequently, public policy requires a thorough study of the economic forces shaping the destinies of major nations. In most civilized countries outside of England, this importance is acknowledged, and substantial provisions are made for studying economic science. However, this subject is not only crucial for the state in its public role; neglecting it in private business can lead to disastrous outcomes. As noted in a useful work (National Education: a Symposium, 1901), “the commercial supremacy of England resulted from various factors, of which superior intelligence in the typical business sense was not the most significant. Her geographical position, consistent political development, and absence of internal conflicts contributed to a stable and ongoing growth in industry and manufacturing generations before the modern era. The major wars of the 18th and early 19th centuries slowed the growth of continental nations and allowed England to control global markets. After peace was re-established, England enjoyed a sort of monopoly. France's competition temporarily ceased to be a major factor. What is now Germany was just a collection of small states engaged in constant tariff wars. In the old Prussian provinces alone, there were fifty-three different customs borders, and German manufacturing couldn’t grow until the Zollverein fostered commercial consolidation, internal freedom, and more uniform economic conditions. The industries in the United States were still developing. Therefore, England's productive power was unmatched, and her manufacturers and businesspeople, operating under a regime nearing complete trade freedom, could fully benefit from abundant national resources and mechanized production. Achieving commercial dominance required not just highly skilled intelligence among manufacturers and merchants but also a sharp business instinct and certain raw energy. Over the last generation, everything has changed, and this change is permanent. The future struggle will inevitably involve several major nations, all relatively well-equipped, engaging in production via similar methods, each striving to enhance its industrial and commercial standing by adopting the most advanced machinery and leveraging all strategies arising from scientific research, policy, or experience. Under these new conditions, individual merchants or small groups can no longer rely solely on personal experience to understand more than a tiny fraction of the factors affecting their businesses. The expansion of the modern industrial system has brought about the modern state, with its millions of consumers, vast territories, countless activities, and complex industrial and commercial laws. At the same time, advances in transportation and communication have either destroyed or are destroying local markets, intricately linking all global business. Events in faraway countries and industrial movements seemingly unrelated to an individual merchant's concerns now directly and immediately impact his interests. Technical training in factories or offices, business experience, and performing practical duties—though necessary—do not guarantee insights into the larger issues of today’s business world. They cannot provide the detailed knowledge of facts and principles outside an individual’s daily routine, which are nevertheless vital. Therefore, under modern conditions, economics is not merely a topic for a leisurely class of scholars; it should be part of the education for all educated individuals, for reasons of public policy and effective administration and business practice.
The relations between economics and other sciences cannot be stated in a very general form. They vary for different periods, and are not the same for all branches of economics. There is no subject of human study which Relations between economics and other sciences. may not be at some time or other of economic significance, and anything which affects the character, the ideals or the environment of man may make it necessary to modify our assumptions and our reasoning with regard to his conduct in economic affairs. But if the economist, while studying one side of man’s activities, must also cultivate all other branches of human learning, it is obvious that no substantial progress can be made. The economist frankly assumes the reality of the existing world and takes men as they are, or as they have been if he is studying past times. His assumptions are based upon ordinary observation and experience, and are usually accurate in proportion to his practical shrewdness and sagacity, so that he is not interested in the speculative flights of philosophy, except in so far as they influence or have influenced conduct. In times past, and to a less extent in our own day, philosophical conceptions have formed the basis of great systems of politics and economics. The historical relations between philosophy and economics are of great importance in tracing the development of the latter, and have done much to determine its present form. But the modern conception of society or the state owes more to biology than philosophy, and actual research has destroyed more frequently than it has justified the assumptions of the older philosophical school. Experimental psychology may in course of time have an important bearing on economics, but the older science cannot be said to be of much significance except in its historical aspects. Ethics is in much the same position. That is, it is possible to conceive of an ethical science which would extend considerably our knowledge of economic affairs, but no important new principle or original discovery, relevant to economic investigation, has come from that quarter in recent years, and at present ethics has more to learn from economics than the latter has from ethics. It is in the adaptation of biological conceptions and methods, in the positive contributions of jurisprudence, law and history, in the rigorous application, where possible, of quantitative tests, that the explanation of the present position of economics is to be found. Mathematics has influenced the form and the terminology of the science, and has sometimes been useful in analysis; but mathematical methods of reasoning, in their application to economics, while possessing a certain fascination, are of very doubtful utility.
The relationships between economics and other sciences can't be stated broadly. They change over different time periods and differ across various branches of economics. There isn't a single area of human study that hasn't had economic significance at some point, and anything that impacts human character, ideals, or environment can require us to adjust our assumptions and reasoning about economic behavior. However, if an economist is focused on one aspect of human activity, they must also engage with all other areas of human knowledge; otherwise, significant progress will be challenging. The economist takes the current world at face value, studying people as they actually are or were when examining the past. Their assumptions rely on everyday observations and experiences, typically accurate based on their practical insight and wisdom, so they don't delve much into speculative philosophy, unless it affects or has affected behavior. Historically, and still to some extent today, philosophical ideas have underpinned major political and economic systems. The historical connections between philosophy and economics are crucial for understanding the latter's development and have significantly shaped its current form. However, modern views of society or the state are more influenced by biology than philosophy, and real research has often disproved rather than validated the assumptions of older philosophical schools. Experimental psychology may eventually have a significant impact on economics, but the older science doesn't hold much importance except in historical contexts. Ethics is similarly positioned. One could imagine an ethical science that would greatly expand our understanding of economics, but recently, no major new principle or original discovery relevant to economic study has emerged from ethics. Currently, ethics has more to gain from economics than economics has from ethics. The explanation of economics' current status lies in adapting biological concepts and methods, leveraging the contributions of law and history, and rigorously applying quantitative testing where feasible. Mathematics has shaped the structure and terminology of economics and can help in analysis; however, the use of mathematical reasoning in economics, while intriguing, often proves to be of questionable usefulness.
There is no method of investigation which is peculiarly economic or of which economics has the monopoly. In every age economists have applied the methods ordinarily in use amongst scientific men. There would probably Method of economic investigation. have been no controversy at all on this subject but for the fact that economics was elaborated into systematic form, and made the basis of practical measures of the greatest importance, long before the remarkable development in the 19th century of historical research, experimental science and biology. The application of the a priori method in economics was an accident, due to its association with other subjects and the general backwardness of other sciences rather than any exceptional and peculiar character in the subject-matter of the science itself. The methods applied to economics in the 18th and the early part of the 19th century were no more invented with a special view to that subject than the principles of early railway legislation, in the domain of practical policy, were devised with a special view to what was then a new means of transport. As a matter of fact, discussions of method and the criticism of hypotheses and assumptions are very rarely found in early economic works. It is only by reference to the prevailing ideas in philosophy and politics that we can discover what was in the minds of their authors. The growth of a science is much like the growth of a constitution. It proceeds by adaptation and precedent. The scientific and historical movement of the 19th century was revolutionary in character. When it began to affect economics, many people were afraid that the whole fabric of science would be destroyed and the practical gains it had achieved, jeopardized. These fears were justified, in so far as those who entertained them shut their eyes to everything new and assumed an attitude of no compromise. Where the newer methods were assimilated, the position of economics was strengthened and its practical utility increased. General discussion of method, however, is rarely profitable. In all branches of economics, even in what is called the pure theory, there is an implied reference to certain historical or existing conditions of a more or less 903 definite character; to the established order of an organized state or other community, at a stage of development which in its main features can be recognized. In all economic investigation assumptions must be made, but we must see that they are legitimate in view of the actual life and character of the community or communities which are the subject of investigation. In common with other sciences, economics makes use of “abstractions”; but if for some problems we employ symbolic processes of reasoning, we must keep clearly in view the limits of their significance, and neither endow the symbols with attributes they can never possess, nor lose sight of the realities behind them. Every hypothesis must be tested by an appeal to the facts of life, and modified or abandoned if it will not bear examination, unless we are convinced on genuine evidence that it may for a time be employed as a useful approximation, without prejudice to the later stages of the investigation we are conducting.
There isn’t a specific method of investigation that is exclusive to economics or that economics solely controls. Throughout history, economists have used the same methods that scientists typically use. The debate around this topic likely wouldn't have occurred if economics hadn't been developed systematically and used as the foundation for significant practical measures before the impressive rise of historical research, experimental science, and biology in the 19th century. The use of the a priori method in economics was coincidental, linked to other subjects and the general lag of other sciences rather than due to anything unique about economics itself. The methods used for economics in the 18th and early 19th centuries weren’t specifically created for that field any more than early railway legislation was specifically designed for what was then a new mode of transportation. In reality, discussions on methods and critiques of hypotheses and assumptions are rarely seen in early economic literature. We can only understand what the authors were thinking by looking at the prevailing ideas in philosophy and politics of their time. The development of a science is similar to the evolution of a constitution. It evolves through adaptation and precedent. The scientific and historical movements of the 19th century were revolutionary. When they began to impact economics, many people feared that the entire foundation of science would collapse and the practical advancements it had made would be at risk. These concerns were valid, as those who held them tended to ignore anything new and took an uncompromising stance. However, where new methods were embraced, economics became stronger and more practically useful. General discussions about methods, though, are often unproductive. In all areas of economics, even in what is called pure theory, there is an inherent reference to certain historical or current conditions that are somewhat specific; to the established order of an organized state or community at a level of development that can be recognized in broad strokes. In every economic investigation, we must make assumptions, but we must ensure they are valid considering the actual life and character of the community or communities being studied. Like other sciences, economics employs “abstractions”; but when we use symbolic reasoning for some problems, we must be clear about their limitations and not attribute to the symbols qualities they can’t have, nor should we lose sight of the realities behind them. Every hypothesis must be tested against real-life facts and adjusted or discarded if it doesn't hold up, unless we can genuinely prove that it may serve as a useful approximation for a time, without harming the later stages of our investigation.
We shall best illustrate the character and method of economic reasoning by examples, and for that purpose let us take first of all a purely historical problem, namely, the effect on the wage-earners of the wages clauses of the Statute of An illustration of economic method. Apprenticeship (1563). It is at once obvious that we are dealing not with an abstract scheme of regulation in a hypothetical world, but with an act of parliament nominally in force for two hundred and fifty years, and applicable to a great variety of trades whose organization and history can be ascertained. The conclusions we reach may or may not modify any opinions we have formed as to the manner in which wages are determined under modern conditions. For the time being such opinions are irrelevant to the question we are investigating, and the less they are in our minds the better. There is no reason why we should apply to this particular act a different method of inquiry from that we should apply to any other of the numerous acts, of more or less economic importance, passed in the same session of parliament. The first step is to see whether there is a prima facie case for inquiry, for many acts of parliament have been passed which have never come into operation at all, or have been administered only for a short time on too limited a scale to have important or lasting results. The justices were authorized to fix wages at the Easter quarter sessions. Did they exercise their powers? To answer this question we must collect the wages assessments sanctioned by the magistrates. This is a perfectly simple and straightforward operation, involving nothing more than familiarity with records and industry in going through them. Without having recourse to any elaborate process of economic reasoning, by confining our attention to one simple question, namely, what happened, we can establish conclusions of the greatest interest to economic historians and, further, define the problem we have to investigate. We can show, for example: (1) that the Statute of Apprenticeship did not stand alone; it was one of a long series of similar measures, beginning more than two centuries before, which in their turn join on to the municipal and gild regulations of the middle ages; one of an important group of statutes, more or less closely interwoven throughout their history, administered by local authorities whose functions had grown largely in connexion with this legislation and the gradual differentiation of the trades and callings to which it related. (2) That wages were regulated with much greater frequency during the reigns of Elizabeth, James I. and Charles I. than at any later period. (3) That they were regulated in some counties and not in others. (4) That in the counties and towns where they were regulated the action of the magistrates was in general spasmodic, and rarely continuous for a long series of years. (5) That the magistrates used their powers sometimes to raise wages, sometimes to force them down. (6) That the local variations of wages and prices were what we should call excessive, so that the standard of comfort in one district was very different from that of others. (7) That the wages assessments group themselves round certain short periods, coincident in many instances with high prices, increase of poverty, and other causes of exceptional action. (8) That what we may call, with the above limitations, the effective period of the act terminates with the outbreak of the Civil War. (9) That subsequent to that period organic changes in the industries affected, coupled with the incompetence of parliament to adapt the old legislation to new conditions, and the growing acceptance of the doctrine of laissez faire, brought about a general disuse of the statute, though isolated attempts to enforce it were made and new acts applicable to certain trades were passed in the 18th century. (10) For more than one hundred years before the repeal of the act, trade unions and other forms of voluntary association amongst wage-earners, combinations amongst employers, collective agreements, customary regulations, were established in many of the important trades of the country. But these conclusions, after all, suggest more difficulties than they remove, for they show that our inquiry, instead of presenting certain well-marked features which can be readily dealt with, has to be split up into a number of highly specialized studies: the investigation of rates of wages, prices and the standard of comfort in different localities, bye-industries, regularity of employment, the organization of particular trades, the economic functions of local authorities, apprenticeship and a host of other subjects. Moreover, all these subjects hang together, so that it seems impossible to come to a decision about one of them without knowing all about the others.
We will best illustrate the character and method of economic reasoning through examples, so let's first look at a purely historical issue: the impact of the wage clauses in the Statute of Apprenticeship (1563) on wage earners. It’s clear that we’re not dealing with an abstract regulatory framework in a made-up world, but with a piece of legislation that was officially in effect for two hundred and fifty years, relevant to a wide range of trades whose organization and history we can study. The conclusions we reach might alter our views on how wages are determined today, but for now, those opinions do not matter and the less we think about them, the better. There’s no reason to approach this specific act differently than we would any other significant economic legislation passed in that same parliamentary session. The first step is to determine whether there's a clear case for investigation, as many acts of parliament have been enacted that either never took effect or were only implemented briefly on a small scale without significant or lasting consequences. The justices were given the authority to set wages at the Easter quarter sessions. Did they use this authority? To find out, we need to gather the wage assessments approved by the magistrates. This is a straightforward task that only requires familiarity with records and diligence in reviewing them. Without resorting to complex economic reasoning, we can focus on one simple question: what happened? This approach allows us to draw conclusions of great interest to economic historians and also clarify the problem we need to explore. For instance, we can show: (1) that the Statute of Apprenticeship wasn't an isolated case; it was part of a long string of similar laws dating back over two centuries, which in turn connect to municipal and guild regulations from the Middle Ages; part of a significant group of statutes that have been intertwined throughout history, managed by local authorities whose roles expanded alongside this legislation and the gradual differentiation of the trades it impacted. (2) Wages were regulated much more often during the reigns of Elizabeth, James I, and Charles I than during any later periods. (3) Regulation occurred in some counties but not in others. (4) In the counties and towns where wages were regulated, the magistrates’ actions were generally irregular and rarely sustained for an extended number of years. (5) Magistrates would sometimes use their authority to raise wages and sometimes to force them down. (6) Local variations in wages and prices were often excessive, meaning the standard of living in one area could be quite different from another. (7) Wage assessments clustered around certain short periods, often coinciding with rising prices, increased poverty, and other factors prompting exceptional action. (8) What we can call, within these limits, the effective period of the act ended when the Civil War broke out. (9) After that, changes in the affected industries, along with the inability of parliament to adjust old laws to new circumstances and the increasing acceptance of the principle of laissez faire, led to a general decline in the use of the statute, even though there were isolated attempts to enforce it and new laws relevant to specific trades were passed in the 18th century. (10) For over a century before the act was repealed, trade unions and other voluntary associations among wage earners, employer combinations, collective agreements, and customary regulations emerged in many key trades across the country. However, these conclusions actually highlight more challenges than they resolve, as they reveal that our investigation, instead of showcasing clear-cut features that can be easily managed, must be divided into numerous specialized studies: examining wage rates, prices, and the standard of comfort across various locations, side industries, job stability, the organization of specific trades, the economic roles of local authorities, apprenticeship, and many other topics. Moreover, all these subjects are interconnected, making it seem impossible to form a conclusion about one without understanding the others.
It is a comparatively simple thing to state the question to which we want an answer, but extremely difficult to define the exact nature of the evidence which will constitute a good answer; easy enough to say we must try hypothesis after hypothesis, and test each one by an appeal to the facts, but a man may easily spend his life in this sort of thing and still leave to his descendants nothing more than a legacy of rejected hypotheses. Every volume of records we look through contains a mass of detailed information on the economic life of England in the period we are studying. How much of it is relevant to the subject of inquiry? What is to be the principle of selection? How shall we determine the relative weight and importance of different kinds of relevant evidence? As in modern problems, so in those of past times, a man requires for success qualities quite distinct from those conferred by merely academic training and the use of scientific methods. A correct sense of proportion and the faculty of seizing upon the dominant factors in an historical problem are the result partly of the possession of certain natural gifts in which many individuals and some nations are conspicuously wanting, partly of general knowledge of the working of the economic and political institutions of the period we are studying, partly of what takes the place of practical experience in relation to modern problems, namely, detailed acquaintance with different kinds of original sources and the historical imagination by which we can realize the life and the ideals of past generations. These qualities are required all the more because, in order to make any further progress with such an inquiry as we have suggested, we have deliberately to make use of abstraction as an instrument of investigation.
It's relatively easy to pose the question we want answered, but extremely challenging to pinpoint the exact type of evidence that will provide a satisfactory answer. It's simple to say we should test hypothesis after hypothesis against the facts, but someone can easily spend their entire life doing this and still leave their descendants with nothing but a collection of rejected hypotheses. Every record we examine has a wealth of detailed information about England's economic life during the period we’re studying. But how much of it is actually relevant to our inquiry? What criteria should we use to select it? How can we assess the relative significance of different types of relevant evidence? Just like in modern issues, tackling historical problems requires qualities that go beyond what you get from traditional academic training and purely scientific methods. A good sense of proportion and the ability to identify the key factors in a historical issue come from a mix of natural abilities—often lacking in many individuals and some nations—along with a broad understanding of how the economic and political systems operated during the time we're studying, and what serves as practical experience for modern problems: a deep familiarity with various original sources and a historical imagination that helps us grasp the lives and ideals of past generations. These skills are even more crucial because, to advance our suggested inquiry, we need to purposely employ abstraction as a tool for investigation.
Let us see how this will work out. Suppose we have selected one of the numerous subsidiary problems suggested by the general inquiry, and obtained such full and complete information about one particular industry that we The plan of a general theory. can tabulate the wages of the workers for a long series of years. We may do the same for other industries, some of them coming under the Statute of Apprenticeship, others not. If all the industries belong to one economic area over which, so far as we can tell from general statistics of wages and prices, and other information, fairly homogeneous conditions prevailed, we may be able to reach some useful conclusions as to the operation of the act. But it would be absurd to suppose that we could reach those conclusions by simple reference to the trades themselves. We cannot assume that the fluctuations in wages were due to the action or inaction of magistrates without the most careful examination of the other influences affecting the trades. In economic affairs the argument post hoc propter hoc never leads to the whole truth, and is frequently quite misleading. We cannot suppose that the policy of the Merchant Adventurers’ Company had nothing to do with the woollen industry; that the export trade in woollen cloth was quite independent of the 904 foreign exchanges and international trade relations in those times; that the effect on wages of the state of the currency, the influx of new silver, the character of the harvests, and many other influences can be conveniently ignored. In studying, therefore, such an apparently simple question as the effect of an act of parliament on wages in a small group of trades we want a general theory which we can use as a kind of index of the factors we have to consider.
Let's see how this will play out. Suppose we've chosen one of the many specific problems raised by the broader inquiry, and we've gathered detailed information about one particular industry, allowing us to organize the wages of the workers over many years. We might do the same for other industries, some of which are covered by the Statute of Apprenticeship, while others are not. If all the industries fall within a single economic area where, based on general statistics of wages and prices and other information, fairly consistent conditions exist, we could draw some helpful conclusions regarding the act's effects. However, it would be unreasonable to think we could reach those conclusions just by looking at the trades themselves. We can't assume that the changes in wages were solely due to the actions or inactions of magistrates without thoroughly examining the other factors influencing the trades. In economic matters, the argument post hoc propter hoc never reveals the full truth and is often quite misleading. We shouldn't assume that the policies of the Merchant Adventurers’ Company had no impact on the woolen industry; that the export trade in woolen cloth was completely separate from foreign exchanges and international trade relations of that time; or that the effects on wages from the state of the currency, the influx of new silver, the quality of the harvests, and many other factors can simply be overlooked. Therefore, in investigating a seemingly straightforward question like the impact of a parliamentary act on wages in a small group of trades, we need a general theory that can serve as a kind of guide for the factors we need to consider.
Assuming that we have in our minds this safeguard against loose thinking and neglect of important factors, the investigation of the special problems arising out of the general inquiry resolves itself into a careful definition of each Difficulties due to want of evidence. problem we wish to deal with, and the collection, tabulation and interpretation of the evidence. In most cases the interpretation of the facts is far from obvious, and we have to try several hypotheses before we reach one which will bear the strain of a critical examination in the light of further evidence. But at this stage in historical investigation it is generally the want of evidence of a sufficiently complete and continuous character, rather than difficulties of method, which forces us to leave the problem unsolved. It is, for instance, practically impossible to obtain reliable evidence as to the regularity of employment in any industry in the 17th century, and the best approximations and devices we can invent are very poor substitutes for what we really want. For this reason guesswork must continue to play an important part in economic history. But every genuine attempt to overcome its difficulties brings us into closer touch with the period we are examining; and though we may not be able to throw our conclusions into the form of large generalizations, we shall get to know something of the operation of the forces which determined the economic future of England; understand more clearly than our forefathers did, for we have more information than they could command, and a fuller appreciation of the issues, the broad features of English development, and be in a position to judge fairly well of the measures they adopted in their time. By comparing England with other countries we may be able in the distant future to reach conclusions of some generality as to the laws of growth, maturity and decay of industrial nations. But like the early statisticians of the 17th century, economic historians are the “beginners of an art not yet polished, which time may bring to more perfection.”
Assuming we have this safeguard against careless thinking and ignoring important factors in mind, the investigation of specific problems arising from the general inquiry boils down to carefully defining each Challenges caused by lack of evidence. problem we want to address, as well as gathering, organizing, and interpreting the evidence. In most cases, interpreting the facts is far from straightforward, and we often have to test several hypotheses before finding one that can withstand critical examination in light of additional evidence. However, at this stage in historical investigation, it is often the lack of evidence that is complete and continuous, rather than methodological challenges, that compels us to leave the problem unresolved. For example, it's nearly impossible to get reliable evidence about regular employment in any industry during the 17th century, and the best approximations and strategies we can devise are very poor substitutes for what we truly need. For this reason, guesswork must continue to play a significant role in economic history. Yet, every genuine effort to overcome these challenges brings us closer to understanding the period we're studying; and while we may not be able to formulate large generalizations, we'll gain insights into the forces that shaped England's economic future, understand it more clearly than our ancestors did—thanks to the more information available to us—and have a better grasp of the main aspects of English development, allowing us to judge fairly well the measures they took in their time. By comparing England with other countries, we may eventually reach some broader conclusions about the laws of growth, maturity, and decline of industrial nations. But like the early statisticians of the 17th century, economic historians are the “beginners of an art not yet polished, which time may bring to more perfection.”
When we come to exclusively modern questions, there is no reason or necessity for a fundamental change of method. We cannot suppose that there occurred, at or about the commencement of the 19th century, a breach of The investigation of modern questions. historical continuity of such a character that institutions, customs, laws and social conventions were suddenly swept away, the bonds of society loosened, and the state and people of England dissolved into an aggregate of competing individuals. The adoption of machinery gradually revolutionized the methods of production; but in the first instance only certain industries were affected, and those not at the same time or in the same degree; old laws grown obsolete were repealed, but other laws affecting wage-earners and employers took their place, more complicated and elaborate than the Elizabethan code. Trade unions, so far from disappearing, were legalized, gathered strength from the changes in industrial organization, and nowhere became so powerful as in the most progressive industries; while other forms of combination appeared, incomparably stronger, for good or evil, than those of earlier times. But while we recognize these facts, we must not suppose that we have to study the action of men as though they were all enrolled in organized associations, or covered by stringent laws which were always obeyed. There has never been in the history of English industry such licence as we find in certain directions in the earlier part of the 19th century.
When we look at purely modern issues, there's no need for a fundamental change in approach. We can't assume that, around the beginning of the 19th century, there was a break in historical continuity strong enough to suddenly wipe out institutions, customs, laws, and social conventions. Society's ties didn't just fall apart, nor did England's state and people dissolve into a bunch of competing individuals. The rise of machinery slowly transformed production methods; however, initially, only certain industries were impacted, and not all at once or to the same extent. Old laws that became outdated were repealed, but new laws that affected workers and employers took their place, and these were more complex and detailed than the laws from the Elizabethan era. Trade unions didn't disappear; they were legalized and gained strength from changes in industrial organization, becoming especially powerful in the most advanced industries. Additionally, other forms of collaboration emerged that were far stronger, for better or worse, than those from earlier times. While we acknowledge these facts, we shouldn't assume we need to study people's actions as if they were all part of organized groups or strictly enforced laws that were always followed. Throughout English industrial history, there has never been as much freedom in certain areas as we see in the early part of the 19th century.
It is not in the decay of combination and monopoly or in the growth of competition that we must look for the distinctive characteristics of modern problems. A 17th-century monopoly was a very weak and ineffective instrument compared The distinctive features of modern problems. with a modern syndicate; the Statute of Apprenticeship was certainly not so widely enforced as the “common rules” of trade unions; and many of the regulations of past times, which look so complicated to modern eyes, were conditions of free enterprise rather than restraints upon it. It is due to the influence of the laisser faire doctrine that we regard law and regulation as a restraint on liberty. As a maxim for guidance in public affairs, laisser faire was genuinely relevant at the end of the 18th and the beginning of the 19th century, when the Statute Book was cumbered with vexatious and obsolete laws. As an explanation of what has taken place in later years, or of the actual economic life of the present day, it is ludicrously inadequate. Competition, in the sense in which the word is still used in many economic works, is merely a special case of the struggle for survival, and, from its limitation, does not go far towards explaining the actual working of modern institutions. To buy in the cheapest market and sell in the dearest; to secure cheapness by lowering the expenses of production; to adopt the less expensive rather than the more expensive method of obtaining a given result—these and other maxims are as old as human society. Competition, in the Darwinian sense, is characteristic not only of modern industrial states, but of all living organisms; and in the narrower sense of the “higgling of the market” is found on the Stock Exchange, in the markets of old towns, in medieval fairs and Oriental bazaars. In modern countries it takes myriads of forms, from the sweating of parasitic trades to the organization of scientific research. Economic motives, again, are as varied as the forms of competition, and their development is coeval with that of human society. They have to be interpreted in every age in relation to the state of society, the other motives or ideals with which they are associated, the kind of action they inspire, and the means through which they operate. Apparently the same economic motives have led in the same age and in the same nation to monopoly and individual enterprise, protection and free trade, law and anarchy. In our own time they have inspired both the formation of trade combinations and attempts to break them up, hostility to all forms of state interference and a belief in collectivism.
It's not the decline of combinations and monopolies or the rise of competition that we should focus on to understand modern issues. A 17th-century monopoly was a weak and ineffective tool compared to a modern syndicate. The Statute of Apprenticeship wasn't enforced as broadly as the "common rules" of trade unions, and many regulations from the past, which seem so complicated today, were more about enabling free enterprise than restricting it. Thanks to the influence of the laissez-faire doctrine, we think of laws and regulations as limitations on freedom. The principle of laissez-faire was genuinely relevant at the end of the 18th century and the start of the 19th century when the Statute Book was cluttered with annoying and outdated laws. However, it falls terribly short when explaining what has happened in recent years or the current economic reality. Competition, as the term is often used in many economic texts, is just one aspect of the struggle for survival, and its restricted scope doesn’t adequately clarify how modern institutions function. Buying in the cheapest market and selling in the most expensive; minimizing costs by decreasing production expenses; choosing the less costly method to achieve a specific result—these principles are as old as human society itself. Competition, in the Darwinian sense, is not only a feature of modern industrial states but of all living organisms. In the specific context of the "higgling of the market," it can be seen on the Stock Exchange, in the markets of ancient towns, at medieval fairs, and in Oriental bazaars. In contemporary countries, it exists in countless forms, from the exploitation of vulnerable trades to the organization of scientific research. Economic motivations are just as diverse as the forms of competition, and their evolution goes hand in hand with that of human society. They need to be interpreted in each era concerning the social conditions, the other motivations or ideals they connect with, the actions they provoke, and the methods they utilize. Interestingly, similar economic motivations have led, within the same age and nation, to both monopolies and individual enterprises, protectionism and free trade, lawfulness and chaos. In our time, they have fueled both the rise of trade unions and efforts to dismantle them, opposition to all forms of government intervention and a belief in collectivism.
The conditions which are peculiar to the modern world are the large numbers we have to deal with, the vast and fairly homogeneous areas in which justice is administered and property secured, and the enormously increased facilities for transport and communication. These conditions are of course not independent of each other, and they have brought in their train many consequences, some good and some bad. But they supply the bases for that general theory which, as we have seen, is indispensable in economic investigation. From the standpoint of general theory economic movements assume an impersonal character and economic forces operate like the forces of nature. Although economic motives have become more complex, they have just as much and no more to do with general economic reasoning and analysis than the causes of death with the normal expectation of life, or domestic ideals with the birth-rate. So far as we have anything to do with psychology at all, it is the psychology of crowds and not of individuals which we have to consider. If we study the economy of a village, the idiosyncrasies of every individual in it are of importance. If the village is replaced by a large area, inhabited by millions, with modern facilities of communication, it is a matter of observation and experience that for the purposes of general reasoning the idiosyncrasies of individuals may be neglected. Whether such large numbers have the character of the “economic man” of the early economists matters very little. All the assumptions we require are furnished by observation of people in the mass and the larger generalizations of statistics. Thus we can construct a kind of envelope of theory, which, by careful testing as we proceed, can be made to indicate in a general manner the reactions of one part of the activities of the economic world upon the others, and the interdependence of the several parts. From its very nature this general theory can never correspond strictly to the actual life and movement of any given state. It is useful and necessary, and plays somewhat the same part in economic 905 investigation as ton-mile statistics do in the administration of a railway. To express in any language or to illustrate by any images, from a purely objective standpoint, the infinitely complicated movements of the actual world, is a task far beyond human capacity.
The unique conditions of the modern world include the large populations we have to manage, the expansive and relatively uniform areas where justice is served and property is safeguarded, and the greatly improved means of transportation and communication. These conditions are of course interconnected and have led to many outcomes, some positive and some negative. However, they provide the foundation for the general theory that we have established as essential in economic analysis. From the perspective of this general theory, economic movements take on an impersonal nature, and economic forces function similarly to natural forces. Although the motives behind economics have become more intricate, they relate just as much—and no more—to general economic reasoning and analysis as the causes of death do to the average life expectancy, or household ideals do to the birth rate. When we touch upon psychology, it’s more about the psychology of groups rather than individuals. In a village economy, the quirks of each individual matter. But when that village is replaced by a large area with millions of inhabitants and modern communication options, it becomes clear that for the sake of broad reasoning, individual quirks can be overlooked. Whether these large numbers resemble the “economic man” described by early economists is largely irrelevant. The assumptions we need come from observing people in groups and larger statistical generalizations. This allows us to create a theoretical framework that, through careful testing as we move forward, can generally indicate how one aspect of economic activity influences others and how different parts are interrelated. By nature, this general theory can never perfectly match the actual dynamics of any specific situation. It is useful and necessary, serving a role in economic analysis similar to what ton-mile statistics do in railway management. To articulate or visualize the incredibly complex actions of the real world from a purely objective standpoint is a task that exceeds human capability.
With the aid of this general theory the methods we have sketched in relation to historical problems apply with greater force to the special problems of modern times, and are rewarded with results more accurate, more fruitful, Application to modern problems. more relevant to difficulties which all civilized nations have to face, than those of historical research. To many minds the interest and usefulness of economics depend entirely on the application of these methods, for it is the actual working of economic institutions about which the statesman, the publicist, the business man and the artisan wish to know. Under the conditions we have described, many of the most interesting problems of our own time, when they are once defined, resolve themselves into statistical inquiries. But in most cases such an inquiry cannot be successfully carried out by a mere statistician. Definite economic problems can very rarely be dealt with by merely quantitative methods. In the tabulation and interpretation of statistical evidence, as in its collection, it is scarcely possible to overrate the importance of wide knowledge and experience. There is another very important instrument of investigation which can be used in our own time, but cannot be employed in historical research. Historical documents, however detailed, rarely show all the factors we have to deal with or fully explain a given situation. No sane person would suppose that the minutes of a modern legislative body explain the steps by which legislation has been passed, or the issues really involved. The ostensible cause of a modern labour dispute is frequently not the real or the most important cause. In modern problems we can watch the economic machine actually at work, cross-examine our witnesses, see that delicate interplay of passions and interests which cannot be set down or described in a document, and acquire a certain sense of touch in relation to the questions at issue which manuscripts and records cannot impart. We can therefore substitute sound diagnosis for guesswork more frequently in modern than in historical problems.
With this general theory, the methods we've outlined for historical problems apply even more strongly to the specific issues of modern times, yielding results that are more accurate, more productive, and more relevant to the challenges faced by all civilized nations than those from historical research. For many, the interest and usefulness of economics depend entirely on how these methods are applied, as it's the practical workings of economic institutions that politicians, journalists, business people, and workers want to understand. Under the conditions we've described, many of the most intriguing problems of our time, once identified, turn into statistical inquiries. However, in most cases, a mere statistician cannot effectively carry out such an inquiry. Specific economic issues can very rarely be tackled with just quantitative methods. In the collection, tabulation, and interpretation of statistical evidence, having extensive knowledge and experience is crucial.
What then, it may be asked, becomes of the “old Political Economy”? Of what possible use are the works of the so-called classical writers, except in relation to the history of economics and the practical influence of theory in past times? If we take the mere popular view of what is meant by the “old Political Economy,” that is, that a generation or so ago economics was comprised in a neatly rounded set of general propositions, The “old political economy.” universally accepted, which could be set forth in a text-book and learnt like the multiplication table, it is not incumbent on the present generation to define its attitude at all. In this sense of the words, there was no faith delivered to our fathers which we are under any obligation to guard or even explain. If by the “old Political Economy” we mean the methods and conclusions of certain great writers, who stood head and shoulders above their contemporaries and determined the general character of economic science, we are still under no obligation to define the attitude of the present generation with regard to them. The fact that Adam Smith, with the meagre materials of the 18th century at his disposal, saw his way to important generalizations which later research has established on a firm basis, may enhance greatly the reputation of Adam Smith, but does not strengthen the generalizations. They stand or fall by the strength of the evidence for or against them. In the history of economics or the biography of Ricardo it is of interest to show that he anticipated later writers, or that his analysis bears the test of modern criticism; but no economist is under any obligation to defend Ricardo’s reputation, nor is the fact that a doctrine is included in his works to be taken as a demonstration of its truth. The appeal to authority cannot be permitted in economics any more than in chemistry, physics or astronomy. But the cases stated above suggest more or less false issues. There has been no revolution in economic science, and is not likely to be any. The question we have really to determine is how we can make the best use of the accumulated knowledge of past generations, and to do that we must look more closely into the economic science of the 19th century.
What, then, can we say about the “old Political Economy”? How relevant are the works of the so-called classical writers today, other than for understanding the history of economics and the impact of their theories in the past? If we consider the common view of “old Political Economy” to mean that a generation ago economics consisted of a well-defined set of general principles that everyone accepted, which could be taught like the multiplication table, it’s not necessary for the current generation to define its stance on this at all. In this sense, there was no doctrine handed down to us that we are required to preserve or even explain. If by “old Political Economy” we refer to the methods and conclusions of certain outstanding writers who were notable among their peers and shaped the overall character of economic science, we still have no obligation to clarify the current generation's perspective on them. The fact that Adam Smith, with the limited resources of the 18th century, managed to reach significant generalizations that later research has solidified may enhance his reputation, but it doesn't strengthen those generalizations. Their validity depends solely on the evidence supporting or opposing them. In the study of economics or in the biography of Ricardo, it’s interesting to note that he anticipated later thinkers or that his analysis stands up to modern critique; however, no economist has any duty to defend Ricardo's reputation, nor does the inclusion of a doctrine in his works guarantee its truth. We cannot rely on authority in economics any more than we can in chemistry, physics, or astronomy. But these arguments suggest somewhat misleading issues. There hasn’t been a revolution in economic science, and it’s unlikely that there will be one. The real question we need to answer is how to best utilize the knowledge built up by past generations, and to do that we must take a closer look at the economic science of the 19th century.
Any one who has taken the trouble to trace the history of one of the modern schools of economists, or of any branch of economic science, knows how difficult it is to say when it began. “Anticipations” of method and doctrine can generally be found by the diligent investigator in the economic literature of his own or a foreign country. So that cross-sections of the stream of economic thought will reveal the existence, at different times, in varying proportions and at different stages of development, of most of the modern “schools.” Again, the classification of an economic bibliography at once shows how varied has been the character of economic investigation, ranging from the most abstract speculation on the one hand to almost technical studies of particular trades on the other. Of the great army of writers who flourished in the first half of the 19th century some were closely identified with the utilitarian school, and the majority were influenced in a greater or less degree by the prevailing ideas of that school. Others, however, were hostile to it. In many works, such as those of a statistical or historical character, there are frequently to be found passages which could have been written in no other period, but are only of the nature of ejaculations and do not affect the argument. In stating the position of economics during this time we cannot ignore all writers, except these who belonged to one group, however eminent that group may have been, simply because they did not represent the dominant ideas of the period, and exercised no immediate and direct influence on the movement of economic thought. We must include the pioneers of the historical school, the economic historians, the socialists, the statisticians, and others whose contributions to economics are now appreciated, and without whose labours the science as we know it now would have been impossible. If we take this broadly historical view of the progress of economics, it is obvious that even in England there was no general agreement, during the 19th century, as to the methods most appropriate to economic investigation.
Anyone who has taken the time to trace the history of one of the modern schools of economists, or any area of economic science, knows how hard it is to pinpoint when it all started. “Anticipations” of methods and ideas can usually be found by the diligent researcher in the economic literature of their own country or abroad. Thus, snapshots of economic thought over time show the presence, at different periods, in varying amounts and at different stages of development, of most of the modern “schools.” Moreover, the classification of an economic bibliography quickly reveals how diverse the nature of economic investigation has been, ranging from the most abstract speculation on one end to almost technical studies of specific industries on the other. Among the many writers who thrived in the first half of the 19th century, some were closely linked to the utilitarian school, and most were influenced to varying degrees by the ideas of that school. However, others were opposed to it. In many works, especially those of a statistical or historical nature, there are often passages that could only have been written in that particular era, but they are more like brief comments that don't significantly impact the argument. When discussing the state of economics during this time, we cannot disregard all writers, except for those who belonged to one group, no matter how prominent that group was, simply because they didn’t represent the dominant ideas of the time and had no immediate or direct effect on the development of economic thought. We must include the pioneers of the historical school, the economic historians, the socialists, the statisticians, and others whose contributions to economics are now valued, and without whom the science as we understand it today would have been impossible. Taking this broad historical perspective on the evolution of economics, it is clear that even in England, there was no widespread agreement during the 19th century on the methods most suited for economic inquiry.
Suppose, now, we ignore the writers who were inaugurating new methods, investigating special problems or laboriously collecting facts, and concentrate attention on the dominant school, with its long series of writers from Adam Smith to John Stuart Mill. It is the work of these writers which people have in mind when they speak of the “old Political Economy.” There are several quite distinct questions we can ask with regard to them. That they must be studied closely by every one who wishes to follow the history of economics goes without saying. That they must be studied by the economic historian is equally clear, owing to their practical influence and the fact that they furnished the theoretical bases of much of the economic policy of the 19th century. This is true whether their method is good or bad, whether their conclusions are true or false. It is not so easy to determine their relevance and usefulness in relation to distinctively modern problems, or to indicate within what limits their work is of permanent value, and we can only deal with these questions in their more general aspects.
Let’s now set aside the writers who were introducing new methods, exploring specific issues, or painstakingly gathering data, and focus on the main school of thought, featuring a long line of authors from Adam Smith to John Stuart Mill. These writers are what people think of when they refer to the “old Political Economy.” There are several distinct questions we can ask about them. It's obvious that anyone wanting to understand the history of economics needs to study them closely. It's equally clear that economic historians must examine their work because of its practical influence and the way it shaped much of 19th-century economic policy. This holds true regardless of whether their methods are effective or flawed, or if their conclusions are accurate or not. However, determining their relevance and usefulness in relation to distinctly modern issues is more challenging, as is identifying the boundaries within which their work holds lasting value. We can only address these questions in broader terms.
It must be clear to every observer that the economists of the classical period, with the one exception of Adam Smith, will speedily share the fate of nearly all scientific writers. They will be forgotten, and their books will not be read. Adams Smith’s Wealth of Nations, if it has ever been, has long ceased to be a scientific text-book. Whether a modern economist accepts his views or not is of no importance. There is probably not a single chapter in the Wealth of Nations which would be thoroughly endorsed by any living economist. But the reputation of the book and its author is quite independent of considerations of this kind. The Wealth of Nations is one of the great books of the world, many of the sayings of which are likely to be more frequently quoted in the future than they have been in the 19th century. Malthus is already an author whose name is probably more widely known than that of any other economist, but whose works are rarely read, and studied only by a small proportion of 906 the few people who write books on the history of economic theory. Of economic students, many are unaware of the fact that he wrote any other book than the Essay on the Principle of Population, and what is of permanent importance in that work is contained in the generalization which it suggested to Darwin. Moreover, modern economists, while accepting in the main the general tenor of Malthus’s theory of population, would not agree with his statement of it. Like Malthus, Ricardo owes his reputation very largely to the theory associated with his name, though it has long ceased to be stated precisely in the terms he employed. But there are very few people in the world who have made a careful study of his works; and although his theory of rent has a wide and increasing application in economics, it is not comparable in general scientific importance with Malthus’s theory of population. It is already impossible to take J.S. Mill’s Principles of Political Economy as a text-book. Important as it was for thirty or forty years, it will soon be as little read as M’Culloch’s Principles. For the rest of the economists of this period, it is difficult to see how they can escape oblivion. When the generation whose economic training was based upon J.S. Mill has died out, the relevance of the “old Political Economy” is not likely to be a question of any interest to ordinary educated men and women, or even to the great mass of economic students.
It should be obvious to everyone that the economists from the classical period, except for Adam Smith, will soon share the fate of most scientific authors. They will be forgotten, and their books will no longer be read. Adam Smith’s Wealth of Nations, if it ever was, has long stopped being a scientific textbook. Whether a modern economist agrees with his ideas or not doesn’t really matter. There’s probably not a single chapter in Wealth of Nations that any current economist would fully endorse. However, the reputation of the book and its author stands apart from these considerations. Wealth of Nations is one of the great books in history, and many of its sayings are likely to be quoted more often in the future than they were in the 19th century. Malthus is already an author whose name is probably more recognized than that of any other economist, yet his works are rarely read and are studied only by a small group of those who write about the history of economic theory. Many economics students don’t even know he wrote anything other than the Essay on the Principle of Population, and what’s lasting in that work is the generalization it inspired in Darwin. Moreover, modern economists, while generally accepting Malthus’s theory of population, would not agree with his formulation of it. Like Malthus, Ricardo’s reputation is largely tied to the theory connected to his name, even though it’s no longer expressed in the way he originally stated it. Very few people in the world have done a detailed study of his writings; and while his theory of rent has a broad and growing application in economics, it doesn’t match the overall scientific significance of Malthus’s theory of population. It’s already impossible to consider J.S. Mill’s Principles of Political Economy as a textbook. Important as it was for thirty or forty years, it will soon be as seldom read as M’Culloch’s Principles. As for the other economists from this period, it’s hard to see how they can avoid being forgotten. Once the generation educated under J.S. Mill has passed away, the relevance of the “old Political Economy” is unlikely to be of interest to average educated people, or even to the vast majority of economics students.
The explanation of this decay of interest does not lie upon the surface. It is frequently supposed that the influence of the “old Political Economy” has been gradually undermined by the attacks of the historical school. But great as the achievements of this school have been, it has not developed any scientific machinery which can take the place of theory in economic investigation. If our view is correct that, broadly speaking, the two ways of regarding economic questions are complementary rather than mutually exclusive, there does not seem to be any reason why the growth of the historical school should have been destructive of the “old Political Economy” if it had been well founded. The use of the historical method has, in fact, raised more reputations than it has destroyed, because by keeping carefully in view the conditions in which economic works have been written, it has shown that many theories hastily condemned as unsound by a priori critics had much to be said for them at the time when they were propounded. This observation is true not only of old-world writers like the Mercantilists, but also of Ricardian economics. No one is concerned to prove that the Ricardian economics applies to the manorial system, and it is generally supposed at any rate that the world has been approximating more and more nearly during the last century to the conditions assumed in most of the reasoning of that school. On the principles we have explained, therefore, the Ricardian economics should supply just that body of general theory which is required in the investigation of modern economic problems, and the reputation of at any rate the leading writers should be as great as ever. It would be of immense advantage from a scientific point of view if this could be taken for granted, if for a time the work of the classical economists could be considered final so far as it goes, and for the purposes of investigation regarded as the theoretical counterpart of the modern industrial system. This assumption, however, has been made quite impossible, not by the historical school, but by the criticism and analysis of economists in the direct line of the Ricardian succession.
The reason for the decline in interest isn’t obvious. People often think that the historical school’s critiques have steadily weakened the influence of the “old Political Economy.” However, despite the achievements of this school, it hasn't created any scientific tools that can replace theoretical frameworks in economic research. If we’re right that, generally speaking, the two perspectives on economic issues are complementary rather than contradictory, there’s no reason the rise of the historical school should have dismantled the “old Political Economy” if it was solidly established. In fact, using the historical method has elevated more reputations than it has harmed, as it considers the contexts in which economic works were produced, showing that many theories quickly dismissed as faulty by a priori critics had valid points at the time they were introduced. This is true not just for older thinkers like the Mercantilists but also for Ricardian economics. No one needs to demonstrate that Ricardian economics applies to the manorial system, and it’s generally accepted that the world has been increasingly aligning with the conditions that most of that school’s reasoning is based on over the last century. Based on the principles we’ve discussed, Ricardian economics should provide the general theory needed for analyzing modern economic issues, and the status of at least the main authors should remain high. It would be tremendously beneficial from a scientific standpoint if we could take this for granted, allowing the work of classical economists to be treated as definitive for its time and as the theoretical basis for the contemporary industrial system. However, this assumption has become completely unfeasible, not due to the historical school but because of the critiques and analyses from economists directly in the Ricardian tradition.
Modern economic criticism and analysis has destroyed the authority of the “old Political Economy” as a scientific system. The assumptions, the definitions, the reasoning, the conclusions of the classical writers have been ruthlessly overhauled. Defects in their arguments have been exposed to view by those who are most concerned to defend their reputation. Writers with none of the prejudices of the historical school, but with the cold and remorseless regard for logic of the purely objective critic, have pointed out serious inconsistencies here, the omission of important factors there, until very little of the “old Political Economy” is left unscathed. In fact, there never was a scientific system at all. What was mistaken for it was fashioned in the heat of controversy by men whose interests were practical rather than scientific, who could not write correct English, and revealed in their reasoning the usual fallacies of the merely practical man. So the “old Political Economy” lies shattered. It is useless to suppose that this destructive criticism from within can be neutralized by generously sprinkling the pages of the classical writers with interpretation clauses. This may serve to show that the ideals of our youth were not without justification; but the younger generation, which does not care about our ideals, and looks to the future rather than the past, will not read annotated editions of old books, however eminent their authors. If the Ricardian school of economists had been merely philosophers, or even a group like the French physiocrats, this state of things might be regarded with equanimity. We might assume that criticism and analysis had separated the wheat from the chaff in their writings, that everything of permanent value had probably been preserved and incorporated in the works of later economists. But the character of much of their work makes this assumption impossible. It is, in fact, quite true that many of them were more interested in practical aims than in the Ricardo’s limitations. advancement of economic science. We may talk of the assumptions implicitly involved in Ricardo’s works. In reality we do not know what those assumptions were; we only know what assumptions we should make in order to reach the same conclusions, and they may be very different from “the mind of Ricardo.” Ricardo’s works, in fact, do not explain a theoretical system, but contain the matured reflections, more or less closely reasoned, of a man of great mental power looking out on the world as it appeared to a business man experienced in affairs. The conclusions of such a work are of wider significance than the assumptions we attribute to the author would warrant. They are not expressed in terms which satisfy our canons of scientific accuracy. Dissected sentence by sentence, the book may be shown to be a mass of inconsistencies. If it has the misfortune to be systematized by an enthusiastic but dull and incompetent disciple, it may appear even absurd. But after all the misinterpretation of contemporaries and the destructive criticism of later times, the book as a whole leaves upon us an impression of peculiar strength and charm, and imparts a sense of the relations of things truer, because less mechanical, than the laboured reasoning of smaller men. Such is the character of much of the work of Ricardo and some of his contemporaries. We think that the decay of interest in these writers involves a real loss, and that students of modern problems may do worse than read Ricardo and his school. Some of the criticism of their works, necessary and useful as it has been, will probably be corrected later on by that breadth of view and sense of proportion which has enabled us to appreciate justly the achievements of lesser men in more remote times. But rehabilitation in accordance with the canons of historical justice will not restore the lost influence of the Ricardian school. Their achievements in the 19th century will be fully acknowledged, but the relevance of their work to the problems of the 20th century will be admitted less than at the present time.
Modern economic criticism and analysis have undermined the authority of the “old Political Economy” as a scientific system. The assumptions, definitions, reasoning, and conclusions of classical writers have been thoroughly examined. Flaws in their arguments have been exposed by those who care about defending their reputation. Writers without the biases of the historical school, but with a cold, objective critique, have highlighted serious inconsistencies here and the omission of important factors there, leaving very little of the “old Political Economy” untouched. In fact, there never was a true scientific system. What was mistaken for it was created in the heat of debate by men whose interests were practical rather than scientific, who couldn’t write correct English, and revealed the typical fallacies of the merely practical individual. So the “old Political Economy” lies in ruins. It’s futile to think that this destructive criticism from within can be countered by generously adding interpretation clauses to the pages of classical writers. This may demonstrate that our youthful ideals weren’t entirely without merit; however, the younger generation, which doesn’t care about our ideals and looks to the future instead of the past, won’t read annotated editions of old books, no matter how reputable their authors. If the Ricardian school of economists had been just philosophers, or even a group like the French physiocrats, we might view this situation with calm. We could assume that criticism and analysis separated the wheat from the chaff in their writings, preserving everything of lasting value in the works of later economists. But the nature of much of their work makes this assumption impossible. Many of them were genuinely more interested in practical goals than in advancing economic science. We might discuss the assumptions that are implicitly included in Ricardo’s works. In reality, we don’t know what those assumptions were; we only know what assumptions we should make to reach the same conclusions, and they might be quite different from “the mind of Ricardo.” Ricardo’s works don’t explain a theoretical system but instead contain the reflective insights, more or less well-reasoned, of a powerful thinker viewing the world as a businessman experienced in dealings. The conclusions of such a work hold broader significance than the assumptions we attribute to the author would suggest. They aren’t expressed in terms that meet our standards of scientific accuracy. If dissected sentence by sentence, the book could be shown to be full of inconsistencies. If it ends up systematized by an enthusiastic but dull and incompetent follower, it may even seem ridiculous. Yet despite all the misinterpretations by contemporaries and the critical assessments of later times, the book as a whole leaves us with a profound sense of strength and charm, providing a truer understanding of relationships that feels less mechanical than the labored reasoning of lesser men. This reflects the nature of much of Ricardo’s work and that of some of his contemporaries. We believe that the decline of interest in these writers represents a real loss, and that students of modern issues could benefit from reading Ricardo and his school. Some of the criticism of their works, important and helpful as it has been, will likely be corrected in the future by a broader perspective and sense of proportion that will allow us to appreciate the contributions of lesser figures from earlier times. However, restoring their lost influence won’t come from revisiting the standards of historical justice. Their contributions in the 19th century will be fully recognized, but the relevance of their work to the problems of the 20th century will likely be regarded as less significant than it is today.
In a subject like economics it must always be very difficult to decide how far a departure from the traditional form and expression of its main doctrines is necessary or desirable. No one who is really experienced in economic Economics a conservative science. investigation cares to emphasize the originality, still less the revolutionary character of his own work. It is much more likely than not that some principle which for the moment seems new, some distinction which we may flatter ourselves has not been observed before, has been pointed out over and over again by previous writers, although, owing to special circumstances, it may not have received the notice it deserved. Economics is therefore, on the whole, an intensely conservative science, in which new truths are cautiously admitted or incorporated merely as extensions or qualifications of those enunciated by previous writers. This procedure has its advantages, but it may easily become dangerous by destroying the influence of the science it is meant to preserve. It is not unlike the procedure of the canonists and casuists of the middle ages with regard to the doctrine of usury, by which the doctrine was to all appearances preserved intact while in reality it was stripped of all its 907 original meaning by innumerable distinctions “over-curious and precise.” In the same way the doctrines of the classical economists may be adapted by interpretation clauses and qualifications the exact force of which cannot be tested or explained, so that we do not know whether the original proposition is to be considered substantially correct or not. The result will be that while the doctrines are apparently being brought into closer correspondence with the facts of life, they will in reality be made quite useless for practical purposes or economic investigation. It is easier to point out the danger than to suggest how it should be met. The position we have described is no doubt partly due to the unsettlement of economic opinion and the hostile criticism of old-established doctrines which has characterized the last generation. Or it may be the result of economic agnosticism, combined with unwillingness to cut adrift from old moorings. Whatever the cause, the complete restatement of economic theory, which some heroic persons demand, is clearly impossible, except on conditions not likely to be realized in the immediate future. The span of life is limited; the work requires an extensive knowledge of the economic literature of several countries and the general features of all the important departments of modern economic activity. In general theory special studies by other men cannot play the same part as they do in historical and statistical work. In historical and statistical investigation, or in special studies of particular subjects, it is possible, given the pecuniary means, to organize a whole army of skilled assistants, and with ordinary care to combine the results of their separate efforts. In general theory the inverse rule seems to prevail. There the unity of conception and aim, the firm grip of all the different lines of argument and their relation to each other, which are required, can only be given by a single brain. But no one individual can do original work over the whole field. He is lucky if he can throw new light on a few old propositions. For the rest, he can only, with the utmost caution, adopt the suggestions of other minds as qualifications of old doctrines, never feeling quite sure that he is right in doing so. A complete restatement could only be undertaken by a group of men, trained in much the same conditions, accustomed to think and work together, each one engaged on a special department, but all acting under the control of one master-mind. This is largely a question of the organization of economic studies, and it is of the greatest importance that, if possible, such an effort should be made to present in a connected form the best results of modern criticism and analysis.
In a field like economics, it must always be very challenging to determine how much deviation from the traditional form and expression of its main ideas is necessary or desirable. No one truly experienced in economic research wants to emphasize the originality, let alone the revolutionary nature of their own work. It’s more likely than not that some principle that seems new at the moment, or some distinction we might flatter ourselves has never been noted before, has been pointed out repeatedly by earlier thinkers, although it may not have received the attention it deserved due to specific circumstances. Economics is therefore, on the whole, a very conservative science, where new truths are cautiously accepted or incorporated merely as extensions or qualifications of those stated by previous writers. This approach has its benefits but can easily become dangerous by undermining the influence of the science it aims to preserve. It’s somewhat similar to the approach taken by the canonists and casuists in the Middle Ages concerning the doctrine of usury, where the doctrine, on the surface, seemed preserved intact while, in reality, it was stripped of all its original meaning by countless over-sophisticated distinctions. Similarly, the doctrines of classical economists may be adjusted by interpretation clauses and qualifications whose exact implications cannot be tested or clarified, leaving us uncertain whether the original proposition is fundamentally correct or not. Consequently, while the doctrines appear to align more closely with real-life situations, they may become completely useless for practical purposes or economic inquiry. It’s easier to identify the risk than to propose how to address it. The situation we’ve described is undoubtedly partly a result of the uncertainty in economic opinion and the critical backlash against long-established doctrines that has characterized the last generation. It may also stem from a kind of economic agnosticism, combined with a reluctance to sever ties with outdated concepts. Whatever the reason, a complete restatement of economic theory, as some heroic figures demand, is clearly impossible except under conditions unlikely to be met in the near
Economics is unlike many other sciences in the fact that its claim to recognition must be based upon its practical utility, on its relevance to the actual life of the economic world, on its ability to unravel the social and economic Some recent developments of economic theory. difficulties of each generation, and to contribute to the progress of nations. The very effectiveness of modern criticism and analysis, which has brought great gains in almost all branches of economic theory, has made the science more difficult as a subject of ordinary study. The extensions, the changes or the qualifications, of old doctrines, which at any rate in the works of responsible writers are rarely made without good if not always sufficient reason, have modified very considerably the whole science, and weakened the confidence of ordinary educated men in its conclusions. In the case of many subjects this would matter very little, but in that of economics, which touches the ordinary life of the community at so many points, it is of great importance, especially at a time like the present, when economic questions determine the policy of great nations. The “economic man” of the earlier writers, with his aversion from labour and his desire of the present enjoyment of costly indulgences, has been abandoned by their successors, with the result that in the opinion of many good people altruistic sentiment may be allowed to run wild over the whole domain of economics. The “economic man” has, on the other hand, been succeeded by another creation almost as monstrous, if his lineaments are to be supposed to be those of the ordinary individual—a man, that is, who regulates his life in accordance with Gossen’s Law of Satiety, and whose main passion is to discover a money measure of his motives. It is extremely important to consider how far the economic conceptions based upon this view of the action of men in the ordinary business of life—such, for example, as the doctrine of marginal utility—depend for their truth and relevance on the fact that in economics we are dealing with large aggregates. The earlier writers generally assumed perfect mobility of labour and capital. No economist would deliberately make that assumption now unless he were dealing with some purely theoretical problem, for the solution of which it was legitimate at some stage in the reasoning. Many of the questions of the greatest practical importance at the present time, such as the competition between old and new methods of manufacturing commodities substantially the same in kind, and equally useful to the great body of consumers, arise largely from the immobility of capital or labour, or both of them. But it is obvious that if the assumption of perfect mobility is invalid, there is scarcely any economic doctrine identified with the earlier writers which may not require modification, in what degree it is impossible to say without very careful investigation. Much suggestive work on this subject of a general character is incorporated in economic books of the present day, but there is room for a whole series of careful monographs on a question of such fundamental importance. The same may be said of another subject, too frequently neglected by earlier writers, to which due significance has been given in the best recent work, namely, time in relation to value. It would perhaps be too much to say that the full consideration of this point has revolutionized the theory of value, but it has certainly created what seems almost a new science in close contact with the actual life of the modern world.
Economics is different from many other sciences because its recognition relies on practical usefulness, its relevance to real-life economic situations, its ability to address the social and economic challenges of each generation, and its contribution to the progress of nations. The effectiveness of modern criticism and analysis, which has advanced nearly all areas of economic theory, has made studying the subject more complicated. The updates, changes, or adjustments to older doctrines—made by responsible writers for good, if not always sufficient, reasons—have significantly altered the entire field and reduced the confidence of educated individuals in its conclusions. For many subjects, this wouldn’t matter much, but for economics, which impacts everyday life in many ways, it’s extremely important, especially now when economic issues shape the policies of major nations. The “economic man” from earlier texts, who avoided work and craved immediate, expensive pleasures, has been replaced by newer interpretations, leading many well-meaning people to think that altruistic ideals can be applied broadly across economics. Conversely, this “economic man” has been replaced by another equally strange concept—one who lives according to Gossen’s Law of Satiety and primarily seeks to quantify his motivations in monetary terms. It’s crucial to examine how much the economic ideas based on this perspective—like the doctrine of marginal utility—hinge on the fact that economics deals with large aggregates. Earlier writers typically assumed that labor and capital were perfectly mobile. No modern economist would make that assumption unless addressing a purely theoretical issue where it was justifiable at some point in the analysis. Many of today’s significant practical questions—like the competition between old and new manufacturing methods for similar, useful products—largely stem from the immobility of labor, capital, or both. Clearly, if the assumption of perfect mobility is flawed, then nearly every economic theory associated with earlier writers may need adjustment, although determining the extent of such changes requires thorough investigation. While contemporary economic texts include much insightful work on this topic, there’s still a need for a series of detailed studies on this fundamentally important question. This is also true for another topic often overlooked by past writers—time in relation to value—which has been emphasized in the best recent research. It might be excessive to claim that fully addressing this issue has completely transformed the theory of value, but it has certainly generated what almost feels like a new science closely connected to modern life.
Some doctrines of the earlier economists, such as the Wages Fund Theory, are now practically abandoned, though it may be said that they contained a certain amount of truth. Others, which were considered of fundamental importance, owe their position in modern economics and the form in which they are stated to the “tradition of the elders.” If they could, by some happy chance, have been left for discovery by modern economists, they would without doubt have received different treatment, to the great advantage of economic science. Such a doctrine is the so-called Law of Diminishing Returns, which Mill considered “the most important proposition in Political Economy.” “Unless this one matter,” he says, “be thoroughly understood, it is to no purpose proceeding any further in our inquiry.” “Were the law different, nearly all the phenomena of the production and distribution of wealth would be other than they are.” On the other hand, Thorold Rogers, not to speak of earlier objectors, described the law as a “dismal and absurd theorem.” The opinions of present-day economists appear to fluctuate between these two extremes. The law may apparently be “a general rule” or “a tendency” which is liable to be “checked,” or a particular case of the law of the conservation of energy. If we go to Mill to discover what it is, we find that “it is not pretended that the law of diminishing return was operative from the beginning of society; and though some political economists may have believed it to come into operation earlier than it does, it begins quite early enough to support the conclusions they founded on it.” “It comes into operation at a certain and not very advanced stage in the progress of agriculture.” But this very important stage in the history of a nation is not defined or clearly illustrated. We are told that we can see “the law at work underneath the more superficial agencies on which attention fixes itself”; it “undergoes temporary suspension,” which may last indefinitely; and “there is another agency, in habitual antagonism” to it, namely, “the progress of civilization,” which may include every kind of human improvement. Mill apparently is not content with the confusion between “law” and “agency” or “force,” but opposes the one to the other. He is constantly speaking in terms which imply the conquering of one law by another, a habit from which his successors have not freed themselves; and the theory of natural processes which appears to have satisfied him, was that when two forces come into operation there is a partial or complete suspension of one by the 908 other. In modern economics “fertility” has no very definite meaning. It may mean what is ordinarily understood by the word—climate, rainfall, railway rates or anything else except “indestructible powers of the soil.” To speak of “additional labour and capital” without reference to the kind and quality of the labour and capital, and the manner in which they are employed, organized and directed, throws very little light on agriculture. Every improvement involves, from a quantitative point of view, more or less of capital or of labour, so that it is the “antagonizing” influences, which are nearly all qualitative, which appear to be really important. It is therefore extraordinarily difficult at present to know what happens, or rather what would happen if it were not prevented, when a country reaches “the stage of diminishing returns”; what precisely it is which comes into operation, for obviously the diminishing returns are the results, not the cause; or how commodities “obey” a law which is always “suspended.” Possibly the present generation of English industrial history will furnish many illustrations of the law of diminishing returns. We can only say that it requires investigation and restatement.
Some ideas from earlier economists, like the Wages Fund Theory, are pretty much abandoned now, although they did have some truth to them. Other ideas that were seen as essential owe their place in modern economics and how they are expressed to the “tradition of the elders.” If modern economists had discovered them on their own, they would most likely have been treated differently, which would have greatly benefited economic science. One such idea is the so-called Law of Diminishing Returns, which Mill regarded as “the most important proposition in Political Economy.” He stated, “Unless this one matter be thoroughly understood, it is to no purpose proceeding any further in our inquiry.” “If the law were different, nearly all the phenomena of the production and distribution of wealth would be other than they are.” On the flip side, Thorold Rogers, along with earlier critics, described the law as a “dismal and absurd theorem.” Current economists seem to swing between these two extremes. The law could be seen as “a general rule” or “a tendency” that may be “checked,” or as a specific case of the law of conservation of energy. If we look to Mill for clarity on what it is, he states that “it is not pretended that the law of diminishing returns was operative from the beginning of society; and even though some political economists may have believed it came into effect earlier than it does, it begins quite early enough to support the conclusions they based on it.” “It comes into operation at a certain and not very advanced stage in the progress of agriculture.” However, this significant stage in a nation's history is not well defined or illustrated. We are told that we can observe “the law at work underneath the more superficial agencies on which attention fixes itself”; it “undergoes temporary suspension,” which can last indefinitely; and “there is another agency, in habitual antagonism” to it, which is “the progress of civilization,” encompassing all types of human improvement. Mill seems uneasy with the confusion between “law” and “agency” or “force,” positioning one against the other. He frequently uses language suggesting that one law can conquer another, a tendency his successors have inherited; and the theory of natural processes that seemed to satisfy him was that when two forces are in play, one is partially or completely suspended by the other. In modern economics, “fertility” lacks a clear meaning. It can refer to the typical understanding of the word—factors like climate, rainfall, railway rates, or anything else except “indestructible powers of the soil.” Mentioning “additional labor and capital” without addressing the type and quality of that labor and capital, as well as how they are employed, organized, and directed, adds little insight into agriculture. Every improvement quantitatively involves either more or less capital or labor, which means it’s the “antagonizing” influences—mostly qualitative—that seem truly significant. Thus, it’s extremely challenging right now to understand what happens, or what would happen if it weren’t inhibited, when a country reaches “the stage of diminishing returns”; what exactly comes into play, since diminishing returns are the effects, not the causes; or how commodities “obey” a law that is always “suspended.” It's possible that the current generation of English industrial history will provide many examples of the law of diminishing returns. We can only say that it needs to be investigated and restated.
Closely related to the law of diminishing returns is the Theory of Rent. No economic doctrine so well illustrates the achievements and the defects of modern economic analysis. Ricardo’s statement of the theory left upon the world an impression, not wholly just, of singular clearness. He employed the theory with wonderful success in unravelling the problems of his time. Its importance has not been seriously, or at any rate successfully, called in question. Treated at first as a doctrine peculiarly applicable to land, with a certain controverted relevance to other natural agents, it has been so extended that there is scarcely any subject of economic study in which we may not expect to find adaptations or analogies, so that Ricardo seemed to have discovered the key of economic knowledge. But it was discovered that there were no “indestructible powers of the soil”; that the fertility of land in a country like England is almost entirely the result of improvement at some time or other; that “advantage of situation” includes very much more than the words in their literal sense imply; that both “fertility” and “advantage of situation” include many kinds of differential advantage; that in some circumstances rent does not enter into the price of agricultural and other produce, and that in others it does. Moreover, the study of the theory of rent has had a very great influence on all branches of economics by destroying the notion that it is possible to draw sharp lines of distinction, or deal with economic conceptions as though they were entirely independent categories. That modern economic analysis is incomparably more accurate than that of earlier times there can be no question. But the net result of the development of the doctrine of rent is that all problems in which this factor appears, and they embrace the whole range of economic theory, must apparently be treated on their merits. In its modern form the doctrine is far too general to be serviceable without the closest scrutiny of all the facts relating to the particular case to which it is applied. To deal adequately with the numerous extensions or qualifications of these and other doctrines in the hands of modern economists would involve us in an attempt to do what we have already said is impossible except on conditions not at present realized. It is clear that in the interests of general economic theory we require a vast number of special studies before an adequate restatement can be undertaken.
Closely related to the law of diminishing returns is the Theory of Rent. No economic doctrine illustrates the achievements and shortcomings of modern economic analysis as well as this one. Ricardo’s presentation of the theory left a lasting impression on the world, though not entirely accurate, due to its clarity. He used the theory successfully to address the issues of his time. Its significance has not been seriously challenged, or at least not effectively. Initially viewed as a concept specifically relevant to land, with some debated connection to other natural resources, it has been expanded to include almost any area of economic study, making it seem like Ricardo had discovered the key to economic knowledge. However, it was revealed that there are no “indestructible powers of the soil”; the fertility of land in a country like England is mostly due to past improvements; “advantage of situation” encompasses much more than its literal meaning; both “fertility” and “advantage of situation” involve various types of differential advantage; in some cases, rent doesn’t factor into the price of agricultural and other products, while in others, it does. Furthermore, studying the theory of rent has significantly influenced all areas of economics by debunking the idea that we can draw clear lines between economic concepts or treat them as entirely independent categories. There is no doubt that modern economic analysis is far more precise than that of earlier periods. Yet, the overall implication of the development of the rent doctrine is that all issues involving this factor, which cover the entire spectrum of economic theory, must be assessed individually. In its current form, the doctrine is too broad to be useful without thoroughly examining all the facts related to the specific case in question. Addressing the many extensions or nuances of these and other theories as employed by modern economists would require us to attempt what we've already noted is impossible under current circumstances. It’s evident that for the sake of comprehensive economic theory, we need a substantial number of specialized studies before a proper restatement can be undertaken.
It must be clearly recognized that the functions of economic science in the present requirements of the world cannot possibly; be discharged by treatises on economic theory. The relations between general theory and special studies Relations between general economics and special studies. conducted on the lines we have indicated have completely changed. General theory never has been, and in the nature of things never can be, the actual reflex of the life and movement of the economic world. It never has been, and never can be, more than an indication of the kind of thing which might be expected in a purely hypothetical world. When the aim of the man of affairs and the hypothesis of the economist was unrestricted competition, and measures were being adopted to realize it, general theory such as the classical economists provided was perhaps a sufficiently trustworthy guide for practical statesmen and men of business. If only people can be got to believe in them, a few abstract principles are quite enough to destroy an institution which it has taken centuries to create. But a new institution cannot be made on the same terms. The modern industrial system has brought with it an immense variety of practical problems which nations must solve on pain of industrial and commercial ruin. For these problems we want, not a few old-established general principles which no one seriously calls in question, but genuine constructive and organizing capacity, aided by scientific and detailed knowledge of particular institutions, industries and classes. Just as the historical school grew up along with the greatest constructive achievement of the 19th century, namely, the consolidation of Germany, so the application to modern problems of the methods of that school has been called forth by the constructive needs of the present generation. We have already shown how these methods, in their turn, require the aid of general theory, but not of a general theory which tries to do their work. In fact, every attempt to make it do so must inevitably fail. How can such a huge mass of general propositions as are necessarily included in a system of economics ever be thoroughly tested by an appeal to facts? If they are not so tested, the general theory will remain a general theory, of no practical use in itself, until the end of time. It they are to be tested, an indefinitely large number of special studies must be made, for which the original materials must be collected and examined. That is, original investigation of special problems has to be carried out on a more gigantic scale than any economist of the historical school ever dreamt of or the world requires, with the certain knowledge that at the end of it all the general theory will not correspond with the facts of life. For there is all the difference in the world between using a body of general theory as an indication of the factors to be considered in the study of a special problem, and undertaking special studies with a view to testing the general theory. If the necessary limitations of general economic theory are recognized, most of the difficulties we have noticed disappear. Now that the “industrial revolution” has extended practically all over the world, so that we have several countries carrying on production by modern methods, it is easily possible to sketch the main features of industrial and commercial organization at the present time, to describe the banking and currency systems of the principal nations, their means of transport and communication, their systems of commercial law and finance, and their commercial policy. It is true that at present very little work of this kind has been done in England, but innumerable books, many of them about England, have been written by thoroughly competent economists, in French, German and other languages. So that no great amount of original work is required for a reliable account of those general features of the modern system which should form the introduction to economics. The general theory which we require should be sketched in firm and clear outline, leaving the detailed qualifications of broad principles to special studies, where they can be dealt with if it is necessary or desirable, and examined by statistical and other tests. For such a general theory there is ample material in the economic literature of all civilized countries. It is of the utmost importance that the economic terms, which are also, though in many cases with an entirely different meaning, the terms of business and commerce, should as far as possible be used in their common and ordinary English sense: that they should correspond in meaning with the same words when used in description, in law, accountancy and ordinary business. This is no doubt a difficult matter. But some change in this direction is necessary both in the interests of the science itself and of its practical utility. All the materials for investigation, all the facts and figures from which illustrations are drawn, all methods of keeping accounts in England, assume the ordinary English tongue. There are few if any conceptions in economics which cannot be expressed in it without depleting the ordinary vocabulary. At present the language of economics is for the ordinary Englishman 909 like a foreign language of exceptional difficulty, because he is constantly meeting with words which suggest to his mind a whole world of associations quite different from those with which economic theory has clothed them. The refinements of economic analysis, as distinguished from its broader achievements, should be reserved for special studies, in which a technical scientific terminology, specially devised, can be used without danger of misconception. But in a subject like economics obscurity and an awkward terminology are not marks of scientific merit.
It must be clearly recognized that the role of economic science in today’s world cannot be fulfilled by just theoretical discussions. The relationship between general theory and specialized studies The connection between general economics and specialized studies. has completely changed. General theory has never truly reflected the actual dynamics of the economic world, and it never can. It has always been just an idea of what could happen in a purely hypothetical scenario. When businesspeople aimed for unrestricted competition and took steps to achieve it, the general theory provided by classical economists was likely a reliable guide for politicians and business leaders. If people can be convinced of a few abstract principles, they can easily dismantle an institution that took centuries to build. However, a new institution cannot be created under the same assumptions. The modern industrial system has introduced a wide array of practical problems that nations must solve to avoid industrial and commercial collapse. For these problems, we need more than a few well-established general principles that everyone accepts; we need genuine constructive and organizational skills, supported by scientific and detailed knowledge of specific institutions, industries, and groups. Just as the historical school emerged alongside the significant achievement of the 19th century—the unification of Germany—the application of its methods to modern issues has been prompted by today’s structural needs. We've shown how these methods require the support of general theory, but not a general theory trying to replace them. In fact, any attempt to do so will inevitably fail. How can such an extensive set of general propositions in economics ever be fully verified by factual evidence? If not tested, general theory will remain just that—a general theory, of no practical use, forever. To conduct these tests, countless specialized studies must be performed, requiring the collection and examination of original materials. This means original investigation into specific issues needs to occur on a scale far larger than any historical economist ever imagined, with the clear expectation that the general theory will not match real-life conditions. There’s a big difference between using general theory as guidance for studying a specific problem and conducting specialized studies to evaluate the general theory. Recognizing the inherent limitations of general economic theory helps resolve most of the issues we've pointed out. Now that the "industrial revolution" has spread almost globally, with several countries employing modern production methods, it’s feasible to outline the key aspects of current industrial and commercial organization, describe the banking and currency systems of major nations, their transportation and communication methods, their systems of commercial law and finance, as well as their trade policies. While it's true that not much of this work has been done in England, countless books, many concerning England, have been authored by highly qualified economists in French, German, and other languages. Therefore, producing a reliable overview of the essential characteristics of the modern economic system needed for an introduction to economics does not require a significant amount of original work. The general theory we need should be presented in a clear and firm outline, leaving detailed adjustments of broad principles to specialized studies, where they can be appropriately addressed and evaluated through statistical and other methods. There is plenty of material available in the economic literature of all developed countries for such a general theory. It's crucial that economic terminology, which often overlaps with business and commerce terms but can sometimes carry entirely different meanings, be used as much as possible in their common and standard English sense: that they align in meaning with the same words when used in description, law, accounting, and ordinary business contexts. While this can be challenging, some change in this direction is necessary for the benefit of the discipline itself and its practical application. All research materials, facts, and figures used for examples, and accounting practices in England, assume the use of common English language. Few, if any, economic concepts cannot be conveyed in ordinary language without exhausting the regular vocabulary. Currently, the language of economics is like a foreign language of exceptional difficulty for the average English person, as they constantly encounter terms that evoke an entirely different set of associations than those intended by economic theory. The intricacies of economic analysis, as opposed to its broader achievements, should be reserved for specialized studies, where a specially developed technical terminology can be used without the risk of misunderstanding. However, in a subject like economics, obscure language and complicated terminology are not indications of scientific quality.
Economic studies should be as relevant to existing needs as those of engineering and other applied sciences. The scientific study of practical problems and difficulties is (generally speaking, and with honourable exceptions) far more advanced in almost every civilized country than it is in England, where the limited scale upon which such work is carried on, the indifference of statesmen, officials and business men, and the incapacity of the public to understand the close relation between scientific study and practical success, contrast very unfavourably with the state of affairs in Germany or the United States. The backwardness of economic science has been an index of the danger threatening the industrial and commercial supremacy of the United Kingdom. There are very few questions of public or commercial importance upon which the best and most recent investigations are to be found amongst English works. This would matter very little, perhaps, if Englishmen had a firm belief, established by actual experience, in the soundness of their policy, the present security of their position, and the sufficiency of their methods to strengthen or maintain it. But this is very far from being the case. If we take, for example, the corner-stone of the British commercial system in the 19th century, namely, the policy of “free trade” (q.v.), the public do not now read the economic works which supplied the theoretical basis of that policy, and, indeed, would Economic problems in Great Britain. not be convinced by them. The great men of the period, Cobden and Bright, are merely historical figures. Long before his death, Bright’s references in public speeches to the achievements of the Anti-Corn Law League were received with respectful impatience, and Peel’s famous speech on the repeal of the corn laws would not convince the German Reichstag or a modern House of Commons. The result is that free trade had become by the end of the 19th century in the main an old habit, for which the ordinary English manufacturer could give no very reasonable explanation, whatever may be its influence in commerce and public affairs. The doctrine of free trade only prevailed in so far as it could be restated in terms which had a direct relevance to the existing position of England and existing conditions of international trade. And it was directly challenged by the representatives of Mr Chamberlain’s school of Imperialist thought (see Chamberlain, Joseph). It thus became the work of economic science ruthlessly to analyse the existing situation, explain the issues involved in the commercial policy of different countries, and point out the alternative methods of dealing with present difficulties, with their probable results.
Economic studies should be as relevant to current needs as those in engineering and other applied sciences. The scientific examination of practical issues is (generally speaking, with some notable exceptions) much more advanced in nearly every developed country than it is in England, where the limited scope of this work, the indifference of politicians, officials, and business leaders, and the public's inability to grasp the connection between scientific study and practical success stand in stark contrast to the situation in Germany or the United States. The lag in economic science has been a sign of the threat to the industrial and commercial dominance of the United Kingdom. There are very few publicly or commercially significant questions where you can find the best and latest research in English publications. This might not be such a big deal if English people had a solid belief, shaped by actual experience, in the effectiveness of their policies, the current security of their position, and the adequacy of their methods to reinforce or maintain it. However, that's far from the case. For instance, if we look at the cornerstone of the British commercial system in the 19th century—namely, the policy of “free trade” (q.v.)—the public no longer reads the economic texts that provided the theoretical foundation for that policy, and, in fact, they wouldn’t be swayed by them. The influential figures of the time, Cobden and Bright, are now merely historical characters. Long before his death, Bright’s mentions in speeches about the achievements of the Anti-Corn Law League were met with respectful impatience, and Peel’s famous speech on the repeal of the corn laws wouldn’t persuade the German Reichstag or today’s House of Commons. As a result, by the end of the 19th century, free trade had largely become an old habit that the average English manufacturer couldn’t explain reasonably, regardless of its impact on commerce and public matters. The concept of free trade only persisted to the extent that it could be rephrased in terms that were directly relevant to England's current situation and the existing conditions of international trade. It was explicitly challenged by representatives of Mr. Chamberlain’s school of Imperialist thought (see Chamberlain, Joseph). Thus, it became the task of economic science to thoroughly analyze the current situation, clarify the issues involved in the commercial policies of different countries, and outline alternative ways to address present challenges along with their likely outcomes.
The commercial policy of a state is merely the reflex of its system of public finance (see e.g. English Finance). The absence of conviction in regard to British commercial policy naturally had its counterpart in the attitude of many men to the financial system of the country. The eulogies showered upon it in the past were no longer considered adequate. The great increase in recent years in British military and naval expenditure, made necessary by the exceptional demands of a state of war and the great development of foreign powers, was partly responsible for the new difficulties; partly it was due to the great extension of the functions of the state during the latter part of the 19th century. The former causes may be considered partly permanent, partly temporary; but those of a permanent character are likely to increase in force, and those of a temporary character will leave Commerce and finance. a deposit in the shape of an addition to the normal expenditure of the central government. The extension of government functions appeared much more likely to continue than to be checked. Normal expenditure might therefore be calculated to rise rather than fall. In spite of the vast increase in national wealth, it was found a matter of increasing difficulty to meet a comparatively slight strain without recourse to measures of a highly controversial character; and the search for new sources of revenue (as in 1909) at once raised, in an acute form, questions of national commercial policy and the relations between the United Kingdom and the colonies.
The commercial policy of a state is simply a reflection of its public finance system (see e.g. English Finance). The lack of confidence in British commercial policy naturally mirrored many people's attitudes towards the country’s financial system. The praise it received in the past was no longer seen as sufficient. The significant rise in British military and naval spending in recent years, driven by the unique demands of wartime and the expanding capabilities of foreign powers, contributed to the new challenges; additionally, it was partly due to the considerable growth of government functions in the late 19th century. The initial causes can be viewed as both permanent and temporary; however, those that are permanent are likely to become stronger, while the temporary factors will result in an increase in central government spending over time. The growth of government functions seemed much more likely to continue rather than decrease. Thus, normal expenditure was expected to rise rather than fall. Despite the substantial growth in national wealth, it became increasingly difficult to handle even a slight strain without resorting to highly controversial measures; and the search for new revenue sources (as in 1909) immediately brought up pressing questions about national commercial policy and the relationship between the United Kingdom and its colonies.
The development of the powers of the central government has been less than that of the functions of local governing authorities. This, again, is a movement much more likely to extend than to be checked. Local governing authorities now discharge economic functions of enormous importance and complexity, involving sums of money larger than sufficed to run important states a generation ago. The scientific study of the economics of local administration is, however, in its infancy, and requires to be taken up in earnest by economists. These questions of commercial policy and local government are closely bound up with the scientific study of the transport system. Although the British Empire contains within itself every known species of railway enterprise, the study of railways and other means of transport, and their relation to the business, the commerce and the social life of the country, is deplorably backward. It is obvious that no inquiry into commercial policy, or into such social questions as the housing of the poor, can be effective unless this deficiency is remedied.
The growth of central government powers has been slower than that of local government functions. This trend is more likely to continue expanding rather than being reversed. Local governments now perform significant and complex economic functions, managing amounts of money that are much larger than what was needed to operate major states a generation ago. However, the scientific study of local administration economics is still in its early stages and needs to be taken seriously by economists. Issues of commercial policy and local governance are closely related to the scientific analysis of the transportation system. Even though the British Empire includes every type of railway venture imaginable, the study of railways and other transportation methods, along with their connection to business, commerce, and the social fabric of the country, is seriously lacking. It's clear that no effective investigation into commercial policy or important social issues, like housing for the poor, can succeed without addressing this gap.
The whole social and political fabric of the British Empire depends upon the efficiency of its industrial system. On this subject many monographs and larger works have been published in recent years, but dealing rather with such questions as trade unionism, co-operation and factory legislation, than the structure and organization of particular industries, or the causes and the results of the formation of the great combinations, peculiarly characteristic of the United States, but not wanting in England, which are amongst the most striking economic phenomena of modern times.
The entire social and political structure of the British Empire relies on the effectiveness of its industrial system. Many studies and larger publications have come out recently on this topic, but they tend to focus more on issues like trade unionism, cooperation, and factory legislation, rather than on the structure and organization of specific industries, or the reasons and outcomes of the creation of large combinations. These combinations are especially common in the United States, but they also exist in England and are among the most notable economic phenomena of modern times.
These are some of the questions which must absorb the energies of the rising generation of economists. The claim of economics for recognition as a science and as a subject of study must be based on its relevance to the actual life of the economic world, on its ability to unravel the practical difficulties of each generation, and so contribute to the progress of nations.
These are some of the questions that should engage the attention of the new generation of economists. The demand for economics to be recognized as a science and a field of study must be grounded in its relevance to the real-world economic landscape, its capacity to address the practical challenges of each generation, and its contribution to the advancement of nations.
Literature.—See also Free Trade; Protection; Tariff; Commercial Treaties; Trusts; Money; Finance; &c. The bibliography of economics as a whole would include a history of all the writers on the subject, and is beyond our scope here; see the numerous articles on economic subjects throughout this work. The article by Dr J.K. Ingram in the ninth edition of the Encyclopaedia Britannica is still a valuable historical account. It is only possible to mention here a few of the more recent text-books. The most important general work published in English is Marshall’s Principles of Economics, vol. i. (1st edition, 1890; 4th edition, 1898). J. Shield Nicholson’s Principles of Political Economy (3 vols.) not only gives a survey of economic principles since Mill’s time, but contains much suggestive and original work. The writer of this article is much indebted to the works of Schmoller, particularly his Grundris der allgemeinen Volkswirtschaftslehre (1900), and Adolph Wagner, particularly his Grundlegung der politischen Ökonomie. On the history of economic theory, Cannan’s History of the Theories of Production and Distribution (1776-1848) is an admirable criticism, from a purely objective standpoint, of the works of the English classical writers. The most important English works published in recent years on general English economic history are W. Cunningham’s Growth of Industry and Commerce, and W.J. Ashley’s Economic History, while Vinogradoff’s Villenage in England and The Growth of the Manor, as well as Maitland’s Domesday Studies, are of great importance to the student of early economic institutions. D’Avenel’s Histoire économique de la propriété, &c. (1200-1800), is a monumental work on the history of prices in France. Other books dealing with special subjects are likely to take a very high place in economic literature. We may mention particularly Charles Booth’s Life and Labour of the People in London, B.S. Rowntree’s Poverty, Sidney and Beatrice Webb’s History of Trade Unionism and Industrial Democracy, and Dr Arthur Shadwell’s Industrial Efficiency (1906). These books are generally regarded as typical of the best English work of recent years in economic investigation. We may also mention Schloss’s Methods of Industrial Remuneration, a most important contribution to the study of the wages question; C.F. Bastable’s works on International Trade and Public Finance; George Clare on the Money Market and the Foreign Exchanges; and A.T. Hadley’s Economics: An Account of the Relations between Private Property and Public Welfare (1896). Studies of particular questions, both concrete and theoretical, in foreign languages are too numerous 910 to specify, and much of the best modern work is to be found in economic periodicals.
Literature.—See also Free Trade; Protection; Tariff; Commercial Treaties; Trusts; Money; Finance; &c. The bibliography of economics overall would cover a history of all the writers on this topic, which is beyond the scope of this work; see the numerous articles on economic subjects throughout this text. The article by Dr. J.K. Ingram in the ninth edition of the Encyclopaedia Britannica remains a valuable historical account. It's only possible to highlight here a few of the more recent textbooks. The most significant general work published in English is Marshall’s Principles of Economics, vol. i. (1st edition, 1890; 4th edition, 1898). J. Shield Nicholson’s Principles of Political Economy (3 vols.) not only surveys economic principles since Mill’s time, but also contains much insightful and original work. The writer of this article is greatly indebted to the works of Schmoller, especially his Grundris der allgemeinen Volkswirtschaftslehre (1900), and Adolph Wagner, particularly his Grundlegung der politischen Ökonomie. Regarding the history of economic theory, Cannan’s History of the Theories of Production and Distribution (1776-1848) provides an admirable critique, from a purely objective perspective, of the works of the English classical writers. Notable recent English works on general economic history include W. Cunningham’s Growth of Industry and Commerce and W.J. Ashley’s Economic History, while Vinogradoff’s Villenage in England and The Growth of the Manor, as well as Maitland’s Domesday Studies, are essential for studying early economic institutions. D’Avenel’s Histoire économique de la propriété, &c. (1200-1800) is a monumental work on the history of prices in France. Other books focusing on specific topics are likely to hold a very high place in economic literature. Notably, we should mention Charles Booth’s Life and Labour of the People in London, B.S. Rowntree’s Poverty, Sidney and Beatrice Webb’s History of Trade Unionism and Industrial Democracy, and Dr. Arthur Shadwell’s Industrial Efficiency (1906). These books are widely regarded as representative of the best English work in recent years in economic research. We should also highlight Schloss’s Methods of Industrial Remuneration, a crucial contribution to the study of wage issues; C.F. Bastable’s works on International Trade and Public Finance; George Clare on the Money Market and the Foreign Exchanges; and A.T. Hadley’s Economics: An Account of the Relations between Private Property and Public Welfare (1896). Studies of particular issues, both concrete and theoretical, in foreign languages are too numerous 910 to specify, and much of the best modern work can be found in economic periodicals.
ECONOMY, a township and a village of Beaver county, Pennsylvania, U.S.A., on the E. bank of the Ohio river, 17 m. N.W. of Pittsburg. Pop. of township (1900) 1062; (1910) 860. The village is served by the Pennsylvania system. It was owned until 1904, when it was sold to a land company, by the Harmony Society (see Communism), commonly called the Economites, Harmonists or Rappists. The founder, George Rapp, after living with his would-be primitive Christian followers at Harmony, Butler county, Pennsylvania, in 1803-1814, and in 1815-1824 in New Harmony (q.v.), Indiana, which he then sold to Robert Owen, settled here in 1824 and rapidly built up a village, in which each family received a house and garden. The culture of silk, flax, grapes (for wine-making) and fruits and cereals in general, and the manufacture of flour and of woollen, flannel and cotton fabrics, were carried on under a rule requiring every adult to labour 12 or 14 hours each day in field or mill. Celibacy had been adopted in 1807 as the rule of the community. New members were received after a half-year’s probation, and members who left received their original investment. Three hundred thus separated from Rapp in 1833, with $105,000 as their share of the communal property, to build the millennial kingdom of New Jerusalem at Phillipsburg (now Monaca), Beaver county, Pennsylvania, under the lead of Bernhard Müller, who had come to Economy in 1831 as a fellow religionist, and was called Count Maximilian de Leon (or Proli); in 1833 Leon went, with his followers, to Louisiana, and established a religious colony 6 m. from Natchitoches. After his death his wife until 1871 was head of a similar community at Germantown in Webster parish. The Harmonists at Economy flourished under the rule of a tradesman, R.L. Baker, or Romelius Langenbacher, after the death of Rapp in 1847, and during the Civil War had about $500,000 buried away. Their numbers were for a time kept up by the addition of fresh converts, but the employés who were not Harmonists soon greatly outnumbered the members of the community, the basis of which was always religious. Baker died in 1868, and his successor, John Henrici, in 1892, when John S. Duss became first trustee. In 1907 there were only two or three members in the society. In 1851 the township of Harmony was set apart from Economy.
ECONOMY, a township and village in Beaver County, Pennsylvania, U.S.A., located on the east bank of the Ohio River, 17 miles northwest of Pittsburgh. The population of the township was 1062 in 1900 and 860 in 1910. The village is served by the Pennsylvania system. It was owned by the Harmony Society (see Communism), also known as the Economites, Harmonists, or Rappists, until it was sold to a land company in 1904. George Rapp, its founder, lived with his followers at Harmony in Butler County, Pennsylvania, from 1803 to 1814, and again from 1815 to 1824 in New Harmony (q.v.), Indiana, which he sold to Robert Owen. He settled in Economy in 1824 and quickly developed a village where each family received a house and garden. The community focused on growing silk, flax, grapes (for wine-making), fruits, and various cereals, along with manufacturing flour and woolen, flannel, and cotton textiles, all under a rule that required every adult to work 12 to 14 hours each day in the fields or mills. The community adopted celibacy as its standard in 1807. New members were accepted after a half-year probation, and those who left received back their initial investment. In 1833, 300 people separated from Rapp, taking $105,000 of communal property with them to create the millennial kingdom of New Jerusalem at Phillipsburg (now Monaca), Beaver County, Pennsylvania, under the leadership of Bernhard Müller, who had arrived in Economy in 1831 and was known as Count Maximilian de Leon (or Proli). In 1833, Leon and his followers moved to Louisiana, where they established a religious colony 6 miles from Natchitoches. After Leon's death, his wife led a similar community in Germantown, Webster Parish, until 1871. The Harmonists in Economy thrived under the leadership of a tradesman, R.L. Baker, or Romelius Langenbacher, after Rapp's death in 1847, and during the Civil War, they had about $500,000 in savings. Their numbers were initially maintained by new converts, but eventually, non-Harmonist workers greatly outnumbered community members, which was always a religious group. Baker died in 1868, followed by his successor, John Henrici, in 1892, after which John S. Duss became the first trustee. By 1907, only two or three members remained in the society. The township of Harmony was separated from Economy in 1851.
See Morris Hillquit, History of Socialism in the United States (New York, 1903); William A. Hinds, American Communities (revised edition, Chicago, 1902); John L. Bole, The Harmony Society (Philadelphia, 1904); Charles Nordhoff, The Communistic Societies of the United States (New York, 1875); and among several excellent monographs in German, Karl Knortz, Die christlichkommunistische Kolonie der Rappisten (Leipzig, 1892), and J. Hanno Deiler, Eine vergessene deutsche Colonie: eine Stimme zur Verteidigung des Grafen de Leon (New Orleans, 1900).
See Morris Hillquit, History of Socialism in the United States (New York, 1903); William A. Hinds, American Communities (revised edition, Chicago, 1902); John L. Bole, The Harmony Society (Philadelphia, 1904); Charles Nordhoff, The Communistic Societies of the United States (New York, 1875); and among several excellent monographs in German, Karl Knortz, Die christlichkommunistische Kolonie der Rappisten (Leipzig, 1892), and J. Hanno Deiler, Eine vergessene deutsche Colonie: eine Stimme zur Verteidigung des Grafen de Leon (New Orleans, 1900).
ECONOMY, a word ranging in application from the careful thrift of an individual to the systematic arrangement of an organization. It is derived from the Gr. οἰκονομία, the management (νέμειν, to control) of an οἶκος or house, extended in meaning to the administration of a state. Of its original sense, the art or science of managing a household, the expression “domestic economy” survives, but the principal use in this sense is confined to the thrifty management of the financial resources of a household or of an individual. It is thus used as equivalent to “saving,” not only of money, but of time, labour or effort, and, generally, of the least expenditure of means to attain a required end. It is on the principle of “economy” that many phonetic changes occur in the development of languages, and, in aesthetics, the name has been applied to a principle or law that effects are pleasant in proportion to the smallness of the effort made, and of the means taken to produce the result. The phrase “economy of truth” is due to an invidious application of the use, in patristic theology, of the word οἰκονομία for the careful presentation of such doctrine as would be applicable to the hearer (see J.H. Newman, History of the Arians of the 4th Century). “Economy” is also used in theology in such expressions as “Mosaic” or “Christian economy” as a synonym of “dispensation,” for the administration of the world by God at particular times or for particular races. From the meaning of organization or administration of a house or state the word is applied more widely to the ordered arrangement of any organized body, and is equivalent almost to “system”; thus the “economy” of nature or of animal or plant life may be spoken of. The most common use, however, of the word is that of “political economy,” the science dealing with the production, distribution and consumption of wealth (see Economics).
ECONOMY, a term that covers everything from an individual's careful saving habits to the organized structure of a large entity. It comes from the Greek word economy, which means the management (νέμειν, to control) of a household (home), and has expanded to include the governance of a state. The original meaning relates to the skill or science of running a household, with the term “domestic economy” still in use, primarily referring to the careful management of a household's or individual's finances. Hence, it's often synonymous with “saving,” not just in terms of money but also time, effort, or resources, aiming to achieve a desired outcome with minimal expenditure. The principle of “economy” is also found in language evolution, where phonetic changes are influenced by this idea, and in aesthetics, where it refers to the notion that effects are more enjoyable when they require less effort and fewer resources to achieve. The term “economy of truth” comes from its use in early Christian theology, where economy refers to the thoughtful presentation of doctrines suitable for the audience (see J.H. Newman, History of the Arians of the 4th Century). In theology, “economy” is used in phrases like “Mosaic” or “Christian economy” to mean “dispensation,” relating to how God governs the world during specific periods or for specific groups. Beyond its original context of household or state management, the term has broadened to encompass the organized structure of any group, making it nearly synonymous with “system”; for instance, one might refer to the “economy” of nature or living organisms. However, its most prevalent usage today is in “political economy,” which is the study of how wealth is produced, distributed, and consumed (see Economics).
ECSTASY (Gr. ἔκστασις, from ἐξίστημι, put out of its place, alter), a term applied to a morbid mental condition, in which the mind is entirely absorbed in the contemplation of one dominant idea or object, and loses for the time its normal self-control. With this there is commonly associated the prevalence of some strong emotion, which manifests itself in various ways, and with varying degrees of intensity. This state resembles in many points that of catalepsy (q.v.), but differs from it sufficiently to constitute it a separate affection. The patient in ecstasy may lie in a fixed position like the cataleptic, apparently quite unconscious, yet, on awaking, there is a distinct recollection of visions perceived during this period. More frequently there is violent emotional excitement which may find expression in impassioned utterances, and in extravagant bodily movements and gesticulations. Ecstasy usually presents itself as a kind of temporary religious insanity, and has frequently appeared as an epidemic. It is well illustrated in the celebrated examples of the dancing epidemics of Germany and Italy in the middle ages, and the Convulsionnaires of St Medard at the grave of the Abbé Paris in the early part of the 18th century, and in more recent times has been witnessed during periods of religious revivalism. (See also Insanity and Neuropathology.)
ECSTASY (Gr. ecstasy, from ἐξίστημι, to be taken out of its place, altered), a term used for a disturbed mental state where the mind is completely focused on a single dominant idea or object, losing its normal self-control for a while. This is often accompanied by a strong emotional response that manifests in various ways and with different intensities. This condition resembles catalepsy (q.v.), but is different enough to be considered a separate issue. A person in ecstasy might lie still like someone in catalepsy, appearing completely unaware, but when they regain awareness, they have clear memories of the visions experienced during this time. More often, there’s intense emotional excitement that can be expressed through fervent speech and dramatic physical movements and gestures. Ecstasy typically shows up as a form of temporary religious madness and has often occurred as an epidemic. It is well exemplified by the famous dancing epidemics in Germany and Italy during the Middle Ages, and the Convulsionnaires at the grave of the Abbé Paris in the early 18th century, and in more recent times, it has been observed during times of religious revival. (See also Insanity and Neuropathology.)
ECTOSPORA, a homogeneous and natural division of Protozoan parasites included under the Sporozoa; they comprise the three orders, Gregarines, Coccidia and Haemosporidia. The defining character of the Ectospora is that the spore-mother-cells (sporoblasts) are formed at the periphery of the parent-individual (sporont); we may, however, go further, and say that the formation of all the different reproductive elements is uniformly peripheral or exogenous. Two other very general features are (a) that the individual trophozoite is uninuclear, and (b) that growth and trophic activity are finished before the multiplicative or reproductive phase sets in.
ECTOSPORA, is a uniform and natural group of protozoan parasites classified under Sporozoa; it includes three orders: Gregarines, Coccidia, and Haemosporidia. The main characteristic of Ectospora is that the spore-mother-cells (sporoblasts) are formed at the edge of the parent individual (sporont); we can also state that the formation of all the various reproductive elements occurs uniformly at the periphery or externally. Two other broad characteristics are (a) that the individual trophozoite is single-nucleated and (b) that growth and feeding activity are completed before the multiplication or reproductive phase begins.
There is now little doubt that the Ectospora possess a flagellate ancestry. The principal facts in favour of this view are as follows: the actual ontogenetic connexion known to exist between certain Haemoflagellates and certain Haemosporidia (see Trypanosomes); the possession by many Coccidia of biflagellar microgametes (male elements), whose general structure greatly resembles that of a Heteromastigine Flagellate; the possession by various parasitic Flagellates (e.g. Herpetomonas) of an attached, resting phase, when the parasites become gregariniform, which strongly suggests the attached phase of many young, growing Gregarines; the typical gregarinoid and euglenoid movements of Gregarines and of the germs or other stages of Coccidia and Haemosporidia, which are quite comparable with the contractile and metabolic movements of Flagellates; and, lastly, the exogenous type of reproduction, which is easily derivable from the multiple division of certain Haemoflagellates, and this, in turn, from the typical binary longitudinal fission of a Flagellate.
There is now little doubt that the Ectospora have a flagellate ancestry. The main facts supporting this view are as follows: the known developmental connection between certain Haemoflagellates and certain Haemosporidia (see Trypanosomes); the presence of biflagellar microgametes (male elements) in many Coccidia, which have a structure that closely resembles that of a Heteromastigine Flagellate; the existence of an attached, resting phase in various parasitic Flagellates (e.g., Herpetomonas), where the parasites become gregariniform, suggesting a similar attached phase in many young, growing Gregarines; the typical gregarinoid and euglenoid movements of Gregarines and of the germs or other stages of Coccidia and Haemosporidia, which are comparable to the contractile and metabolic movements of Flagellates; and finally, the exogenous type of reproduction, which can easily be traced back to the multiple division of certain Haemoflagellates, and this, in turn, from the typical binary longitudinal fission of a Flagellate.
ECUADOR (officially La Republica del Ecuador), a republic of South America, bounded N. and N.E. by Colombia, S.E. and S. by Peru, and W. by the Pacific Ocean. Its boundary lines with Colombia and Peru were in 1909 still unsettled, Boundaries. large areas of territory being claimed by all three republics. Under an agreement of the 15th of December 1894, the disputes were to be decided by the Spanish sovereign as arbitrator, but nothing was accomplished. On the 5th of November 1904, Colombia and Ecuador agreed to submit their dispute to the German emperor, and a convention of the 12th of September 1905 between Colombia and Peru established a modus vivendi for the settlement of their conflicting claims, in which Ecuador is likewise interested. The maps of Ecuador, which are very defective, usually describe its territory as 911 extending eastward to the Brazilian frontier, but as Peru is in actual occupation of the region east of Huiririma-chico, on the Napo river, 3½ degrees west of that frontier, those maps cannot be considered correct. The Trans-Andine territory occupied by Ecuador is a wedge-shaped area between the Coca and Napo, the provisional boundary line with Colombia, and a line running nearly west-south-west from Huiririma-chico (about lat. 2° 50′ S., long. 73° 20′ W.) to a point on the Santiago river in about lat. 4° 12′ S., long. 78° W., which forms the provisional boundary with Peru. The eastern part of this territory is also claimed by Peru, which would have the effect, if allowed, of restricting Ecuador to a comparatively small area covered by the Andes and western Cordillera and the narrow plain on the Pacific coast. From the Santiago river, a western affluent of the Marañon, the boundary line runs south-west and west across the Andes to the head waters of the Macara, down that stream to the Chira, or Achira, whose channel marks the frontier down to about 80° 17′ W., where a small stream (the Rio Alamo) enters from the north. The line then runs almost due north to the south shore of the Gulf of Guayaquil, following the western water parting of the lower Tumbez valley. A small district in the valley of the Chira is claimed by Peru. The northern boundary line is described elsewhere (see Colombia). A small section of this line terminating on the Pacific coast is also in dispute, Ecuador claiming the main channel of the Mira as the dividing line, and Colombia claiming a small district south of that channel, the line running due west from the mouth of the most southern outlet of the Mira opening into Panguapi Bay, to a point of intersection with that river.
ECUADOR (officially The Republic of Ecuador), a republic in South America, is bordered to the north and northeast by Colombia, to the southeast and south by Peru, and to the west by the Pacific Ocean. As of 1909, its borders with Colombia and Peru were still disputed, with all three countries claiming large areas of land. According to an agreement made on December 15, 1894, these disputes were meant to be resolved by the Spanish monarch as an arbitrator, but no progress was made. On November 5, 1904, Colombia and Ecuador agreed to let the German emperor handle their dispute, and a convention on September 12, 1905, between Colombia and Peru established a modus vivendi to settle their conflicting claims, which also concerns Ecuador. The maps of Ecuador, which are quite inaccurate, often show its territory extending eastward to the Brazilian border; however, since Peru currently occupies the area east of Huiririma-chico, along the Napo River, 3½ degrees west of that border, those maps cannot be considered accurate. The Trans-Andean area occupied by Ecuador is a wedge-shaped region between the Coca and Napo rivers, the provisional boundary line with Colombia, and another line running nearly west-southwest from Huiririma-chico (about lat. 2° 50′ S., long. 73° 20′ W.) to a point on the Santiago River around lat. 4° 12′ S., long. 78° W., which forms the provisional boundary with Peru. The eastern part of this territory is also claimed by Peru, which, if accepted, would limit Ecuador to a relatively small area consisting of the Andes, western Cordillera, and the narrow coastal plain on the Pacific side. From the Santiago River, a western tributary of the Marañon, the boundary line runs southwest and west across the Andes to the headwaters of the Macara River, down that stream to the Chira, or Achira River, with its channel marking the border down to approximately 80° 17′ W., where a small stream (the Rio Alamo) flows in from the north. The line then runs almost straight north to the southern shore of the Gulf of Guayaquil, following the western watershed of the lower Tumbez valley. A small area in the Chira valley is claimed by Peru. The northern boundary line is described elsewhere (see Colombia). A small section at the end of this line along the Pacific coast is also disputed, with Ecuador claiming the main channel of the Mira River as the divider, while Colombia asserts a small area south of that channel, with the line running due west from the mouth of the southernmost outlet of the Mira that opens into Panguapi Bay, to a point where it intersects with that river.

Physical Geography.—The surface of Ecuador may be divided into three distinct regions: the Cis-Andine lying between the Western Cordillera and the coast; the Inter-Andine, which includes the two great mountain chains crossing the republic with the elevated plateau lying between; and the Trans-Andine, lying east of the Andes in the great Amazon valley. The first part consists of an alluvial, low-lying plain formed in great part by the detritus brought down by the mountain streams. It is irregular in form and is broken by isolated elevations and spurs from the Cordillera. Large areas are still subject to annual inundations in the rainy season, and the lower river courses are bordered with swamps. This is the most fertile and productive part of Ecuador, especially on the higher lands near the Cordillera. The Trans-Andine region is similar to the neighbouring territories of the upper Amazon basin occupied by Colombia, Brazil and Peru—a great forest-covered plain descending gently toward the east, broken on its western margin by short spurs from the Andes enclosing highly fertile valleys, and by low, isolated ranges between the larger river courses, and traversed by large rivers flowing into the Napo and Marañon. This region has been only partially explored, and but little is known of the large areas lying between the navigable rivers.
Physical Geography.—The surface of Ecuador can be divided into three distinct regions: the Cis-Andine, which lies between the Western Cordillera and the coast; the Inter-Andine, which includes the two major mountain chains crossing the country along with the elevated plateau in between; and the Trans-Andine, located east of the Andes in the vast Amazon valley. The first region consists of a low-lying alluvial plain mostly formed by sediment from the mountain streams. It has an irregular shape and features isolated elevations and spurs from the Cordillera. Large areas are still prone to annual flooding during the rainy season, and the lower riverbanks are lined with swamps. This is the most fertile and productive part of Ecuador, particularly on the higher lands near the Cordillera. The Trans-Andine region resembles the neighboring areas of the upper Amazon basin occupied by Colombia, Brazil, and Peru—a large forest-covered plain gently sloping toward the east, interrupted on its western side by short spurs from the Andes that create highly fertile valleys, and by low, isolated mountain ranges between the larger river systems, intersected by major rivers flowing into the Napo and Marañon. This region has only been partially explored, and little is known about the vast areas situated between the navigable rivers.
The Inter-Andine or plateau region lies in and between the two great mountain chains which cross the greater part of the republic between and almost parallel with the 78th and 79th meridians. The eastern chain is known as the Andes of Ecuador, or the Cordillera Oriental, and the western as Mountains. the Cordillera Occidental (Western Cordillera). Starting from the confused grouping on the southern frontier of the two great chains and some transverse ranges, they run nearly north by east to the Colombian frontier where another “knot” or junction occurs. The summits of the western range form a line of noteworthy regularity, but those of the eastern form a broken irregular line of varying distances from the first. The elevated plateau between the two great chains, which is about 300 m. long and 20 to 30 m. wide, is divided into three great shallow basins or plains by the transverse ridges or paramos of Tiupullo and Azuay. These are known as the Quito, Ambato and Cuenca basins. South of the latter is the irregular and deeply broken Loja basin, which can hardly be considered a part of the great Ecuador plateau. The three great basins, which are broken and subdivided by mountainous spurs and ridges, descend gradually toward the south, the Quito plain having an average elevation of 9500 ft. above the sea, Ambato 8500, and Cuenca 7800. They are also characterized by the increasing aridity of the plateau from north to south, the Quito plain being fertile and well covered with vegetation, and the Ambato and Cuenca plains being barren and desolate except in some favoured localities. The volcanic character of the region is likewise responsible for large areas of barren surfaces. Rising from this elevated plateau, along its eastern and western margins, are the Cordilleras with their principal summits culminating far above the line of perpetual snow, which in this region is about 15,750 ft. above the sea. These summits are remarkable, not only for their great height, but also for their apparent symmetrical arrangement in parallel lines, sometimes in pairs facing each other across this cyclopean passage. Nowhere in the world can there be found another such assemblage of snow-clad peaks, several of which are active volcanoes. There are 22 of them grouped around these central plains almost within sight of each other. The western chain has the distinction of having the highest summit, the eastern the greatest number of high summits and the highest average elevation. From the time of Humboldt’s visit to this remarkable region down to the present time there have been many diverse calculations of the height of these peaks, but with a considerable variation. It is estimated that there was a considerable decrease in the elevation of this part of the Andes during the past century, Quito having sunk 26 ft. in 122 years, Pichincha 218 ft. in the same time, and the farm of Antisana, where Humboldt resided for a time, 165 ft. in 64 years. At the same time Cotopaxi and Sangay, the two active volcanoes, have actually increased in elevation since the measurement of La Condamine in 1742. These changes in elevation, if correct, are due to seismic disturbances, a cause that may be partially responsible for the varying computations of the heights of these well-known peaks. Among modern investigators are W. Reiss and A. Stübel (1871-1873), and Edward Whymper (1880), whose measurements of the principal summits were:—
The Inter-Andean or plateau region is located between the two major mountain ranges that stretch across much of the country, roughly parallel to the 78th and 79th meridians. The eastern range is called the Andes of Ecuador, or the Cordillera Oriental, while the western range is known as the Cordillera Occidental (Western Cordillera). Starting from the tangled area on the southern edge of these two great chains and some cross ranges, they extend almost north-east to the Colombian border, where another junction occurs. The peaks of the western range form a fairly consistent line, while those of the eastern range create a broken and irregular line with varying distances from the western peaks. The elevated plateau between these two chains is about 300 km long and 20 to 30 km wide, divided into three major shallow basins or plains by the cross ridges or paramos of Tiupullo and Azuay. These basins are known as the Quito, Ambato, and Cuenca basins. South of Cuenca is the irregular and deeply fractured Loja basin, which is not typically considered part of the larger Ecuador plateau. The three major basins, which are fragmented and subdivided by mountain spurs and ridges, gradually slope towards the south, with the Quito plain sitting at an average elevation of 9,500 ft. above sea level, Ambato at 8,500 ft., and Cuenca at 7,800 ft. Additionally, the plateau becomes increasingly dry from north to south, with the Quito plain being fertile and lush, while the Ambato and Cuenca plains remain barren and desolate, except in some favored areas. The volcanic nature of the region also contributes to large barren areas. Rising from this high plateau along its eastern and western edges are the Cordilleras, where the major peaks tower far above the line of perpetual snow, which is around 15,750 ft. above the sea level in this region. These peaks are notable not just for their height but also for their symmetrical arrangement in parallel lines, sometimes in pairs facing each other across this massive valley. There’s no other place in the world that has such a collection of snow-capped peaks, several of which are active volcanoes. There are 22 of them clustered around these central plains, almost within view of one another. The western range boasts the highest peak, while the eastern range has the most numerous high peaks and the highest average elevation. Since Humboldt visited this extraordinary area, many varying estimates of these peaks' heights have emerged, with significant differences. It is believed that this section of the Andes has seen a considerable decrease in elevation over the past century, with Quito sinking 26 ft. over 122 years, Pichincha dropping 218 ft. in the same timeframe, and the farm of Antisana, where Humboldt stayed for a while, decreasing 165 ft. in 64 years. Conversely, Cotopaxi and Sangay, the two active volcanoes, have reportedly risen in height since La Condamine's measurements in 1742. If these elevation changes are accurate, they are likely due to seismic activity, which might also explain the differing height calculations for these prominent peaks. Modern researchers include W. Reiss and A. Stübel (1871-1873), as well as Edward Whymper (1880), whose measurements of the main peaks were:—
Eastern Cordillera. | Western Cordillera. | ||||
Ft. | Ft. | ||||
Cayambe | (W.) | 19,186 | Cotocachi | (W.) | 16,301 |
Sara-Urcu | ” | 15,502 | Mojanda | (R. & S.) | 14,088 |
Antisana | ” | 19,335 | Pichincha | (W.) | 15,918 |
Sincholagua | (R. & S.) | 16,365 | Atacatzo | (R. & S.) | 14,892 |
Rumiñagui | ” | 15,607 | El Corazon (Chamalari) | (W.) | 15,871 |
Cotopaxi | (W.) | 19,613 | Iliniza | (R. & S.) | 17,405 |
Tunguragua | (R. & S.) | 16,690 | Carahuairazo | (W.) | 16,515 |
Altar (Capac-Urcu) | ” | 17,730 | Chimborazo | ” | 20,498 |
Sangay | ” | 17,464 |
The Imbabura volcano, celebrated for its destructive eruptions of mud and water, stands midway between the two ranges at the northern end of the plateau, and belongs to the transverse ridge of knot (nudo) which unites them. It is the most northern of the higher peaks of Ecuador, with the exception of Cotocachi, and possibly of Chiles on the Colombian frontier, and reaches the elevation of 15,033 ft. Ibarra on the northern flanks of the volcano has suffered severely from its eruptions. The name is derived from imba, fish, and bura, mother, and is said to have originated from the quantities of a fish called “preñadilla” (Pimelodus cyclopum) discharged from its crater during one of its eruptions—a phenomenon which, after a searching investigation, was discredited by Wagner. Cayambe, or Cayembi, the second highest peak of the Ecuadorean Andes, has the noteworthy distinction of standing very nearly on the equator. Its base covers a large area, and its square top, rising far above the snow-line, is one of the sights of Quito. Antisana is crowned with a double dome, and is described as an extinct volcano, though Humboldt saw smoke issuing from it in 1802. On its western side is the famous hacienda (farm) of Antisana, 13,306 ft. above the sea, where Humboldt resided for several months in 1802. Sara-Urcu stands south-east of Antisana in a densely forested region, drenched with rain and only slightly explored. Sincholagua and Rumiñagui are the next two peaks, going southward, and then the unrivalled cone of Cotopaxi (q.v.)—the highest active volcano in the world—from whose summit smoke curls upward unceasingly.
The Imbabura volcano, known for its destructive eruptions of mud and water, is located between two ranges at the northern end of the plateau and is part of the transverse ridge of knot (nudo) that connects them. It is the northernmost of Ecuador's higher peaks, except for Cotocachi and possibly Chiles on the Colombian border, and it reaches an elevation of 15,033 ft. Ibarra, on the northern slopes of the volcano, has been hit hard by its eruptions. The name comes from imba, meaning fish, and bura, meaning mother, supposedly because of the large amounts of a fish called “preñadilla” (Pimelodus cyclopum) that were ejected from its crater during one eruption—a claim that Wagner later debunked. Cayambe, or Cayembi, the second highest peak in the Ecuadorean Andes, is notable for being situated almost directly on the equator. Its base covers a vast area, and its flat top, soaring high above the snow line, is a prominent sight for Quito. Antisana has a double dome and is considered an extinct volcano, although Humboldt reported seeing smoke coming from it in 1802. On its western side is the famous hacienda (farm) of Antisana, which stands at 13,306 ft. above sea level, where Humboldt lived for several months in 1802. Sara-Urcu is located southeast of Antisana in a dense, rain-soaked forest that remains largely unexplored. Sincholagua and Rumiñagui are the next two peaks heading south, followed by the remarkable cone of Cotopaxi (q.v.)—the highest active volcano in the world, from which smoke rises continuously.
Llanganati or Cerro Hermoso is chiefly known through the tradition that the treasures of the Incas were buried in a lake on its slopes. It consists of a group of summits, the highest being credited with 17,843 ft. Tunguragua, or Tungurahua, has a cone-shaped summit like that of Cotopaxi, with a slope of 38°. It rises from a plain somewhat lower than the neighbouring central plateau and stands free from the surrounding elevations, except on the south, which give it an exceptionally imposing appearance. Among its characteristic features is a cataract fed by melting snows, which descends 1500 ft. in three leaps, and an enormous basaltic lava-stream, which crosses the face of the mountain in a north-easterly direction. Its most notable eruption was in 1777. It has been sometimes classed among the extinct volcanoes, but smoke has been seen issuing from it at different dates, and a violent eruption occurred on January 12, 1886. The fertile cultivated valley of Baños, with its thermal springs, lies at the base of Tunguragua, which F. Hassaurek describes as “the most beautiful of all the snow peaks in the country.” The next in line is El Altar, which the natives call Capac-Urcu (“king mountain”), whose broken cone and impressive outlines make it one of the most attractive mountains of Ecuador. Its summit comprises a group of eight snow-clad peaks, and its crater is surrounded by a steep and jagged wall of rocks. There is a tradition that this mountain was once higher than Chimborazo, but a series of eruptions caused the cone to fall in and reduced its summit to its present altitude and broken appearance. Altar has shown no signs of activity since the discovery of America. Sangay, or Sangai, the next and last large volcano to the south, is in a state of frequent eruption, however, and is known as one of the most restless volcanoes of the world. Since the Spanish conquest it has been in a state of uninterrupted activity, but no damage has been done, because there are no civilized settlements in its immediate vicinity. Though of great interest to scientific investigators because of this unceasing activity, and of its peculiar position in the Andean system, and because of the difficult and dangerous country by which it is surrounded, Sangay has been but rarely visited by European travellers. Its eruptions are not on a grand scale, but small outbursts of lava and explosions of steam occur at frequent intervals, and at longer intervals more violent explosions in which the molten rock is thrown 2000 ft. above its summit, and ashes are carried away as far as the streets of Guayaquil.
Llanganati, or Cerro Hermoso, is mainly known for the legend that the treasures of the Incas were buried in a lake on its slopes. It consists of a group of peaks, the highest reaching 17,843 feet. Tunguragua, or Tungurahua, has a cone-shaped summit like Cotopaxi, with a slope of 38 degrees. It rises from a plain that’s slightly lower than the nearby central plateau and stands apart from the surrounding elevations, except on the south, which gives it a remarkably impressive look. One of its notable features is a waterfall fed by melting snow, which drops 1,500 feet in three stages, along with a massive basalt lava flow that crosses the mountain's face heading northeast. The most significant eruption occurred in 1777. Although it has sometimes been classified as an extinct volcano, smoke has been observed coming from it at various times, and a violent eruption took place on January 12, 1886. The fertile cultivated valley of Baños, known for its thermal springs, lies at the base of Tunguragua, which F. Hassaurek describes as “the most beautiful of all the snow peaks in the country.” Next in line is El Altar, called Capac-Urcu (“king mountain”) by the locals, whose fractured cone and striking outline make it one of Ecuador's most attractive mountains. Its summit features a group of eight snow-covered peaks, and its crater is surrounded by a steep, jagged rock wall. There’s a legend that this mountain was once taller than Chimborazo, but a series of eruptions caused the cone to collapse, lowering its peak and giving it a shattered look. Altar has shown no signs of activity since America was discovered. However, Sangay, or Sangai, the next and last major volcano to the south, is frequently erupting and is known as one of the most active volcanoes in the world. Since the Spanish conquest, it has been in a constant state of activity, but no damage has occurred because there are no settled communities nearby. While it attracts scientific interest due to its ongoing activity and unique position in the Andean system, as well as the challenging and dangerous terrain surrounding it, Sangay has been infrequently visited by European travelers. Its eruptions aren’t very large, but small lava outbursts and steam explosions happen often, with more intense explosions occurring at longer intervals, where molten rock is thrown 2,000 feet above its summit, and ash is carried as far as the streets of Guayaquil.
Turning to the Cordillera Occidental and taking the principal peaks in order from south to north, the first to claim attention is Chimborazo (from Chimpu-raza, “mountain of snow”), the highest summit of Ecuador, and once believed to be the culminating point of the Andes. Humboldt, who unsuccessfully attempted its ascent in 1802, gives its elevation as 21,425 ft., Reiss and Stubel as 20,703, and Whymper as 20,498. It stands 76 m. north-east of Guayaquil, and, according to Spruce, rises majestically from the valley of the Guayas, on the west, without a “positive break from the summit down to the plain.” This, however, is erroneous, for Whymper located a detached range running parallel with the Cordillera on the west, for a distance of 65 m. with the Chimbo valley between them. The magnificence of its mass is imposing from almost any point of view, but it can be most fully appreciated from its western or Pacific side, where its base is covered with forest up to the snow-line, above which its pure white cone rises another 5000 ft. An unobstructed view of the great mountain is rarely obtained, however, because of the mists and clouds which cover its cone. Its summits were reached for the first time in 1880 by Edward Whymper, all previous attempts having failed. It is considered to be an extinct volcano because it makes the plumb-line deviate only 7″ to 8″, from which it is deduced that the mountain is hollow. Moreover, the calcined matter resembling white sand which covers its sides below the snow-line, extensive beds of lava, and the issue of streams of hot water from its northern side, seem to confirm the deduction that Chimborazo is an extinct volcano. Immediately north of Chimborazo, and separated from it by only a narrow valley, are the lower triple summits of Carahuairazo, or Carguairazo (which the natives call Chimborazo-embra, “Chimborazo’s wife”), whose hollow cone collapsed in 1698 during a great earthquake, and left the jagged rim which adds so much to its present picturesque appearance. Mr Whymper’s measurement is for the middle peak. Quirotoa, still farther north, is supposed to have suffered a similar catastrophe. Its hollow summit, 13,510 ft. above sea-level, now contains a large lake. Iliniza, which stands west by north of Cotopaxi, has two pyramidal peaks, and is one of the most interesting mountains of the Ecuadorean group. It stands at the western end of the Tiupullo ridge, and overlooks the Quito basin to the north-east. The French academician Bouger, who was chief of the scientific commission sent to Ecuador in 1736 to measure a degree of the meridian on the equator, made a trigonometrical measurement of Iliniza, and Wagner ascended to within 800 ft. of its summit in 1859. The geological structure of the mountain furnishes no evidence of volcanic activity. Chamalari, which the Spaniards called El Corazon from its heart-shaped appearance, is similarly destitute of a crater. It overlooks the Quito basin and has been ascended many times. Among the earlier explorers to reach its summit were Bouger and La Condamine, Humboldt and Bonpland, and José Cáldas, the Granadian naturalist. Atacatzo is an extinct volcano, with nothing noteworthy in its appearance and history. Pichincha, its famous neighbour, is apparently of later origin, according to Wagner, and of slightly lower elevation. Perhaps no Ecuadorean volcano is better known than Pichincha, the “boiling mountain,” because of its destructive eruptions and its proximity to the city of Quito. Its summit comprises three groups of rocky peaks, of which the most westerly, Rucu-Pichincha (Old Pichincha), contains the crater, a funnel-shaped basin 2460 ft. deep and about 1500 ft. wide at the bottom, whose walls in places rise perpendicularly and in others at an angle of 20°. The exterior of the cone has an angle of 30°. Bouger and La Condamine were the first to reach its brink in 1742, after which Humboldt made the ascent in 1802, Boussingault and Hall in 1831, Garcia Moreno and Sebastian Wisse in 1844 and 1845 (descending into the crater for the first time), Garcia Moreno and Jameson in 1857, Farrand and Hassaurek in 1862, Orton in 1867, and Whymper in 1880. Farrand spent more than a week in the crater trying to get some good photographic views, and Orton has given a graphic description of his experiences in the same place. He found that the real cone of eruption was an irregular heap 250 ft. in height and 800 ft. in diameter, containing about 70 vents. The temperature of the vapour within the fumarole was 184°, and water boiled at 189°. There have been five eruptions of Pichincha since the Spanish conquest—in 1539, 1566, 1575, 1587 and 1660. The second covered Quito 3 ft. deep with ashes and stones, but the last three were considered as the most destructive to that city. The last happily broke down the western side of the crater, which, it is believed, will ensure the city against harm in any subsequent eruption. Since the earthquake of August 1867 Pichincha has sent forth dense masses of black smoke and great quantities of fine sand. Cotocachi is a double-peaked mountain, rising from an extremely rough country. It was ascended by Whymper in 1880. All the higher summits of Ecuador have true glaciers, the largest being found on Antisana, Cayambe and Chimborazo. Whymper located and named no less than eleven on Chimborazo, and counted twelve on Cayambe.
Turning to the Cordillera Occidental and listing the main peaks from south to north, the first one to note is Chimborazo (from Chimpu-raza, meaning “mountain of snow”), which is the highest peak in Ecuador and was once thought to be the highest point of the Andes. Humboldt, who tried to climb it in 1802 but couldn't, recorded its height as 21,425 ft., while Reiss and Stubel listed it as 20,703 ft., and Whymper noted 20,498 ft. It is located 76 m north-east of Guayaquil, and according to Spruce, it rises grandly from the Guayas valley to the west, without a clear drop from the peak to the plain below. However, this claim is incorrect; Whymper found a separate range running parallel to the Cordillera on the west, creating a gap of 65 m with the Chimbo valley in between. The mountain’s grandeur is striking from almost any perspective, but is best viewed from its western or Pacific side, where its base is forested up to the snow line, above which its pristine white cone ascends another 5,000 ft. Unfortunately, a clear view of the magnificent mountain is rare because of the clouds and mist that often shroud its peak. Edward Whymper was the first to reach the summit in 1880, after all prior attempts had failed. It is deemed an extinct volcano since it only causes a deviation of 7" to 8" in the plumb-line, suggesting the mountain is hollow. Additionally, the calcined material resembling white sand on its slopes below the snow line, vast lava beds, and hot water streams flowing from its north side further support the theory that Chimborazo is an extinct volcano. Just north of Chimborazo, separated by a narrow valley, are the lower triple peaks of Carahuairazo, or Carguairazo (which locals call Chimborazo-embra, meaning “Chimborazo’s wife”), whose hollow cone collapsed in 1698 during a major earthquake, leaving a rugged rim that enhances its current scenic beauty. Whymper measured the middle peak. Quirotoa, further north, is believed to have experienced a similar event. Its hollow summit, at 13,510 ft. above sea level, now holds a large lake. Iliniza, located west by north of Cotopaxi, features two pyramid-like peaks and is one of the most captivating mountains in Ecuador. It is situated at the western end of the Tiupullo ridge and overlooks the Quito basin to the north-east. The French academic Bouger, who led a scientific mission to Ecuador in 1736 to measure a degree of the meridian at the equator, performed a trigonometric measurement of Iliniza, and Wagner climbed to within 800 ft. of its summit in 1859. The mountain's geological structure shows no signs of volcanic activity. Chamalari, named El Corazon by the Spaniards because of its heart-like shape, also lacks a crater. It overlooks the Quito basin and has been climbed numerous times. Among the earlier explorers who reached its peak were Bouger, La Condamine, Humboldt and Bonpland, as well as José Cáldas, the Granadian naturalist. Atacatzo is an extinct volcano, unremarkable in both appearance and history. Its notable neighbor, Pichincha, is thought to be newer according to Wagner and is slightly lower. Few Ecuadorean volcanoes are as well-known as Pichincha, the “boiling mountain,” due to its explosive eruptions and proximity to Quito. Its summit consists of three rocky peaks, with the westernmost, Rucu-Pichincha (Old Pichincha), containing a crater, a funnel-shaped depression 2,460 ft. deep and about 1,500 ft. wide at the bottom, whose walls rise almost vertically in parts and at a 20° angle in others. The external cone has a 30° angle. Bouger and La Condamine were the first to reach its edge in 1742, followed by Humboldt in 1802, Boussingault and Hall in 1831, Garcia Moreno and Sebastian Wisse in 1844 and 1845 (the first to descend into the crater), Garcia Moreno and Jameson in 1857, Farrand and Hassaurek in 1862, Orton in 1867, and Whymper in 1880. Farrand spent over a week in the crater trying to capture good photographs, and Orton provided a vivid account of his experiences there. He discovered that the actual eruption cone was an irregular mound 250 ft. tall and 800 ft. wide, with about 70 vents. The vapor temperature within the fumarole was 184°, and water boiled at 189°. Since the Spanish conquest, Pichincha has erupted five times—in 1539, 1566, 1575, 1587, and 1660. The second eruption buried Quito under 3 ft. of ash and debris, but the last three were the most damaging to the city. Fortunately, the last eruption broke down the western side of the crater, which is believed to protect the city from future eruptions. Since the earthquake in August 1867, Pichincha has produced dense clouds of black smoke and large amounts of fine sand. Cotocachi is a dual-peaked mountain that rises from a very rugged landscape. Whymper climbed it in 1880. All the higher summits in Ecuador have true glaciers, with the largest found on Antisana, Cayambe, and Chimborazo. Whymper identified and named at least eleven on Chimborazo and counted twelve on Cayambe.
There are two distinct hydrographic systems in Ecuador—the streams that flow south-eastward to the Marañon, or Amazon, and those which flow westward to the Pacific. The southern part of the great central plateau is arid and has a very Rivers. light rainfall; it has no streams, therefore, except from melting snows, and the higher elevations which receive the impact of the easterly winds. Farther north the rainfall becomes heavier, the plateau is covered with vegetation, and a considerable number of small rivers flow westward through the Cordillera to the Pacific. The Eastern Cordillera, or Andes, forms the water-parting between the two systems. The largest of the eastward-flowing rivers is the Napo, which rises in the eastern defiles of Cotopaxi and Sincholagua—the principal source being the Rio del Valle, which traverses the Valle Vicioso. It at first flows south by east, and at the village of Napo is 1450 ft. above sea-level, at the mouth of the Coca 858 ft., at the mouth of the Aguarico 586 ft., 500 at the mouth of the Curaray, and 385 at its junction with the Marañon. Orton estimates its current at Napo in the month of November as 6 m. an hour; in the next 80 m. the river falls 350 ft. and produces a fine series of rapids; and from Santa Rosa downwards the rate is not less than 4 m. an hour. Its breadth at Napo is only 120 ft., but at Coca it has widened to 1500 ft., and at its mouth to nearly 1 m. Like most of the large Amazon tributaries, its discharge into the Marañon is through several distinct channels. The Napo is navigable for steam-boats for some distance above the mouth of the Coca, and thence for canoes as far as the Cando cataract, 3332 ft. above the sea. Its total length is 920 m. The principal tributaries of the Napo are the Coca and Aguarico from the north, and the Curaray from the south. The Coca rises on the eastern slopes of the Andes near Cayambe and the Guamani range, and flows eastward near the equator to San Rafael (about 76° 30′ W. long.), where it turns sharply southward to a junction with the Napo in about lat. 1° S., long. 76° W. The 913 Coca forms the provisional boundary line between Ecuador and Colombia from its source to the Napo. The Aguarico also rises on the eastern slopes of the Andes north of Cayambe and flows south-eastward to a junction with the Napo in about long. 75° W., its length being roughly estimated at 420 m. Little is known of its course, or of the country through which it flows, which is provisionally occupied by Colombia. The Curaray has its sources in the defiles of the Cerros de Llanganati, and flows south-eastward to the Napo, its length being estimated at 490 m. Its lower course is sluggish, where its waters are made unpalatable by a reddish slime. The Napo and its tributaries are celebrated in the early history of South America as the route by which Gonzalo Pizarro and Orellana first reached the Amazon, and it was afterwards the principal route by which the early expeditions across the continent at this point connected the Andean Plateau with the Amazon. The other rivers which flow through the Oriente territory of Ecuador into the Marañon are the Tigre, Pastaza, Morona and Santiago. The Tigre, of which little was known until a recent date, is formed by the confluence of the Cunambo and Huiviyacu, whose sources are on the eastern slopes of the Andes near those of the Curaray. Its length below this confluence is 416 m., into which are received 109 tributaries, the largest of which are the Pucacuro and Corrientes. The Tigre is navigable at all stages up to the Cunambo confluence, and promises to afford one of the most valuable river routes in Ecuador. It enters the Marañon very near the 74th meridian. The Pastaza, or Pastassa, unlike the rivers already described, has its source on the central plateau west of the principal chain of the Andes, within the shadow of Cotopaxi, and breaks through the Cordillera to the north of Tunguragua. After flowing southward along the base of the high Andes for a short distance and receiving a number of torrents from the snowclad heights, it turns south-eastward across the plain and enters the Marañon about 70 m. above the mouth of the Huallaga. The stream is known as the Patate down to its junction with the Chambo, near Baños, and is not called Pastaza until the Agoyan falls are passed. It was navigated by Don Pedro Maldonado as early as 1741, and is navigable for steamboats of 2 to 4 ft. draft up to the mouth of the Huasaga (about 124 m.) in times of high water, and for canoes nearly 200 m. farther. The Pastaza, however, is subject to irresistible floods caused by the sudden rising of the mountain torrents on its upper course, especially the Toro, which sweep down with such fury that navigation on the river is practically impossible. The shallowness of the lower stream, where the current is sluggish, is probably due to the great quantities of silt brought down by these floods. Many of the rivers of eastern Ecuador are subject to similar floods from the Andean slopes, which have cut away broad, deep channels, through the adjacent plains, leaving long, narrow ridges between their courses which the natives call cuchillas. The Morona is formed by the confluence of the Manhuasisa and Cangaima about 310 m. above its mouth, and is freely navigable for small steamboats to that point. The two confluents just mentioned have their sources in the Andes, and flow for some distance across the plain before uniting to form the Morona. Both are navigable for considerable distances. The Morona follows a very tortuous course before entering the Marañon, at long. 70° W., and receives a large number of affluents, one of which serves as the outlet for Lake Rimachuma, in Peruvian territory. Very little is definitely known of the affluents of the Morona, Pastaza and Tigre, as the territory through which they run has been but slightly explored. The Santiago, which enters the Marañon near the Pongo de Manseriche, is formed by the confluence of the Paute, which rises in the province of Azuay, and the Zamora, which has its source among the mountains of Loja. According to Alexander Garland (Peru in 1906), the rivers of eastern Ecuador are navigable at low water for steamers of 2 to 4 ft. draft for an aggregate distance of 1503 m., as follows:—
There are two separate river systems in Ecuador—the streams that flow southeast toward the Marañon, or Amazon, and those that flow west toward the Pacific. The southern part of the central plateau is dry, with very little rainfall; it lacks streams except for those fed by melting snow and from the higher areas that catch the easterly winds. Further north, the rainfall increases, the plateau is covered in vegetation, and many small rivers flow west through the mountains to the Pacific. The Eastern Cordillera, or Andes, acts as a divide between the two systems. The largest river flowing east is the Napo, which starts in the eastern slopes of Cotopaxi and Sincholagua, mainly from the Rio del Valle that runs through Valle Vicioso. Initially, it flows southeast, and at the village of Napo, it's 1,450 feet above sea level, 858 feet at the mouth of the Coca, 586 feet at the Aguarico, 500 feet at the Curaray's mouth, and 385 feet where it meets the Marañon. Orton estimates its flow at Napo in November as 6 miles per hour; in the next 80 miles, the river drops 350 feet, creating a series of rapids; and from Santa Rosa down, the flow is at least 4 miles per hour. Its width at Napo is only 120 feet but expands to 1,500 feet at Coca and nearly 1 mile at its mouth. Like most major Amazon tributaries, it empties into the Marañon through several channels. The Napo is navigable by steamboats for a while above the Coca mouth, and then by canoes up to the Cando cataract, which is 3,332 feet above sea level. Its total length is 920 miles. The main tributaries of the Napo are the Coca and Aguarico from the north and the Curaray from the south. The Coca begins on the eastern slopes of the Andes near Cayambe and the Guamani range and flows eastward near the equator to San Rafael (about 76° 30′ W. long.), where it makes a sharp turn south to join the Napo around lat. 1° S., long. 76° W. The Coca serves as a temporary boundary line between Ecuador and Colombia from its source to the Napo. The Aguarico also starts on the eastern slopes of the Andes north of Cayambe and flows southeast to join the Napo near long. 75° W., with an estimated length of about 420 miles. Little is known about its route or the land it passes through, which is temporarily occupied by Colombia. The Curaray has its sources in the defiles of the Cerros de Llanganati and flows southeast to the Napo, with an estimated length of 490 miles. Its lower part is slow-moving, and its waters are rendered unpleasant by a reddish slime. The Napo and its tributaries are famous in the early history of South America as the path Gonzalo Pizarro and Orellana took to reach the Amazon, and it later became the main route for early expeditions connecting the Andean Plateau to the Amazon. Other rivers flowing through Ecuador's Oriente into the Marañon include the Tigre, Pastaza, Morona, and Santiago. The Tigre, which was little known until recently, is formed by the confluence of the Cunambo and Huiviyacu, both of which begin on the eastern slopes of the Andes near the Curaray. Below this confluence, its length is 416 miles, receiving 109 tributaries, the largest of which are the Pucacuro and Corrientes. The Tigre is navigable at all times up to the Cunambo confluence and is expected to offer one of the most valuable river routes in Ecuador. It enters the Marañon near the 74th meridian. The Pastaza, or Pastassa, instead of the previously mentioned rivers, begins on the central plateau to the west of the Andes’ main chain, shadowed by Cotopaxi, and breaks through the mountains north of Tunguragua. It flows south along the base of the high Andes for a while, picking up many torrents from the snowy peaks, then turns southeast across the plain to enter the Marañon about 70 miles above the mouth of the Huallaga. The stream is known as the Patate until it joins with the Chambo near Baños and is only called Pastaza after passing the Agoyan falls. Don Pedro Maldonado navigated it as early as 1741, and it is passable for steamboats with a 2 to 4-foot draft up to the mouth of the Huasaga (about 124 miles) during high water, and for canoes nearly 200 miles further. However, the Pastaza faces devastating floods caused by sudden torrents from the mountains on its upper course, particularly the Toro, which rush down with such violence that navigation is nearly impossible. The shallowness of the lower stream, where the current is slow, is likely due to the vast amounts of sediment brought by these floods. Many rivers in eastern Ecuador are similarly affected by floods from the Andean slopes, which have carved out wide, deep channels through the surrounding plains, leaving long, narrow ridges between their paths that locals call cuchillas. The Morona is formed by the merging of the Manhuasisa and Cangaima about 310 miles from its mouth and is navigable for small steamboats up to that point. The two tributaries also start in the Andes and flow across the plain before combining to form the Morona. Both are navigable for considerable distances. The Morona takes a very winding path before entering the Marañon at long. 70° W., and receives many tributaries, one of which drains Lake Rimachuma in Peruvian territory. Very little is definitively known about the tributaries of the Morona, Pastaza, and Tigre, as the regions through which they flow have been only lightly explored. The Santiago, which joins the Marañon near the Pongo de Manseriche, is created by the confluence of the Paute, which begins in the province of Azuay, and the Zamora, rising in the mountains of Loja. According to Alexander Garland (Peru in 1906), the rivers of eastern Ecuador are navigable at low water for boats with a 2 to 4-foot draft for a total distance of 1,503 miles, as follows:—
Miles. | |
Napo, to the mouth of the Aguarico | 559 |
Curaray, up to Canonaco | 286 |
Tigre, up to Cunambo-Huiviyacu confluence | 416 |
Pastaza | 31 |
Morona, up to the Rarayacu | 211 |
These same rivers are navigable at high water for steamers of 19½ ft. draft for an aggregate distance of 1330 m., including 68 m. of the Aguarico, and for steamers of 2 to 4 ft. draft for an additional 733 m. The last aggregate includes an extension of 93 m. on the Pastaza, 99 on the Morona, 186 on the Napo, and the balance on the Manhuasisa, Cangaima, Pucacuro, Corrientes, Cunambo and Huiviyacu.
These same rivers can be navigated at high water by steamers with a draft of 19½ ft for a total of 1,330 miles, which includes 68 miles of the Aguarico. For steamers with a draft of 2 to 4 ft, they can navigate an additional 733 miles. This total includes an extension of 93 miles on the Pastaza, 99 miles on the Morona, 186 miles on the Napo, and the remainder on the Manhuasisa, Cangaima, Pucacuro, Corrientes, Cunambo, and Huiviyacu.
On the western versant of the Andes of Ecuador there are three river systems of considerable size—the Mira, the Esmeraldas and the Guayas. The sources of the first—the Rioblanco, Pisco and Puntal—are to be found on the northern slopes of the transverse ridge which culminates in the Imbabura volcano. Its course is north and north-west to the Colombian frontier, thence westward and north-west to the Pacific, breaking through the Western Cordillera on its way. It forms the boundary line for some distance between Ecuador and Colombia, but near its mouth where the river turns northward Colombia has taken possession of the left bank and all the territory covered by its large delta. Its principal tributaries on the left are the San Pedro, Paramba, Cachiyacu, Chachavi and Canumbi, and on the right the San Juan, Caiquer and Nulpe. The delta channels of the Mira are navigable, being tributary to the Colombian port of Tumaco. The Esmeraldas drains all that part of the central plateau lying between the transverse ridge of Tiupullo on the south, and the Imbabura ridge on the north, together with the western slopes of the Cordillera between Iliniza and Cotocachi, and a considerable part of the lower plain. It is formed by the confluence of the Quininde and Toachi with the Guaillabamba between 40 and 50 m. above its mouth, and discharges into the Pacific in lat. 1° N., long. 79° 40′ W., through a narrow and precipitous gorge. The volume and current of the river is sufficient to freshen the sea 2 m. from the coast. The Guaillabamba is the larger and more important tributary, and should be considered the main stream. It rises in the Chillo valley in the vicinity of Cayambe, and flows across the northern end of the central plateau, breaking through the Western Cordillera between Cotocachi and Pichincha. One of its plateau tributaries, Rio Pedregal, rises on the slopes of Cotopaxi and is celebrated for its three beautiful cascades, the highest of which is about 220 ft. The Toachi and Quininde have their sources on the western slopes of the Cordillera. The Guayas or Guayaquil river is in part an estuary extending northward from the Gulf of Guayaquil, bordered by mangrove swamps and mud banks formed by the silt brought down from the neighbouring mountains. All the bordering country on both sides is of the same description, and for a long distance inland extensive areas of swampy country are submerged during the rainy season. Above the mouth of the Daule the river is known as the Bodegas, which in turn is formed by the confluence of the Babahoyo and the Vinces. The Guayas also receives a large tributary from the east called the Yaguachi. All these streams are navigable on their lower courses, regular steamboat communication being maintained on the Guayas and Bodegas to a river port of the latter name, 80 m. above Guayaquil, and for 40 m. on the Daule. The navigable channels of all the rivers are computed at 200 m. The drainage basin of the Guayas, according to Theodor Wolf, covers an area of 14,000 sq. m., and includes the greater part of the lower plain and the western slopes of the Cordillera Occidental as far north as Iliniza. The Babahoyo, which is the main stream, has its sources on the slopes of Chimborazo, the Daule on the Sandomo ridge in the latitude of Pichincha, the Yaguachi on the south-eastern slopes of Chimborazo, whence it flows southward for a considerable distance before breaking through the Cordillera to the western plain. The Guayas is one of the most interesting and varied of the South American river systems, and is of great economic importance to Ecuador. In addition to these three river systems, there are a large number of short streams on the coast flowing into the Pacific and Gulf of Guayaquil, only two of which have any special importance in the present undeveloped state of the country. These are the Santiago, which drains several fertile valleys in northern Esmeraldas and western Carchi, and whose outlet is connected with some navigable tide-water channels, including the Pailon basin and the Caráquez, or Caracas, on which is located the village of Bahia de Caráquez (lat. 0° 34′ S.), the nearest port to the city of Quito.
On the western side of the Andes in Ecuador, there are three major river systems: the Mira, the Esmeraldas, and the Guayas. The sources of the Mira—Rioblanco, Pisco, and Puntal—are located on the northern slopes of the ridge that peaks at the Imbabura volcano. The river flows north and northwest toward the Colombian border, then westward and northwest to the Pacific, cutting through the Western Cordillera along the way. It serves as the border between Ecuador and Colombia for some distance, but near its mouth where the river turns north, Colombia has claimed the left bank and all the land covered by its large delta. Its main tributaries on the left are the San Pedro, Paramba, Cachiyacu, Chachavi, and Canumbi, while on the right, they are the San Juan, Caiquer, and Nulpe. The delta channels of the Mira are navigable, connecting to the Colombian port of Tumaco. The Esmeraldas drains the part of the central plateau between the Tiupullo ridge to the south and the Imbabura ridge to the north, including the western slopes of the Cordillera between Iliniza and Cotacachi, as well as a large section of the lower plain. It is formed by the confluence of the Quininde and Toachi rivers with the Guaillabamba, located about 40 to 50 meters above its mouth, and flows into the Pacific at latitude 1° N, longitude 79° 40′ W, through a narrow and steep gorge. The river's volume and flow are strong enough to freshen the sea about 2 meters from the coast. The Guaillabamba is the largest and most significant tributary and should be considered the main stream. It rises in the Chillo valley near Cayambe and crosses the northern part of the central plateau, breaking through the Western Cordillera between Cotocachi and Pichincha. One of its tributaries from the plateau, the Rio Pedregal, rises on the slopes of Cotopaxi and is known for its three stunning waterfalls, the highest being around 220 feet. The Toachi and Quininde have their sources on the western slopes of the Cordillera. The Guayas, or Guayaquil River, is partly an estuary that stretches northward from the Gulf of Guayaquil, lined with mangrove swamps and mud banks created by sediments from the nearby mountains. The surrounding land on both sides is similar, with extensive areas of swampy land flooded during the rainy season. Above the mouth of the Daule, the river is called the Bodegas, formed by the merging of the Babahoyo and Vinces rivers. The Guayas also receives a significant tributary from the east named the Yaguachi. All of these rivers are navigable on their lower sections, with regular steamboat service on the Guayas and Bodegas going to a river port named Bodegas, 80 miles above Guayaquil, and for 40 miles on the Daule. The navigable channels of all these rivers are estimated to be 200 meters. The drainage basin of the Guayas, according to Theodor Wolf, spans an area of 14,000 square miles, covering most of the lower plain and the western slopes of the Cordillera Occidental as far north as Iliniza. The Babahoyo, which is the main stream, originates on the slopes of Chimborazo, while the Daule starts on the Sandomo ridge at the latitude of Pichincha, and the Yaguachi begins on the southeastern slopes of Chimborazo, flowing south for a considerable distance before breaking through the Cordillera to the western plain. The Guayas is one of the most interesting and varied river systems in South America and is very important for Ecuador's economy. Besides these three river systems, there are many short streams along the coast that flow into the Pacific and the Gulf of Guayaquil, but only two are particularly significant in the current underdeveloped state of the country. These are the Santiago, which drains several fertile valleys in northern Esmeraldas and western Carchi, and whose outlet connects to navigable tidal channels, including the Pailon basin and the Caráquez, or Caracas, where the village of Bahia de Caráquez (latitude 0° 34′ S) is located, making it the closest port to the city of Quito.
There are a considerable number of small lakes in Ecuador, but no large ones. These are of two classes—those of the bowl-like valleys and extinct craters of the mountainous region, and the reservoir lakes of the lowland plains caused by Lakes. the annual overflow of the rivers. It is impossible to say how many of the latter there may be, for much of the territory where they are found is unexplored. They are usually shallow and malarial. Among the upland lakes, there are some of special interest because of their position and historical association. The Yaguar-cocha (“lake of blood”), in the province of Imbabura, near Ibarra, which is only 1½ m. in circumference, is celebrated for the tradition that Huayna-Capac, one of the great conquerors of the Inca dynasty, defeated an army of rebellious Carranquis on its shores, and threw so many of their bleeding corpses into it as to turn its waters to the colour of blood. On the south-east skirt of Cotocachi, 10,200 ft. above the sea, is the beautiful little Cuy-cocha, which originated, it is believed, through the falling in of the mountain’s sides. There are two others of apparently the same origin on the north-west slopes of the Mojanda volcano, but they are less attractive because of their gloomy surroundings. In the deep valley between the mountains of Imbabura and Mojanda is the lake of San Pablo, 8848 ft. above the sea. It is one of the largest of its class, being about 5 m. in circumference, and is situated in an exceptionally fertile region. It drains through the Peguchi into the Rio Blanco, a tributary of the Mira. Other well-known lakes of the plateau region are Quirotoa, about 4600 ft. in diameter; Colta, east of Riobamba, and Colay, south of the same place. Among the many thermal springs throughout the Andean districts, the best known are at Belermos and San Pedro del Tingo, north-east of Quito; at Cachillacta, in the district of Nanegal; at Timbugpoyo, near Latacunga; at Baños (5906 ft. elevation), near the foot of Tunguragua; and on the slopes of Rumiñagui and Chimborazo.
There are quite a few small lakes in Ecuador, but none that are large. These can be grouped into two types—those found in bowl-like valleys and extinct craters of the mountainous areas, and the reservoir lakes in the lowland plains created by the annual overflow of rivers. Lakes. It’s hard to tell how many reservoir lakes there are since much of the land they occupy is unexplored. They are typically shallow and prone to malaria. Among the upland lakes, a few stand out because of their location and historical significance. The Yaguar-cocha (“lake of blood”), located in the province of Imbabura near Ibarra and measuring only 1½ miles around, is famous for the legend that Huayna-Capac, one of the great conquerors of the Inca dynasty, defeated a rebellious army of Carranquis on its shores and threw so many of their bloodied corpses into it that the water turned red. On the southeast slope of Cotocachi, at 10,200 feet above sea level, lies the beautiful little Cuy-cocha, believed to have formed from the collapse of the mountain’s sides. There are two other lakes of a similar origin on the northwest slopes of the Mojanda volcano, but they are less appealing due to their gloomy surroundings. In the deep valley between the Imbabura and Mojanda mountains is Lake San Pablo, which sits at 8,848 feet above sea level. This lake is one of the largest in its category, about 5 miles in circumference, and it is located in an exceptionally fertile area. It drains through the Peguchi into the Rio Blanco, a tributary of the Mira. Other well-known lakes in the plateau region include Quirotoa, about 4,600 feet in diameter; Colta, east of Riobamba; and Colay, south of the same area. Among the many thermal springs throughout the Andean regions, the best-known are at Belermos and San Pedro del Tingo, northeast of Quito; at Cachillacta, in the Nanegal district; at Timbugpoyo, near Latacunga; at Baños (5,906 feet elevation), near the foot of Tunguragua; and on the slopes of Rumiñagui and Chimborazo.
The coast of Ecuador extends from about lat. 1° 20′ N. to the vicinity of the Boca Jambeli on the southern shore of the Gulf of Guayaquil, in lat. 3° 14′ S., and has an outward curve. Its more prominent headlands are Punta Galera, Cabo Coast. Pasado, Cabo de San Lorenzo and La Puntilla, or Santa Élena 914 Point. The bays on this coast are commonly broad indentations, and the rivers discharging into them are generally obstructed by bars. The small ports along the coast, therefore, do not afford much protection to shipping. The most northern of these bays is the Ancon de Sardinas, lying south of the Mira delta. The head of the bay is fringed with islands and reefs, behind which is the mouth of the Santiago river, Poza Harbour, San Lorenzo Bay, Pailon basin and a network of navigable channels, all of which are difficult of access. The small ports of La Tola and Pailon are located on these waters. The port of Esmeraldas, near the mouth of the Esmeraldas river, is located near the southern entrance to this bay. As the mouth of the river is obstructed by a bar and its current is swift, the anchorage is outside in an open roadstead, only slightly protected on the south. Farther south is the broad Bay of Manta, with a small port of the same name at its southern extremity. The most frequented port on this part of the coast is that of Bahia de Caráquez, at the mouth of the Caráquez, or Caracas river, which is also obstructed by a bar. There is a fertile, productive country back of this port, and it is the objective point of a road from Quito. Immediately north of the Gulf of Guayaquil is the Bay of Santa Élena, with a small port of the same name, which has a good, well-sheltered anchorage and is the landing-place of the West Coast cable. The Gulf of Guayaquil, which lies between the Ecuadorean and Peruvian coasts, is the largest gulf on the Pacific coast of South America between Panama and Chiloe. Its mouth is 140 m. wide between La Puntilla on the north and Cabo Blanco on the south, and it penetrates the land eastward, with a slight curve northward at its head, for a distance of about 100 m., terminating in the Guayas estuary or river, on which is located the port of Guayaquil. The upper end of the bay and its northern shores are fringed with swamps through which numerous estuaries penetrate for some distance inland. Immediately west of the Guayas river the Estero Salado, which comprises a great many shallow tide-water channels, or bayous, penetrates as far inland as Guayaquil, but is used only by canoes. The upper end of the gulf is filling up with the silt brought down from the Cordillera. It is divided midway by the large island of Puna, at the eastern end of which is the anchorage for steamers too large to ascend the Guayas. The steamship channel passes between this island and the Peruvian coast, and is known as the Jambeli channel. The passage north of Puna Island is known as the Morro channel, but its entrance is obstructed by shoals and it is considered dangerous for shipping. A small port in the Jambeli channel, on the south-east shore of the gulf, is that of Puerto Bolivar, or Puerto Huaila, the shipping port for the town of Machala and the Zaruma mining region.
The coast of Ecuador stretches from about 1° 20′ N to near Boca Jambeli on the southern shore of the Gulf of Guayaquil, around 3° 14′ S, and has a slight outward curve. Its notable headlands include Punta Galera, Cabo Pasado, Cabo de San Lorenzo, and La Puntilla, or Santa Elena Point. The bays along this coast are typically wide indentations, and the rivers that flow into them are often blocked by bars. As a result, the small ports along the coast don't provide much protection for ships. The northernmost bay is Ancon de Sardinas, located south of the Mira delta. The bay is lined with islands and reefs, with the mouth of the Santiago River, Poza Harbour, San Lorenzo Bay, Pailon Basin, and a series of navigable channels, all of which are hard to access. The small ports of La Tola and Pailon are situated in these waters. The port of Esmeraldas, near the mouth of the Esmeraldas River, is found close to the southern entrance of this bay. Since the mouth of the river is blocked by a bar and its current is strong, ships must anchor in the open roadstead outside, which is only slightly sheltered to the south. Further south lies the wide Bay of Manta, featuring a small port of the same name at its southern end. The most popular port in this area is Bahia de Caráquez, located at the mouth of the Caráquez, or Caracas River, which is also blocked by a bar. Behind this port is a fertile, productive region, accessible via a road from Quito. Just north of the Gulf of Guayaquil is the Bay of Santa Elena, with a small port sharing the same name that offers good, well-sheltered anchorage and serves as the landing point for the West Coast cable. The Gulf of Guayaquil, situated between the coasts of Ecuador and Peru, is the largest gulf on the Pacific coast of South America between Panama and Chiloe. Its mouth is 140 m wide, flanked by La Puntilla to the north and Cabo Blanco to the south, and it extends eastward, slightly curving northward at its head, for about 100 m, ending at the Guayas estuary or river, where the port of Guayaquil is located. The upper part of the bay and its northern shores are lined with swamps that have numerous estuaries stretching inland. Just west of the Guayas River lies the Estero Salado, consisting of numerous shallow tidal channels, or bayous, that reach as far inland as Guayaquil but are only navigable by canoes. The upper part of the gulf is gradually filling with silt from the Cordillera. It is divided in the middle by the large island of Puna, at the eastern end of which is an anchorage for steamers that are too large to navigate upstream in the Guayas. The steamship channel runs between this island and the Peruvian coast and is known as the Jambeli channel. The passage north of Puna Island is called the Morro channel, but it has a shoal entrance and is considered hazardous for shipping. A small port in the Jambeli channel on the southeast shore of the gulf is Puerto Bolivar, or Puerto Huaila, which serves as the shipping port for the town of Machala and the Zaruma mining region.
There are few islands off the coast of Ecuador, and only one of any considerable size—that of Puna in the Gulf of Guayaquil, which is 29 m. long from north-east to south-west and 8 to 14 m. wide. It lies in the north-east part of the gulf, and is Islands. separated from the Ecuadorean mainland by the Morro channel, and from the southern mainland by the wider and deeper Jambeli channel. There is a low, mountainous ridge, called the Zampo Palo, running through it, and its eastern shores have some moderately high bluffs; otherwise the island is low and swampy, and its shores, except the eastern end, are fringed with mud banks. The island is densely wooded (in marked contrast with the opposite Peruvian shore), and is considered unhealthy throughout the greater part. It has a population of 200, chiefly centred in the village of Puna, at its north-east extremity, which is a shipping port and health resort for the city of Guayaquil. Puna island is celebrated for its connexion with Pizarro’s invasion of Peru in 1531. It is said that it had a considerable population at that time, and that the natives resisted the invaders so vigorously that it cost six months to reduce them. Midway in the outer part of the Gulf of Guayaquil is Amortajada or Santa Clara island, whose resemblance to a shrouded corpse suggested the name which it bears. It lies 12 m. south-west of Puna island and 80 m. from Guayaquil. It rises to a considerable elevation, and carries a light 256 ft. above sea-level. There are some low, swampy islands, or mud flats, covered with mangrove thickets, in the lower Guayas river, but they are uninhabited and of no importance. North of the Gulf of Guayaquil there are only two small islands on the coast of more than local interest. The first of these is Salango, in lat. 1° 25′ S., which is 2 m. in circumference and rises to a height of 524 ft. It is richly wooded, and has a well-sheltered anchorage much frequented by whalers in search of water and fresh provisions. The next is La Plata, in lat. 1° 16′ S., which rises to a height of 790 ft., and has a deep anchorage on its eastern side where Drake is said to have anchored in 1579 to divide the spoils of the Spanish treasure ship “Cacafuego.” The Galapagos Islands (q.v.) belong to the republic of Ecuador, and form a part of the province of Guayas.
There are a few islands off the coast of Ecuador, and only one of significant size—Puna Island in the Gulf of Guayaquil, which measures 29 km long from northeast to southwest and 8 to 14 km wide. It's located in the northeast part of the gulf, separated from the Ecuadorian mainland by the Morro Channel, and from the southern mainland by the wider and deeper Jambeli Channel. A low mountain ridge called Zampo Palo runs through the island, and its eastern shores have some moderately high bluffs; otherwise, the island is low and swampy, with its shores, except for the eastern end, lined with mud banks. The island is densely forested (in stark contrast to the nearby Peruvian shore) and is generally considered unhealthy for most of the year. It has a population of 200, mainly concentrated in the village of Puna at its northeast tip, which is a shipping port and health resort for the city of Guayaquil. Puna Island is famous for its association with Pizarro’s invasion of Peru in 1531. It’s said to have had a significant population at that time, and the locals resisted the invaders so fiercely that it took six months to subdue them. Midway in the outer part of the Gulf of Guayaquil is Amortajada, or Santa Clara Island, named for its shape, which resembles a shrouded corpse. It sits 12 km southwest of Puna Island and 80 km from Guayaquil. The island rises to a considerable height, with a lighthouse 256 ft. above sea level. There are some low, swampy islands or mud flats covered with mangrove thickets in the lower Guayas River, but they are uninhabited and not important. North of the Gulf of Guayaquil, there are only two small islands of more than local interest. The first is Salango, at 1° 25′ S latitude, which is 2 km around and rises to 524 ft. It’s heavily forested and has a well-sheltered anchorage that is often used by whalers seeking water and fresh supplies. The second is La Plata, at 1° 16′ S latitude, which rises to 790 ft and has a deep anchorage on its eastern side where Drake is said to have anchored in 1579 to divide the spoils of the Spanish treasure ship “Cacafuego.” The Galapagos Islands (q.v.) are part of the Republic of Ecuador and belong to the province of Guayas.
Geology.1—The great longitudinal depression which lies between the eastern and the western branches of the Andes is also the boundary between the ancient rocks of the east and the Mesozoic beds which form the greater part of the west of the country. The Eastern Cordillera is composed of gneiss, mica and chlorite schist and other crystalline rocks of ancient date; the Western Cordillera, on the other hand, is formed of porphyritic eruptive rocks of Mesozoic age, together with sedimentary deposits containing Cretaceous fossils. Most of the country between the Andes and the sea is covered by Tertiary and Quaternary beds; but the range of hills which runs north-west from Guayaquil is formed of Cretaceous and porphyritic rocks similar to those of the Andes. In the intra-andine depression, between the East and West Cordilleras, recent deposits with plant remains occur near Loja, and to the north-east of Cuenca is a sandstone containing mercury ores, somewhat similar to that of Peru. Farther north nearly the whole of the depression is filled with lavas, tuffs and agglomerates, derived from the Tertiary and recent volcanoes which form the most striking feature of the Andes of Ecuador. These volcanoes are most numerous in the northern half of the country, and they stand indifferently upon the folded Mesozoic beds of the Western Cordillera (e.g. Chimborazo, Iliniza, Pichincha), the ancient rocks of the Eastern Cordillera (Altar, Tunguragua, Cotopaxi, Antisana), or the floor of the great depression between. The lavas and ashes are for the most part andesitic.
Geology.1—The vast valley that stretches between the eastern and western branches of the Andes also marks the boundary between the ancient rocks of the east and the Mesozoic layers that make up most of the western part of the country. The Eastern Cordillera consists of gneiss, mica and chlorite schist, along with other ancient crystalline rocks; on the other hand, the Western Cordillera is made up of Mesozoic porphyritic volcanic rocks, plus sedimentary deposits containing Cretaceous fossils. Most of the area between the Andes and the sea is covered by Tertiary and Quaternary layers, but the hill range extending northwest from Guayaquil is formed of Cretaceous and porphyritic rocks similar to those in the Andes. In the depression between the East and West Cordilleras, recent deposits with plant remains can be found near Loja, and northeast of Cuenca is a sandstone containing mercury ores that is somewhat similar to that found in Peru. Further north, the entire depression is largely filled with lavas, tuffs, and agglomerates originating from Tertiary and recent volcanoes, which are the most striking feature of Ecuador's Andes. These volcanoes are most prevalent in the northern half of the country and are found on the folded Mesozoic layers of the Western Cordillera (e.g. Chimborazo, Iliniza, Pichincha), the ancient rocks of the Eastern Cordillera (Altar, Tungurahua, Cotopaxi, Antisana), or the floor of the large depression in between. The lavas and ashes are primarily andesitic.
Climate.—Climatic conditions in Ecuador are very largely contingent on altitude, and the transition from one climate to another is a matter of only a few hours’ journey. Although the equator crosses the northern part of the republic, only 15 m. north of the city Of Quito, a very considerable part of its area has the temperature of the temperate zone, and snow-crowned summits are to be seen every day in the year from its great central plateau. In addition to the climatic changes due to altitude, there are others caused by local arid conditions, by volcanic influences and by the influence of mountain ranges on the temperature and rainfall of certain districts. These influences are not general; on the contrary, they often affect very limited areas. For instance, Guayaquil has a hot humid climate and mangrove swamps line the shores of Guayas down to the gulf; at Santa Élena, about 60 m. due west, arid conditions prevail and vegetation is scanty and dwarfed; at Salango island, 50 m. north of Santa Élena, there is an abundance of moisture and vegetation is luxuriant; 33 m. farther north, at Manta, the country is a desert; and at Atacames bay, 135 m. north of Manta, the rainfall and vegetation are again favourable. On the plateau similar conditions prevail. There is no great display of arboreal vegetation anywhere except in the valleys and lower passes where the rainfall is abundant, but in general terms it may be said that the rainfall and vegetation which characterize the Quito basin soon disappear as one proceeds southward, and are substituted by arid conditions. Even here there are local modifications, as at Ambato, where a shallow depression, surrounded by barren, dust-covered ridges exposed to cold winds, is celebrated for its warm, equable climate and its fruit. It is to be noted that the Gulf of Guayaquil separates the humid, forest-covered coastal plain of Ecuador from the arid, barren coast of Peru, the two regions being widely dissimilar. The mean annual temperature, on this plain, according to an official publication, is 82.4° F., and the range is from 66° to 95°. The heat is modified at many points on the coast, however, by the cold Humboldt current which sweeps up the west coast of South America from the Antarctic seas. The year is divided into a wet and dry season—the former running from December to June, and the latter from July to December. The rainy season, or invierno, is broken by a short period of dry weather, called the veranillo (little summer), shortly after the December solstice; otherwise it rains every day, the streams overflow, land traffic is suspended, and the air is drenched with moisture and becomes oppressive and pestiferous. The dry season, which is called the verano, or summer, is also broken by a short rainy spell called the inviernillo (little winter) or “cordonazo de San Francisco,” which follows the September equinox. Apart from these the two seasons are sometimes broken by cloudless skies in winter, and a drizzling mist, called the garua, in summer. In the inter-andine region the variations in temperature are frequent and the averages comparatively low. An official estimate gives the mean annual temperature as 64° to 68° between 6000 and 11,000 ft. In Quito the mean annual temperature is 58.8°, the diurnal variation 10°, the annual maximum 70°, and the annual minimum 45°. Other returns give the mean annual temperature at 55°. It is said that pulmonary tuberculosis is unknown in these altitudes, though it is common in the coast districts. Catarrhal complaints are common, however, and leprosy is widely prevalent, it being necessary to maintain three large hospitals for lepers. In the higher altitudes there are wide variations in the snow-fall and intensity of the cold even on the same mountain. The line of permanent snow is much higher on the plateau side in both ranges, the precipitation being greater on the outer sides—those facing the forested lowlands—and the terrestrial radiation being greater from the barren surfaces of the plateau. In some instances the difference in the elevation of the snow-line has been found to be fully 1000 ft. Moreover, no two summits seem to retain the snow permanently at the same altitude. For instance, in 1880 Whymper found permanent snow on Cotocachi at 14,500 ft., while near by Imbabura was bare to its summit (15,033 ft.); Antisana was permanently covered at 16,000 ft., and near by Sara-Urcu, which is drenched with rains and mists from the Amazon valley 915 all the year round, at 14,000 ft.; Sincholagua had large beds of permanent snow at 15,300 ft., Cotopaxi was permanently covered at 15,500 ft. on its western side, Corazon had daily snowstorms down to 14,500 ft., but no permanent beds of snow on its east side (elevation 15,871 ft.); and Chimborazo had deep snow at 15,600 ft. on its north-east and south sides in June—July. The eastern range was found to receive the heaviest snowfall. The elevation at which human residence is possible seems to be unusually high in Ecuador. Many of the towns and villages of central Ecuador lie at altitudes ranging from 8606 ft. (Ambato) to 9839 ft. (Machachi). The capital city of Quito is 9343 ft. above the sea, and is celebrated for its agreeable temperature, and also for its healthiness in spite of prevailing unsanitary conditions. Above these towns are a number of farms and herdsmen’s habitations, where men live the whole or a part of the year with less discomfort from low temperature than is experienced in northern Europe and northern United States. According to Whymper, the tambo of Chuquipoquio, at the foot of Chimborazo, is 11,704 ft., and the hacienda of Pedregal, near Iliniza, 11,629 ft., both being permanently occupied. The hacienda of Antisana, 13,306 ft., and the herdsmen’s hut of Cunayaco on Chimborazo, 13,396 ft., are occupied only for a part of the year. The highest elevations are generally covered with ice and snow, and glaciers, according to Whymper, are to be found upon no less than nine of the culminating peaks, and possibly upon two or three more. These serve to modify the temperatures of the plateau, which is swept by cold winds at all seasons of the year. The prevailing wind is that of the north-east and south-east trade winds, broken and modified on the plateau and western lowlands by mountain barriers. Westerly and north-west winds are sometimes experienced, but are not permanent.
Climate.—The climate in Ecuador greatly depends on altitude, and transitioning from one climate to another can happen in just a few hours of travel. Even though the equator passes through the northern part of the country, only 15 miles north of Quito, a significant portion of the area experiences a climate typical of temperate zones, with snow-capped peaks visible year-round from the central plateau. Along with altitude-related climate changes, there are also local variations caused by dry conditions, volcanic activity, and mountain ranges that influence temperature and rainfall in specific regions. These effects are not widespread; instead, they can impact very small areas. For example, Guayaquil has a hot, humid climate with mangrove swamps lining the shores of the Guayas River all the way to the gulf; about 60 miles due west in Santa Elena, dry conditions dominate, resulting in sparse and stunted vegetation; at Salango Island, 50 miles north of Santa Elena, moisture is abundant, leading to lush vegetation; 33 miles further north at Manta, the area transforms into a desert; while Atacames Bay, 135 miles north of Manta, sees favorable rainfall and vegetation again. Similar patterns occur on the plateau. Tree growth is not abundant anywhere except in the valleys and lower passes where rainfall is plentiful. It can generally be stated that the rainfall and vegetation found in the Quito basin quickly diminish as one travels south, giving way to arid conditions. However, there are local variations, such as at Ambato, where a shallow depression surrounded by dry, dusty ridges exposed to cold winds is known for its warm, consistent climate and fruit production. It’s important to note that the Gulf of Guayaquil separates the humid, forested coastal plain of Ecuador from the dry, barren coast of Peru, with the two regions being quite different. According to an official publication, the mean annual temperature on this plain is 82.4° F., ranging from 66° to 95°. However, this heat is tempered at many coastal points by the cold Humboldt Current, which flows up the west coast of South America from the Antarctic seas. The year is split into a wet season and a dry season—the wet season lasts from December to June, while the dry season runs from July to December. The rainy season, or invierno, is interrupted by a brief dry spell known as veranillo (little summer) shortly after the December solstice; otherwise, it rains daily, causing rivers to overflow, halting land traffic, and saturating the air with moisture, making it oppressive and unhealthy. The dry season, referred to as verano (summer), is also interrupted by a short rainy period called inviernillo (little winter) or “cordonazo de San Francisco,” which follows the September equinox. Aside from these interruptions, the two seasons can sometimes feature clear skies in winter and a light mist known as garua in summer. In the inter-Andean region, temperature variations are frequent, with averages generally low. An official estimate suggests that the mean annual temperature ranges from 64° to 68° at altitudes between 6000 and 11,000 ft. In Quito, the annual mean temperature is 58.8°, with a daily variation of 10°, a maximum of 70°, and a minimum of 45°. Other reports provide a mean annual temperature of 55°. It's said that pulmonary tuberculosis is rare at these elevations, although it is common in coastal areas. However, respiratory issues are common, and leprosy is widespread, necessitating three large hospitals dedicated to treating lepers. At higher altitudes, there is significant variation in snow accumulation and cold intensity even on the same mountain. The permanent snow line is much higher on the plateau side in both mountain ranges, with greater precipitation on the outer sides—that face the lush lowlands—and the radiation from the barren plateau surfaces being more substantial. In some cases, the difference in snow line elevation can be as much as 1000 ft. Furthermore, no two peaks retain permanent snow at the same altitude. For instance, in 1880, Whymper discovered permanent snow at 14,500 ft. on Cotocachi, while nearby, Imbabura was entirely bare at its summit (15,033 ft.); Antisana had permanent snow at 16,000 ft., while nearby, Sara-Urcu—exposed to rain and mist from the Amazon valley all year—was bare at 14,000 ft.; Sincholagua was covered with large, permanent snowfields at 15,300 ft., Cotopaxi had permanent snow at 15,500 ft. on its western side, Corazon experienced daily snowstorms down to 14,500 ft., but had no permanent snowpacks on its eastern side (15,871 ft. elevation); and Chimborazo had heavy snow at 15,600 ft. on its northeast and south sides in June-July. The eastern range was found to have the heaviest snowfall. The altitude at which people can live seems unusually high in Ecuador. Many of the towns and villages in central Ecuador are situated at elevations ranging from 8606 ft. (Ambato) to 9839 ft. (Machachi). The capital, Quito, sits at 9343 ft. above sea level and is known for its pleasant climate and overall healthiness, despite some unsanitary conditions. Above these towns, there are several farms and herdsmen's huts where people can live for all or part of the year without experiencing as much cold as in northern Europe or the northern United States. According to Whymper, the tambo of Chuquipoquio at the foot of Chimborazo stands at 11,704 ft., while the hacienda of Pedregal near Iliniza is at 11,629 ft., both of which are occupied year-round. The hacienda of Antisana at 13,306 ft., and the herdsmen’s hut of Cunayaco on Chimborazo at 13,396 ft., are only occupied part of the year. The highest elevations are generally covered in ice and snow, and according to Whymper, glaciers can be found on at least nine of the highest peaks, with possibly two or three more. These glaciers help regulate temperatures on the plateau, which is hit by cold winds year-round. The prevailing winds are from the northeast and southeast trade winds, which get disrupted and modified on the plateau and western lowlands by mountain ranges. Westerly and northwest winds occasionally occur, but they are not consistent.
Flora.—The flora of the Quito basin has been well studied by various European botanists, more especially by Dr William Jameson (1796-1873) of the university of Quito, who began the preparation of a synopsis of the Ecuadorean flora in 1864-1865 (Synopsis plantarum Quitensium, 2 vols., Quito, 1865). The flora of the forested lowlands on both sides of the Andes has not been studied and described so fully. From the Pacific coast upward to a height of about 3000 to 4000 ft. the vegetation is distinctively tropical, including among its economic products cacao, cotton, sugar, tobacco, rice, maize, yucca (also known as cassava and mandioca), peanuts, bananas, sweet potatoes, yams, arracacha (Conium moschatum, H.B.K., or Arracacha esculenta), indigo, rubber (Castilloa), ivory-nuts, cinchona and bread-fruit. Most of these become rare at 3000 ft., but a few, like sugar-cane, are cultivated as high as 8000 ft. The alluvial valley of the Guayas, above Guayaquil, is celebrated for the richness of its vegetation, which, in fruit alone, includes cacao, coffee, coco-nuts, pine-apples, oranges, lemons, guayavas (Psidium pomiferum), guavas (Inga spectabilis), shaddocks (or grape-fruit), pomegranates, apricots, chirimoyas (Anona Chirimolia), granadillas (Passiflora quadrangularis), paltas (Persea gratissima, otherwise known as “alligator pears”), tunas (Cactus), mangoes (Mangifera Indica), pacays (Prosopis dulcis), aji (Chile pepper), and many others of less importance. Besides rubber, the forests produce a great variety of cabinet and construction woods, ivory-nuts (from the “tagua” palm, Phytelephas macrocarpa), “toquilla” fibre (Carludovica palmata) for the manufacture of so-called Panama hats, cabbage palms, several species of cinchona, vanilla and dyewoods. Among the large trees which are valued for their timber are redwood (Humiria balsamifera), Brazil-wood, algarrobo, palo de cruz (Jacquinea ruscifolia), guaiacum or holy wood, rosewood, cedar and walnut. From 6000 to 10,000 ft. above the sea, the indigenous species include the potato, maize, oca (Oxalis tuberosa), and quinua (Chenopodium quinoa), and the exotic species, wheat, barley, oats, alfalfa (Medicago sativa), and most of the fruits and vegetables of the northern temperate zone. Wheat does not form a head below 4500 ft., nor ripen above 10,500. The larger forest trees are rarely seen above 10,000 ft., and even there only on the outer slopes of the Cordilleras. The Escallonia myrtalloides, however, is found at an elevation of 13,000 ft., and the shrubby Befarias 400 or 500 ft. higher. A characteristic growth of the open plateau and upland valleys is the cabulla, cabaya or maguey (Agave americana), whose fibre is much used by the natives in the manufacture of cordage, sandals (alpargatas) and other useful articles. In the treeless region lying between 11,600 and 13,800, or in other places between 12,000 and 14,000 ft., the similarity of the vegetation to that of the corresponding European region, according to Wagner, is especially striking. On the paramos of Chimborazo, Pichincha, Iliniza, &c., the relation of characteristic genera to those identical with genera in the Alpine flora of Europe is as 5 to 4; and the botanist might almost suppose himself in the Upper Engadine. Of the flora of the highest Andes, Whymper found 42 species, of various orders, above 16,000 ft., almost all of which were from Antisana and Chimborazo; 12 genera of mosses were found above 15,000 ft., and 59 species of flowering plants above 14,000 ft., of which 35 species came from above 15,000 and 20 species from above 16,000 ft. The highest specimen obtained was a lichen (Lecanora subfusca, L.) on the south side of Chimborazo, 18,400 ft. above sea-level. Mosses (Grimmia) were found on Chimborazo at 16,660 ft., ferns (Polypodium pycnolepis, Kze.) at 14,900, and specimens of Gentiana rupicola, H. B. K., Achyrophorus quitensis, Sz. Bip., Culcitium nivale, H. B. K., at 16,300; Phyllactis inconspicua, Wedd., at 16,600, Astragalus geminiflorus, H. B. K., at 14-15,000, Geranium diffusum, H. B. K., at 16,000, Malvastrum phyllanthos, Asa Gray, at 16,500, Draba obovata, Benth., at 16,660, and Ranunculus praemorsus, Kth., at 16,500—all on Chimborazo. Fuchsia loxensis, H. B. K., was found on the slope of Sara-Urcu at 12,779 ft., and currant bushes (Ribes glandulosum, R. & P.), on Chimborazo, at 14,000. On the eastern slopes of the Andes, where the rainfall is continuous throughout the year and the atmosphere is surcharged with moisture, the forest growth is phenomenal. It is similar to that of the Colombian and Peruvian montanas, modified, if at all, by the excessive humidity which prevails in this region.
Flora.—The plant life in the Quito basin has been extensively researched by various European botanists, particularly Dr. William Jameson (1796-1873) from the University of Quito, who started compiling a synopsis of Ecuadorian flora in 1864-1865 (Synopsis plantarum Quitensium, 2 vols., Quito, 1865). The plant life in the forested lowlands on both sides of the Andes hasn't been studied and described as thoroughly. From the Pacific coast up to about 3000 to 4000 feet, the vegetation is distinctly tropical, including economic products such as cacao, cotton, sugar, tobacco, rice, maize, yucca (also called cassava and mandioca), peanuts, bananas, sweet potatoes, yams, arracacha (Conium moschatum, H.B.K., or Arracacha esculenta), indigo, rubber (Castilloa), ivory nuts, cinchona, and breadfruit. Most of these plants become rare at 3000 feet, but a few, like sugar cane, are cultivated as high as 8000 feet. The alluvial valley of the Guayas, above Guayaquil, is famous for its rich vegetation, which, just in terms of fruit, includes cacao, coffee, coconuts, pineapples, oranges, lemons, guayavas (Psidium pomiferum), guavas (Inga spectabilis), shaddocks (or grapefruit), pomegranates, apricots, chirimoyas (Anona Chirimolia), granadillas (Passiflora quadrangularis), avocados (Persea gratissima, also known as “alligator pears”), prickly pears (Cactus), mangoes (Mangifera Indica), pacays (Prosopis dulcis), aji (Chile pepper), and many others of lesser importance. In addition to rubber, the forests provide a wide variety of cabinet and construction woods, ivory nuts (from the "tagua" palm, Phytelephas macrocarpa), "toquilla" fiber (Carludovica palmata) used for making so-called Panama hats, cabbage palms, several species of cinchona, vanilla, and dyewoods. Among the large trees valued for their timber are redwood (Humiria balsamifera), Brazil-wood, algarrobo, palo de cruz (Jacquinea ruscifolia), guaiacum or holy wood, rosewood, cedar, and walnut. From 6000 to 10,000 feet above sea level, the native species include potato, maize, oca (Oxalis tuberosa), and quinoa (Chenopodium quinoa), while the introduced species comprise wheat, barley, oats, alfalfa (Medicago sativa), and most fruits and vegetables from the Northern temperate zone. Wheat doesn’t form heads below 4500 feet and won’t ripen above 10,500 feet. The larger forest trees are rarely found above 10,000 feet, and even there they mostly occur on the outer slopes of the mountain ranges. However, Escallonia myrtalloides has been spotted at an elevation of 13,000 feet, and the shrubby Befarias is found 400 or 500 feet higher. A typical plant of the open plateau and upland valleys is the cabulla, cabaya, or maguey (Agave americana), which natives use to make rope, sandals (alpargatas), and other practical items. In the treeless area found between 11,600 and 13,800, or in some regions between 12,000 and 14,000 feet, the resemblance of vegetation to that in corresponding European areas, according to Wagner, is particularly striking. On the paramos of Chimborazo, Pichincha, Iliniza, etc., the linkage of characteristic genera to those identical to elements in Europe’s Alpine flora is as 5 to 4; and a botanist might almost feel as if they were in the Upper Engadine. Of the flora in the highest Andes, Whymper identified 42 species from various orders above 16,000 feet, nearly all of which were collected from Antisana and Chimborazo; 12 genera of mosses were found above 15,000 feet, and 59 species of flowering plants above 14,000 feet, with 35 species from above 15,000 and 20 species from above 16,000 feet. The highest specimen collected was a lichen (Lecanora subfusca, L.) on the southern side of Chimborazo, at 18,400 feet above sea level. Mosses (Grimmia) were found on Chimborazo at 16,660 feet, ferns (Polypodium pycnolepis, Kze.) at 14,900, and specimens of Gentiana rupicola, H. B. K., Achyrophorus quitensis, Sz. Bip., Culcitium nivale, H. B. K., at 16,300; Phyllactis inconspicua, Wedd., at 16,600, Astragalus geminiflorus, H. B. K., at 14-15,000, Geranium diffusum, H. B. K., at 16,000, Malvastrum phyllanthos, Asa Gray, at 16,500, Draba obovata, Benth., at 16,660, and Ranunculus praemorsus, Kth., at 16,500—all on Chimborazo. Fuchsia loxensis, H. B. K., was discovered on the slope of Sara-Urcu at 12,779 feet, and currant bushes (Ribes glandulosum, R. & P.) were located on Chimborazo at 14,000 feet. On the eastern slopes of the Andes, where it rains consistently throughout the year and the air is saturated with moisture, the forest growth is incredible. It closely resembles that of the Colombian and Peruvian montanas, modified only, if at all, by the excessive humidity that dominates this area.
Fauna.—The fauna of Ecuador is comparatively poor in mammalia, but the birds and still more the insects are very numerous. The Quadrumana are represented by a large number of species, the eastern forests being very much like the other parts of the great Amazonian basin in this respect. The Carnivora include the puma (Felis concolor), jaguar (F. onca), ocelot (F. grisea), bear (Ursus ornatus), fox, weasel and otter. A small deer and, in southern Ecuador, the llama (Auchenia) with its allied species, the alpaca, guanaco and vicuña, represent the ruminants. The rodents are numerous and include most, if not all, of the Amazonian species—the capybara (Hydrochoerus capybara), cavia (C. aperea), paca (Coelogenys paca) and cutia (Dasyprocta aguti), all amphibious and having an extensive range. Tapirs are to be found in the eastern forests, the peccary in more open woodlands, and the opossum in nearly every part of the country. Cattle, horses, asses, sheep and swine were introduced by the Spaniards, and thrive well in some of the provinces. Excellent horses are reared in the uplands, as well as mules and cattle, the pasturage on the mountain slopes being good, and alfalfa being grown in abundance in many districts. The Reptilia include countless numbers of alligators in the Guayas and its tributaries and in the tide-water channels of many of the smaller rivers; many species of lizards, of which Mr Whymper found three in the Quito basin; snakes of every description from the huge anaconda of the Amazon region down to the beautifully marked coral snake; and a great variety of frogs and toads. Bats also are very numerous, especially in the eastern forest region, where the vampire bat is a serious obstacle to permanent settlement. The avifauna of Ecuador is distinguished for the great variety of its genera and species, among which are many peculiar to the Amazon valley, and others to the colder uplands. Among the Amazon species may be mentioned the parrot, macaw (Macrocercus), toucan (Ramphastos), curassow (Crax), penelope, trogon, and horned screamer (Palamedea cornuta). There are also herons, ibises, storks and cranes, including the great black-headed white crane, Mycteria americana, which ranges from northern Argentina to Colombia. One species of ibis, the Theristicus caudatus, is to be found, it is said, only on the slopes of Antisana. Species of the pheasant and partridge are not uncommon, and the “guácharo” (Steatornis caripensis), once believed to inhabit Venezuela only, is found in Ecuador also. The Raptores are well represented by a large number of genera and species, which include the condor, eagle, vulture, falcon, hawk and owl. The condor (Sarcorhamphus gryphus) is commonly found between the elevations of 6000 and 16,000 ft., rarely, if ever, descending to the lowland plains or rising above the lower peaks. It preys upon the smaller animals and inflicts much loss upon stock farmers through the destruction of calves, lambs, &c., but it very rarely ventures to attack man or any of the larger animals. The eagle common to Ecuador is the Morphnus taeniatus, and possibly the M. guaianensis on the eastern slopes of the Andes. The harrier-eagle (Herpetotheres cachinnans) is also to be found throughout this part of the continent. An eagle with buzzard-like habits, the Leucopternis plumbea, is likewise common in Ecuador. Among the vultures the turkey-buzzard group (Rhinogryphus or Cathartes), including the R. aurus, burrovianus and perniger, is common everywhere. The carrion crow, or black vulture (Catharista atrata), is also common to every part of the country, and is the general scavenger. The carrion hawks are represented by the Polyborus tharus, popularly called the “caracara,” and the Phalcobaenus carunculatus; the falcons by the Aesalon columbarius; and the kites by the Gampsonyx swainsoni. The Ecuadorean owl is the Bubo nigrescens. An interesting species of the song birds is popularly known as the “flautero” (flute-bird), which inhabits the eastern forests. Its notes are marvellous imitations of “the most mellow, sweet-sounding flute,” but the singer itself, according to Mr Simson, is “a very insignificant-looking little, greyish-coloured bird,” which “always dies in captivity.” The most interesting group of the smaller birds is that of the hummingbirds, of which the number and variety is astonishing. Some of these have a very wide range, while others are apparently limited to a small district, or to a certain altitude. The best-known fish of Ecuador is the insignificant Pimelodus cyclopum, the only fish found in the streams and lakes of the plateau region. Its fame rests on Humboldt’s publication of the tradition that great numbers of this tiny fish had been thrown out during the eruptions of Imbabura and other volcanoes. Mr Whymper’s explanation of the phenomenon is that the fish are scattered over the land by the sudden overflow during volcanic eruptions of the rivers and lakes which they inhabit. The rivers of the eastern plains are probably stocked with the fish found in the Amazon. On the coast, the Ancon de Sardinas bay is so named from the multitude of small fish (sardinas) which inhabit its 916 waters. Elsewhere there are no fisheries of importance, except those of the Galapagos Islands.
Fauna.—Ecuador has a relatively low diversity of mammals, but there are many birds and an even greater number of insects. The primates include a wide range of species, and the eastern forests are quite similar to other areas of the vast Amazon basin in this regard. The carnivores consist of the puma (Felis concolor), jaguar (F. onca), ocelot (F. grisea), bear (Ursus ornatus), fox, weasel, and otter. A small deer and, in southern Ecuador, the llama (Auchenia) along with its related species—the alpaca, guanaco, and vicuña—represent the ruminants. There is a large variety of rodents, including most, if not all, of the Amazonian species—the capybara (Hydrochoerus capybara), cavia (C. aperea), paca (Coelogenys paca), and cutia (Dasyprocta aguti), all of which are amphibious and have a broad range. Tapirs are found in the eastern forests, peccaries in more open woodlands, and opossums are common in nearly every area of the country. Cattle, horses, donkeys, sheep, and pigs were brought in by the Spaniards, and thrive well in some provinces. Excellent horses are raised in the uplands, along with mules and cattle; the pastures on the mountain slopes are good, and alfalfa is grown abundantly in many areas. The reptiles include countless alligators in the Guayas River and its tributaries and in the tidal channels of many smaller rivers; many species of lizards, three of which Mr. Whymper found in the Quito basin; snakes of all kinds, from the massive anaconda of the Amazon to the beautifully patterned coral snake; and a wide variety of frogs and toads. Bats are also very abundant, especially in the eastern forest region, where the vampire bat poses a serious challenge to permanent settlement. Ecuador's birdlife is notable for the large variety of genera and species, many of which are unique to the Amazon valley, while others are found in the cooler uplands. Notable species from the Amazon include parrots, macaws (Macrocercus), toucans (Ramphastos), curassows (Crax), penelopes, trogons, and the horned screamer (Palamedea cornuta). There are also herons, ibises, storks, and cranes, including the large black-headed white crane, Mycteria americana, found from northern Argentina to Colombia. One species of ibis, the Theristicus caudatus, is reportedly only found on the slopes of Antisana. Species of pheasant and partridge are not uncommon, and the “guácharo” (Steatornis caripensis), once thought to be native only to Venezuela, is also found in Ecuador. The birds of prey are well represented by a large number of genera and species, including condors, eagles, vultures, falcons, hawks, and owls. The condor (Sarcorhamphus gryphus) can typically be seen at elevations between 6,000 and 16,000 feet, rarely descending to the lowland plains or climbing above the lower peaks. It preys on smaller animals and causes significant losses for livestock farmers by attacking calves, lambs, etc., but it very rarely attacks humans or larger animals. The common eagle in Ecuador is the Morphnus taeniatus, and possibly the M. guaianensis on the eastern slopes of the Andes. The harrier-eagle (Herpetotheres cachinnans) is also widespread in this part of the continent. There is also an eagle with buzzard-like habits, Leucopternis plumbea, which is common in Ecuador. Among the vultures, the turkey-buzzard group (Rhinogryphus or Cathartes), which includes R. aurus, burrovianus, and perniger, is found everywhere. The carrion crow, or black vulture (Catharista atrata), is common throughout the country and acts as a general scavenger. The carrion hawks are represented by Polyborus tharus, commonly known as the “caracara,” and Phalcobaenus carunculatus; the falcons by Aesalon columbarius; and the kites by Gampsonyx swainsoni. The Ecuadorian owl is Bubo nigrescens. An interesting species of songbird is commonly referred to as the “flautero” (flute-bird), which lives in the eastern forests. Its calls are incredible imitations of "the most mellow, sweet-sounding flute," but according to Mr. Simson, the singer itself is "a very plain-looking little, greyish-colored bird," that "always dies in captivity." The most fascinating group of the smaller birds is the hummingbirds, which vary widely in number and kind. Some of these have an extensive range, while others appear to be limited to a small area or a certain altitude. The best-known fish in Ecuador is the inconspicuous Pimelodus cyclopum, the only fish found in the streams and lakes of the plateau region. Its notoriety comes from Humboldt’s account of the legend that a large number of this tiny fish were thrown out during eruptions of Imbabura and other volcanoes. Mr. Whymper explains that these fish are scattered onto land by the sudden flooding of the rivers and lakes during volcanic eruptions. The rivers of the eastern plains likely contain the same fish found in the Amazon. Along the coast, Ancon de Sardinas bay is named for the numerous small fish (sardinas) that inhabit its waters. Elsewhere, there are no significant fisheries, except those of the Galapagos Islands.
The insect inhabitants of Ecuador, like the birds, include a large number of genera and species, but no complete entomological survey of the country has ever been made, and our knowledge in this respect is insufficient to warrant a detailed description. In one ascent of Pichincha in 1880, Mr Whymper collected 21 species of beetles, all new to science, between 12,000 and 15,600 ft. elevation. On Cotopaxi, at elevations of 13,000 to 15,800 ft., 18 species of the genus Colpodes were collected, of which 16 were new. This may be considered a fair illustration of the situation in Ecuador so far as natural history exploration is concerned. Of the Machachi basin, near Quito, which he calls a “zoologist’s paradise,” Mr Whymper writes (Travels amongst the Great Andes of the Equator): “Butterflies above, below and around; now here, now there, by many turns and twists displaying the brilliant tessellation of their under-sides.... May-flies and dragon-flies danced in the sunlight; lizards darted across the paths; and legions of spiders pervaded the grass, many very beautiful—frosted—silver backs, or curious, like the saltigrades, who took a few steps and then gave a leap. There were crickets in infinite numbers; and flies innumerable, from slim daddy-long-legs to ponderous, black, hairy fellows known to science as Dejeaniae; hymenopterous insects in profusion, including our old friend the bishop of Ambato (possibly Dielis), in company with another formidable stinger, with chrome antennae, called by the natives ’the Devil’; and occasional Phasmas (caballo de palo) crawling painfully about, like animated twigs.” This description refers to a fertile sub-tropical oasis on the partially barren plateau; below in the forested lowlands, where tropical conditions prevail, the numbers and varieties are many times greater. The Coleoptera are especially numerous; Mr Whymper took home with him 206 species which had been identified and described up to 1892, most of them from the uplands and most of them new to science. The total number of species in Ecuador is roughly estimated to be 8000. The Hymenoptera are also numerous, but less so than the Lepidoptera, with which the mountain slopes and sunny, open spaces seem to be literally covered. Of moths alone Mr Whymper took away with him specimens representing no less than 23 genera, with a probable addition of 13 genera more among his undescribed specimens, the largest of which (an Erebus odora) was 7¼ in. across the wings. Among the Diptera, which includes a very wide range of genera and species, are some of a highly troublesome character, though on the whole, Mr Whymper did not find the flies and mosquitoes so. His explorations, however, did not extend to the eastern region, where the mosquitoes are usually described by travellers as extremely troublesome. Sand-flies are common, and in the eastern forests the tiny piúm fly (Trombidium, sp.?) is a veritable pest. Of the insects which infest dwellings and prey upon their human inmates, such as fleas, bed-bugs, roaches, &c., Ecuador has more than a bountiful supply. Lice-eating is a widely prevalent habit among the Indians and mestizos, and demonstrates how numerous these parasites are among the people. A good illustration of the prevalence of house-infesting animals and insects is given by Mr Whymper (op. cit. p. 391), who made a collection of 50 different specimens of the vermin which infested his bedroom in Guayaquil.
The insect population of Ecuador, like its birds, consists of numerous genera and species, yet there has never been a complete entomological survey of the country, leaving our understanding in this area lacking for an in-depth description. During one ascent of Pichincha in 1880, Mr. Whymper collected 21 species of beetles, all new to science, at elevations between 12,000 and 15,600 feet. On Cotopaxi, at elevations between 13,000 to 15,800 feet, 18 species of the genus Colpodes were collected, 16 of which were new to science. This example illustrates the state of natural history exploration in Ecuador. About the Machachi basin near Quito, which Mr. Whymper refers to as a “zoologist’s paradise,” he writes in Travels amongst the Great Andes of the Equator: “Butterflies above, below, and around; now here, now there, showcasing the brilliant patterns on their undersides.... May-flies and dragon-flies danced in the sunlight; lizards zipped across the paths; and numerous spiders filled the grass, many quite beautiful—frosted—with silver backs or interesting, like the saltigrades, who took a few steps and then jumped. There were crickets in endless quantities, and countless flies, from slender daddy-long-legs to heavy, black, hairy ones known to science as Dejeaniae; hymenopterous insects were abundant, including our old friend the bishop of Ambato (possibly Dielis), alongside another fierce stinger, with chrome antennae, called 'the Devil'; and occasional Phasmas (caballo de palo) crawling awkwardly about, like moving twigs.” This description refers to a rich sub-tropical oasis on the partly barren plateau; below, in the forested lowlands where tropical conditions dominate, the numbers and varieties are significantly greater. The Coleoptera are particularly abundant; Mr. Whymper returned home with 206 identified and described species by 1892, mostly from the highlands and largely new to science. The total number of species in Ecuador is roughly estimated at 8,000. The Hymenoptera are also numerous but less so than the Lepidoptera, with the mountain slopes and sunny open areas seemingly covered by them. Mr. Whymper collected specimens of 23 different moth genera, with an estimated additional 13 genera among his undescribed specimens, the largest being an Erebus odora with a wingspan of 7¼ inches. Among the Diptera, which includes a wide variety of genera and species, some can be quite troublesome, although overall, Mr. Whymper did not find the flies and mosquitoes particularly bothersome. His explorations, however, did not reach the eastern region, where travelers commonly describe mosquitoes as extremely annoying. Sand-flies are common, and in the eastern forests, the tiny piúm fly (Trombidium, sp.?) is a real nuisance. Ecuador has an overabundance of insects like fleas, bed bugs, and cockroaches that infest dwellings and prey upon residents. Lice-eating is a common practice among the indigenous people and mestizos, highlighting the prevalence of these parasites. Mr. Whymper provides a good example of the number of household pests when he collected 50 different kinds of vermin that infested his bedroom in Guayaquil (op. cit. p. 391).
Population.—The indigenous population of Ecuador was originally composed of two distinct races—the Quitus and Caras, the former being the older, and the latter presumably of Quichua origin. The Caras, according to tradition, entered the country from the coast, and had thoroughly established themselves there long before the conquest by the Inca rulers Tupac-Yupanqui and his son Huayna-Capac. This conquest was comparatively easy because the Caras spoke a dialect of the same language, and were not greatly unlike their conquerors in manners and customs. The present Indian population of Ecuador, excepting those of the trans-Andean region, may be considered as descendants of these two races. They are subjected to incredible abuses under Spanish colonial rule, their numbers being reduced to a fraction of the former population, and even yet they are subjected to a kind of debt-bondage which is slavery in all but the name. Notwithstanding all this they still represent from two-thirds to three-fourths of the actual population of Ecuador. East of the Andes the forests are inhabited by tribes of what are termed “aucas” or “infieles” (infidels)—Indians who are independent of both church and political control. Missions have been established among some of the tribes, but their influence reaches only a small part of the wild inhabitants of this extensive region.
Population.—The indigenous population of Ecuador originally consisted of two distinct groups—the Quitus and Caras. The Quitus were the older group, while the Caras were likely of Quichua origin. According to tradition, the Caras arrived from the coast and had firmly settled there long before the conquest by the Inca rulers Tupac-Yupanqui and his son Huayna-Capac. This conquest was relatively easy because the Caras spoke a dialect of the same language and shared many customs and behaviors with their conquerors. Today, the Indian population of Ecuador, excluding those from the trans-Andean region, can be seen as descendants of these two groups. They have faced severe abuses under Spanish colonial rule, with their numbers diminished to a fraction of what they once were, and they continue to endure a form of debt-bondage that is slavery in all but name. Despite all this, they still make up about two-thirds to three-fourths of Ecuador's total population. East of the Andes, the forests are home to tribes known as “aucas” or “infieles” (infidels)—Indians who are free from both church and political control. Missions have been set up among some of these tribes, but their influence only reaches a small portion of the wild inhabitants in this vast area.
The principal tribes are the Quijos or Canelos, who are settled about the headwaters of the Napo, on the eastern slopes of the Andes, and are in great part grouped about the missions; the Jivaros who inhabit the valley of the Pastaza; the Zaparos who occupy the forest region between the Pastaza and Napo; the Piojes of the middle Napo, and eastward to the Putumayo; and the Iquitos and Mazanes of the lower Napo and Tigre, chiefly in territory occupied by Peru. The Jivaros are the best known of these tribes because of their successful resistance to the Spanish invaders. They are still independent of political control, live in permanent settlements, till the soil (producing Indian corn, beans, yucca and plantains), and have developed some rude manufactures. The Zaparos are less homogeneous, some of their hordes living in a state of complete savagery. They are classified with the Guaranis of Brazil, whom they resemble in many particulars. The Piojes live in permanent communities and cultivate the soil. The total number of “aucas” or uncivilized Indians in the republic has been estimated at about 200,000, but this estimate covered a larger area than Ecuador actually occupies and is evidently too high. Their settlements are usually small and very much scattered, and their aggregate number is evidently much under the earlier estimates. An official estimate given to Mr Whymper in 1880, however, places the population of Oriente (the eastern territory) at 80,000, which is probably more nearly correct.
The main tribes are the Quijos or Canelos, who live around the headwaters of the Napo on the eastern slopes of the Andes, mostly clustered around the missions; the Jivaros who inhabit the Pastaza valley; the Zaparos who are found in the forest region between the Pastaza and Napo; the Piojes of the middle Napo, extending eastward to the Putumayo; and the Iquitos and Mazanes of the lower Napo and Tigre, mainly in areas controlled by Peru. The Jivaros are the most well-known of these tribes due to their successful resistance against the Spanish invaders. They remain politically independent, live in permanent settlements, farm the land (growing corn, beans, yuca, and plantains), and have developed some basic crafts. The Zaparos are more diverse, with some groups living in a state of complete wildness. They are classified alongside the Guaranis of Brazil, with whom they share many similarities. The Piojes live in permanent communities and cultivate the land. The total number of “aucas” or uncivilized Indians in the country has been estimated at around 200,000, but this estimate encompassed a larger area than Ecuador actually occupies and is clearly too high. Their settlements are typically small and widely dispersed, and their total number is evidently much lower than earlier estimates. An official estimate provided to Mr. Whymper in 1880, however, places the population of Oriente (the eastern territory) at 80,000, which is likely a more accurate figure.
No general census has ever been taken in Ecuador, and estimates are little better than vague conjectures. One of these estimates, that published by P.F. Cevallos for 1889, which has been generally accepted, gave the total population as 1,272,161, and these figures have been used with but slight changes for various later estimates. A later official estimate appeared in 1900 in La République de l’Équateur et sa participation à l’Exposition Universelle de 1900, which gives for the provinces practically the same figures as those of Cevallos, and at the same time assumes the total for the whole republic to be 1,500,000. The white population is estimated at 100,000 to 120,000, which probably includes many of mixed ancestry, and the mixed bloods at 300,000 to 450,000. The tendency is for the mestizo who dwells in Indian communities to revert to the Indian type, and it is probable that the larger estimate is nearer the truth. On the other hand mestizos who live among the whites and form new alliances with them eventually class themselves as whites wherever their social condition has been improved. As a rule, the mestizos of Ecuador are ignorant, indolent and non-progressive. As in Colombia they are the artizans and small traders and the Indians are the farm labourers. The land is held by a few proprietors, and caste sentiment is strong among those who claim unmixed European descent; consequently the mestizos have limited opportunities to improve their condition.
No official census has ever been conducted in Ecuador, and estimates are mostly just educated guesses. One estimate, published by P.F. Cevallos in 1889 and widely accepted, stated the total population as 1,272,161. These numbers have been used with minimal changes in various later estimates. A subsequent official estimate appeared in 1900 in La République de l’Équateur et sa participation à l’Exposition Universelle de 1900, which reported nearly the same figures for the provinces as Cevallos, while assuming the total for the entire republic to be 1,500,000. The white population is estimated to be between 100,000 and 120,000, likely including many of mixed ancestry, while mixed-race individuals are estimated at 300,000 to 450,000. There is a tendency for mestizos living in Indian communities to revert to the Indian type, suggesting that the higher estimate might be more accurate. On the other hand, mestizos who live among whites and form new alliances with them often identify as white if their social status improves. Generally, Ecuadorian mestizos are seen as uneducated, lazy, and non-progressive. Similar to Colombia, they are mainly artisans and small traders, while Indians work as farm laborers. Land is owned by a small number of proprietors, and a strong caste sentiment exists among those who claim pure European descent, which limits mestizos' opportunities to better their situation.
The whites form an exclusive governing caste, as in Chile. The territory of the republic is divided among a very few of them, and its government is in their hands.
The white population forms an exclusive ruling class, similar to Chile. The country's territory is controlled by just a handful of them, and its government is in their hands.
In the hot seaboard districts there are a small number of negroes, and a somewhat larger number of their crosses with the other two races. The majority of these are to be found in the northern provinces. There are comparatively few negroes and mulattoes on the colder plateaus. Villavicencio estimated their numbers at 7831 pure negroes and 36,592 mixed bloods, which is probably not far from the correct totals.
In the hot coastal areas, there are a few Black people and a somewhat larger number of mixed-race individuals from the two other groups. Most of these are in the northern provinces. There are relatively few Black people and mixed-race individuals in the colder highlands. Villavicencio estimated their numbers at 7,831 pure Black individuals and 36,592 mixed-race individuals, which is likely close to the actual totals.
The foreign population is small, the total being estimated at about 6000, of which 5000 are natives of the neighbouring Latin republics, 700 Europeans and Americans, and 300 Chinese.
The foreign population is small, with the total estimated at around 6,000, of which 5,000 are natives of the neighboring Latin republics, 700 are Europeans and Americans, and 300 are Chinese.
Territorial Divisions and Towns.—The republic is divided into 15 provinces and one territory. The Galapagos Islands were declared a dependency of the province of Guayas in 1885, but are practically independent and constitute a second territory under the administration of jefe territorial appointed by the national executive.
Territorial Divisions and Towns.—The republic is divided into 15 provinces and one territory. The Galapagos Islands were designated as a dependency of the province of Guayas in 1885, but are practically independent and function as a second territory managed by a jefe territorial appointed by the national executive.
The official estimate (La République de l’Équateur et sa participation à l’Exposition Universelle de 1900) gives the data for the provinces and their capitals, which are shown on the next page.
The official estimate (La République de l’Équateur et sa participation à l’Exposition Universelle de 1900) presents the information for the provinces and their capitals, which are displayed on the following page.
These population figures are very nearly the same as those given by Cevállos for 1889. If the population of the Oriente be taken as 80,000, the aggretate is very nearly the same. The population of the provincial capitals is in some cases over-estimated, especially for Guayaquil and Quito, neither of which could have had 50,000 at the date of this estimate. The population of Quito in May 1906 was 50,841, of which 1365 were foreigners. As for the areas of the provinces the figures need not be questioned except those for the Oriente territory, which are much too large for the region actually 917 occupied by Ecuador, and for the Galapagos Islands which are described by competent authorities as 2400 sq. m. The population of these islands was 400 (principally convicts) on Chatham Island in 1901, about 115 on Albemarle and 3 on Charles Island in 1903. Besides the provincial capitals already noted, there are no large and important towns in the country. The largest of the smaller towns is probably Jipijapa, in the province of Manabi, which is the centre of the Panama hat industry and had in 1900 an estimated population of 6000, nearly all Indians.
These population figures are almost identical to those reported by Cevállos for 1889. If we consider the population of the Oriente to be 80,000, the total is very similar. The populations of the provincial capitals are sometimes overestimated, particularly for Guayaquil and Quito, neither of which could have had 50,000 at the time of this estimate. The population of Quito in May 1906 was 50,841, with 1,365 being foreigners. As for the area figures for the provinces, they are generally reliable except for those concerning the Oriente territory, which are inflated for the actual region occupied by Ecuador, and for the Galapagos Islands, which expert sources say are 2,400 sq. miles. The population of these islands was 400 (mostly convicts) on Chatham Island in 1901, around 115 on Albemarle, and 3 on Charles Island in 1903. Aside from the provincial capitals mentioned, there are no large and significant towns in the country. The largest of the smaller towns is probably Jipijapa, in the province of Manabi, which is the center of the Panama hat industry and had an estimated population of 6,000 in 1900, almost all of whom were Indians.
Provinces. | Area. | Population. | Capital. | Population. |
sq. m. | ||||
Carchi | 1495 | 40,000 | Tulcan | 5,000 |
Imbabura | 2416 | 68,000 | Ibarra | 5,000 |
Pichincha | 6219 | 205,000 | Quito | 80,000 |
Léon | 2595 | 109,600 | Latacunga | 12,000 |
Tunguragua | 1686 | 103,000 | Ambato | 8,000 |
Chimborazo | 2990 | 122,000 | Riobamba | 12,000 |
Bolivar | 1260 | 43,000 | Guaranda | 6,000 |
Cañar | 1519 | 64,000 | Azogues | 4,000 |
Azuay | 3874 | 132,400 | Cuenca | 30,000 |
Loja | 3707 | 66,000 | Loja | 10,000 |
El Oro | 2340 | 32,600 | Machala | 3,200 |
Guayas | 8216 | 98,100 | Guayaquil | 60,000 |
Los Rios | 2296 | 32,800 | Babahoyo | 3,000 |
Manabi | 7893 | 64,100 | Portoviejo | 5,000 |
Esmeraldas | 5465 | 14,600 | Esmeraldas | 6,000 |
Oriente (ter.) | unknown | |||
Galapagos Is. | 2865 | 2,000 | · · | · · |
Communications.—The first railway to be completed in Ecuador was the line between Guayaquil and Quito, 290 m. in length, the last section of which was formally opened at Quito on the 25th of June 1908. It belongs to an American company, and had been under construction for many years. Lines from Puerto Bolívar to Machala, province of El Oro, and another from Bahia de Caráquez to Chone, were under construction in 1908. Several lines were also projected, two to penetrate the Ecuadorean montana. There is only one highway in the country on which vehicles can be used, the paved road extending southward from Quito 115 m. on the Guayaquil route, which was begun by Garcia Moreno but has been allowed to fall into neglect. Other roads have been projected to the coast and one to the eastern territory. The ordinary roads are rough mule-tracks. These are difficult at all times, and in the rainy season are quite impassable. On the Pacific lowlands the rivers Guayas, Daule, Vinces and Yaguachi have about 200 m. of navigable channels in the rainy season, and are used for the transportation of produce and merchandise. There are also several short river channels along the coast which are used by planters for the same purpose. A great part of the country, however, is still compelled to use the most primitive means of communication—mule paths, fords in the smaller streams in the dry season, and rude suspension bridges across deep gorges and swift mountain torrents. The latter are usually constructed from the tough fibre of the Agave americana and consist of one or more cables. When of one cable, called the taravita, the passenger and his luggage are drawn across in a rude kind of basket suspended from it; but when two or more cables are used, transverse sticks of bamboo and reeds are laid upon them, forming a rude prototype of the regular suspension bridge. Such a bridge is called a chimba-chaca, and is very hazardous for an unpractised foot. In 1907 there were 2564 m. of telegraph lines in operation, connecting Quito with all the principal towns. The national capital is connected with the submarine cable at Santa Elena (via Guayaquil) and at Tumaco, in Colombia. Guayaquil is provided with tramway and telephone lines. These public services are under the general supervision of the Minister of Public Instruction, Posts and Telegraphs.
Communications.—The first railway completed in Ecuador was the line between Guayaquil and Quito, 290 miles long, with the final section officially opened in Quito on June 25, 1908. It is owned by an American company and had been under construction for many years. In 1908, lines from Puerto Bolívar to Machala in the province of El Oro, and another from Bahia de Caráquez to Chone, were being built. Several additional lines were also planned, including two to enter the Ecuadorian montana. There is only one highway in the country for vehicles, a paved road that runs south from Quito for 115 miles towards Guayaquil, which was started by Garcia Moreno but has since fallen into neglect. Other roads have been proposed to the coast and one to the eastern region. The normal roads are rough mule-tracks that are difficult to navigate at all times, and during the rainy season, they can become completely impassable. In the Pacific lowlands, the Guayas, Daule, Vinces, and Yaguachi rivers have about 200 miles of navigable channels during the rainy season, which are used for transporting goods and produce. There are also several short river channels along the coast that planters use for the same purposes. However, much of the country still relies on the most basic means of communication—mule paths, fords in smaller streams during the dry season, and crude suspension bridges over deep gorges and fast mountain streams. These bridges are usually made from the tough fibers of Agave americana and consist of one or more cables. When made with one cable, called the taravita, passengers and their luggage are ferried across in a simple basket suspended from it; when using two or more cables, sticks of bamboo and reeds are laid across, creating a rough version of a regular suspension bridge. Such a bridge is called a chimba-chaca, and it can be very risky for someone who is not experienced. In 1907, there were 2,564 miles of telegraph lines in operation connecting Quito to all the major towns. The national capital is linked to the submarine cable at Santa Elena (via Guayaquil) and at Tumaco in Colombia. Guayaquil has tram and telephone lines. These public services are overseen by the Minister of Public Instruction, Posts, and Telegraphs.
Commerce.—Ecuador has no merchant marine beyond a few small vessels engaged in the coastwise traffic, some eighteen or twenty river steamers on the Guayas and its tributaries, and a number of steam launches, towboats and various descriptions of barges engaged in the transportation of produce and goods on the rivers. The ocean-going foreign trade of the country is carried wholly in foreign vessels, for the regular lines of which Guayaquil is a principal port of call. Less frequent calls are made at Esmeraldas and some of the other small ports on the coast, of which there are nine in all. Most of these are difficult of access and their trade is unimportant. The total trade of the republic in 1905, according to returns published by the Guayaquil Chamber of Commerce, amounted to only £3,429,955, of which £1,573,389 (15,733,891 sucrés) were credited to imports, and £1,856,566 (18,565,668 sucrés) to exports. Of these totals, all but £127,532 of the imports and £441,679 of the exports passed through the port of Guayaquil. The great poverty of the people has been a serious obstacle to the development of a larger commerce.
Commerce.—Ecuador has no merchant marine beyond a few small boats that handle coastal traffic, around eighteen or twenty river steamers on the Guayas and its tributaries, and several steam launches, towboats, and different types of barges involved in transporting produce and goods on the rivers. The country’s ocean-going foreign trade is entirely carried out by foreign vessels, with Guayaquil being a main port of call for the regular shipping lines. Esmeraldas and a few other smaller ports along the coast receive less frequent visits, totaling nine in all. Most of these ports are hard to access, and their trade is minimal. According to figures published by the Guayaquil Chamber of Commerce, the total trade of the republic in 1905 was only £3,429,955, with £1,573,389 (15,733,891 sucrés) attributed to imports and £1,856,566 (18,565,668 sucrés) to exports. Of these totals, all but £127,532 of the imports and £441,679 of the exports went through Guayaquil. The severe poverty of the population has been a significant barrier to growing commerce.
Agriculture.—The agricultural industries on which the export trade depends are almost wholly restricted to the western lowlands, and include cacao, coffee, cotton, sugar, tobacco, rice, yucca and sweet potatoes. The Guayas basin and the district about Machala are celebrated for their cacao, and produce about one-third of the world’s supply. It is the staple product of the country. Coffee is produced on the lower slopes of the Cordilleras and is of excellent quality. The production is small, but would be increased at remunerative prices. During the American civil war the planters of Ecuador entered largely into the production of cotton, which at that time yielded large profits, but the industry has declined to very insignificant proportions since then because of inability to compete with the lower cost of production in the United States. The output of sugar and tobacco is small, but could be largely increased, as the conditions of soil and climate are favourable. Much of the sugar-cane produced is turned into rum, which is consumed in the country. The tobacco grown is of excellent quality. Efforts have been made to promote the cultivation of indigo, but without much success. On the uplands, wheat, Indian corn, oats, barley, potatoes and vegetables of many kinds are successfully cultivated, but wholly for home consumption. The vine is successfully grown in the warm upland valleys, both for its fruit and for the production of wine. The staple foods for the common people are potatoes on the plateau (which are chiefly consumed in the form of locro, or potato-soup) and yucca- or cassava-meal in the warmer regions. Although cattle and horses were not known before the Spanish conquest, they have become since then important products of the country. The best grazing lands are on the lower elevations west of the Cordilleras in certain districts of the plateau and on the slopes of some of the higher Andes, as on Chimborazo and Antisana. Horses and mules are reared for export on a small scale, and sheep for their wool, which is used in home manufactures.
Agriculture.—The agricultural industries crucial to the export trade are mostly found in the western lowlands, and they include cacao, coffee, cotton, sugar, tobacco, rice, yucca, and sweet potatoes. The Guayas basin and the area around Machala are famous for their cacao, producing about one-third of the world's supply. It is the country's main crop. Coffee is grown on the lower slopes of the Cordilleras and is of excellent quality. Production is low but could increase with good prices. During the American Civil War, Ecuador's planters significantly increased cotton production, which was quite profitable at the time, but the industry has since declined to minimal levels due to competition with cheaper production costs in the United States. The outputs of sugar and tobacco are small but could be greatly expanded, as the soil and climate conditions are favorable. Much of the sugarcane produced is made into rum, which is consumed locally. The tobacco grown is of high quality. There have been attempts to promote indigo cultivation, but they haven’t been very successful. In the uplands, wheat, corn, oats, barley, potatoes, and various vegetables are grown successfully but solely for local consumption. Grapes are successfully cultivated in the warm upland valleys, both for their fruit and for wine production. The staple foods for the common people are potatoes on the plateau (mostly consumed as locro, or potato soup) and yucca or cassava flour in the warmer regions. Although cattle and horses were not present before the Spanish conquest, they have since become important livestock in the country. The best grazing lands are on the lower elevations west of the Cordilleras in certain plateau districts and on the slopes of some of the higher Andes, like Chimborazo and Antisana. Horses and mules are raised for export on a small scale, along with sheep for their wool, which is used in local manufacturing.
Forest Products.—The forest and other natural products include rubber, cinchona bark, ivory-nuts, mocora and toquilla fibre for the manufacture of hats, hammocks, &c., cabaya fibre for shoes and cordage, vegetable wool (Bombax ceiba), sarsaparilla, vanilla, cochineal, cabinet woods, fruit, resins, &c. The original source of the Peruvian bark of commerce, the Cinchona calisaya, is completely exhausted, and the “red bark” derived from C. succirubra, is now the principal source of supply from Ecuador. Guaranda is the centre of the industry, but bark gatherers are to be found everywhere in the forest regions. The rubber-gathering industry is comparatively new. The product is derived from the Castilloa elastica, the Heveas not being found west of the Andes.
Forest Products.—The forest and other natural products include rubber, cinchona bark, ivory nuts, mocora and toquilla fiber for making hats, hammocks, etc., cabaya fiber for shoes and ropes, vegetable wool (Bombax ceiba), sarsaparilla, vanilla, cochineal, hardwoods, fruits, resins, etc. The original source of the Peruvian bark used in commerce, Cinchona calisaya, is completely depleted, and the “red bark” from C. succirubra is now the main supply from Ecuador. Guaranda is the hub of the industry, but bark collectors can be found throughout the forest regions. The rubber-gathering industry is relatively new. The product comes from Castilloa elastica, as Heveas are not found west of the Andes.
Minerals.—The mineral resources are much inferior to those of Colombia and Peru. Gold is found in the province of El Oro, where the great Zaruma and other companies have opened a number of mines. It is also found in the provinces of Loja, Esmeraldas, and in the river-beds along the eastern slopes of the Andes. Quicksilver has been mined at Azogues, in the province of Cañar, and is also to be found in Azuay. Iron ores and lead are credited to several provinces, and platinum has been found in Esmeraldas, where emerald mines have been worked ever since the Spanish conquest. Coal of good quality has been found in Azuay and at other points, and petroleum is known to exist in several localities. Salt springs near Riobamba and at Salinas, in Imbabura, have long been used by the natives in the manufacture of salt.
Minerals.—The mineral resources are much less abundant than those of Colombia and Peru. Gold is found in the province of El Oro, where the major Zaruma and other companies have opened several mines. It can also be found in the provinces of Loja, Esmeraldas, and in the riverbeds along the eastern slopes of the Andes. Quicksilver has been mined in Azogues, in the province of Cañar, and can also be found in Azuay. Iron ores and lead are reported in several provinces, and platinum has been discovered in Esmeraldas, where emerald mines have been worked since the Spanish conquest. Good quality coal has been found in Azuay and other areas, and petroleum is known to exist in several locations. Salt springs near Riobamba and at Salinas, in Imbabura, have long been used by the locals to produce salt.
Manufactures.—The manufacturing industries are chiefly of a primitive character and have been developed to meet local necessities. There are some cotton factories and sugar mills provided with modern machinery, but the cotton and woollen cloths of the country are commonly coarse and manufactured in the most primitive manner. Some of these goods are sent into southern Colombia, but they are chiefly made for the local market. Hats and hammocks are made from the fibres of the mocora and toquilla palms, and sandals from the fibre of the Agave americana. The hats are an article of export, and are known abroad as Panama hats. Hand-made laces of admirable workmanship are made in some localities, especially on the plateau about Quito. Among other manufactories, all for the home market, may be mentioned: flour-mills, sugar refineries, rum distilleries, breweries, chocolate factories, a candle factory, saw-mills and tanneries.
Manufactures.—The manufacturing industries are mostly basic and have evolved to meet local needs. There are a few cotton factories and sugar mills equipped with modern machinery, but the cotton and wool fabrics produced in the country are typically rough and made in very simple ways. Some of these products are sent to southern Colombia, but they are mainly intended for the local market. Hats and hammocks are crafted from the fibers of the mocora and toquilla palms, and sandals are made from the fiber of the Agave americana. The hats are exported and known internationally as Panama hats. Beautiful hand-made laces are produced in certain areas, particularly on the plateau around Quito. Other local industries that cater to the home market include flour mills, sugar refineries, rum distilleries, breweries, chocolate factories, a candle factory, sawmills, and tanneries.
Government.—Constitutionally, the government of Ecuador is that of a centralized republic, whose powers are defined by a written constitution and whose chief organs are an executive consisting of a president and vice-president, and a national congress consisting of two houses, a senate and a chamber of deputies. Revolutionary changes, however, have been very frequent in Ecuador, and no less than eleven constitutions were adopted between 1830 and 1909.
Government.—Constitutionally, the government of Ecuador is organized as a centralized republic, with powers defined by a written constitution. Its main branches are an executive led by a president and a vice-president, and a national congress made up of two houses: a senate and a chamber of deputies. However, Ecuador has seen many revolutionary changes, with no less than eleven constitutions being adopted between 1830 and 1909.
The constitution adopted in 1906 succeeded that of 1884 (amended in 1887 and 1897), and its terms may be given here, subject to what may be regarded as the extra-constitutional powers vested in the executive. Executive power is vested in a president and vice-president elected for periods of four years by a direct vote of the people. (Under the constitution of 1884 the official terms of these two officers were not wholly synchronous, the vice-president’s term beginning with the president’s third year.) These officials cannot be re-elected to succeed themselves. The president, whose salary is 12,000 sucrés per annum, has a limited veto power, and may convene extraordinary sessions of Congress for a specified purpose, but he has no further authority over that body. He appoints the diplomatic and consular representatives of the republic and the governors of the provinces, exercises a limited control over the administration of 918 justice and public instruction through the appointment of officials, and is chief of the small military force maintained by the republic. The construction of railways with public funds and under government supervision also places him at the head of a very important public service. The president is assisted by a cabinet of five ministers:—foreign relations and justice; interior and public works; finance; war; public instruction, posts and telegraphs—all of whom may be impeached by congress. The executive authority is also partially exercised by a council of state composed of 15 members, including the five cabinet ministers, of which the vice-president is ex-officio president. The council has important advisory functions, and must be consulted by the president on every important measure or appointment. The provinces are administered by governors chosen by the national executive; the departments by jefes politicos (political chiefs); and the municipalities by tenientes politicos (political lieutenants). The Galapagos Islands are under a jefe territorial (territorial chief), Chatham Island being a penal colony and governed by special laws.
The constitution adopted in 1906 replaced the one from 1884 (which was amended in 1887 and 1897), and its provisions can be outlined here, acknowledging the extra-constitutional powers held by the executive. The executive power is given to a president and vice-president elected for four-year terms by a direct vote from the people. (Under the 1884 constitution, these two officials’ terms did not align completely, as the vice-president's term began in the president’s third year.) These officials cannot be re-elected to serve consecutive terms. The president, earning an annual salary of 12,000 sucrés, has limited veto power and can call extraordinary sessions of Congress for specific purposes, but has no further authority over that body. The president appoints the republic’s diplomatic and consular representatives as well as the governors of the provinces, has limited control over the administration of justice and public education through the appointment of officials, and serves as the head of the small military force maintained by the republic. Overseeing the construction of railways with public funds and under government supervision also places him in charge of a significant public service. The president is supported by a cabinet of five ministers: foreign relations and justice; interior and public works; finance; war; public instruction, posts, and telegraphs—all of whom can be impeached by Congress. The executive authority is also partially exercised by a council of state made up of 15 members, including the five cabinet ministers, with the vice-president serving as the ex-officio president. The council has crucial advisory roles and must be consulted by the president on any significant measure or appointment. The provinces are managed by governors selected by the national executive; the departments are led by jefes politicos (political chiefs); and the municipalities are governed by tenientes politicos (political lieutenants). The Galapagos Islands are managed by a jefe territorial (territorial chief), with Chatham Island functioning as a penal colony governed by special laws.
The congressional organization is similar to that of the majority of South American states. The senate is composed of 32 members (2 from each province) elected for two years, one-half the number being renewed each two years. The chamber is composed of 42 deputies, who are elected by the provinces for a period of two years, on a basis of one representative for each 30,000 inhabitants and one supplementary representative for an additional 15,000. A senator must be at least 35 years of age, and a deputy 25. The elections are direct, and members of both houses may be re-elected. The immunities of legislators begin 30 days before the opening session of congress, and terminate 30 days after its dissolution. Congress meets at Quito on the 10th of August, and remains in session for a period of 60 days, but its sessions may be extended or extraordinary sessions called for specified purposes. The right of suffrage is restricted to literate male adults.
The congressional structure is similar to that of most South American countries. The Senate has 32 members (2 from each province) who are elected for two years, with half of them up for re-election every two years. The Chamber consists of 42 deputies, elected by the provinces for two years, based on one representative for every 30,000 people and one extra representative for an additional 15,000. A senator must be at least 35 years old, and a deputy must be 25. Elections are direct, and members of both houses can be re-elected. Legislative immunity starts 30 days before Congress opens and ends 30 days after it dissolves. Congress meets in Quito on August 10th and stays in session for 60 days, but sessions can be extended or special sessions called for specific purposes. The right to vote is limited to literate adult males.
The judicial branch of the government is composed of a supreme court, located at Quito, consisting of 5 judges and a fiscal (public prosecutor) appointed by the executive; six superior courts (in Quito, Guayaquil, Cuenca, Riobamba, Loja and Portoviejo) with a total of 9 judges; a Tribunal de Cuentas of seven members at Quito; and various municipal courts, or alcaldes, in the chief towns of the departments. There are civil courts of first and second instance in the larger towns, and consular courts in Quito, Guayaquil and Cuenca with jurisdiction in commercial cases. There are also police commissaries in the departments and justices of the peace in the municipalities, the latter having jurisdiction in civil cases where the amount involved does not exceed 200 sucrés. The laws of Ecuador are based on the old Spanish laws and procedure, and include civil, criminal and commercial codes.
The judicial branch of the government consists of a supreme court located in Quito, made up of 5 judges and a public prosecutor appointed by the executive. There are also six superior courts in Quito, Guayaquil, Cuenca, Riobamba, Loja, and Portoviejo, with a total of 9 judges. Additionally, there's a Tribunal de Cuentas with seven members in Quito, along with various municipal courts, or alcaldes, in the main towns of the departments. Larger towns have civil courts of first and second instance, and there are consular courts in Quito, Guayaquil, and Cuenca that handle commercial cases. The departments also have police commissaries and justices of the peace in the municipalities, the latter having jurisdiction over civil cases where the amount involved is no more than 200 sucrés. The laws of Ecuador are based on old Spanish laws and procedures and include civil, criminal, and commercial codes.
Army.—The army, according to an official report of 1900, consisted of 4 battalions of infantry (about 3690 strong), 3 brigades of artillery (1362), and 2 regiments of cavalry (468), in all, about 5520 men, rank and file. In 1908 this force was reported to comprise 4350 men. The national guard is composed of three classes: actives—all enrolled citizens of 20 to 38 years; auxiliaries—enrolled citizens of 38 to 44 years; and passives—enrolled citizens of 44 to 50 years. These were estimated at 95,329 men. There is a military school at Quito and a naval school at Guayaquil.
Army.—The army, according to an official report from 1900, consisted of 4 infantry battalions (about 3,690 soldiers), 3 artillery brigades (1,362), and 2 cavalry regiments (468), totaling around 5,520 personnel. By 1908, this force was reported to have 4,350 troops. The national guard is made up of three classes: actives—citizens aged 20 to 38; auxiliaries—citizens aged 38 to 44; and passives—citizens aged 44 to 50. These groups were estimated to total 95,329 individuals. There is a military school in Quito and a naval school in Guayaquil.
Education.—Although primary instruction is free, and is obligatory for children of 6 to 12 years, a considerable part Of the population is unprovided with schools and is indifferent in regard to them. An official report for 1900 gives the number of primary schools as 1297, and the number of pupils in attendance as about 80,000. The secondary schools numbered 37, with 371 teachers and about 4500 pupils. Higher instruction includes the technical and professional schools with the three universities of Quito, Guayaquil and Cuenca, and 6 schools of “trades and professions” (artes y oficios) in as many provinces. The old University of Quito has a staff of 32 professors divided into 5 faculties: Philosophy and Belles-Lettres, Law, Medicine, Physical and Natural Sciences and Mathematics. There are also in Quito a school of agriculture, astronomical observatory, botanical garden, museum and national printing office, all apparently under the supervision of the University.
Education.—Although primary education is free and mandatory for children aged 6 to 12, a significant portion of the population lacks access to schools and shows little interest in them. An official report from 1900 states there are 1,297 primary schools, with around 80,000 students enrolled. There are 37 secondary schools, employing 371 teachers and serving about 4,500 students. Higher education includes technical and professional schools along with the three universities in Quito, Guayaquil, and Cuenca, as well as six "trades and professions" schools in different provinces. The historic University of Quito has a faculty of 32 professors divided into five departments: Philosophy and Literature, Law, Medicine, Physical and Natural Sciences, and Mathematics. In Quito, there is also an agriculture school, an astronomical observatory, a botanical garden, a museum, and a national printing office, all seemingly under the university's oversight.
Church.—According to the constitution of 1884, “the religion of the Republic is the Roman Catholic Apostolic, and all others are excluded.” The only opposition which the Church has ever had to encounter has been from the “liberal” element within itself, and thus has arisen, seemingly from political motives, a desire to restrict clerical influence in political affairs. This influence has been exercised to an extreme in Ecuador, so much so, in fact, that its government at times was more nearly a theocracy than a republic. The growth of liberalism finally began to produce results. In 1889 the tithes from which the Church revenues had been derived were abolished, and a tax of 3 per mil. on real estate was substituted. In 1902 a signal victory was won in a law permitting civil marriage, but in 1904 a social revolution was effected by legislation, which placed the Church under State control, forbade the foundation of new religious orders and admission into the country of new religious communities, and provided that the members of the episcopate must be citizens of Ecuador. The higher dignitaries of the Church are an archbishop at Quito, and six suffragan bishops at Cuenca, Loja, Ibarra, Riobamba, Guayaquil and Manabi.
Church.—According to the constitution of 1884, “the religion of the Republic is the Roman Catholic Apostolic, and all others are excluded.” The only challenge the Church has ever faced has come from the “liberal” faction within itself, leading to a desire, seemingly driven by political motives, to limit clerical influence in political matters. This influence has been exerted to an extreme in Ecuador, to the point where at times its government resembled a theocracy more than a republic. The rise of liberalism eventually started to show results. In 1889, the tithes that had funded the Church's income were abolished, and a tax of 3 per mil. on real estate was introduced instead. In 1902, a significant victory was achieved with a law allowing civil marriage, but in 1904, a social revolution took place through legislation that placed the Church under State control, prohibited the establishment of new religious orders and the entry of new religious communities into the country, and stipulated that members of the episcopate must be citizens of Ecuador. The higher officials of the Church include an archbishop in Quito and six suffragan bishops in Cuenca, Loja, Ibarra, Riobamba, Guayaquil, and Manabi.
Finance.—The revenues of the republic are derived from import and export duties, liquor, tobacco and stamp taxes, inheritance tax, salt, gunpowder and playing cards monopolies, consular charges, and sundry miscellaneous receipts, including those from posts, telegraphs and railways. Up to 1907 the customs duties were increased by surtaxes amounting at that time to 100%. The minister of finance proposed to abolish these surtaxes and double all the rates of duties involved. On exports, however, all the duties were to be abolished except those on cacao, coffee, hides, rubber, tagua (ivory nuts), hat fibre, hammock fibre and tobacco. For 1907 the revenues were £1,424,770 and the expenditures £1,383,122.
Finance.—The government's income comes from import and export duties, alcohol, tobacco and stamp taxes, inheritance tax, monopolies on salt, gunpowder, and playing cards, consular fees, and various other receipts, including those from postal services, telegraphs, and railways. Up to 1907, customs duties had been increased by surtaxes that were then at 100%. The finance minister proposed getting rid of these surtaxes and doubling all the associated duty rates. However, for exports, all duties would be eliminated except for those on cacao, coffee, hides, rubber, tagua (ivory nuts), hat fiber, hammock fiber, and tobacco. For the year 1907, the revenue was £1,424,770 and the expenditures were £1,383,122.
On the 10th of October 1906, when the report of the provisional government created by the revolution of the preceding January presented its financial report to a national assembly, the total obligations of the country were stated to be:—
On October 10, 1906, when the report from the provisional government established by the revolution the previous January was presented to a national assembly, the country’s total obligations were stated as:—
Sucrés. | |
Railway bonds, 12,282,000 sucrés gold at 107% premium | 25,423,740 |
Banco del Ecuador, advances | 3,000,000 |
Banco Comercial y Agrocola, idem | 2,400,000 |
Internal debt | 739,575 |
Condor bonds | 757,000 |
French Finance Corporation | 887,000 |
———— | |
Total | 33,207,315 |
In £ sterling at 10 sucrés per £ | 3,320,731 |
The foreign debt of the republic, which in 1898 stood at £693,160 in bonds, was assumed by the Guayaquil & Quito Railway Co. under contracts of 1897, 1898, 1899 and 1900, the government guaranteeing interest on the sum of £2,520,000 railway mortgage bonds for 33 years and recognizing the external debt at 35% of its face value. This debt originated in 1830, when Ecuador seceded from the Colombian confederacy and was charged with 21½% of the indebtedness of the three states. In 1855 the amount was fixed at £1,824,000, and in 1892 it was converted into a new consolidated debt of £750,000. Payments of interest and amortization had been very irregular, and its transfer to a foreign company as the price of a railway concession put an end to a transaction which had been a serious discredit to the country. The amount outstanding on the 31st of December 1907 was 10,808,000 sucrés (£1,080,800). It should be said that the difficulties in regard to this debt arose from a feeling in Ecuador that the part assigned to it in 1830 was much too large, and that it was contracted almost wholly for the benefit of the two northern republics, Colombia and Venezuela.
The foreign debt of the republic, which in 1898 was £693,160 in bonds, was taken on by the Guayaquil & Quito Railway Co. under contracts from 1897, 1898, 1899, and 1900, with the government guaranteeing interest on £2,520,000 in railway mortgage bonds for 33 years and recognizing the external debt at 35% of its face value. This debt originated in 1830 when Ecuador separated from the Colombian confederacy and was responsible for 21½% of the debt of the three states. In 1855, the amount was set at £1,824,000, and in 1892 it was converted into a new consolidated debt of £750,000. Payments of interest and principal had been very inconsistent, and its transfer to a foreign company in exchange for a railway concession brought an end to a situation that had seriously discredited the country. The outstanding amount as of December 31, 1907, was 10,808,000 sucrés (£1,080,800). It should be noted that the issues surrounding this debt stemmed from a sentiment in Ecuador that the share it was assigned in 1830 was excessive and that it was incurred almost entirely for the benefit of the two northern republics, Colombia and Venezuela.
Money and Measures.—Under the law of 1898, which came into effect on the 4th of June 1900, gold is made the monetary standard in Ecuador, the legal tender of silver being limited to 10 sucrés, and banks of issue being required to hold at least one-half their metallic reserves in gold coin. Previously there had been much confusion in the circulating medium because of the depreciated value of the Quito currency in comparison with that of Guayaquil, but the new law has corrected the anomaly and has given a simple and uniform medium for the whole country. The coinage under the law of 1898 consists of the gold condor, of 10 sucrés, which weighs 8.136 grams, contains 7.3224 grams of fine gold, and is equal to the English pound sterling in value; the silver sucré, of 100 centavos, equivalent to 24d. in value; and smaller coins of silver, nickel and copper, the denominations being decimal parts of the sucré. The sucré received its name from the portrait of General Sucré engraved on the coin, and is legal tender up to 10 sucrés. The paper money circulation consists of the issues of two Guayaquil banks—the Banco del Ecuador, and the Banco Comercial y Agricola, whose united issues on June 30th, 1906, amounted to 7,414,140 sucrés (£741,414). The Bank of Quito at one time issued notes which, according to Whymper, were not current at and south of Riobamba, but it does not appear that this bank is authorized to issue its notes under the new law. The metallic money nominally in circulation on the 30th of June 1906, amounted to 2,587,667 sucrés gold and 2,522,802 sucrés silver. Although the metric system was adopted in 1856, the old Spanish weights and measures—the quintal, libra, vara and fanega—are still in use, the quintal being equivalent to about 101 ℔
Money and Measures.—According to the law of 1898, which took effect on June 4, 1900, gold has become the monetary standard in Ecuador, with silver's legal tender limited to 10 sucrés. Banks are required to maintain at least half of their metallic reserves in gold coins. Before this law, there was a lot of confusion in the currency circulation due to the depreciated value of the Quito currency compared to that of Guayaquil, but the new law has resolved this issue, providing a straightforward and consistent medium for the entire country. The coinage established by the law of 1898 includes the gold condor, worth 10 sucrés, which weighs 8.136 grams, contains 7.3224 grams of pure gold, and is equal in value to the British pound sterling; the silver sucré, worth 100 centavos, equivalent to 24d. in value; and smaller coins made of silver, nickel, and copper, with denominations being decimal parts of the sucré. The name sucré comes from the portrait of General Sucré engraved on the coin, and it is legal tender up to 10 sucrés. The circulation of paper money consists of the issues from two Guayaquil banks—the Banco del Ecuador and the Banco Comercial y Agricola—whose combined issues as of June 30, 1906, totaled 7,414,140 sucrés (£741,414). At one point, the Bank of Quito issued notes that, according to Whymper, weren't accepted in Riobamba and southward, but it seems this bank is not authorized to issue notes under the new law. The amount of gold and silver nominally in circulation as of June 30, 1906, was 2,587,667 sucrés in gold and 2,522,802 sucrés in silver. Although the metric system was adopted in 1856, the old Spanish weights and measures—the quintal, libra, vara, and fanega—are still in use, with the quintal being roughly equivalent to 101 ℔.
Antiquities.—Throughout Ecuador there are still considerable remains of the architectural and artistic skill of the ante-European period. At Cañar, to the north-east of Cuenca, stands the Incapirca, a circular rampart of finely hewn stone, enclosing an open area with a roofless but well-preserved building in the centre; not far off is the Inca-chungana, a very much smaller enclosure, probably the remains of a pavilion; and in the same neighbourhood the image of the sun and a small cabinet are carved on the face of a rock called Intihuaicu. On one of the hills running from Pichincha to the Esmeraldas there are remains at Paltatamba of a temple and a conical tower, the buttresses of a bridge composed of stone and bitumen, portions of a great causeway, and numerous tombs from which mummies and plates of silver have been obtained. At Hantuntaqui similar sepulchral mounds, called tolas, may be seen, as well as traces of military structures. On the plain of Callo, near Cotopaxi, at a height of 8658 ft., the ruins of an Incarial palace, Pachusala, are utilized by the hacienda; and a conical hill at its side is supposed to 919 be of artificial construction. The remains of another fortress and palace are preserved at Pomallacta, and in the neighbouring pueblo of Achupallas an ancient temple of the sun now serves as parish church. In many localities, especially in Imbabura, pottery and various objects are found belonging to the pre-Colombian period, among which five and six rayed stars (casse-têtes) are very numerous.
Antiquities.—Throughout Ecuador, there are still significant remnants of the architectural and artistic skills from before European contact. In Cañar, northeast of Cuenca, you can find Incapirca, a circular stone wall enclosing an open area with a roofless but well-preserved building in the center. Not far away is the Inca-chungana, a much smaller enclosure, likely the remains of a pavilion. Also nearby, you can see the sun image and a small cabinet carved into a rock called Intihuaicu. On one of the hills stretching from Pichincha to Esmeraldas, there are remains at Paltatamba of a temple and a conical tower, buttresses of a bridge made of stone and bitumen, parts of a large causeway, and numerous tombs containing mummies and silver plates. At Hantuntaqui, similar burial mounds, known as tolas, can be seen, along with traces of military structures. In the Callo plain, near Cotopaxi, at an elevation of 8,658 ft., the ruins of an Inca palace, Pachusala, are used by the hacienda, and a conical hill beside it is believed to be artificially built. The remains of another fortress and palace are preserved at Pomallacta, and in the nearby town of Achupallas, an ancient sun temple now serves as the parish church. In many areas, especially in Imbabura, pottery and various objects from the pre-Columbian period are found, with five- and six-pointed stars (casse-têtes) being particularly common.
History.—The territory of the republic of Ecuador, when first it becomes dimly visible in the grey dawn of American history, appears to be inhabited by upwards of fifty independent tribes, among which the Quitus seem to hold the most important position. About A.D. 280 a foreign tribe is said to have forced their way inland up the valley of the Esmeraldas; and the kingdom which they founded at Quito lasted for about 1200 years, and was gradually extended, both by war and alliance, over many of the neighbouring dominions. In 1460, during the reign of the fourteenth Caran Shyri, or king of the Cara nation, Hualcopo Duchisela, the conquest of Quito was undertaken by Tupac Yupanqui, the Inca of Peru; and his ambitious schemes were, not long after his death, successfully carried out by his son Huayna-Capac, who inflicted a decisive defeat on the Quitonians in the battle of Hatuntaqui, and secured his position by marrying Pacha, the daughter of the late Shyri. By his will the conqueror left the kingdom of Quito to Atahuallpa, his son by this alliance; while the Peruvian throne was assigned to Huascar, an elder son by his Peruvian consort. War soon broke out between the two kingdoms, owing to Huascar’s pretensions to supremacy over his brother; but it ended in the defeat and imprisonment of the usurper, and the establishment of Atahuallpa as master both of Quito and Cuzco. The fortunate monarch, however, had not long to enjoy his success; for Pizarro and his Spaniards were already at the door, and by 1533 the fate of the country was sealed. As soon as the confusions and rivalries of the first occupation were suppressed, the recent kingdom of Quito was made a presidency of the Spanish viceroyalty of Peru, and no change of importance took place till 1710. In that year it was attached to the viceroyalty of Santa Fé; but it was restored to Peru in 1722. When, towards the close of the century, the desire for independence began to manifest itself throughout the Spanish colonies of South America, Quito did not remain altogether indifferent. The Quitonian doctor Eugenio Espejo, and his fellow-citizen Don Juan Pio Montufar, entered into hearty co-operation with Nariño and Zea, the leaders of the revolutionary movement at Santa Fé; and it was at Espejo’s suggestion that the political association called the Escuela de Concordia was instituted at Quito. It was not till 1809, however, that the Quitonians made a real attempt to throw off the Spanish yoke; and both on that occasion and in 1812 the royal general succeeded in crushing the insurrection. In 1820 the people of Guayaquil took up the cry of liberty; and in spite of several defeats they continued the contest, till at length, under Antonio José de Sucré, who had been sent to their assistance by Bolivar, and reinforced by a Peruvian contingent under Andres de Santa Cruz, they gained a complete victory on May 22, 1822, in a battle fought on the side of Mount Pichincha, at a height of 10,200 ft. above the sea. Two days after, the Spanish president of Quito, Don Melchor de Aymeric, capitulated, and the independence of the country was secured. A political union was at once effected with New Granada and Venezuela on the basis of the republican constitution instituted at Cucuta in July 1821—the triple confederation taking the name of Colombia.
History.—The area of Ecuador, when it first comes into focus in the early days of American history, seems to be home to over fifty independent tribes, with the Quitus being the most significant among them. Around CE 280, a foreign tribe reportedly moved inland up the Esmeraldas valley, establishing a kingdom in Quito that lasted for about 1200 years, gradually expanding through warfare and alliances into neighboring territories. In 1460, during the reign of the fourteenth Caran Shyri, or king of the Cara nation, Hualcopo Duchisela, Tupac Yupanqui, the Inca of Peru, undertook the conquest of Quito. His ambitious plans were later carried out successfully by his son Huayna-Capac, who decisively defeated the Quitonians in the battle of Hatuntaqui and solidified his position by marrying Pacha, the daughter of the late Shyri. By his will, the conqueror passed the kingdom of Quito to Atahuallpa, his son from this marriage, while the Peruvian throne went to Huascar, an older son from his Peruvian wife. War quickly broke out between the two kingdoms because of Huascar’s claims to superiority over his brother; this conflict ended with the defeat and imprisonment of the usurper, establishing Atahuallpa as the ruler of both Quito and Cuzco. However, the fortunate monarch didn’t have long to savor his victory; Pizarro and his Spaniards were already on the horizon, and by 1533, the fate of the nation was sealed. After the turmoil of the initial occupation subsided, the newly formed kingdom of Quito became part of the Spanish viceroyalty of Peru, with no significant changes until 1710. That year, it was transferred to the viceroyalty of Santa Fé, only to be reverted back to Peru in 1722. As the century drew to a close, the yearning for independence began to surface across the Spanish colonies of South America, and Quito was not completely indifferent to this wave. The Quitonian doctor Eugenio Espejo and his fellow citizen Don Juan Pio Montufar joined forces with Nariño and Zea, the leaders of the revolutionary movement in Santa Fé, and it was at Espejo’s initiative that the political group known as the Escuela de Concordia was founded in Quito. It wasn’t until 1809 that the Quitonians made a genuine effort to shake off Spanish rule; however, both then and in 1812, the royal general managed to suppress the uprising. In 1820, the people of Guayaquil raised the banner of freedom; despite suffering several defeats, they persisted in their struggle until, under Antonio José de Sucré, sent to help them by Bolivar and reinforced by a Peruvian contingent led by Andres de Santa Cruz, they achieved a total victory on May 22, 1822, in a battle fought on the slopes of Mount Pichincha, at an altitude of 10,200 ft. above sea level. Two days later, the Spanish president of Quito, Don Melchor de Aymeric, surrendered, securing the country’s independence. Immediately, a political union was formed with New Granada and Venezuela based on the republican constitution established at Cucuta in July 1821, creating a triple confederation called Colombia.
A disagreement with Peru in 1828 resulted in the invasion of Ecuador and the temporary occupation of Cuenca and Guayaquil by Peruvian forces; but peace was restored in the following year after the Ecuadorian victory at Tarqui. In the early part of 1830 a separation was effected from the Colombian federation, and the country was proclaimed an independent republic. General Juan José Flores was the first president, and in spite of many difficulties, both domestic and foreign, he managed to maintain a powerful position in the state for about 15 years. Succeeded in 1835 by Vicente Rocafuerte, he regained the presidency in 1839, and was elected for the third time in 1843; but shortly afterwards he accepted the title of generalissimo and a sum of 20,000 pesos, and left the country to his rivals. One of the most important measures of his second presidency was the establishment of peace and friendship with Spain. Roca, who next attained to power, effected a temporary settlement with Colombia, concluded a convention with England against the slave trade, and made a commercial treaty with Belgium. Diego Noboa, elected in 1850 after a period of great confusion, recalled the Jesuits, produced a rupture with New Granada by receiving conservative refugees, and thus brought about his own deposition and exile. The democratic Urbina now became practically dictator, and as the attempt of Flores to reinstate Noboa proved a total failure, he was quickly succeeded in 1856 by General Francisco Robles, who, among other progressive measures, secured the adoption of the French system of coinage, weights and measures. He abdicated in 1859 and left the country, after refusing to ratify the treaty with Peru, by which the defender of Guayaquil had obtained the raising of the siege. Dr Gabriel Garcia Moreno, professor of chemistry, the recognized leader of the conservative party at Quito, was ultimately elected by the national convention of 1861. Distrust in his policy, however, was excited by the publication of some of his private correspondence, in which he spoke favourably of a French protectorate, and the army which he sent under Flores to resist the encroachments of Mosquera, the president of New Granada, was completely routed. His first resignation in 1864 was refused; but the despotic acts by which he sought to establish a dictatorship only embittered his opponents, and in September 1865 he retired from office. While he had endeavoured to develop the material resources of the country, he had at the same time introduced retrograde measures in regard to religion and education. The principal event in the short presidency of his successor, Gerónimo Carrion (May 1865-Nov. 1867), was the alliance with Chile and Peru against Spain, and the banishment of all Spanish subjects. Several important changes were made by congress in the period between his resignation and the election of Xavier Espinosa, January 1868: the power of the president to imprison persons regarded as dangerous to public order was annulled; and the immediate naturalization of Bolivians, Chilians, Peruvians and Colombians was authorized. Espinosa had hardly entered on his office when, in August 1868, the country was visited by an earthquake, in which 30,000 people are said to have perished throughout South America. The public buildings of Quito were laid in ruins; and Ibarra, Otavalo, Cotacachi and several other towns were completely destroyed. Next year a revolution at Quito, under Moreno, brought Espinosa’s presidency to a close; and though the national convention appointed Carvajal to the vacant office, Moreno succeeded in securing his own election in 1870 for a term of six years. His policy had undergone no alteration since 1865: the same persistent endeavour was made to establish a religious despotism, in which the supremacy of the president should be subordinate only to the higher supremacy of the clergy.
A disagreement with Peru in 1828 led to Ecuador being invaded and temporarily occupied by Peruvian forces in Cuenca and Guayaquil; however, peace was restored the following year after Ecuador's victory at Tarqui. In early 1830, Ecuador separated from the Colombian federation and declared itself an independent republic. General Juan José Flores became the first president, and despite facing many domestic and foreign challenges, he managed to maintain a strong position in the government for about 15 years. He was succeeded in 1835 by Vicente Rocafuerte but regained the presidency in 1839 and was elected for a third time in 1843; shortly after, he accepted the title of generalissimo and a payment of 20,000 pesos, then left the country to his rivals. One of the significant accomplishments of his second presidency was establishing peace and good relations with Spain. Roca, who next came to power, reached a temporary agreement with Colombia, signed a convention with England against the slave trade, and created a commercial treaty with Belgium. Diego Noboa, elected in 1850 after a time of great turmoil, welcomed the Jesuits back, caused a break with New Granada by accepting conservative refugees, and eventually led to his own removal and exile. The democratic Urbina then effectively became a dictator, and after Flores's failed attempt to restore Noboa, he was quickly succeeded in 1856 by General Francisco Robles, who, among other progressive reforms, implemented the French system of currency, weights, and measures. He abdicated in 1859 and left the country after refusing to ratify the treaty with Peru that had allowed the defender of Guayaquil to lift the siege. Dr. Gabriel Garcia Moreno, a chemistry professor and the recognized leader of the conservative party in Quito, was ultimately elected by the national convention in 1861. However, distrust of his policies grew after some of his private correspondence was published, in which he expressed approval of a French protectorate, and the army he sent under Flores to counter Mosquera's advances was completely defeated. His first resignation in 1864 was rejected; however, his authoritarian attempts to create a dictatorship only fueled his opponents' resentment, and in September 1865, he stepped down from office. While he had tried to develop the country's resources, he also introduced regressive policies regarding religion and education. The main event during the brief presidency of his successor, Gerónimo Carrion (May 1865-Nov. 1867), was the alliance with Chile and Peru against Spain, leading to the expulsion of all Spanish nationals. Several significant changes were made by congress between his resignation and the election of Xavier Espinosa in January 1868: the president's power to imprison people deemed a threat to public order was revoked, and the immediate naturalization of Bolivians, Chileans, Peruvians, and Colombians was authorized. Espinosa had barely taken office when, in August 1868, an earthquake struck the country, reportedly killing 30,000 people throughout South America. The public buildings in Quito were devastated, and Ibarra, Otavalo, Cotacachi, and several other towns were completely destroyed. The following year, a revolution in Quito, led by Moreno, ended Espinosa’s presidency; although the national convention appointed Carvajal to the vacant position, Moreno succeeded in securing his election in 1870 for a six-year term. His policies had not changed since 1865: the same relentless effort was made to establish a religious dictatorship, in which the president's authority would be subordinate only to the higher authority of the clergy.
President Moreno was eventually assassinated at Quito, in August 1875, and Dr Borrero was elected to the presidency, but his tenure of power was short. A revolution headed by General Veintemilla, the Radical leader, then military commandant at Guayaquil, broke out in 1876, and on the 14th of December of that year the government forces under General Aparicio were completely routed at Galte. Veintemilla was proclaimed president, and in 1877 was duly elected by the cortes. He altered the constitution in a more Liberal direction, and struck various blows at the Clerical party, among other things abolishing the concordat with Rome. In 1878 Veintemilla caused himself to be declared elected as president for a term of four years. At the expiration of this period the president assumed dictatorial powers and remained in office as chief of the executive. This action on the part of General Veintemilla led to a union between the Clericals and Moderate Liberals, and resulted in a popular rising throughout the republic, ending in his defeat and overthrow. His power was first restricted to Guayaquil and Esmeraldas, and finally General Rinaldo Flores drove him from Guayaquil, and Veintemilla fled (July 1883) to Peru. Dr Placido Caamaño was then called upon to take charge temporarily, and on the 17th of 920 February 1884 was definitely elected for the presidential period terminating in 1888. Several revolutionary outbreaks occurred during the Caamaño administration, but were successfully suppressed. In 1888 Dr Antonio Flores succeeded Caamaño, the four years following being passed in peaceful conditions. In 1892 Dr Luis Cordero was elected, his administration again plunging the country into an epoch of internal disturbance.
President Moreno was eventually assassinated in Quito in August 1875, and Dr. Borrero was elected president, but his time in office was brief. A revolution led by General Veintemilla, the Radical leader and military commander in Guayaquil, broke out in 1876. On December 14 of that year, the government forces under General Aparicio were completely defeated at Galte. Veintemilla was proclaimed president and was officially elected by the cortes in 1877. He amended the constitution to be more liberal and took several actions against the Clerical party, including abolishing the concordat with Rome. In 1878, Veintemilla arranged to be declared president for a four-year term. At the end of this term, he assumed dictatorial powers and continued as the head of the executive branch. This move from General Veintemilla resulted in an alliance between the Clericals and Moderate Liberals, leading to a popular uprising across the republic that ended in his defeat and removal. His authority was initially limited to Guayaquil and Esmeraldas, and eventually, General Rinaldo Flores expelled him from Guayaquil, forcing Veintemilla to flee to Peru in July 1883. Dr. Placido Caamaño was then asked to take temporary charge, and on February 17, 920 1884, he was officially elected for a presidential term that would end in 1888. Several revolutionary movements occurred during the Caamaño administration but were successfully managed. In 1888, Dr. Antonio Flores took over from Caamaño, and the next four years were relatively peaceful. In 1892, Dr. Luis Cordero was elected, and his administration once again plunged the country into a period of internal unrest.
The cause of the troubles under President Cordero was the assistance lent by Ecuador to Chile in the matter of the sale of the cruiser Esmeralda to the Japanese government in 1894, in the middle of the Japanese-Chinese War. The government of Chile arranged the sale of the Esmeralda, but wished to be free from all danger of international complications in the affair. To this end the transfer of the vessel was made to Ecuador, and she proceeded to Ecuadorian waters. On arriving at the Galapagos Islands the flag of Ecuador was replaced by that of Japan and the vessel handed over to the representatives of that nation sent for the purpose. When the part played by President Cordero in this transaction became known, an outburst of popular indignation occurred. An insurrection, headed by General Eloy Alfaro, followed; and after desultory skirmishing extending over a period of nearly a year the government forces were finally routed, President Cordero abandoning his office and escaping from the country.
The troubles during President Cordero's term stemmed from Ecuador's help to Chile with the sale of the cruiser Esmeralda to the Japanese government in 1894, amidst the Japanese-Chinese War. The Chilean government organized the sale of the Esmeralda but wanted to avoid any international controversies. To accomplish this, the vessel was transferred to Ecuador and sailed to Ecuadorian waters. Upon reaching the Galapagos Islands, the Ecuadorian flag was replaced with Japan's, and the ship was handed over to representatives of Japan who had come for that purpose. Once the role of President Cordero in this deal became known, there was a strong public outcry. An insurrection led by General Eloy Alfaro followed; after sporadic skirmishes lasting nearly a year, the government forces were eventually defeated, leading President Cordero to flee the country and resign from his position.
General Alfaro then assumed dictatorial powers as supreme chief of the nation, continuing in this capacity until the 6th of February 1897, on which date he was declared to be elected president of the republic. A series of revolutionary movements against the administration of President Alfaro occurred in the course of the next few years. Many of these risings were due to the intrigues of the Church party, and in view of these circumstances President Alfaro curtailed the influence of the clergy in several directions. On the 31st of August 1901 General Alfaro peacefully handed over the presidency to his elected successor, General Leonidas Plaza.
General Alfaro then took on dictatorial powers as the supreme leader of the nation, remaining in this role until February 6, 1897, when he was officially declared president of the republic. A number of revolutionary movements against President Alfaro's administration emerged in the following years. Many of these uprisings were fueled by the machinations of the Church party, and given these situations, President Alfaro reduced the clergy's influence in several areas. On August 31, 1901, General Alfaro peacefully transferred the presidency to his elected successor, General Leonidas Plaza.
General Plaza continued the anticlerical policy of his predecessor. Civil marriage and divorce were introduced, and in 1904 all religions were placed on a position of equality in the eye of the law, and the foundation of new monasteries and convents was forbidden. The final year of Plaza’s tenure of office was marked by a still stronger measure, all the property of the church being declared to be national property, and let to the highest bidders. In 1905 the Opposition made an effort to effect a change of policy, and were successful in obtaining the election of Lizaro Garcia, a well-to-do merchant and a director of the Banco commercial y Agricola. General Alfaro, however, appealed to arms, ejected Garcia from office, and made himself ruler with practically dictatorial powers.
General Plaza continued the anticlerical policies of his predecessor. Civil marriage and divorce were introduced, and in 1904 all religions were treated equally under the law, with new monasteries and convents prohibited. The final year of Plaza’s time in office saw an even stronger measure, with all church property declared national property and auctioned off to the highest bidders. In 1905, the Opposition tried to bring about a policy change, successfully electing Lizaro Garcia, a wealthy merchant and director of the Banco Commercial y Agricola. However, General Alfaro resorted to force, removed Garcia from office, and effectively assumed control with near-dictatorial powers.
The more recent history of Ecuador would not be complete without a reference to the work of Mr Archer Harman (b. 1860), an American railway builder and financier whose connexion with the construction of the Guayaquil and Quito railway began in 1897. To his personal energy and enterprise, as manager of the railway company, was largely due the continued prosecution of this difficult engineering undertaking, in connexion with which he was responsible for a thorough reconstruction of Ecuador finance. He thus came to exercise a powerful influence on the internal progress of the country.
The more recent history of Ecuador wouldn't be complete without mentioning Mr. Archer Harman (b. 1860), an American railway builder and financier whose involvement with the construction of the Guayaquil and Quito railway began in 1897. His personal drive and leadership as the manager of the railway company were key to the ongoing efforts of this challenging engineering project, during which he played a crucial role in completely overhauling Ecuador's finances. As a result, he had a significant impact on the country's internal development.
See C.E. Akers, History of South America, 1854-1904 (London, 1904); H.W. Bates, Central and South America (London, 1882); Pedro F. Cevallos, Resumen de la historia del Ecuador (Guayaquil, 1886); Hans Meyer, In den Hoch-Anden von Ecuador (Berlin 1907); A.H. Keane, Stanford’s Compendium, vol. i. (1904); W. Reiss and A. Stübel, Das Hochgebirge der Republik Ecuador (Berlin, 1892-1898); Edward Whymper, Travels amongst the Great Andes of the Equator (London, 1892); T. Wolf, Geografia y geologia del Ecuador (Leipzig, 1892); A. Stübel, Skizzen aus Ecuador (Berlin, 1886); Die Vulkanberge von Ecuador (Berlin, 1897); Handbook of Ecuador (Bureau of the American Republics, Washington, 1892); The World’s Work, vol. ii. pp. 1271-1277; Engineering News (New York), vol. 52, pp. 117-119; Bulletin of Internat. Bureau of American Republics for July 1900, p. 26, and for August 1908, pp. 280-282; Thirty-fifth Annual Report of the Council of Foreign Bondholders, pp. 115, 117.
See C.E. Akers, History of South America, 1854-1904 (London, 1904); H.W. Bates, Central and South America (London, 1882); Pedro F. Cevallos, Resumen de la historia del Ecuador (Guayaquil, 1886); Hans Meyer, In den Hoch-Anden von Ecuador (Berlin 1907); A.H. Keane, Stanford’s Compendium, vol. i. (1904); W. Reiss and A. Stübel, Das Hochgebirge der Republik Ecuador (Berlin, 1892-1898); Edward Whymper, Travels amongst the Great Andes of the Equator (London, 1892); T. Wolf, Geografia y geologia del Ecuador (Leipzig, 1892); A. Stübel, Skizzen aus Ecuador (Berlin, 1886); Die Vulkanberge von Ecuador (Berlin, 1897); Handbook of Ecuador (Bureau of the American Republics, Washington, 1892); The World’s Work, vol. ii. pp. 1271-1277; Engineering News (New York), vol. 52, pp. 117-119; Bulletin of Internat. Bureau of American Republics for July 1900, p. 26, and for August 1908, pp. 280-282; Thirty-fifth Annual Report of the Council of Foreign Bondholders, pp. 115, 117.
1 See J. Siemiradzki, “Geologische Reisenotizen aus Ecuador,” Neues Jahrb. f. Min., Beil. Band iv. (1886, pp. 195-227, pl. vii.); Th. Wolf, Geografia y geologia del Ecuador, publicada por orden del Supremo Gobierno de la Republica (Leipzig, 1892); W. Reiss and A. Stübel, Reisen in Sud-America. Das Hochgebirge der Republik Ecuador (Berlin, 1892-1902).
1 See J. Siemiradzki, “Geological Travel Notes from Ecuador,” New Yearbook for Mineralogy, Supplement Volume IV. (1886, pp. 195-227, pl. vii.); Th. Wolf, Geography and Geology of Ecuador, Published by Order of the Supreme Government of the Republic (Leipzig, 1892); W. Reiss and A. Stübel, Travels in South America. The Highlands of the Republic Ecuador (Berlin, 1892-1902).
ECZEMA (Gr. ἔκζεμα, a cutaneous eruption), one of the most common and important of all skin diseases, consisting of a catarrhal inflammation of the skin originating without visible external irritation, and characterized in some stage of its evolution by a serous exudation. This definition excludes all those forms of inflammation of the skin (dermatitis), which though they may be identical in course and manifestation are yet caused by chemical or mechanical irritants. For an attack of eczema two conditions are necessary: a predisposition or special irritability of the skin, and a directly exciting cause. The first of these conditions is usually inherited or depends on some underlying constitutional state. Thus any organic lesion which may produce oedema and malnutrition of the cutis and epidermis as in kidney diseases, any condition of imperfect metabolism as in dyspepsia or malnutrition, or seborrhoea, may be the predisposing cause. Another influence that has received increasing attention from skin specialists is that of any nervous shock or prolonged mental strain. A “chill” is followed in most people by an ordinary cold, but in some by an attack of eczema. Again, it may be caused by reflex nervous irritation from the uterus, stomach, &c. In some women it always accompanies menstruation, and in others pregnancy. It is of common occurrence in infancy, being attributed by some specialists to dentition, but by others to seborrhoea. Also there is an undoubted relationship between eczema and certain forms of functional neurosis, of which perhaps asthma is the most striking illustration, some physicians considering the latter trouble to be eczema of the bronchial tubes. Sufferers from rheumatism and gout are also specially prone to eczema, though the exact relationship is a much disputed point. There are yet other cases that are undoubtedly microbic, but the micro-organism cannot produce the lesion unless the soil is suitable. As a rule it is not contagious, though when complicated by micro-organisms it may be auto-inoculable, or more rarely inoculable from one patient to another. Except between the ages of ten and twenty years when menstruation is becoming established, and again at the menopause, males are more liable to be attacked than females. In old age the sex influence is lost.
ECZEMA (Gr. eczema, a skin rash), is one of the most common and significant skin conditions. It involves an inflammatory response of the skin that occurs without any visible external cause and is marked, at some point in its progression, by a fluid discharge. This definition does not include other types of skin inflammation (dermatitis), which, although they may be similar in development and symptoms, are caused by chemical or physical irritants. For someone to have an eczema flare-up, two factors are necessary: a predisposition or heightened sensitivity of the skin and a direct trigger. The first factor is usually inherited or related to some underlying health issue. Therefore, any organic problem that can lead to swelling and poor nutrition of the skin, such as kidney issues, any form of improper metabolism like indigestion or malnutrition, or seborrhea, can be a triggering cause. Another factor that has attracted more attention from dermatologists is the impact of nervous stress or prolonged mental strain. While a "chill" typically results in a regular cold for most people, for some it leads to an eczema flare. Additionally, it can be triggered by nerve irritation from the uterus, stomach, etc. For some women, it consistently appears during their menstrual cycle, while for others it occurs during pregnancy. Eczema is quite common in infants, with some specialists linking it to teething and others to seborrhea. There is also a clear connection between eczema and certain types of functional neurosis, with asthma being a prominent example; some doctors view asthma as eczema of the bronchial tubes. Individuals suffering from rheumatism and gout are also particularly susceptible to eczema, although the exact connection is often debated. There are also cases that are definitely linked to microbes, but these organisms can't cause the condition unless the environment is conducive. Generally, eczema is not contagious, but when it is complicated by microbes, it can be auto-inoculable or, less commonly, transmissible between patients. Except between the ages of ten and twenty when menstruation begins, and again at menopause, males are more likely to experience eczema than females. In older age, the gender difference diminishes.
An attack of eczema is usually described as acute or chronic, but the only distinction lies in the greater or less intensity of the inflammation at the time of description: it has nothing to do with the length of time that the disease has lasted. The illness usually begins with a feeling of itching and burning at the site of the lesion. The skin becomes covered with an erythematous blush, on which numerous tiny vesicles form. Swelling, heat, redness and tension are all present. The vesicles grow larger, run together, and either burst or are broken by the patient’s scratching, a clear fluid exuding which stiffens linen. The discharge does not dry up at once, but continues to exude—hence the name of “weeping eczema” when this is a prominent symptom. In mild cases the symptoms begin to subside in a few days, the exudation growing less and scales and scabs forming, under which new skin is formed. But where the attack is more acute fresh crops of vesicles spring up and the process repeats itself. In some cases papules are the predominant lesions, but in others, especially when the face is attacked, the erythematous condition is more marked. A severe attack of eczema is usually accompanied by some slight constitutional disturbance, but the general health seldom suffers appreciably, unless, as occasionally, the itching is so bad as to make sleep impossible. The irritation and local heat may be out of all proportion to visible changes in the skin, and in neurotic patients the nervous excitement may be extreme. The attack may centre itself on any part of the body, but there are certain places where it more usually begins, such as the bends of the elbows, the backs of the knees and the groins; the groove behind the ears, the scalp, the palms or the soles, and the breasts of women. According to its position the form of the eczema is somewhat modified. On the front of the legs and arms, from the uniform redness it exhibits in these positions, it is known as eczema rubrum. On the scalp it is generally of the seborrhoeic type, and in children, especially when pediculi are present, it will become pustular from microbic infection. On the palms and soles it brings about a thickening 921 of the epidermis which leads to the formation of cracks, and is hence called eczema rimosum.
An eczema flare-up is typically described as either acute or chronic, but the only difference is the intensity of the inflammation at that moment; it doesn't relate to how long the condition has been around. The condition usually starts with itching and burning at the affected area. The skin develops a reddish rash, with many small blisters forming. Swelling, heat, redness, and tension are all present. The blisters enlarge, merge, and either burst or get broken by the patient’s scratching, releasing a clear fluid that stiffens fabric. The discharge doesn't dry up immediately but continues to ooze—this is why it's often referred to as “weeping eczema” when this symptom is significant. In mild cases, the symptoms start to ease after a few days, with less fluid discharge and the formation of scales and scabs, under which new skin develops. However, in more severe cases, new blisters appear, and the cycle repeats. In some cases, papules are the main lesions, but in others, especially when the face is involved, the redness is more pronounced. A severe eczema flare is usually accompanied by some minor overall discomfort, but the person's general health rarely takes a hit, unless, occasionally, the itching is so intense that it disrupts sleep. The irritation and local heat can be disproportionate to the visible skin changes, and in anxious individuals, the nervous excitement can be intense. The flare can occur anywhere on the body, but there are common starting points, like the inside of the elbows, the backs of the knees, and the groin area; the crease behind the ears, the scalp, the palms, the soles, and women’s breasts. Depending on its location, the type of eczema can vary. On the front of the legs and arms, where it appears as a uniform redness, it's referred to as eczema rubrum. On the scalp, it typically takes on a seborrheic type, and in children, especially when lice are present, it can become pustular due to bacterial infection. On the palms and soles, it causes thickening of the skin, leading to cracks, and is therefore called eczema rimosum. 921
The disease can best be treated by a combination of internal and external remedies. Internally, when the inflammation is acute, nothing is so good as antimony, since this relieves the arterial tension and thus reduces the local inflammation. But this must never be given when the patient is suffering from depression. In other cases, especially for babies and children, small doses of calomel are very beneficial; strychnine, phosphorus and ergot are all useful at times. When nervous excitement is marked it must be treated with sedatives. Arsenic and iron are both contra-indicated in this disease, since they increase blood formation and hence stimulate the eczematous process. Internal treatment is always best when combined with local treatment, but as a preliminary to this all crusts and scales must first be removed to allow the remedy free access to the disease. Locally the aim is (1) to overcome any source of irritation, (2) to protect the inflamed surface from the air and from microbic infection, and (3) to relieve the itching. The diet should be simple but nourishing, and all hygienic precautions must be taken.
The disease can be best treated with a mix of internal and external remedies. Internally, when the inflammation is severe, nothing works better than antimony, as it eases arterial tension and reduces local inflammation. However, this should never be given if the patient is experiencing depression. In other situations, especially with babies and children, small doses of calomel are very effective; strychnine, phosphorus, and ergot can also be useful at times. When nervous excitement is significant, it should be treated with sedatives. Arsenic and iron are both not recommended for this disease, as they increase blood formation and therefore stimulate the eczematous process. Internal treatment is always most effective when combined with local treatment, but before that, all crusts and scales must first be removed to allow the remedy to reach the disease effectively. Locally, the goals are (1) to eliminate any source of irritation, (2) to protect the inflamed surface from air and microbic infection, and (3) to soothe the itching. The diet should be simple yet nourishing, and all hygiene precautions must be followed.
EDAM, a town of Holland in the province of North Holland, close to the Zuider Zee, about 13 m. N.N.E. of Amsterdam by steam tramway. It is connected with the Zuider Zee by a fine canal protected by a large sea-lock (1828), and has regular steam-boat communication in various directions. Pop. (1900) 6444. The many quaint old brick houses form the chief feature of interest in the town. The façades are frequently adorned with carvings and inscriptions, one of which records the legend of the capture of a siren in 1403, who lived for some time among the people of Edam, but escaped again to the sea. The Great Church of St Nicholas, probably founded in the 14th century, was largely rebuilt after a fire in 1602, which, originating in the church, destroyed nearly the whole town. It contains some fine stained glass and carved woodwork of this period. The Little Church (15th century) was demolished in 1883, except for a portion of the nave and the old tower and steeple, from which the bells curiously project. The town hall dates from 1737, and there is a museum founded in 1895. Edam has some trade in timber, while shipbuilding, rope-spinning and salt-boiling are also carried on. It gives its name to the description of “sweet-milk cheese” (zoetemelks kaas) made throughout North Holland, which is familiar on account of its round shape and red rind.
EDAM, is a town in North Holland, located near the Zuider Zee, about 13 miles N.N.E. of Amsterdam by steam tramway. It connects to the Zuider Zee through a well-built canal protected by a large sea-lock (1828) and has regular steam-boat service in several directions. Population (1900) was 6,444. The town's charming old brick houses are its main attraction. The façades often feature carvings and inscriptions, including one that tells the story of a siren captured in 1403, who lived among the people of Edam for a while before escaping back to the sea. The Great Church of St. Nicholas, likely established in the 14th century, was mostly rebuilt after a fire in 1602 that started in the church and destroyed nearly the entire town. It contains beautiful stained glass and carved woodwork from that period. The Little Church (15th century) was torn down in 1883, leaving only part of the nave and the old tower and steeple, from which the bells interestingly protrude. The town hall was built in 1737, and there is a museum that was established in 1895. Edam engages in some timber trade, with shipbuilding, rope-making, and salt-boiling also taking place. It is known for producing "sweet-milk cheese" (zoetemelks kaas), made all over North Holland, recognized for its round shape and red rind.
Edam took its name and origin from the dam built on the little river Ye which joined the great Purmer lake close by. Free access to the Zuider Zee was obtained by the construction of a new dock in 1357, in which year the town also received civic rights from William V. of Bavaria, count of Holland. Owing to the danger of the extension of the Purmer and Beemster lakes, Philip II. of Spain caused a sluice to be built into the dock in 1567. In the next century Edam was a great shipbuilding centre, and nearly the whole of Admiral de Ruyter’s fleet was built here; but in the same century the harbour began to get blocked up, and the importance and industrial activity of the city slowly waned.
Edam got its name and origin from the dam built on the small river Ye that connected to the nearby Purmer lake. A new dock was constructed in 1357, allowing free access to the Zuider Zee, and that same year, the town was granted civic rights by William V of Bavaria, the count of Holland. Due to the rising threat from the expanding Purmer and Beemster lakes, Philip II of Spain ordered a sluice to be built into the dock in 1567. In the following century, Edam became a major shipbuilding hub, with nearly all of Admiral de Ruyter’s fleet built there; however, during that same century, the harbor began to get blocked, and the city’s importance and industrial activity slowly declined.
EDDA, the title given to two very remarkable collections of old Icelandic literature. Of these only one bears that title from antiquity; the other is called Edda by a comparatively modern misnomer. The word is unknown to any ancient northern language, and is first met with in Rigspula, a fragmentary poem at the end of Codex Wormianus, dated about 1200, where it is introduced as the name or title of a great-grandmother. From the 14th to the 17th century, this word—but no one has formed a reasonable conjecture why—was used to signify the technical laws of Icelandic court metre, Eddu regla, and “Never to have seen Edda” was a modest apology for ignorance of the highest poetic art. The only work known by this name to the ancients was the miscellaneous group of writings put together by Snorri Sturlason (q.v.; 1178-1241), the greatest name in old Scandinavian literature. It is believed that the Edda, as he left it, was completed about 1222. Whether he gave this name to the work is doubtful; the title first occurs in the Upsala Codex, transcribed about fifty years after his death. The collection of Snorri is now known as the Prose or Younger Edda, the title of the Elder Edda being given to a book of ancient mythological poems, discovered by the Icelandic bishop of Skálaholt, Brynjulf Sveinsson, in 1643, and erroneously named by him the Edda of Saemund.
EDDA is the title given to two significant collections of old Icelandic literature. Only one of these has that title from ancient times; the other is referred to as Edda due to a more modern misunderstanding. The term is not found in any ancient northern language and first appears in Rigspula, a fragmentary poem at the end of Codex Wormianus, dated around 1200, where it is mentioned as the name of a great-grandmother. From the 14th to the 17th century, this term—but nobody knows why—was used to refer to the technical rules of Icelandic court meter, Eddu regla, and saying “Never to have seen Edda” was a humble way to admit ignorance of the highest poetic skill. The only work known by this name to the ancients was the assorted writings gathered by Snorri Sturlason (q.v.; 1178-1241), the most prominent figure in old Scandinavian literature. It’s believed that the Edda as he left it was finished around 1222. Whether he originally named the work is uncertain; the title first appears in the Upsala Codex, copied about fifty years after his death. Snorri's collection is now referred to as the Prose or Younger Edda, with the name Elder Edda given to a book of ancient mythological poems, discovered by the Icelandic bishop of Skálaholt, Brynjulf Sveinsson, in 1643, and wrongly labeled by him as the Edda of Saemund.
1. The Prose Edda, properly known as Edda Snorra Sturlusonar, was arranged and modified by Snorri, but actually composed, as has been conjectured, between the years 1140 and 1160. It is divided into five parts, the Preface or Formáli, Gylfaginning, Bragaraeður, Skáldskaparmál and Háttatal. The preface bears a very modern character, and simply gives a history of the world from Adam and Eve, in accordance with the Christian tradition. Gylfaginning, or the Delusion of Gylfi, on the other hand, is the most precious compendium which we possess of the mythological system of the ancient inhabitants of Scandinavia. Commencing with the adventures of a mythical king Gylfi and the giantess Gefion, and the miraculous formation of the island of Zealand, it tells us that the Aesir, led by Odin, invaded Svithjod or Sweden, the land of Gylfi, and settled there. It is from the Ynglingasaga and from the Gylfaginning that we gain all the information we possess about the conquering deities or heroes who set their stamp upon the religion of the North. Advancing from the Black Sea northwards through Russia, and westward through Esthonia, the Aesir seem to have overrun the south lands of Scandinavia, not as a horde but as an immigrant aristocracy. The Eddaic version, however, of the history of the gods is not so circumstantial as that in the Ynglingasaga; it is, on the other hand, distinguished by an exquisite simplicity and archaic force of style, which give an entirely classical character to its mythical legends of Odin and of Loki. The Gylfaginning is written in prose, with brief poetic insertions. The Bragaraeður, or sayings of Bragi, are further legends of the deities, attributed to Bragi, the god of poetry, or to a poet of the same name. The Skáldskaparmál, or Art of Poetry, commonly called Skálda, contains the instructions given by Bragi to Aegir, and consists of the rules and theories of ancient verse, exemplified in copious extracts from Eyvindr Skáldaspillir and other eminent Icelandic poets. The word Skáldskapr refers to the form rather than the substance of verse, and this treatise is almost solely technical in character. It is by far the largest of the sections of the Edda of Snorri, and comprises not only extracts but some long poems, notably the Thorsdrapa of Eilifr Guðrúnarson and the Haustlaung of Thjóðólfr. The fifth section of the Edda, the Háttatal, or Number of Metres, is a running technical commentary on the text of Snorri’s three poems written in honour of Haakon, king of Norway. Affixed to some MS. of the Younger Edda are a list of poets, and a number of philological treatises and grammatical studies. These belong, however, to a later period than the life of Snorri Sturlason.
1. The Prose Edda, officially known as Edda Snorra Sturlusonar, was organized and edited by Snorri, but is believed to have been written between 1140 and 1160. It has five parts: the Preface or Formáli, Gylfaginning, Bragaraeður, Skáldskaparmál, and Háttatal. The preface has a very contemporary feel and simply recounts the history of the world from Adam and Eve, according to Christian tradition. Gylfaginning, or the Deception of Gylfi, is the most valuable collection we have of the mythological beliefs of the ancient people of Scandinavia. Starting with the stories of the mythical king Gylfi and the giantess Gefion, along with the miraculous creation of the island of Zealand, it describes how the Aesir, led by Odin, invaded Svithjod or Sweden, Gylfi's homeland, and settled there. We gather all the data we have about the conquering gods or heroes that shaped the North's religion from the Ynglingasaga and Gylfaginning. The Aesir seem to have migrated from the Black Sea north through Russia and westward through Estonia, not as a chaotic horde but as an aristocratic immigration. However, the Eddaic account of the gods' history isn’t as detailed as that in the Ynglingasaga; instead, it is characterized by an elegant simplicity and ancient strength of style, which give its mythological stories about Odin and Loki a classic essence. The Gylfaginning is written in prose, with brief poetic inserts. The Bragaraeður, or sayings of Bragi, are additional myths of the deities credited to Bragi, the god of poetry, or a poet with the same name. The Skáldskaparmál, or Art of Poetry, often called Skálda, includes instructions from Bragi to Aegir and contains the rules and theories of ancient poetry, heavily illustrated with examples from Eyvindr Skáldaspillir and other renowned Icelandic poets. The term Skáldskapr pertains more to the form than the content of poetry, and this work is primarily technical in nature. It is the longest section of Snorri’s Edda, containing not just excerpts but also some lengthy poems, including Thorsdrapa by Eilifr Guðrúnarson and Haustlaung by Thjóðólfr. The fifth section of the Edda, Háttatal, or Number of Metres, provides a continuous technical commentary on Snorri’s three poems celebrating Haakon, king of Norway. Attached to some manuscripts of the Younger Edda are a list of poets along with various philological papers and grammatical studies. However, these belong to a later time than Snorri Sturlason's life.
The three oldest MSS. of the prose Edda all belong to the beginning of the 14th century. The Wurm MS. was sent to Ole Wurm in 1628; the Codex Regius was discovered by the indefatigable bishop Brynjulf Sveinsson in 1640. The most important, however, of these MSS. is the Upsala Codex, an octavo volume written probably about the year 1300. There have been several good editions of the Edda Snorra Sturlusonar, of which perhaps the best is that published by the Arne-Magnaean Society in Copenhagen in 1848-1852, in two vols., edited by a group of scholars under the direction of Jón Sigurdsson. There are English translations by T. Percy, Northern Antiquities, from the French by P.H. Mallet (1770); by G. Webbe Dasent (Stockholm, 1842); by R.B. Anderson (Chicago, 1880).
The three oldest manuscripts of the prose Edda all date back to the early 14th century. The Wurm manuscript was sent to Ole Wurm in 1628, and the Codex Regius was found by the tireless bishop Brynjulf Sveinsson in 1640. However, the most important of these manuscripts is the Upsala Codex, an octavo volume likely written around the year 1300. There have been several good editions of the Edda Snorra Sturlusonar, with perhaps the best one published by the Arne-Magnaean Society in Copenhagen between 1848 and 1852, in two volumes, edited by a group of scholars led by Jón Sigurdsson. There are English translations by T. Percy, Northern Antiquities, from the French by P.H. Mallet (1770); by G. Webbe Dasent (Stockholm, 1842); and by R.B. Anderson (Chicago, 1880).
2. The Elder Edda, Poetic Edda or Saemundar Edda hins froða was entirely unknown until about 1643, when it came into the hands of Brynjulf Sveinsson, who, puzzled to classify it, gave it the title of Edda Saemundi multiscii. Saemund Sigfusson, who was thus credited with the collection of these poems, was a scion of the royal house of Norway, and lived from about 1055 to 1132 in Iceland. The poems themselves date in all probability from the 10th and 11th centuries, and are many of them only fragments of longer heroic chants now otherwise entirely lost. They treat of mythical and religious legends of an early Scandinavian civilization, and are composed in the simplest and most archaic forms of Icelandic verse. The author of no one of them is mentioned. It is evident that they were collected from oral tradition; and the fact that the same story is occasionally 922 repeated, in varied form, and that some of the poems themselves bear internal evidence of being more ancient than others, proves that the present collection is only a gathering made early in the middle ages, long after the composition of the pieces, and in no critical spirit. Sophus Bugge, indeed, one of the greatest authorities, absolutely rejects the name of Saemund, and is of opinion that the poetic Edda, as we at present hold it, dates from about 1240. There is no doubt that it was collected in Iceland, and by an Icelander.
2. The Elder Edda, Poetic Edda, or Saemundar Edda hins froða was completely unknown until around 1643, when it came into the possession of Brynjulf Sveinsson. Confused about how to categorize it, he titled it Edda Saemundi multiscii. Saemund Sigfusson, who was credited with compiling these poems, was part of the royal family of Norway and lived in Iceland from about 1055 to 1132. The poems themselves likely date back to the 10th and 11th centuries, many of which are merely fragments of longer heroic songs that are now lost. They address mythical and religious stories from early Scandinavian culture and are written in the simplest and most ancient forms of Icelandic verse. No specific author is mentioned for any of them. It’s clear that these were gathered from oral tradition; the fact that the same story sometimes appears in different forms, along with some poems showing signs of being older than others, indicates that this collection is just an assembly done early in the Middle Ages, long after the pieces were created, and without a critical approach. Sophus Bugge, indeed one of the leading experts, completely dismisses Saemund's name and believes that the poetic Edda, as we have it now, dates from around 1240. There’s no doubt that it was collected in Iceland by an Icelander.
The most remarkable and the most ancient of the poems in this priceless collection is that with which it commences, the Völuspá, or prophecy of the Völva or Sibyl. In this chant we listen to an inspired prophetess, “seated on her high seat, and addressing Odin, while the gods listen to her words.”
The most remarkable and the oldest of the poems in this priceless collection is the one that starts it all, the Völuspá, or prophecy of the Völva or Sibyl. In this chant, we hear an inspired prophetess, “seated on her high seat, addressing Odin, while the gods listen to her words.”
She sings of the world before the gods were made, of the coming and the meeting of the Aesir, of the origin of the giants, dwarfs and men, of the happy beginning of all things, and the sad ending that shall be in the chaos of Ragnarök. The latter part of the poem is understood to be a kind of necromancy—according to Vigfusson, “the raising of a dead völva”; but the mystical language of the whole, its abrupt transitions and terse condensations, and above all the extinct and mysterious cosmology, an acquaintance with which it presupposes, make the exact interpretation of the Völuspá extremely difficult. The charm and solemn beauty of the style, however, are irresistible, and we are constrained to listen and revere as if we were the auditors of some fugual music devised in honour of a primal and long-buried deity. The melodies of this earliest Icelandic verse, elaborate in their extreme and severe simplicity, are wholly rhythmical and alliterative, and return upon themselves like a solemn incantation. Hávamál, the Lesson of the High One, or Odin, follows next; this contains proverbs and wise saws, and a series of stories, some of them comical, told by Odin against himself. The Vafprúðnismál, or Lesson of Vafprúðnir, is written in the same mystical vein as Völuspá; in it the giant who gives his name to the poem is visited by Odin in disguise, and is questioned by him about the cosmogony and chronology of the Norse religion. Grimnismál, or the Sayings of The Hooded One, which is partly in prose, is a story of Odin’s imprisonment and torture by King Geirrōd. För Skirnis, or the Journey of Skirnir, Harbarðslióð, or the Lay of Hoarbeard, Hymiskviða, or the Song of Hymir, and Aegisdrekka, or the Brewing of Aegir, are poems, frequently composed as dialogue, containing legends of the gods, some of which are so ludicrous that it has been suggested that they were intentionally burlesque. Thrymskviða, or the Song of Thrym, possesses far more poetic interest; it recounts in language of singular force and directness how Thor lost his hammer, stolen by Thrym the giant, how the latter refused to give it up unless the goddess Freyia was given him in marriage, and how Thor, dressed in women’s raiment, personated Freyia, and, slaying Thrym, recovered his hammer. Alvíssmál, or the Wisdom of Allwise, is actually a philological exercise under the semblance of a dialogue between Thor and Alvis the dwarf. In Vegtamskviða, or the Song of Vegtam, Odin questions a völva with regard to the meaning of the sinister dreams of Balder. Rígsmál, or more properly Rígspula, records how the god Heimdall, disguised as a man called Rig, wandered by the sea-shore, where he met the original dwarf pair, Ai and Edda, to whom he gave the power of child-bearing, and thence sprung the whole race of thralls; then he went on and met with Afi and Amma, and made them the parents of the race of churls; then he proceeded until he came to Faðir and Moðir, to whom he gave Jarl, the first of free men, whom he himself brought up, teaching him to shoot and snare, and to use the sword and runes. It is much to be lamented that of this most characteristic and picturesque poem we possess only a fragment. In Hyndluljóð, the Lay of Hyndla, the goddess Freyia rides to question the völva Hyndla with regard to the ancestry of her young paramour Ottar; a very fine quarrel ensues between the prophetess and her visitor. With this poem, the first or wholly mythological portion of the collection closes. What follows is heroic and pseudo-historic. The Völundarkviða, or Song of Völundr, is engaged with the adventures of Völundr, the smith-king, during his stay with Nidud, king of Sweden. Völundr, identical with the Anglo-Saxon Wêland and the German Wieland (O.H.G. Wiolant), is sometimes confused with Odin, the master-smith. This poem contains the beautiful figure of Svanhvít, the swan-maiden, who stays seven winters with Völundr, and then, yearning for her fatherland, flies away home through the dark forest. Helgakviða, Hiörvarðs sonar, the Song of Helgi, the Son of Hiörvarð, which is largely in prose, celebrates the wooing by Helgi of Svava, who, like Atalanta, ends by loving the man with whom she has fought in battle. Two Songs of Helgi the Hunding’s Bane, Helgakviða Hundingsbana, open the long and very important series of lays relating to the two heroic families of the Völsungs and the Niblungs. Including the poems just mentioned, there are about twenty distinct pieces in the poetic Edda which deal more or less directly with this chain of stories. It is hardly necessary to give the titles of these poems here in detail, especially as they are, in their present form, manifestly only fragments of a great poetic saga, possibly the earliest coherent form of the story so universal among the Teutonic peoples. We happily possess a somewhat later prose version of this lost poem in the Völsungasaga, where the story is completely worked out. In many places the prose of the Völsungasaga follows the verse of the Eddaic fragments with the greatest precision, often making use of the very same expressions. At the same time there are poems in the Edda which the author of the saga does not seem to have seen. But if we compare the central portions of the myth, namely Sigurd’s conversation with Fafnir, the death of Regin, the speech of the birds and the meeting with the Valkyrje, we are struck with the extreme fidelity of the prose romancer to his poetic precursors in the Sigurðarkviða Fafnisbana; in passing on to the death of Sigurd, we perceive that the version in the Völsungasaga must be based upon a poem now entirely lost. Of the origin of the myth and its independent development in medieval Germany, this is not the place for discussion (see Nibelungenlied). Suffice to say that in no modernized or Germanized form does the legend attain such an exquisite colouring of heroic poetry as in these earliest fragments of Icelandic song. A very curious poem, in some MSS. attributed directly to Saemund, is the Song of the Sun, Sólarlióð, which forms a kind of appendix to the poetic Edda. In this the spirit of a dead father addresses his living son, and exhorts him, with maxims that resemble those of Hávamál, to righteousness of life. The tone of the poem is strangely confused between Christianity and Paganism, and it has been assumed to be the composition of a writer in the act of transition between the old creed and the new. It may, however, not impossibly, be altogether spurious as a poem of great antiquity, and may merely be the production of some Icelandic monk, anxious to imitate the Eddaic form and spirit. Finally Forspjallsljóð, or the Preamble, formerly known as the Song of Odin’s Raven, is an extremely obscure fragment, of which little is understood, although infinite scholarship has been expended on it. With this the poetic Edda closes.
She sings about the world before the gods were created, about the arrival and meeting of the Aesir, about the origins of the giants, dwarfs, and humans, about the joyful beginnings of everything, and the tragic end that will come in the chaos of Ragnarök. The latter part of the poem is interpreted as a type of necromancy—according to Vigfusson, “the raising of a dead völva”; but the mystical language throughout, its sudden shifts and concise expressions, and especially the extinct and mysterious cosmology it assumes knowledge of make the precise interpretation of the Völuspá extremely challenging. The charm and profound beauty of the style, however, are irresistible, and we feel compelled to listen and pay respect as if we were the audience of some fugue-like music created in honor of a primal and long-forgotten deity. The melodies of this earliest Icelandic verse, elaborate in their extreme yet austere simplicity, are completely rhythmic and alliterative, looping back on themselves like a serious incantation. Hávamál, the Lesson of the High One, or Odin, follows next; this contains proverbs and wise sayings, along with a series of stories, some humorous, told by Odin about himself. The Vafprúðnismál, or Lesson of Vafprúðnir, is written in the same mystical style as Völuspá; in it, Odin, disguised, visits the giant who gives his name to the poem and questions him about the cosmogony and chronology of Norse mythology. Grimnismál, or the Sayings of The Hooded One, which is partly in prose, tells the story of Odin’s imprisonment and torture by King Geirrōd. För Skirnis, or the Journey of Skirnir, Harbarðslióð, or the Lay of Hoarbeard, Hymiskviða, or the Song of Hymir, and Aegisdrekka, or the Brewing of Aegir, are poems often written as dialogues, presenting legends of the gods, some of which are so ridiculous that it has been suggested they were deliberately burlesque. Thrymskviða, or the Song of Thrym, holds much greater poetic interest; it tells in striking and direct language how Thor lost his hammer, stolen by Thrym the giant, how the giant refused to return it unless he was given the goddess Freyia in marriage, and how Thor, disguised in women’s clothing, pretended to be Freyia and, after slaying Thrym, retrieved his hammer. Alvíssmál, or the Wisdom of Allwise, is essentially a linguistic exercise disguised as a dialogue between Thor and Alvis the dwarf. In Vegtamskviða, or the Song of Vegtam, Odin questions a völva about the meaning of Balder’s ominous dreams. Rígsmál, or more accurately Rígspula, recounts how the god Heimdall, disguised as a man named Rig, wandered by the seashore, where he met the original dwarf couple, Ai and Edda, to whom he granted the gift of child-bearing, which gave rise to the entire race of thralls; then he moved on and encountered Afi and Amma, making them the parents of the churl race; next, he came to Faðir and Moðir, who became the parents of Jarl, the first of free men, whom he himself reared, teaching him to hunt, trap, wield a sword, and read runes. It is unfortunate that we only have a fragment of this highly distinctive and vivid poem. In Hyndluljóð, the Lay of Hyndla, the goddess Freyia rides to question the völva Hyndla about the ancestry of her young lover Ottar; a very intense argument arises between the prophetess and her visitor. This poem marks the end of the initial or fully mythological section of the collection. What comes next is heroic and pseudo-historical. The Völundarkviða, or Song of Völundr, deals with the adventures of Völundr, the smith-king, during his time with Nidud, king of Sweden. Völundr, equivalent to the Anglo-Saxon Wêland and the German Wieland (O.H.G. Wiolant), is sometimes confused with Odin, the master-smith. This poem includes the beautiful figure of Svanhvít, the swan-maiden, who stays with Völundr for seven winters, and then yearns for her homeland, flying home through the dark forest. Helgakviða, Hiörvarðs sonar, the Song of Helgi, the Son of Hiörvarð, which is largely in prose, celebrates Helgi's courtship of Svava, who, like Atalanta, ultimately falls in love with the man she fought against in battle. Two Songs of Helgi the Hunding’s Bane, Helgakviða Hundingsbana, initiate a long and significant series of lays focused on the two heroic families of the Völsungs and the Niblungs. Including the previously mentioned poems, there are roughly twenty distinct pieces in the poetic Edda that discuss this sequence of stories to varying degrees. It’s hardly necessary to list the titles of these poems here in detail, especially since they are clearly only remnants of a vast poetic saga, possibly the earliest coherent version of a story that is widespread among the Teutonic peoples. Fortunately, we have a somewhat later prose version of this lost poem in the Völsungasaga, where the story is fully developed. In many instances, the prose of the Völsungasaga closely follows the verses of the Eddaic fragments, often using the exact same phrases. At the same time, there are poems in the Edda that the author of the saga does not seem to have encountered. However, when we compare the core parts of the myth, specifically Sigurd’s conversation with Fafnir, the death of Regin, the speech of the birds, and the encounter with the Valkyrje, we notice the remarkable fidelity of the prose writer to his poetic predecessors in the Sigurðarkviða Fafnisbana; as we shift to Sigurd’s death, it becomes evident that the version in the Völsungasaga must be based on a poem that is now completely lost. This is not the place to explore the origins of the myth and its independent development in medieval Germany (see Nibelungenlied). It’s enough to say that in no modernized or Germanized form does the legend achieve such a beautiful richness of heroic poetry as in these earliest fragments of Icelandic song. A very intriguing poem, found in some manuscripts attributed directly to Saemund, is the Song of the Sun, Sólarlióð, which serves as a sort of appendix to the poetic Edda. In this, the spirit of a deceased father speaks to his living son, urging him, with maxims similar to those of Hávamál, to lead a righteous life. The tone of the poem is oddly mixed between Christianity and Paganism, and it has been suggested that it was written by someone transitioning from the old faith to the new. However, it might also be completely spurious as an ancient poem, merely produced by an Icelandic monk eager to mimic the Eddaic style and spirit. Finally, Forspjallsljóð, or the Preamble, previously known as the Song of Odin’s Raven, is an extremely obscure fragment, of which little is understood, despite extensive scholarly efforts dedicated to it. This concludes the poetic Edda.
The principal MS. of this Edda is the Codex Regius in the royal library at Copenhagen, written continuously, without regard to prose or verse, on 45 vellum leaves. This is that found by Bishop Brynjulf. Another valuable fragment exists in the Arne-Magnaean collection in the University of Copenhagen, consisting of four sheets, 22 leaves in all. These are the only MSS. older than the 17th century which contain a collection of the ancient mythico-heroic lays, but fragments occur in various other works, and especially in the Edda of Snorri. It is believed to have been written between 1260 and 1280. The poetic Edda was translated into English verse by Amos Cottle in 1797; the poet Gray produced a version of the Vegtamskviða; but the first good translation of the whole was that published by Benjamin Thorpe in 1866. An excellent edition of the Icelandic text has been prepared by Th. Möbius, but the standard of the original orthography will be found in the admirable edition of Sophus Bugge, Norroen Fornkvaeði, published at Christiania in 1867.
The main manuscript of this Edda is the Codex Regius in the royal library in Copenhagen. It was written continuously, without distinction between prose and verse, on 45 vellum pages. This is the one found by Bishop Brynjulf. Another important fragment exists in the Arne-Magnaean collection at the University of Copenhagen, made up of four sheets, totaling 22 leaves. These are the only manuscripts older than the 17th century that contain a collection of ancient mythic and heroic poems, though fragments can be found in various other works, especially in Snorri's Edda. It's believed to have been written between 1260 and 1280. The poetic Edda was translated into English verse by Amos Cottle in 1797; the poet Gray created a version of the Vegtamskviða; but the first comprehensive translation was published by Benjamin Thorpe in 1866. An excellent edition of the Icelandic text has been prepared by Th. Möbius, but the original spelling standard can be found in the outstanding edition by Sophus Bugge, Norroen Fornkvaeði, published in Christiania in 1867.
The Eddaic poems were rearranged, on a system of their own which differs entirely from that of the early MSS., by Gudbrand Vigfusson and F. York Powell, in their Corpus poeticum boreale (Oxford, 1883). This is a collection, not of Edda only but of all existing fragments of the vast lyrical literature of ancient Iceland. It supplies a prose translation.
The Eddaic poems were reorganized into their own system, which is completely different from that of the early manuscripts, by Gudbrand Vigfusson and F. York Powell in their Corpus poeticum boreale (Oxford, 1883). This collection includes not just the Edda but all the surviving fragments of the extensive lyrical literature from ancient Iceland. It provides a prose translation.
EDDIUS (Aeddi), a Kentish choirmaster, summoned by Wilfrid (c. 634-709), bishop of York, to help in organizing church services in Northumbria. He wrote the Life of his patron, and this biography of St Wilfrid is the earliest extant historical work compiled by an Anglo-Saxon author. He is a strong partisan and very credulous, but the Vita Wilfridi is nevertheless invaluable for the period it treats. Its date is little after the first decade of the 8th century, and it was used by Bede in compiling his Historia.
EDDIUS (Aeddi), a choirmaster from Kent, was called by Wilfrid (c. 634-709), the bishop of York, to assist in organizing church services in Northumbria. He wrote the Life of his patron, and this biography of St Wilfrid is the earliest surviving historical work created by an Anglo-Saxon author. He is quite biased and very gullible, but the Vita Wilfridi is still invaluable for the period it covers. It dates shortly after the first decade of the 8th century and was used by Bede in putting together his Historia.
See Eddius, Vita Wilfridi (Raine, Historians of Church of York, London, 1879-1894), 14; Bede, Hist. Eccl. (Plummer, Oxford, 1896), iii. 2.
See Eddius, Vita Wilfridi (Raine, Historians of Church of York, London, 1879-1894), 14; Bede, Hist. Eccl. (Plummer, Oxford, 1896), iii. 2.
EDELINCK, GERARD (1649-1707), Flemish copper-plate engraver, was born at Antwerp. The rudiments of the art, which he was to carry to a higher pitch of excellence than it had previously reached, he acquired in his native town under the engraver Cornelisz Galle. But he was not long in reaching the limits of his master’s attainments; and then he went to Paris to improve himself under the teaching of De Poilly. This master likewise had soon done all he could to help him onwards, and Edelinck ultimately took the first rank among line engravers. His excellence was generally acknowledged; and having become known to Louis XIV. he was appointed, on the recommendation of Le Brun, teacher at the academy established at the Gobelins for the training of workers in tapestry. He was also entrusted with the execution of several important works. In 1677 he was admitted member of the Paris Academy of Painting and Sculpture. The work of this great engraver constitutes an epoch in the art. His prints number more than four hundred.
EDELINCK, GERARD (1649-1707), Flemish copper-plate engraver, was born in Antwerp. He learned the basics of the art in his hometown under the engraver Cornelisz Galle. However, he quickly reached the limits of his master’s skills and then went to Paris to advance his craft under De Poilly. This master also soon provided all the guidance he could, and Edelinck ultimately rose to the top tier of line engravers. His excellence was widely recognized, and after becoming known to Louis XIV, he was appointed, on Le Brun's recommendation, as a teacher at the academy established at the Gobelins for training tapestry workers. He was also tasked with executing several significant works. In 1677, he became a member of the Paris Academy of Painting and Sculpture. The works of this great engraver mark a significant era in art, with his prints numbering over four hundred.
Edelinck stands above and apart from his predecessors and contemporaries in that he excelled, not in some one respect, but in all respects,—that while one engraver attained excellence in correct form, and another in rendering light and shade, and others in giving colour to their prints and the texture of surfaces, he, as supreme master of the burin, possessed and displayed all these separate qualities, in so complete a harmony that the eye is not attracted by any one of them in particular, but rests in the satisfying whole. Edelinck was the first to break through the custom of making prints square, and to execute them in the lozenge shape. Among his most famous works are a “Holy Family,” after Raphael; a “Penitent Magdalene,” after Charles le Brun; “Alexander at the Tent of Darius,” after Le Brun; a “Combat of Four Knights,” after Leonardo da Vinci; “Christ surrounded with Angels”; “St Louis praying”; and “St Charles Borromeo before a crucifix,”—the last three after Le Brun. Edelinck was especially good as an engraver of portraits, and executed prints of many of the most eminent persons of his time. Among these are those of Le Brun, Rigaud, Philippe de Champagne (which the engraver thought his best), Santeuil, La Fontaine, Colbert, John Dryden, Descartes, &c. He died at Paris in 1707. His younger brother John, and his son Nicholas, were also engravers, but did not attain to his excellence.
Edelinck stands out from his predecessors and peers because he excelled not just in one area, but in all of them. While one engraver was great at accurate shapes, another at capturing light and shadow, and others at adding color and texture to their prints, Edelinck, the ultimate master of the burin, possessed and showcased all these qualities in such perfect harmony that the viewer is not drawn to any single aspect, but rather enjoys the entire work as a satisfying whole. He was the first to break away from the tradition of making square prints, instead creating them in a lozenge shape. Some of his most famous works include a “Holy Family” after Raphael, a “Penitent Magdalene” after Charles le Brun, “Alexander at the Tent of Darius” after Le Brun, a “Combat of Four Knights” after Leonardo da Vinci, “Christ surrounded by Angels,” “St. Louis praying,” and “St. Charles Borromeo before a crucifix,” the last three also after Le Brun. Edelinck was particularly skilled in portrait engraving and created prints of many prominent figures of his time, including Le Brun, Rigaud, Philippe de Champagne (which he considered his best), Santeuil, La Fontaine, Colbert, John Dryden, Descartes, and others. He passed away in Paris in 1707. His younger brother John and his son Nicholas were also engravers, but they did not achieve the same level of excellence.
EDELWEISS, known botanically as Leontopodium alpinum, a member of the family Compositae, a native of the Alps of Central Europe. It is a small herb reaching about 6 in. high, with narrow white woolly leaves, and terminal flower-heads enveloped in woolly bracts. The woolly covering enables the plant to thrive in the exposed situations in which it is found, by protecting it from cold and from drying up through excessive loss of moisture. It is grown in Britain as a rock-plant.
EDELWEISS, known scientifically as Leontopodium alpinum, belongs to the family Compositae and is native to the Alps of Central Europe. This small herb grows to about 6 inches tall, featuring narrow white woolly leaves and flower heads surrounded by woolly bracts. The woolly coating helps the plant survive in the harsh conditions of its environment by shielding it from the cold and preventing excessive moisture loss. It is cultivated in Britain as a rock plant.
EDEN, SIR ASHLEY (1831-1887), Anglo-Indian official and diplomatist, third son of Robert John Eden, third Lord Auckland and bishop of Bath and Wells, was born on the 13th of November 1831, and was educated at Rugby, Winchester and the East India Company’s college at Haileybury, entering the Indian civil service in 1852. In 1855 he gained distinction as assistant to the special commissioner for the suppression of the Santal rising, and in 1860 was appointed secretary to the Bengal government with an ex officio seat on the legislative council, a position he held for eleven years. In 1861 he negotiated, as political agent, a treaty with the raja of Sikkim. His success led to his being sent on a similar mission to Bhutan in 1863; but, being unaccompanied by any armed force, his demands were rejected and he was forced under circumstances of personal insult to come to an arrangement highly favourable to the Bhutias. The result was the repudiation of the treaty by the Indian government and the declaration of war against Bhutan. In 1871 Eden became the first civilian governor of British Burma, which post he held until his appointment in 1877 as lieutenant-governor of Bengal. In 1878 he was made a K.C.S.I., and in 1882 resigned the lieutenant-governorship and returned to England on his appointment to the council of the secretary of state for India, of which he remained a member till his death on the 8th of July 1887. The success of his administration of Bengal was attested by the statue erected in his honour at Calcutta after his retirement.
EDEN, SIR ASHLEY (1831-1887), Anglo-Indian official and diplomat, was the third son of Robert John Eden, the third Lord Auckland and bishop of Bath and Wells. He was born on November 13, 1831, and educated at Rugby, Winchester, and the East India Company’s college at Haileybury, joining the Indian civil service in 1852. In 1855, he distinguished himself as an assistant to the special commissioner for suppressing the Santal rising. In 1860, he was appointed secretary to the Bengal government with an ex officio seat on the legislative council, a role he held for eleven years. In 1861, he negotiated a treaty with the raja of Sikkim as a political agent. His success led to a similar mission to Bhutan in 1863; however, without any armed support, his demands were turned down, and he faced personal insults while forced to agree to terms that favored the Bhutias. Consequently, the Indian government rejected the treaty, leading to a declaration of war against Bhutan. In 1871, Eden became the first civilian governor of British Burma, a position he held until he became lieutenant-governor of Bengal in 1877. In 1878, he was appointed a K.C.S.I., and in 1882, he resigned from his role as lieutenant-governor and returned to England upon his appointment to the council of the secretary of state for India, where he remained until his death on July 8, 1887. The success of his administration in Bengal was recognized by a statue erected in his honor in Calcutta after his retirement.
EDEN, the name of the region in which, according to the Hebrew paradise-tradition in its present form, God planted a garden (or park), wherein he put the man whom he had formed (Gen. ii. 8). Research into primitive beliefs, guided by the comparative method, leads to the view that the “garden” was originally a celestial locality (see Paradise), and we cannot therefore be surprised if, now that paradise has been brought down to earth, the geographical details given in the Bible are rather difficult to work into a consistent picture. The fantastic geography of the (Indian) Vishnu Purana and the (Iranian) Bundahish will, in this case, be a striking parallel.
EDEN, the name of the area where, according to the Hebrew paradise tradition as it exists today, God created a garden (or park) and placed the man He had formed there (Gen. ii. 8). Research into early beliefs, using the comparative method, suggests that the “garden” was initially a heavenly location (see Paradise), so it's not surprising that now, as paradise has been brought down to earth, the geographical details provided in the Bible are somewhat challenging to piece together into a cohesive image. The bizarre geography found in the (Indian) Vishnu Purana and the (Iranian) Bundahish will serve as a striking parallel in this context.
Let us now take the details of Eden as they occur. In Gen. ii. 8 we read that the garden lay “in Eden eastward,” where “eastward” is generally taken to mean “in the east of the earth.” This, however, seems inconsistent with Isa. xiv. 13, where the “mountain of God,” which corresponds (see Ezek. xxviii. 13, 14 and the article Adam) to the “garden in Eden,” is said to have been “in the uttermost parts of the north” (so R.V.). The former statement (“eastward”) suits Babylonia, where Friedrich Delitzsch1 places Eden; the latter does not. We are further told (v. 10) that “a river went out from Eden to water the garden,” and that “from thence it parted itself (?), and became four heads (?),” which is commonly understood to mean that the river was so large that, soon after leaving the garden (“from thence” is all that the text says), it could still supply four considerable streams (the text says, not “streams,” but “heads,” i.e. perhaps “beginnings” or “starting-points”). In vv. 11-14 the names of four rivers are given, but in spite of the descriptive supplements attached to three of them, only that one which has no supplement can be identified with much probability. In fact, Pĕrāth may without any obvious difficulty be “Euphrates,” except in Jer. xiii., where a more southerly stream seems indicated, but to the identification of “Hiddekel” with “Tigris” (Babylonian Diglat) the presence of the initial Hi in the Hebrew is an objection. Now as to “Pishon” and “Gihon.” If a moderately early tradition may be trusted, the “Gihon” is another name for the “Shihor,” which was either in or beside “Mizraim” (= Egypt) or Mizrim (= the North Arabian Muṣri), and indeed according to most scholars means the Nile in Jer. ii. 18, where the Septuagint substitutes for it Gēōn, i.e. Gihon. For “Pishon” few plausible suggestions have been made; it is not, however, a hopeless problem from the point of view which recognizes Eden in Arabia.
Let’s go through the details of Eden as they appear. In Gen. ii. 8, we read that the garden was “in Eden eastward,” where “eastward” is generally interpreted as “in the eastern part of the earth.” However, this seems contradictory to Isa. xiv. 13, where the “mountain of God,” which corresponds (see Ezek. xxviii. 13, 14 and the article Adam) to the “garden in Eden,” is said to be “in the uttermost parts of the north” (so R.V.). The first statement (“eastward”) fits Babylonia, where Friedrich Delitzsch1 places Eden; the latter does not. We are also told (v. 10) that “a river went out from Eden to water the garden,” and that “from there it parted itself (?), and became four heads (?),” which is commonly understood to mean that the river was so large that, shortly after leaving the garden (“from there” is all the text states), it could still supply four significant streams (the text says, not “streams,” but “heads,” i.e. perhaps “beginnings” or “starting-points”). In vv. 11-14, the names of four rivers are listed, but despite the descriptive additions attached to three of them, only that one without a supplement can be fairly identified. In fact, Pĕrāth may easily be “Euphrates,” except in Jer. xiii., where a more southerly river seems to be indicated, but the association of “Hiddekel” with “Tigris” (Babylonian Diglat) raises an issue due to the initial Hi in the Hebrew. As for “Pishon” and “Gihon,” if we can trust a moderately early tradition, the “Gihon” is another name for the “Shihor,” which was either in or beside “Mizraim” (= Egypt) or Mizrim (= the North Arabian Muṣri), and indeed according to most scholars means the Nile in Jer. ii. 18, where the Septuagint replaces it with Gēōn, i.e. Gihon. As for “Pishon,” there haven't been many plausible suggestions; however, it isn't a hopeless problem from the perspective that identifies Eden in Arabia.
For details of the interesting descriptive supplements of the names Pishon, Giḥon, and Ḥiddeḳel, on which there is much difference of opinion, it must suffice to refer to the Encyclopaedia Biblica and Hasting’s Dictionary of the Bible. We must, however, mention a widely held explanation of the name Eden. Plausible as it is to interpret this name as “delight”—indeed, the Septuagint translates in Gen. iii. 23 f. ὁ παράδεισος τῆς τρυφῆς—this cannot have been the original meaning. Hence Delitzsch (Wo lag das Paradies? p. 79) suggested that “Eden” might be a Hebraized form of the Babylonian ēdinu, “field, plain, desert.” But whereas Delitzsch takes “Eden” to be the entire plain of 924 Babylonia, Hommel thinks that it is rather the plain about the sacred city of Eridu. It is the latter scholar to whom the “Arabian theory” of Paradise in its best-known form is due. The rivers (apart from Pĕrāth, “Euphrates”) he locates in northern and central Arabia, the “Cush” and “Asshur” of Genesis being, according to him, central Arabia and Edom respectively (Ancient Hebrew Traditions, pp. 314-316; Aufsätze u. Abhandlungen, iii. 281-284, 335-339). These rivers, in short, become Arabian wadis, on which see Hast. D.B. i. 132a (foot). Cheyne, on the other hand, rejects the Babylonian explanation of Eden as = “field, plain,” on the ground that “Eden” was originally regarded as a mountainous tract.
For details on the intriguing descriptive supplements of the names Pishon, Giḥon, and Ḥiddeḳel, which have different interpretations, it’s sufficient to refer to the Encyclopaedia Biblica and Hasting’s Dictionary of the Bible. We should, however, mention a popular interpretation of the name Eden. While it's reasonable to interpret this name as “delight”—in fact, the Septuagint translates it in Gen. iii. 23 f. as the paradise of pleasure—this may not have been its original meaning. Hence, Delitzsch (Wo lag das Paradies? p. 79) proposed that “Eden” might be a Hebrew version of the Babylonian ēdinu, meaning “field, plain, desert.” However, while Delitzsch views “Eden” as the entire plain of 924 Babylonia, Hommel believes it refers to the plain around the sacred city of Eridu. The latter scholar is credited with the best-known version of the “Arabian theory” of Paradise. He places the rivers (excluding Pĕrāth, “Euphrates”) in northern and central Arabia; he identifies the “Cush” and “Asshur” of Genesis as central Arabia and Edom, respectively (Ancient Hebrew Traditions, pp. 314-316; Aufsätze u. Abhandlungen, iii. 281-284, 335-339). In short, these rivers become Arabian wadis, as noted in Hast. D.B. i. 132a (foot). Cheyne, on the other hand, dismisses the Babylonian interpretation of Eden as “field, plain,” arguing that “Eden” was originally viewed as a mountainous area.
See further Driver, Book of Genesis (1904), pp. 57-60; Ency. Bib. “Paradise”; and the commentaries of Gunkel (2nd ed., 1902), and Cheyne (1907).
See further Driver, Book of Genesis (1904), pp. 57-60; Ency. Bib. “Paradise”; and the commentaries of Gunkel (2nd ed., 1902) and Cheyne (1907).
EDENBRIDGE, a market town in the south-western parliamentary division of Kent, England, 26 m. S.S.E. of London, on the South-Eastern & Chatham, and the London, Brighton & South Coast railways. Pop. (1901) 2546. It is pleasantly situated on the river Eden, an affluent of the Medway, in a valley between the Ragstone Hills and the Forest Ridges. The church of St Peter and St Paul is principally Perpendicular. The town, which has considerable agricultural trade, possesses a chalybeate spring, but this is little used. Two miles from the town is Hever Castle, a beautiful moated mansion dating from the 15th and 16th centuries, but occupying the site of an earlier structure. This was rebuilt by Sir Geoffrey Boleyn, whose grandson, Sir Thomas, was father of Anne, second wife of Henry VIII., who here spent much of her life before her marriage, and was visited several times by the king. There is a chapel of her family in the fine parish church of Hever. Not far distant is the modern Chiddingstone Castle, on an ancient site. A block of sandstone in the park is called the “chiding stone,” tradition asserting it to be a prehistoric seat of judgment.
EDENBRIDGE, is a market town in the southwestern parliamentary division of Kent, England, located 26 miles S.S.E. of London, along the South-Eastern & Chatham, and the London, Brighton & South Coast railways. Population (1901) was 2546. It's nicely located on the river Eden, a tributary of the Medway, in a valley between the Ragstone Hills and the Forest Ridges. The church of St Peter and St Paul is mainly in the Perpendicular style. The town has a significant agricultural trade and features a chalybeate spring, although it's not frequently used. Two miles from the town is Hever Castle, a lovely moated mansion from the 15th and 16th centuries, built on the site of an earlier structure. This was rebuilt by Sir Geoffrey Boleyn, whose grandson, Sir Thomas, was the father of Anne, the second wife of Henry VIII. She spent much of her life here before her marriage and was visited several times by the king. There’s a chapel of her family in the beautiful parish church of Hever. Not far away is the modern Chiddingstone Castle, built on an ancient site. A block of sandstone in the park is known as the “chiding stone,” and tradition claims it was a prehistoric seat of judgment.
EDEN HALL, LUCK OF, an old painted drinking goblet preserved at Eden Hall, Cumberland, the seat of the Musgrave family. It is of enamelled or painted glass and is believed to date from the 10th century. It is of fair size and has the letters I.H.S. on the top. Round the vase is the famous verse given below. A legend involving the fortunes of the Musgraves attaches to this cup. In the grounds of Eden Hall is a spring called St Cuthbert’s Well, and the story is that one of the earliest of the Musgraves surprised the fairies feasting and making merry round the well. He snatched at the goblet from which the Fairy King was drinking and made off with it. The fairies pursued him to his castle, but failed to catch him. The Fairy King acknowledged his defeat and gave the cup as a prize to Musgrave, but warned him that the gift carried with it a condition:—
EDEN HALL, LUCK OF, an old painted drinking goblet preserved at Eden Hall, Cumberland, the home of the Musgrave family. It's made of enamelled or painted glass and is believed to be from the 10th century. It’s a decent size and has the letters I.H.S. on the top. Around the vase is the well-known verse mentioned below. A legend connected to the Musgrave family's fortunes involves this cup. In the grounds of Eden Hall is a spring called St Cuthbert’s Well, and the story goes that one of the earliest Musgraves surprised the fairies celebrating and having fun around the well. He grabbed the goblet from which the Fairy King was drinking and ran off with it. The fairies chased him to his castle but couldn’t catch him. The Fairy King admitted defeat and awarded the cup to Musgrave, but warned him that the gift came with a condition:—
“When this cup shall break or fall. “When this cup breaks or falls. Farewell the luck of Eden Hall.” Farewell, the good fortune of Eden Hall. |
There are variants of this legend, but substantially they agree. Possessed of the lucky cup the knight of Musgrave is said to have at once prospered in a love-suit which had till then gone against him. There is a curious poem on the cup called “The Drinking Match at Eden Hall,” by Philip, duke of Wharton, a parody on the ballad of Chevy Chase. This is reprinted in full in Edward Walford’s Tales of Great Families (1877, vol. 11), under the heading, “The witty Duke of Wharton.” In Longfellow’s famous poem the goblet is represented as having been broken.
There are different versions of this legend, but they all essentially agree. With the lucky cup, the knight of Musgrave is said to have quickly succeeded in a love pursuit that had previously not gone in his favor. There’s an interesting poem about the cup called “The Drinking Match at Eden Hall,” by Philip, Duke of Wharton, which parodies the ballad of Chevy Chase. This poem is reprinted in full in Edward Walford’s Tales of Great Families (1877, vol. 11), under the title, “The witty Duke of Wharton.” In Longfellow’s famous poem, the goblet is depicted as having been broken.
EDENKOBEN, a town of Germany, in the Bavarian Palatinate, 6 m. N. from Landau, on the railway to Weissenburg. Pop. 5300. It has a Roman Catholic and a Protestant church, several high-grade schools and a sulphur-spring. Its industries comprise linen- and damask-weaving, ironworks, and the manufacture of machinery, furniture and cigars. It has also a considerable trade in wine.
EDENKOBEN, is a town in Germany, located in the Bavarian Palatinate, 6 miles north of Landau, along the railway to Weissenburg. The population is around 5,300. The town features a Roman Catholic church and a Protestant church, several high-quality schools, and a sulphur spring. Its industries include linen and damask weaving, ironworks, and the production of machinery, furniture, and cigars. Additionally, it has a significant wine trade.
EDENTATA, the name assigned by Cuvier to an order of placental mammals apparently typified by the South American anteater, but likewise including the sloths and armadillos of the same country, and the Old World aard-varks and pangolins. Only the anteaters and pangolins are absolutely without teeth (Lat. e, out, dens, tooth), and the name is strictly applicable only to those two groups; but in all the existing representatives of the order teeth are absent from the front of the jaws, while the cheek-teeth are devoid of roots and of enamel, and only very exceptionally have deciduous predecessors. Practically this is all the definition that can be given to the assemblage, which is possibly an artificial one. It may be mentioned, however, that there is not unfrequently a separate coracoid bone.
EDENTATA, is the term Cuvier used for a group of placental mammals that are mainly represented by the South American anteater. This group also includes the sloths and armadillos from the same region, as well as the aardvarks and pangolins from the Old World. Only anteaters and pangolins completely lack teeth (from Latin e, meaning out, and dens, meaning tooth), so the name really only fits those two categories. However, in all the current members of this group, there are no teeth at the front of the jaws, while the cheek teeth lack roots and enamel, and only very rarely have temporary predecessors. Essentially, this is about all the definition that can be provided for the group, which might be somewhat artificial. It's worth noting that there is often a separate coracoid bone present.
Edentates may be divided into three distinct sections or suborders, firstly the Xenarthra, or Edentata Vera, of America, secondly the Tubulidenta, represented by the African aard-varks, and thirdly the Pholidota, which includes only the pangolins common to Africa and Asia. The Xenarthra are essentially a South and Central American group, some of the members of which have effected an entrance into North America. The three families by which they are now represented are widely sundered, both as regards habits and structure; but two of them—the sloths and the anteaters—are intimately connected by means of the extinct ground-sloths. As regards the presumed relationship of the Old World to the New World types, it is noteworthy that in the early Tertiary deposits of France and Germany are found certain fossil remains apparently referable to armadillos, aard-varks and pangolins, some of the armadillos coming very close to South American forms. This assemblage of three groups of edentates in the countries fringing northern Africa is suggestive that the latter continent may have been the original home of the group, which reached South America by means of a direct land connexion.
Edentates can be divided into three main categories or suborders: first, the Xenarthra, or Edentata Vera, from America; second, the Tubulidenta, represented by the African aardvarks; and third, the Pholidota, which includes the pangolins found in Africa and Asia. The Xenarthra primarily consists of a group from South and Central America, with some members having made their way into North America. The three families currently represented show significant differences in habits and structure, but two of them—the sloths and the anteaters—are closely related through the extinct ground sloths. When considering the possible connection between the Old World and the New World types, it's interesting to note that early Tertiary deposits in France and Germany contain fossil remains that seem to be related to armadillos, aardvarks, and pangolins, with some armadillos being quite similar to those in South America. This collection of three groups of edentates in regions bordering northern Africa suggests that the continent may have been the original home of the group, which later reached South America via a land link.
Xenarthra.—The typical American edentates, or Xenarthra, are characterized by the circumstance that the last dorsal and all the lumbar vertebrae carry additional articular facets, or abnormal articulations (xenarthral). Teeth may be absent or present, and when developed either all similar (homaeodont) or to some extent differentiated. The bodily covering may take the form either of coarse hairs, or of bony plates, with a larger or smaller intermixture of hairs.
Xenarthra.—The typical American edentates, or Xenarthra, are defined by the fact that the last dorsal and all the lumbar vertebrae have extra joint surfaces or unusual connections (xenarthral). Teeth can be missing or present, and when they do exist, they are either all similar (homaeodont) or somewhat differentiated. The body covering can consist of either coarse hairs or bony plates, with a varying mix of hairs.
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Fig. 1.—Skull of Unau or Two-toed Sloth (Choloepus didactylus). |
Of the three existing families of this group, the first is that of the Bradypodidae, or sloths, characterized by the presence of five pairs of upper and four of lower teeth, the normally-formed tongue and the rudimentary tail. The species are arboreal and feed on leaves; all being confined to the forests of tropical America. Externally sloths are clothed with long coarse, crisp hair; the head is short and rounded, and the external ears inconspicuous. The teeth are subcylindrical, of persistent growth, consisting of a central axis of vasodentine, with a thin investment of hard dentine, and a thick outer coating of cement; without any succession. Fore-limbs greatly longer than the hind-limbs; the extremities terminating in narrow, curved feet; with the digits never exceeding three in number, and encased for nearly their whole length in a common integument, and armed with long, strong claws. Stomach complex. No caecum. Placenta deciduate and dome-like, composed of an aggregation of numerous discoidal lobes.
Of the three existing families in this group, the first is the Bradypodidae, or sloths. They are characterized by having five pairs of upper teeth and four lower teeth, a normally-shaped tongue, and a rudimentary tail. These species live in trees and eat leaves, all found exclusively in the tropical forests of America. Sloths have long, coarse, and crisp hair; their heads are short and rounded, with inconspicuous external ears. Their teeth are cylindrical, continually growing, featuring a central core of vasodentine surrounded by a thin layer of hard dentine and a thick outer coating of cement; they do not have a succession of teeth. The forelimbs are much longer than the hind limbs, ending in narrow, curved feet, with no more than three digits, covered almost entirely in skin, and equipped with long, strong claws. They have a complex stomach and no caecum. Their placenta is deciduate and dome-shaped, made up of many disc-like lobes.
A remarkable feature connected with sloths is the development of a green colour in their hair, due to the growth of an alga. 925 According to Dr W.G. Ridewood, in the three-toed sloth the hair is invested with a thick extra-cortical layer. “The hair has a tendency to crack in a transverse direction, and in the cracks there come to lodge unicellular algae, to which Kühn has given the name Pleurococcus bradypi. The moisture of the climate in which Bradypus lives enables the alga to live and propagate in this curious position, and the sloth acquires a general green tint which must render it very difficult to distinguish as it hangs among the green foliage.” In the two-toed sloth, on the other hand, the bulk of the hair is composed of an outer coat, or cortex, which is longitudinally fluted or grooved, the grooves being filled with strands of extra-cortex in which flourishes an alga (Pleurococcus choloepi) distinct from the one infesting the hairs of the three-toed species. Of quite a different type are the hairs of the extinct ground-sloths (see Mylodon), which are smooth and solid, Dr Ridewood rejecting the idea that they were originally coated with a cortex that has disappeared.
A notable characteristic of sloths is the green tint in their fur, which comes from algae growing on it. 925 According to Dr. W.G. Ridewood, in the three-toed sloth, the hair has a thick outer layer. "The hair tends to crack across, and in these cracks, unicellular algae settle, which Kühn named Pleurococcus bradypi. The moisture of the climate where Bradypus lives allows the algae to thrive and reproduce in this unique environment, giving the sloth a greenish hue that makes it hard to spot among the green leaves." In contrast, the two-toed sloth has hair primarily made up of an outer coat or cortex that is vertically ridged, with grooves filled with strands of extra-cortex where a different algae species (Pleurococcus choloepi) grows, distinct from the one found on the three-toed sloth. The hairs of the extinct ground sloths, however, are completely different; they are smooth and solid, and Dr. Ridewood dismisses the idea that they originally had a cortex that disappeared.
The typical genus Bradypus is represented by the various species of ai, or three-toed sloth, in which none of the teeth project greatly beyond the others; the first in the upper jaw is much smaller than any of the others, while the first in the lower jaw is broad and compressed, and the grinding surfaces of all are much cupped. Vertebrae: C 9, D and L 20 (of which 15 to 17 bear ribs), S 6, Ca 11. All the species present the peculiarity of possessing nine cervical vertebrae; but the ninth, and sometimes the eighth, bears a pair of short movable ribs. The fore-limbs are considerably longer than the hind-legs, and the bones of the fore-arm are complete, free and capable of pronation and supination. The fore-feet are long, very narrow, habitually curved and terminate in three pointed curved claws, in close apposition to each other; they are, in fact, incapable of being divaricated, so that the foot is reduced to the condition of a triple hook, fit only for the function of suspension from the boughs of trees. The hind-foot closely resembles the fore-foot in general structure and mode of use, and has the sole habitually turned inwards so that it cannot be applied to the ground in walking. The tongue is short and soft, and the stomach large and complex, bearing some resemblance to that of ruminants. The windpipe or trachea has the remarkable peculiarity—not unfrequent among birds and reptiles—of being folded on itself before it reaches the lungs. The two teats are pectoral in position. The premaxilla is rudimentary and loosely attached to the maxilla. Except in B. torquatus, there is no perforation in the lower end of the humerus. Some of the species are covered uniformly with a grey or greyish-brown coat; others have a dark collar of elongated hairs around the shoulders (B. torquatus); some have the hair of the face shorter than that of the rest of the head and neck; and others have a remarkable-looking patch of soft, short hair on the back between the shoulders, consisting, when best marked, of a median stripe of glossy black, bordered on each side by bright orange, yellow or white. There are also structural differences in the skulls, as in the amount of inflation of the pterygoid bones. The habits of all are apparently alike. They are natives of Guiana, Brazil and Peru, and two species (B. infuscatus and B. castaneiceps) extend north of the Isthmus of Panama as far as Nicaragua. Of the former of these a specimen in captivity uttered a shrill sound like a monkey when forcibly pulled away from the tree to which it was holding.
The typical genus Bradypus includes the different species of ai, or three-toed sloths, where none of the teeth stick out much more than the others; the first tooth in the upper jaw is much smaller than the others, while the first tooth in the lower jaw is broad and flat, and all the grinding surfaces are quite cupped. Vertebrae: C 9, D and L 20 (of which 15 to 17 have ribs), S 6, Ca 11. All species have the unique characteristic of having nine cervical vertebrae; however, the ninth, and sometimes the eighth, has a pair of short movable ribs. The front limbs are significantly longer than the hind legs, with the forearm bones being complete, free, and capable of rotation. The front feet are long, very narrow, habitually curved, and end in three pointed curved claws that are closely aligned; essentially, they cannot be spread apart, making the foot function like a triple hook, ideal for hanging from tree branches. The hind foot is similar in structure and function to the front foot, and its sole is usually turned inward, preventing it from touching the ground when walking. The tongue is short and soft, while the stomach is large and complex, somewhat resembling that of ruminants. The windpipe, or trachea, has the notable feature—common among birds and reptiles—of folding in on itself before reaching the lungs. The two teats are located on the chest. The premaxilla is underdeveloped and loosely attached to the maxilla. Except for B. torquatus, there is no hole at the lower end of the humerus. Some species have a uniform grey or greyish-brown coat; others have a dark collar of long hair around their shoulders (B. torquatus); some have shorter hair on the face compared to the rest of the head and neck; and others have a distinctive patch of soft, short hair on their back between the shoulders, which, when most pronounced, features a median stripe of shiny black bordered on each side by bright orange, yellow, or white. There are also structural differences in the skulls, especially in the level of inflation of the pterygoid bones. The behavior of all seems to be similar. They are native to Guiana, Brazil, and Peru, while two species (B. infuscatus and B. castaneiceps) range north of the Isthmus of Panama as far as Nicaragua. A specimen of the former, when kept in captivity, emitted a shrill sound similar to a monkey when forcibly pulled from the tree it was clinging to.
In the species of unau, or two-toed sloths, Choloepus, the front tooth in both jaws is separated by an interval from the others, and is large and caniniform, wearing to a sharp bevelled edge against the opposing tooth, the upper shutting in front of the lower when the mouth is closed, unlike true canines. Vertebrae: C 6 or 7, D 23-24, L 3, S 7-8, Ca 4-6. One species (C. didactylus) has the ordinary number of vertebrae in the neck; but an otherwise closely allied form (C. hoffmanni) has but six. The tail is very rudimentary. The fore-feet generally resemble those of Bradypus, but there are only two functional digits, with claws; these answering to the second and third of the typical five-toed limb. The structure of the hind-limb generally resembles that of Bradypus, the appellation “two-toed” referring only to the anterior limb, for in the foot the three middle toes are functionally developed and of nearly equal size. The premaxilla is well developed, and firmly attached to the maxilla; and there is always a perforation, or foramen, on the inner side of the lower end of the humerus. C. didactylus, which has been longest known, and is commonly called by the native name of unau, inhabits the forests of Brazil. C. hoffmanni has a more northern geographical range, extending from Ecuador through Panama to Costa Rica. Its voice, which is seldom heard, is like the bleat of a sheep, and if the animal is seized it snorts violently. Both species are very variable in external coloration (see Sloth).
In the two-toed sloth species, Choloepus, the front tooth in both jaws is spaced apart from the others and is large and shaped like a canine, wearing down to a sharp edge against the opposing tooth, with the upper tooth closing in front of the lower when the mouth is shut, unlike true canine teeth. Vertebrae: C 6 or 7, D 23-24, L 3, S 7-8, Ca 4-6. One species, C. didactylus, has the usual number of neck vertebrae, while a closely related species, C. hoffmanni, has only six. The tail is very reduced. The forelimbs generally resemble those of Bradypus, but there are just two functional digits with claws, corresponding to the second and third of a typical five-toed limb. The structure of the hindlimb generally resembles that of Bradypus, with the term “two-toed” referring only to the front limbs, as the three middle toes on the foot are functionally developed and nearly the same size. The premaxilla is well developed and firmly attached to the maxilla, and there is always a hole, or foramen, on the inner side of the lower end of the humerus. C. didactylus, the most well-known species, is commonly called unau and lives in the forests of Brazil. C. hoffmanni has a more northern range, extending from Ecuador through Panama to Costa Rica. Its voice, which is rarely heard, sounds like a sheep’s bleat, and if grabbed, it snorts loudly. Both species have a lot of variability in their external coloration (see Sloth).
The second family is that of the anteaters, Myrmecophagidae, distinguished from the last by the absence of teeth, the elongated tongue and the long tail. The long and slender head has a tubular mouth, with a small terminal aperture through which the worm-like tongue, covered with the sticky secretion of the enormous submaxillary salivary glands, is rapidly protruded in feeding, and withdrawn again with the adhering particles of food which are then sucked into the gullet. In the foot the third toe is greatly developed, and has a long sickle-like claw; the others are reduced or suppressed. The hind-foot has four or five subequal digits with claws. The long tail is sometimes prehensile. Placenta dome-like or discoidal. Externally the body is covered with hair. Anteaters feed exclusively on animal substances, mostly insects. One species is terrestrial, the others arboreal; none burrow in the ground. They are all inhabitants of tropical America. In the typical genus Myrmecophaga the skull is remarkably elongated and narrow, with its upper surface smooth and cylindriform. Anteriorly the face is produced into a long tubular rostrum, rounded above and flattened below, with terminal nostrils, and composed of the mesethmoid (ossified for more than half its length), the vomer, the maxillae, and the long and narrow nasal bones, the premaxillae being extremely short and confined to the margin of the nostrils. The zygomatic arch is incomplete, the rod-like jugal only articulating with the maxilla in front, and not reaching the short zygomatic process of the squamosal. The lachrymal foramen is in front of the margin of the orbit. There are no post-orbital processes to the frontals or any other demarcation between the orbits and the temporal fossae. Palate extremely elongated, and produced backwards as far as the level of the external auditory meatus by the meeting in the middle line of the largely developed pterygoids. The glenoid fossa for the lower jaw, a shallow oval facet, with its long diameter from before backwards. Lower jaw long and slender, with an exceedingly short symphysis, no distinct coronoid process, and a slightly elevated, elongated, flattened, condylar articular surface. Vertebrae: C 7, D 15-16, L 3-2, S 6, Ca 31. Clavicles rudimentary. In the fore-foot the first digit is very slender, the second also slender, with compressed phalanges of nearly equal length, but the third is immensely developed, though its first phalanx is extremely short, while the terminal one is so long that the entire length of the digit exceeds that of the second. The fourth has a long and rather slender metacarpal, and three phalanges diminishing in size, the terminal phalange being very small. The fifth has the metacarpal nearly as long, but not so stout as the fourth, and followed by two small phalanges, the last rudimentary and conical. Claws are developed upon all but the fifth. In walking the toes are kept bent, with their points turned upwards and inwards, the weight being supported on a pad over the end of the fifth digit, and the upper surfaces of the third and fourth digits. The hind feet are short and rather broad, with five subequal claws, the fourth rather longest, the first shortest; the whole sole is placed on the ground in walking. Body rather compressed, clothed with long, coarse hair. Tail about as long as the body, and covered with very long hair; not prehensile. Ears small, oval, erect. Eyes very small. Stomach consisting of a sub-globular, thin-walled, cardiac portion, and a muscular pyloric gizzard with dense epithelial lining. No ileocolic valve; but a short, wide, ill-defined caecum. The two teats are pectoral.
The second family is that of the anteaters, Myrmecophagidae, which are different from the previous family because they lack teeth, have a long tongue, and a long tail. Their heads are long and slender with a tubular mouth that has a small opening at the end, through which the worm-like tongue, covered in a sticky secretion from their large submaxillary salivary glands, quickly extends while feeding and pulls back with food particles to be sucked into the throat. In their feet, the third toe is very developed and has a long sickle-shaped claw, while the other toes are reduced or absent. The hind foot has four or five similar digits with claws. Their long tail is sometimes prehensile. The placenta is dome-like or discoidal. Their bodies are hairy on the outside. Anteaters exclusively eat animal substances, mostly insects. One species lives on the ground, while the others are arboreal; none burrow into the ground. They all reside in tropical America. In the typical genus Myrmecophaga, the skull is notably long and narrow, with a smooth and cylindrical upper surface. The face extends into a long tubular snout, rounded on top and flattened on the bottom, with nostrils at the end. This is made up of the mesethmoid (ossified for more than half its length), the vomer, the maxillae, and the long, narrow nasal bones, with the premaxillae being very short and only on the edge of the nostrils. The zygomatic arch is incomplete; the rod-like jugal connects only with the maxilla at the front and doesn't reach the short zygomatic projection of the squamosal. The lachrymal foramen is in front of the edge of the eye socket. There are no post-orbital processes on the frontals or any other separation between the eye sockets and the temporal depressions. The palate is extremely elongated, extending backward to the level of the external ear opening due to the meeting of the enlarged pterygoids in the center. The glenoid fossa for the lower jaw is a shallow oval area that is longer in the front-back direction. The lower jaw is long and slender with a very short symphysis, no distinct coronoid process, and a slightly raised, elongated, flattened surface for articulation. Vertebrae: C 7, D 15-16, L 3-2, S 6, Ca 31. The clavicles are rudimentary. In the fore-foot, the first digit is very slender, the second is also slender with compressed phalanges of nearly equal length, but the third is significantly developed, although its first phalanx is extremely short, while the final one is so long that the entire digit exceeds the length of the second. The fourth has a long and rather slender metacarpal, with three decreasingly sized phalanges, the last being very small. The fifth digit has a metacarpal nearly as long but not as thick as the fourth, followed by two small phalanges, the last one is rudimentary and conical. Claws are present on all except the fifth digit. When walking, their toes are bent with their tips pointing up and inwards, supporting their weight on a pad at the end of the fifth digit and the upper surfaces of the third and fourth digits. The hind feet are short and relatively broad, with five similar claws; the fourth is the longest and the first is the shortest; the entire sole touches the ground while walking. Their bodies are somewhat compressed and covered with long, coarse hair. The tail is about the same length as the body and has very long hair; it is not prehensile. The ears are small, oval, and upright. The eyes are very small. The stomach has a round, thin-walled, cardiac section, along with a muscular pyloric gizzard that has a dense epithelial lining. There is no ileocolic valve, but there is a short, wide, poorly defined cecum. The two nipples are located on the chest.
The tamandua anteaters (Tamandua, or Uroleptes), of which several species (or races) are now recognized, are smaller animals than the last, in which the head is much less elongated, the fur 926 short and bristly, and the tail, tapering, prehensile, with the under side throughout, and the whole of the terminal portion naked and scaly. The stomach is similar to that of Myrmecophaga, but with the muscular pyloric gizzard less strongly developed. There is a distinct ileocolic valve and short globular caecum. The fore-foot has a very large claw on the third toe, moderate-sized claws on the second and fourth, a minute one on the first, and none on the fifth, which is entirely concealed within the skin. The hind-foot has five subequal claws. Vertebrae: C 7, D 17, L 2, S 5, Ca 37. There are very rudimentary clavicles.
The tamandua anteaters (Tamandua, or Uroleptes), of which several species are now recognized, are smaller animals than the last, with a much less elongated head, short and bristly fur, and a tapering, prehensile tail that is naked and scaly on the under side and completely bare at the tip. Their stomach is similar to that of Myrmecophaga, but the muscular pyloric gizzard is not as well developed. They have a distinct ileocolic valve and a short, round caecum. The front foot has a very large claw on the third toe, medium-sized claws on the second and fourth toes, a tiny claw on the first toe, and none on the fifth toe, which is completely hidden under the skin. The back foot has five roughly equal claws. Vertebrae: C 7, D 17, L 2, S 5, Ca 37. They have very rudimentary clavicles.
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Fig. 2.—Tamandua Anteater (Tamandua tetradactyla). |
The last representative of the family is the tiny golden-haired pigmy or two-toed anteater, Cyclopes (or Cycloturus) didactylus, in which the skull is much shorter even than in the preceding genus, and arched considerably in the longitudinal direction. It differs from that of the other members of the family mainly in the long canal for the posterior nostrils not being closed by bone below, as the greater part of the palatines and the pterygoids do not meet in the middle line. The lower jaw has a prominent, narrow, recurved coronoid, and a well-developed angular process, and is strongly decurved in front. Vertebrae: C 7, D 16, L 2, S 4, Ca 40. Ribs remarkably broad and flat. Clavicles well developed. Fore-foot remarkably modified, having the third digit greatly developed at the expense of all the others; it has a short stout metacarpal and but two phalanges, of which the terminal one is large, compressed, pointed and much curved, with a strong hook-like claw. The second digit has the same number of phalanges, and bears a claw, but is much more slender than the third. The fourth is represented only by the metacarpal, and one nailless phalange, the first and fifth only by rudimentary metacarpals. The hind-foot is also modified into a climbing organ, the first toe being rudimentary and consisting of a metatarsal and one phalange concealed beneath the skin, but the other four toes subequal and much curved, with long, pointed, compressed claws. The tuberosity of the heel-bone or calcaneum is directed towards the sole, and parallel with it and extending to about double its length is a greatly elongated sesamoid ossicle. These together support a prominent cushion to which the nails are opposed in climbing. Stomach pyriform, with muscular walls, but no distinct gizzard-like portion. The commencement of the colon provided with two small caeca, narrow at the base, but rather dilated at their terminal blind ends, and communicating with the general cavity by very minute apertures. Tail longer than the body, tapering, bare on the under surface and prehensile. Fur soft and silky.
The last member of the family is the small golden-haired pygmy or two-toed anteater, Cyclopes (or Cycloturus) didactylus. Its skull is even shorter than in the previous genus and has a significant arch along the length. It is mainly different from other family members because the long canal for the back nostrils isn't closed off by bone below, since most of the palatines and pterygoids don't meet in the center. The lower jaw features a prominent, narrow, backward-curving coronoid and a well-developed angular process, and it curves down sharply at the front. Vertebrae: C 7, D 16, L 2, S 4, Ca 40. The ribs are notably broad and flat. The clavicles are well developed. The forefoot is highly specialized, with the third digit being much larger than the others; it has a short, sturdy metacarpal and only two phalanges, with the terminal one being large, flattened, pointed, and quite curved, sporting a strong hooked claw. The second digit also has the same number of phalanges and a claw, but is much slimmer than the third. The fourth is represented only by a metacarpal and a single nail-less phalanx, while the first and fifth are represented by rudimentary metacarpals. The hindfoot is also adapted for climbing, with the first toe being rudimentary, consisting of a metatarsal and one phalanx hidden under the skin, while the other four toes are similar in size, curved, and have long, pointed, flattened claws. The tuberosity of the heel bone (calcaneum) faces the sole and is parallel to it, extending to about double its length with an elongated sesamoid bone. Together, these features support a prominent cushion that helps in climbing. The stomach is pear-shaped with muscular walls but lacks a distinct gizzard-like area. The beginning of the colon has two small caeca, narrow at the base but somewhat dilated at their blind ends, connecting to the main cavity through tiny openings. The tail is longer than the body, tapering, bare underneath, and prehensile. The fur is soft and silky.
The third and last existing family of the Xenarthra is that of the armadillos, or Dasypodidae, in which there are at least seven pairs of teeth in each jaw, while the tongue is normal, the tail generally long, and the body covered with an armour of bony plates overlain by horny scales. All the species are terrestrial, and insectivorous or more or less omnivorous.
The third and final existing family of the Xenarthra is the armadillos, or Dasypodidae, which have at least seven pairs of teeth in each jaw. Their tongue is typical, the tail is usually long, and their body is covered with an armor of bony plates topped with hard scales. All species are terrestrial and either insect-eaters or somewhat omnivorous.
The union of the numerous polygonal bony shields on the back and sides forms a hard shield, usually consisting of an anterior (scapular) and posterior (pelvic) solid portion (which overhang on each side the parts of the body they respectively cover, forming chambers into which the limbs are withdrawn), and a variable number of rings between, connected by soft flexible skin so as to allow of curvature of the body. The top of the head has also a similar shield, and the tail is usually encased in bony rings or plates. The outer or exposed surfaces of the limbs are protected by irregular bony plates, not united at their margins; but the skin of the inner surface of the limbs and under side of the body is soft and more or less clothed with hair. Hairs also in many species project through apertures between the bony plates of the back. The bony plates are covered by a layer of horny epidermis. Teeth numerous, simple, of persistent growth and usually without milk predecessors. Zygomatic arch of skull complete. Cervical vertebrae with extremely short, broad and depressed bodies; the first free, but the second and third, and often several of the others united together both by their bodies and arches. Clavicles well developed. A third trochanter on the femur. Tibia and fibula united at their lower extremities. Fore-feet with strongly developed, curved claws, adapted for digging and scratching, three, four or five in number. Hind-feet plantigrade, with five toes, all provided with nails. Tongue long, pointed and extensile, though to a less degree than in the anteaters. Submaxillary glands largely developed. Stomach simple. Placenta discoidal and deciduate.
The combination of the many polygonal bony shields on the back and sides creates a hard armor, typically made up of a front (scapular) and back (pelvic) solid section (which extend over the parts of the body they cover, forming spaces for the limbs to retract into) and a varying number of rings in between, connected by soft, flexible skin to allow for body movement. The top of the head has a similar shield, and the tail is usually covered in bony rings or plates. The outer or exposed surfaces of the limbs are protected by irregular bony plates that aren't joined at their edges; however, the skin on the inside of the limbs and the underside of the body is soft and somewhat covered with hair. In many species, hair also protrudes through openings between the bony plates on the back. The bony plates are covered by a layer of tough outer skin. The teeth are numerous, simple, continuously growing, and typically lack milk teeth. The zygomatic arch of the skull is complete. The cervical vertebrae have very short, broad, and flattened bodies; the first one is free, but the second and third, as well as several others, are often fused at both their bodies and arches. The collarbones are well developed. There is a third trochanter on the femur. The tibia and fibula are fused at their lower ends. The fore-feet have strong, curved claws, suited for digging and scratching, numbering three, four, or five. The hind-feet are plantigrade with five toes, each having nails. The tongue is long, pointed, and extensible, though less so than in anteaters. The submaxillary glands are significantly developed. The stomach is simple. The placenta is discoidal and deciduate.
The typical genus Dasypus, with several others, represents the subfamily Dasypodinae, which usually have all five toes developed and with nails, though the first and fifth may be suppressed. The first and second are long and slender, with the normal number and relative length of phalanges, the others stout, with short broad metacarpals, and the phalanges reduced in length and generally in number by coalescence; the terminal phalange of the third being large, that of the others gradually diminishing to the fifth. Dasypus has the most normal form of fore-foot, but the modifications developed in all the others (culminating in Tolypeutes) are foreshadowed. Ears wide apart. Teats, one pair, pectoral. In Dasypus the teeth are 9⁄10 or 8⁄9, of which the first in the upper jaw is usually implanted in the premaxillary bone. The series extends posteriorly some distance behind the anterior root of the zygoma, almost level with the hind edge of the palate. The teeth are large, subcylindrical, slightly compressed, diminishing in size towards each end of the series; the anterior two in the lower jaw smaller and more compressed than the others. Cranial portion of the skull broad and depressed, facial portion triangular, broad in front and depressed. Auditory bulla completely ossified, perforated on the inner side by the carotid canal, and continued externally into an elongated bony meatus auditorius, with its aperture directed upwards and backwards. (In all the other genera of Dasypodinae the tympanic bone is a mere half-ring, loosely attached to the cranium.) Lower jaw with a high ascending branch, broad transversely placed condyle, and high slender coronoid process. Vertebrae: C 7, D 11-12, L 3, S 8, Ca 17-18. Head broad and flat above, with the muzzle obtusely pointed. Ears of moderate size or rather small, placed laterally far apart. Body broad and depressed. Armour with six or seven movable bands between the scapular and pelvic shields. Tail shorter than the body, tapering, covered with plates forming distinct rings near the base. Fore-feet with five toes; the first much more slender than the others, and with a smaller ungual phalange and nail; the second, though the longest, also slender. The third, fourth and fifth gradually diminishing in length, all armed with strong, slightly curved compressed claws, sloping from an elevated, rounded inner border to a sharp, outer and inferior edge. The hind-foot is rather short, and has all five toes armed with stout, compressed, slightly curved, obtusely pointed claws—the third the longest, the second nearly equal to it, the fourth the next, the first and fifth shorter and nearly equal.
The typical genus Dasypus, along with several others, makes up the subfamily Dasypodinae. Members of this group usually have all five toes developed with nails, although the first and fifth may be smaller. The first and second toes are long and slender, with the normal number and relative length of phalanges, while the other toes are thicker, with short, broad metacarpals, and their phalanges reduced in length and generally in number due to fusion. The terminal phalanx of the third toe is large, while those of the others decrease in size towards the fifth. Dasypus has the most typical forefoot structure, but the adaptations seen in all the other genera (culminating in Tolypeutes) are hinted at. The ears are spaced widely apart. There is one pair of pectoral teats. In Dasypus, the teeth are 9⁄10 or 8⁄9, with the first tooth in the upper jaw usually located in the premaxillary bone. The tooth row extends back some distance behind the front root of the zygomatic arch, almost level with the back edge of the palate. The teeth are large, cylindrical, slightly compressed, and decrease in size toward each end of the row; the first two in the lower jaw are smaller and more compressed than the others. The cranial portion of the skull is broad and flattened, while the facial portion is triangular, wide at the front, and depressed. The auditory bulla is completely ossified, with a perforation on the inner side from the carotid canal, and extends externally into an elongated bony auditory canal with its opening directed upwards and backwards. (In all the other genera of Dasypodinae, the tympanic bone is just a half-ring, loosely attached to the skull.) The lower jaw features a high ascending branch, a broad condyle placed transversely, and a tall, slender coronoid process. Vertebrae count: C 7, D 11-12, L 3, S 8, Ca 17-18. The head is broad and flat on top, with a bluntly pointed muzzle. The ears are of moderate size or somewhat small, positioned laterally and far apart. The body is broad and flattened. The armor consists of six or seven movable bands between the shoulder and pelvic shields. The tail is shorter than the body, tapering, and covered with plates that form distinct rings near the base. The forefeet have five toes; the first toe is much slimmer than the others and has a smaller nail and ungual phalanx; the second, although the longest, is also slender. The third, fourth, and fifth toes gradually decrease in length, all equipped with strong, slightly curved, compressed claws, sloping from an elevated, rounded inner edge to a sharp outer and lower edge. The hind foot is relatively short, and all five toes have strong, compressed, slightly curved, and bluntly pointed claws—the third being the longest, the second nearly equal to it, the fourth next longest, and the first and fifth shorter and roughly equal.
To this genus belongs one of the best-known species of the group, the six-banded armadillo or encoubert (D. sexcinctus) of Brazil and Paraguay; a very similar species, D. villosus, the hairy armadillo, replacing it south of the Rio Plata. There are also two small species, D. vellerosus and D. minutus, from the Argentine Republic and North Patagonia; the latter, which differs from the other three in having no tooth implanted in the 927 premaxillary bone and is often referred to a genus apart, as Zäedius.
To this genus belongs one of the most well-known species of the group, the six-banded armadillo or encoubert (D. sexcinctus) from Brazil and Paraguay; a very similar species, D. villosus, the hairy armadillo, takes its place south of the Rio Plata. There are also two smaller species, D. vellerosus and D. minutus, from Argentina and North Patagonia; the latter, which is different from the other three because it has no tooth in the 927 premaxillary bone, is often classified in a separate genus called Zäedius.
In Tatoua (Cabassous or Lysiurus) the teeth are 9⁄9 or 8⁄8, of moderate size and subcylindrical: the most posterior placed a little way behind the anterior root of the zygoma, but far from the hinder margin of the palate. Skull somewhat elongated, much constricted behind the orbits, and immediately in front of the constriction considerably dilated. Lower jaw slender, with the coronoid process small and sharp pointed, sometimes obsolete. Vertebrae: C 7, D 12-13, L 5, S 10, Ca 18. Head broad behind. Ears rather large and rounded, wide apart. Movable bands of armour 12-13. Tail considerably shorter than the body, and slender, covered with nearly naked skin, with a few small, scattered, bony plates, chiefly on the under surface and near the apex. On the fore-feet the first and second toes are long and slender, with small claws and the normal number of phalanges. The other toes have but two phalanges; the third has an immense sickle-like claw; the fourth and fifth similar but smaller claws. The hind-feet are comparatively small, with five toes, and small, triangular, blunt nails; the third longest, the first shortest. The best-known species of this genus, the tatouay or cabassou, T. unicinctus, is, after Priodon gigas, the largest of the group. It is found, though not abundantly, in Surinam, Brazil and Paraguay. Others, such as T. hispidus and T. lugubris, have been described.
In Tatoua (Cabassous or Lysiurus), the teeth count is 9⁄9 or 8⁄8, medium-sized and cylindrical in shape. The back teeth are positioned slightly behind the front root of the cheekbone, but are far from the back edge of the palate. The skull is somewhat elongated, significantly narrowed behind the eye sockets, and expands in front of this constriction. The lower jaw is slim, with a small, sharp coronoid process that can sometimes be absent. Vertebrae count: C 7, D 12-13, L 5, S 10, Ca 18. The head is broad at the back. The ears are relatively large and rounded, placed widely apart. There are 12-13 movable bands of armor. The tail is much shorter than the body and slender, covered with almost bare skin, featuring a few scattered bony plates mostly on the underside and near the tip. On the front feet, the first and second toes are long and slender, with small claws and the usual number of phalanges. The other toes have only two phalanges; the third toe has a large, sickle-shaped claw; the fourth and fifth toes have similar but smaller claws. The hind feet are relatively small, with five toes and small, triangular, blunt nails; the third toe is the longest, while the first is the shortest. The best-known species of this genus, the tatouay or cabassou, T. unicinctus, is the largest in the group after Priodon gigas. It can be found, though not in large numbers, in Surinam, Brazil, and Paraguay. Other species, like T. hispidus and T. lugubris, have also been described.
In the giant armadillo (Priodon gigas) the teeth are variable in number, and generally differ on the two sides of each jaw, being usually from 20 to 25 on each side above and below, so that as many as a hundred may be present altogether; but as life advances the anterior teeth fall out, and all traces of their sockets disappear. The series extends as far back as the hinder edge of the anterior root of the zygoma. They are all very small, in the anterior half of each series strongly compressed, with flat sides and a straight free edge, but posteriorly more cylindrical, with flat, truncated, free surfaces. Vertebrae: C 7, D 12, L 3, S 10, Ca 23. Head small, elongated, conical. Ears moderate, ovate. Armour with 12-13 movable bands. Tail nearly equal to the body in length, gradually tapering, closely covered with quadrangular scales, arranged in a quincunx pattern. Fore-feet with five toes, formed on the same plan as those of Tatoua, but with the claw of the third of still greater size, and that of the others, especially the fifth, proportionally reduced. Hind-foot short and rounded, with five very short toes, and short, broad, flat obtuse nails. The giant armadillo is by far the largest existing member of the family, measuring rather more than 3 ft. from the tip of the nose to the root of the tail, the tail being about 20 in. long. It inhabits the forest of Surinam and Brazil. The powerful claws of its fore-feet enable it to dig with great facility; and its food consists chiefly of termites and other insects, although it is said to attack and uproot newly-made graves for the purpose of devouring the flesh of the bodies contained in them.
In the giant armadillo (Priodon gigas), the number of teeth varies, typically differing between the two sides of each jaw, usually having between 20 to 25 teeth on each side, above and below, which means there can be as many as a hundred teeth in total. However, as it ages, the front teeth fall out, and the sockets become indistinguishable. The teeth stretch back to the rear edge of the front root of the zygoma. They are all quite small; the teeth in the front half of each series are strongly compressed, with flat sides and a straight edge, while those in the back are more cylindrical, with flat, blunt surfaces. Vertebrae: C 7, D 12, L 3, S 10, Ca 23. The head is small, elongated, and conical. The ears are moderately sized and ovate. The armor features 12-13 movable bands. The tail is nearly as long as the body, tapering gradually, and is covered in quadrangular scales arranged in a quincunx pattern. The fore-feet have five toes, similar in structure to those of Tatoua, but the claw on the third toe is much larger, while the claws on the others, especially the fifth, are noticeably smaller. The hind foot is short and rounded, with five very short toes and short, broad, flat, blunt nails. The giant armadillo is the largest living member of its family, measuring just over 3 ft. from the tip of its nose to the base of its tail, which is about 20 in. long. It lives in the forests of Surinam and Brazil. Its strong fore-claws allow it to dig easily, and its diet mainly consists of termites and other insects, although it is reported to dig up newly-made graves to feed on the remains inside them.
The apar (Tolypeutes tricinctus) typifies a genus in which the teeth are 9⁄9 or 8⁄9, and are rather large in proportion to the size of the skull, with the hinder end of the series reaching nearly to the posterior margin of the palate. Vertebrae: C 7, D 11, L 3, S 12, Ca 13. Ears placed low on the sides of the head, rather large, broadly ovate. Armour with its scapular and pelvic shields very free at the sides of the body, forming large chambers into which the limbs can be readily withdrawn, and only three movable bands. Tail short, conical, covered with large bony tubercles. The fore-feet formed on the same type as in the last genus, but the peculiarities carried to a still greater extent. The claw of the third toe is very long, while those of the first and fifth are greatly reduced and sometimes wanting. On the hind-foot the three middle toes have broad, flat, subequal nails, forming together a kind of tripartite hoof; the first and fifth much shorter, with more compressed nails.
The apar (Tolypeutes tricinctus) represents a genus where the teeth are either 9⁄9 or 8⁄9, and are quite large relative to the skull size, with the back ends of the teeth nearly reaching the rear edge of the palate. Vertebrae: C 7, D 11, L 3, S 12, Ca 13. The ears are positioned low on the sides of the head, relatively large and broadly oval. The armor has scapular and pelvic shields that are quite free at the sides of the body, creating large spaces where the limbs can easily retract, and features only three movable bands. The tail is short and cone-shaped, covered in large bony bumps. The forefeet are structured similarly to those in the previous genus, but with even more distinctive traits. The claw on the third toe is very long, while the claws on the first and fifth toes are significantly smaller and sometimes absent. On the hind foot, the three middle toes have broad, flat, roughly equal nails, collectively forming a type of tripartite hoof; the first and fifth toes are much shorter, with more compressed nails.
The armadillos of this genus have the power of rolling themselves up into a ball, the shield on the top of the head and the tuberculated dorsal surface of the tail exactly fitting into and filling up the apertures left by the notches at either end of the body-armour. This appears to be their usual means of defence when frightened or surprised, as they do not burrow like the other species. They run very quickly, with a very peculiar gait, only the tips of the claws of the fore-feet touching the ground. In addition to the apar, there are the Argentine and Bolivian T. conurus, and T. muriei from Argentina or Patagonia.
The armadillos in this genus can roll themselves up into a ball, with the shield on their heads and the tuberculated dorsal surface of their tails perfectly fitting into the openings created by the notches at both ends of their body armor. This seems to be their primary defense mechanism when they feel scared or surprised, as they don’t dig like other species. They run quite fast, with a unique gait, only the tips of their foreclaw touching the ground. Besides the apar, there are the Argentine and Bolivian T. conurus, and T. muriei from Argentina or Patagonia.
The last group of existing armadillos forms the genus Tatusia and the subfamily Tatusiinae; the subfamily rank being based on the fact that of the seven or eight pairs of small subcylindrical teeth, all but the last, which is considerably smaller than the rest, are preceded by milk-teeth not changed until the animal has nearly attained full size. Vertebrae: C 7, D 9-11, L 5, S 8, Ca 20-27. Head narrow, with a long, narrow, subcylindrical obliquely truncated snout. Ears rather large, ovate and erect, placed close together on the occiput. Armour with seven to nine distinct movable bands. Body generally elongated and narrow. Tail moderate, or long, gradually tapering; its plates forming distinct rings for the greater part of its length. Fore-feet with four visible toes, and a concealed clawless rudiment of the fifth; the claws long, slightly curved, and slender, the third and fourth subequal and alike, the first and fourth much shorter. Hind-feet with five toes, armed with strong, slightly curved, conical, obtusely pointed nails, and the third longest, then the second and fourth, and the first and fifth much shorter than the others. This genus differs from all the other armadillos in having a pair of inguinal teats in addition to the usual pectoral pair, and in producing a large number (4 to 10) of young at a birth, all the others having usually but one or two. The peba armadillo, T. septemcincta, is a well-known species, having an extensive range from Texas to Paraguay. It is replaced in the more southern regions of South America by a smaller species, with shorter tail, the mulita (T. hybrida) so called from the resemblance of its head and ears to those of a mule. T. kappleri is a large species from Guiana.
The last group of existing armadillos belongs to the genus Tatusia and the subfamily Tatusiinae; the subfamily classification is based on the presence of seven or eight pairs of small, cylindrical teeth, all except the last one, which is much smaller than the others, being preceded by milk teeth that aren't replaced until the animal is nearly fully grown. Vertebrae: C 7, D 9-11, L 5, S 8, Ca 20-27. The head is narrow, with a long, slender, cylindrical snout that is obliquely truncated. The ears are quite large, oval, and upright, positioned closely together on the back of the head. The armor has seven to nine distinct movable bands. The body is generally elongated and narrow. The tail is moderate to long, tapering gradually, with plates forming distinct rings for most of its length. The front feet have four visible toes and a hidden, clawless remnant of the fifth; the claws are long, slightly curved, and slim, with the third and fourth being equal in size and the first and fourth much shorter. The hind feet have five toes, each equipped with strong, slightly curved, conical, bluntly pointed nails. The third toe is the longest, followed by the second and fourth, while the first and fifth are much shorter than the others. This genus stands out from all other armadillos by having a pair of inguinal teats in addition to the usual pectoral pair and giving birth to a large number (4 to 10) of young at a time, while most others usually have just one or two. The peba armadillo, T. septemcincta, is a well-known species that ranges widely from Texas to Paraguay. It is succeeded in the southern regions of South America by a smaller species with a shorter tail, the mulita (T. hybrida), named for the resemblance of its head and ears to those of a mule. T. kappleri is a large species native to Guiana.
Finally we have the pichiciago, or fairy armadillo, Chlamydophorus truncatus, typifying the subfamily Chlamydophorinae. In most anatomical characters, especially the structure of the fore-foot, this group resembles the Dasypodinae, but it differs remarkably from all other known armadillos, living or extinct, in the peculiar modification of the armour.
Finally, we have the pichiciago, or fairy armadillo, Chlamydophorus truncatus, representing the subfamily Chlamydophorinae. In most anatomical features, particularly the structure of the front foot, this group is similar to the Dasypodinae, but it is quite different from all other known armadillos, both living and extinct, due to its unique armor modifications.
The teeth, which number 8⁄8-9, are subcylindrical, somewhat compressed, moderate in size, and smaller at each end (especially in front) than at the middle of the series. Skull broad and rounded behind, pointed in front. Muzzle subcylindrical and depressed. A conspicuous rounded rough prominence on the frontal bone, just before each orbit. Tympanic prolonged into a tubular auditory meatus, curving upwards round the base of the zygoma. Vertebrae: C 7, D 11, L 3, S 10, Ca 15. Upper part of head and trunk covered with four-sided horny plates (with small thin ossifications beneath), forming a shield, free and overhanging the sides of the trunk, and attached only along the middle line of the back. The plates are arranged in a series of distinct transverse bands, about twenty in number between the occiput and the posterior truncated end, and not divided into solid scapular and pelvic shields with movable bands between. The hinder end of the body is abruptly truncated and covered by a vertically placed, strong, solid, bony shield, of an oval (transversely extended) form, covered by thin horny plates. This shield is firmly welded by five bony processes to the hinder part of the pelvis. Through a notch in the middle of its lower border the tail passes out. The latter is rather short, cylindrical in its proximal half, and expanded and depressed or spatulate in its terminal portion, and covered with horny plates. The dorsal surfaces of the fore and hind-feet are also covered with horny plates. The remainder of the limbs and under surface and sides of the body beneath the overlapping lateral parts of the back shield are clothed with rather long, soft silky hair. Eyes and ears very small, and concealed by the hair. Extremities short. Feet large, each with five well-developed claws, those on the fore-feet very long, stout and subcompressed, the structure of the digits being essentially the same as those of Tatoua and Priodon. Teats two, pectoral. Visceral anatomy closely 928 resembling that of Dasypus, the caecum being broad, short and bifid. The pichiciago, a burrowing animal, about 5 in. long, inhabits the sandy plains of western Argentina, especially the vicinity of Mendoza. Its horny covering is pinkish, and its silky hair white. A second species, C. retusus, from Bolivia is rather larger and has the dorsal shield attached to the skin of the back as far as its edge, instead of only along the median line. (See Armadillo.)
The teeth, numbering 8⁄8-9, are tube-shaped, slightly flattened, medium-sized, and smaller at both ends (especially in front) than in the middle of the row. The skull is broad and rounded at the back, pointed at the front. The muzzle is tube-shaped and flattened. There is a noticeable rounded rough bump on the frontal bone, just in front of each eye socket. The ear structure extends into a tubular auditory canal that curves upward around the base of the zygomatic arch. Vertebrae: C 7, D 11, L 3, S 10, Ca 15. The upper part of the head and body is covered with four-sided horny plates (with small thin bones underneath), forming a shield that hangs over the sides of the body and is only attached along the middle line of the back. The plates are arranged in a series of distinct transverse bands, about twenty in total between the back of the head and the back end, and they’re not divided into solid shoulder and hip shields with flexible bands in between. The back end of the body is abruptly cut off and covered by a strong, solid bony shield that has an oval (widely extended) shape, covered by thin horny plates. This shield is firmly fused by five bony projections to the back part of the pelvis. A notch in the middle of its lower edge allows the tail to protrude. The tail is relatively short, cylindrical at the base, and flattened or spatula-shaped at the end, and it is covered with horny plates. The top sides of the front and hind feet are also covered with horny plates. The rest of the limbs and the underside and sides of the body under the overlapping lateral parts of the back shield are covered with somewhat long, soft, silky hair. The eyes and ears are very small and hidden by hair. The limbs are short. The feet are large, each with five well-developed claws; those on the front feet are very long, thick, and slightly flattened, and the structure of the toes is essentially the same as that of Tatoua and Priodon. There are two pectoral teats. The internal anatomy closely resembles that of Dasypus, with a broad, short, and bifid cecum. The pichiciago, a burrowing animal about 5 inches long, lives in the sandy plains of western Argentina, especially near Mendoza. Its horny covering is pinkish, and its silky hair is white. A second species, C. retusus, from Bolivia is somewhat larger and has the dorsal shield attached to the skin of the back all the way to its edge, rather than just along the middle line. (See Armadillo.)
Tubulidentata.—The second suborder of edentates, namely the Tubulidentata, is represented at the present day only by the aard-varks, or ant-bears, of Africa, constituting the family Orycteropodidae and the genus Orycteropus. Together with the following group, they differ from the Xenarthra in the absence of additional articular facets to the lumbar vertebrae; for which reason the term Nomarthra has been proposed for the Tubulidentata and Pholidota as collectively distinct from the Xenarthra. In the present group the external surface is scantily covered with bristle-like hairs. The teeth are numerous, and traversed by a number of parallel vertical pulp-canals. Femur with a third trochanter. Fore-feet without the first toe, but all the other digits well developed, with strong moderate-sized nails, suited to digging, the plantar surfaces of which rest on the ground in walking. Hind-feet with five subequal toes. Placenta broadly zonular. The brain is very like that of the Ungulata; and there are two pairs of teats, one abdominal, and the other inguinal. Aard-varks feed on animal substances; and are terrestrial and fossorial in habits. The total number of teeth is from eight to ten in each side of the upper, and eight in the lower jaw; but they are never all in place at one time, as the small anterior ones are shed before the series is completed behind. In the adult they number usually five on each side above and below, of which the first two are simple and compressed, the next two larger and longitudinally grooved at the sides, the most posterior simple and cylindrical. Their summits are rounded before they are worn; their bases do not taper to a root, but are evenly truncated and continually growing. Each tooth is made up of an aggregation of parallel dental systems, having a slender pulp cavity in the centre, from which the dentinal tubes radiate outwards, and being closely packed together each system assumes a polygonal outline as seen in transverse section. A series of milk-teeth is developed. Skull moderately elongated with the facial portion subcylindrical and slightly tapering, and the zygoma complete and slender. The palate ends posteriorly in the thickened transverse border of the palatines, and is not continued back by the pterygoids. The tympanic is annular, and not welded to the surrounding bones. The lower jaw is slender anteriorly, but rises high posteriorly, with a slender recurved coronoid, and an ascending pointed process on the hinder edge below the condyle, which is small, oval, and looks forward as much as upwards. Vertebrae: C 7, D 13, L 8, S 6, Ca 25. The large number of lumbar vertebrae is peculiar among Edentates. The tongue is less worm-like than in Myrmecophaga, being thick and fleshy at the base and gradually tapering to the apex. The salivary apparatus is developed much in the same manner as in that genus, but the duct of the submaxillary gland has no reservoir. The stomach consists of a large subglobular cardaic portion, with a thick, soft, and corrugated lining membrane, and a smaller muscular, pyloric part, with a comparatively thin and smooth lining. There is a distinct ileocaecal valve and a considerable sized caecum; also a gall-bladder. Head elongated, with a tubular snout, terminal nostrils and small mouth-opening. Ears large, pointed, erect. Tall nearly as long as the body, cylindrical, thick at the base, tapering to the extremity.
Tubulidentata.—The second suborder of edentates, known as Tubulidentata, is currently represented only by aardvarks, or ant-bears, found in Africa, which make up the family Orycteropodidae and the genus Orycteropus. Along with the next group, they differ from the Xenarthra by lacking extra joint surfaces on the lumbar vertebrae; for this reason, the term Nomarthra has been suggested to group Tubulidentata and Pholidota as distinct from Xenarthra. In this group, the outer surface has few bristle-like hairs. They have numerous teeth that feature several parallel vertical pulp canals. The femur has a third trochanter. The fore-feet lack the first toe, but the other digits are well-developed with strong medium-sized nails, suited for digging, with the plantar surfaces resting on the ground when walking. The hind-feet have five similar-sized toes. The placenta is broadly zonular. The brain resembles that of Ungulata; and there are two pairs of teats, one abdominal and the other inguinal. Aardvarks feed on animal matter and are both terrestrial and burrowing in their habits. They typically have eight to ten teeth on each side of the upper jaw and eight in the lower jaw; however, not all are present at the same time, as the smaller front teeth are shed before the series is fully developed at the back. In adulthood, they usually have five teeth on each side above and below, with the first two being simple and compressed, the next two larger and grooved on the sides, and the last ones simple and cylindrical. Their tops are rounded before they wear down, and their bases do not taper to a root but are evenly cut and continually grow. Each tooth consists of a cluster of parallel dental systems, with a thin pulp cavity in the center, from which the dentinal tubes radiate outwards, and since the systems are closely packed together, each takes on a polygonal shape when viewed in cross-section. A set of milk teeth is developed. The skull is moderately elongated, with the facial part being subcylindrical and slightly tapering, and the zygoma is complete and slender. The palate ends in a thickened transverse border of the palatines in the back and is not extended by the pterygoids. The tympanic bone is ring-shaped and not fused to the surrounding bones. The lower jaw is slender in the front but rises high in the back, featuring a slender, recurved coronoid, and an ascending pointed process at the back below the condyle, which is small, oval, and faces forward as well as upward. Vertebrae count: C 7, D 13, L 8, S 6, Ca 25. The high number of lumbar vertebrae is unusual among edentates. The tongue is less worm-like than that of Myrmecophaga, being thick and fleshy at the base and tapering towards the tip. The salivary system develops similarly to that genus, but the duct of the submaxillary gland does not have a reservoir. The stomach consists of a large subglobular cardiac section, with a thick, soft, and wrinkled lining, and a smaller muscular pyloric section with a comparatively thin and smooth lining. There is a distinct ileocaecal valve and a sizable caecum, also a gall bladder. The head is elongated, featuring a tubular snout with terminal nostrils and a small mouth opening. The ears are large, pointed, and upright. The body is tall, nearly as long as the head, cylindrical, thick at the base, and tapering at the end.
According to the researches of Dr E. Lönnberg, the teeth of the aard-varks correspond only to the roots of those of other mammals, the crowns being unrepresented, except to a very small degree when the teeth first cut the gum. This explanation renders the peculiar internal structure of these teeth much less difficult to understand than if they represented both crown and root. In Dr Lönnberg’s opinion, the teeth indicate the descent of the aard-vark from an ungulate stock,—a view in harmony with the evidence of the brain. If this idea prove well founded, and if the aard-varks are rightly classed with the Edentata, the whole order must apparently be regarded as an offshoot from primitive Ungulata. The fact of the frequent distinctness of the coracoid bone requires, however, explanation in connexion with such a descent (see Aard-Vark).
According to Dr. E. Lönnberg's research, the teeth of aardvarks only reflect the roots found in other mammals, with crowns being almost nonexistent, except for a very small degree when the teeth first break through the gums. This explanation makes the unique internal structure of these teeth a lot easier to understand than if they included both crowns and roots. Dr. Lönnberg believes the teeth suggest that aardvarks descended from an ungulate lineage, which aligns with the brain evidence. If this theory is correct, and if aardvarks are accurately categorized with the Edentata, then the entire order should be seen as a branch from primitive Ungulata. However, the distinctness of the coracoid bone often requires further explanation in connection with this descent (see Aard-Vark).
Pholidota.—The Pholidota, constituting the third and last group of the Edentata, are represented by the pangolins, or scaly anteaters, of Asia and Africa, all of which are included in the family Manidae and the genus Manis. Pangolins differ from all other mammals by the armour of overlapping horny scales (often with hairs growing between them) which invests the whole animal, with the exception of the under surface of the body, and sometimes a small patch near the tip of the under side of the tail. There are no teeth; and although the tongue is long and worm-like, it is not extensile. The scaphoid and lunar bones of the carpus are united. The uterus is bicornuate, and the placenta diffused and non-deciduate. The skull has somewhat the form of an elongated cone, with the small end turned forwards, and is smooth and free from crests and ridges. No distinction between the orbits and temporal fossae. The zygomatic arch usually incomplete, owing to the absence of the jugal bone; no distinct lacrymal bone; and the palate long and narrow. The pterygoids extend backwards as far as the tympanics, but do not meet in the middle line below. Tympanic welded to the surrounding bones, and more or less bladder-like, but not produced into a tubular auditory meatus. Two halves of lower jaw very slender and straight, without any angle or coronoid process, on the anterior extremity of the upper edge a sharp, conical, tooth-like process projecting upwards and outwards. No clavicles. No third trochanter to the femur. Terminal phalanges cleft at the tip. Caudal vertebrae with very long transverse processes and numerous chevron-bones. Stomach with thick muscular walls and lining membrane, and a special gland near the middle of the great curvature, consisting of a mass of complex secreting follicles, the ducts of which terminate in a common orifice. No caecum, but a gall-bladder. Head small, depressed, narrow, and pointed in front, with a very small mouth-opening. Eyes and ears very small. Body elongated, narrow. Tail more or less elongated, convex above, flat underneath. Limbs short, and in walking the surface and outer sides of the phalanges of the two outer digits of the front feet alone rest on the ground, with the points of the nails turning upwards and inwards. The third toe the longest, with a powerful compressed curved claw, the second and fourth with similar but smaller claws, but that of the first toe often almost rudimentary. Hind-feet plantigrade with the first toe very short, and the four other toes subequal, and carrying moderate, curved, compressed nails. Pangolins are of small or moderate size, terrestrial and burrowing, and feed mainly on termites or white ants; some of the species being more or less arboreal. They can roll themselves up in a ball when in danger. Their peculiar elongated form, short limbs, long tapering tail, and scaly covering give them on a superficial inspection more the appearance of reptiles than of mammals. The species are not numerous and may be divided into two sections, one comprising the Asiatic species, such as M. javanica, M. aurita of China, and the Indian M. pentadactyla, and the other the African, as represented by the large M. gigantea, M. temminchi, the long-tailed M. macrura, and the small arboreal M. tricuspis. In the Asiatic group the middle series of scales continues to the tip of the tail; but in the African forms this row splits into two a few inches from the tail-tip. The latter have also no hairs between the scales and no external ears. The climbing species have a small bare patch on the under side of the tail near the tip (see Pangolin).
Pholidota.—The Pholidota, which is the third and last group of the Edentata, includes the pangolins, or scaly anteaters, found in Asia and Africa. All are part of the family Manidae and the genus Manis. Pangolins are unique among mammals because they are covered in overlapping horny scales (often with hairs between them), which cover the entire body except for the underside and sometimes a small area near the tip of the tail. They have no teeth, and while their tongue is long and worm-like, it cannot extend. The scaphoid and lunar bones in the wrist are fused. The uterus has two horns, and the placenta is spread out and not shed. The skull is somewhat cone-shaped, with the small end facing forward, and is smooth without crests or ridges. There's no clear separation between the eye sockets and the temporal cavities. The zygomatic arch is typically incomplete due to the lack of the cheekbone; there’s no distinct lacrimal bone, and the palate is long and narrow. The pterygoid bones extend back to the eardrums but do not meet at the center beneath. The eardrum bone is fused to the surrounding bones and is somewhat bladder-like, but it doesn't have a tube-like ear canal. The lower jaw is slender and straight, without any angles or coronoid processes, featuring a sharp tooth-like projection at the front edge. There are no collarbones or third trochanters on the femur. The terminal bones of the fingers are split at the tips. The tail vertebrae have very long side bones and many chevron bones. The stomach has thick muscular walls and lining, with a special gland in the middle that contains complex secreting follicles leading to a common opening. There is no cecum, but there is a gallbladder. The head is small, depressed, narrow, and pointed at the front, with a very small mouth. The eyes and ears are tiny. The body is elongated and narrow. The tail is elongated, convex on top, and flat underneath. The limbs are short, and when walking, only the surface and outer sides of the two outer digits of the front feet touch the ground, with their claws turning upwards and inwards. The third toe is the longest, featuring a strong, curved claw, and the second and fourth toes have similar but smaller claws, while the first toe often has an almost rudimentary claw. The hind feet are plantigrade, with the first toe being very short and the other four toes roughly the same length, equipped with moderate, curved, compressed nails. Pangolins are small to medium-sized, terrestrial, and burrowing animals that mainly eat termites or white ants, though some species are partially arboreal. They can curl up into a ball when threatened. Their distinct elongated shape, short limbs, long tapering tail, and scaly covering give them, at first glance, more of a reptilian appearance than a mammalian one. The number of species is limited and can be divided into two groups: one includes the Asian species like M. javanica, M. aurita from China, and the Indian M. pentadactyla, while the other features the African species, represented by the large M. gigantea, M. temminchi, the long-tailed M. macrura, and the small tree-dwelling M. tricuspis. In the Asian group, the middle series of scales reaches the tip of the tail, while in the African forms, this row splits into two a few inches from the tip. The African pangolins also lack hairs between the scales and do not have external ears. The climbing species have a small bare patch on the underside of the tail near the tip (see Pangolin).
Extinct Edentates.
Extinct Toothless Mammals.
Beyond remains of species closely allied to or identical with the existing forms, the sloths and anteaters appear to be unknown in a fossil state. On the other hand the extinct family of ground sloths, or Megatheriidae, which includes the largest of all edentates, is an exceedingly large one, and extends in South America from 929 the Miocene to the Pleistocene, and was also represented during the latter epoch in North America. It serves to connect the Bradypodidae with Myrmecophagidae. The alleged occurrence of an allied form in Madagascar is somewhat doubtful (see Megatherium and Mylodon).
Beyond the remains of species that are closely related to or identical with current forms, sloths and anteaters seem to be absent in the fossil record. However, the extinct family of ground sloths, or Megatheriidae, which includes the largest of all toothless mammals, is quite extensive and ranges in South America from the Miocene to the Pleistocene, and it was also found in North America during the latter period. This family connects the Bradypodidae with the Myrmecophagidae. The supposed discovery of a related form in Madagascar is somewhat questionable (see Megatherium and Mylodon).
Of Dasypodidae numerous representatives occur in the South American Tertiaries. From the higher beds many of the species are referable to existing genera, such as Dasypus and Tatusia, although some are much larger than any living forms, the skull in one case being nearly a foot in length. In other instances, when lower formations are reached, the genera are also distinct, Eutatus having the whole armour divided into movable bands, and the allied Stegotherium representing the group in the Santa Cruz formation of Patagonia. Even in the Argentine Pleistocene there is an extinct genus, Chlamydotherium, represented by a species of the size of a rhinoceros, with grooved teeth approximating to those of the glyptodonts. The latter represent a family (Glyptodontidae) by themselves, and typically may be described as giant solid-shelled armadillos, although some of their smaller Santa Cruz representatives (Propalaeohoplophorus) approximate in some degree to true armadillos (see Glyptodon).
Of Dasypodidae, many representatives were found in the South American Tertiaries. From the higher layers, many species can be linked to existing genera like Dasypus and Tatusia, although some are much larger than any living forms, with one skull being nearly a foot long. In other cases, when reaching lower formations, the genera are also different, with Eutatus having its entire armor segmented into movable bands, and the related Stegotherium representing the group in the Santa Cruz formation of Patagonia. Even in the Argentine Pleistocene, there is an extinct genus, Chlamydotherium, represented by a species the size of a rhinoceros, with grooved teeth resembling those of glyptodonts. The latter represent a family (Glyptodontidae) by themselves, and can generally be described as giant solid-shelled armadillos, although some of their smaller representatives from Santa Cruz (Propalaeohoplophorus) are somewhat similar to true armadillos (see Glyptodon).
A very remarkable Santa Cruz armadillo, Peltephilus, has an altogether peculiar type of head-shield, developed into horns in front of the eyes; and, what is still more noteworthy, teeth in the front of the jaws, thereby rendering the ordinary definition of the order Edentata incorrect. It has been made the type of a distinct family, Peltephilidae.
A very remarkable Santa Cruz armadillo, Peltephilus, has a completely unique type of head-shield that has developed into horns in front of the eyes. Even more interesting, it has teeth at the front of its jaws, which makes the usual definition of the order Edentata inaccurate. It has been established as the type of a distinct family, Peltephilidae.
The past history of the armadillo group does not, however, by any means end here. True armadillos, it should be observed, are known in North America as far north as Texas, from the Pleistocene onwards; but in formations of middle Tertiary age are unrepresented. Recent discoveries apparently indicate, however, the occurrence of armadillos of a primitive type in the lower Tertiary or Eocene formations of Wyoming. The first evidence of these Eocene armadillos was afforded by portions of the jaws, which, together with a leg-bone of a totally different animal, were believed to indicate creatures nearly allied to the aye-aye (Chiromys) of Madagascar, and for which the name Metachiromys was consequently proposed. According to modern usage, this name, in spite of its inappropriate nature, is retained for the armadillos, although in the writer’s opinion it ought to be replaced. According to Professor H.F. Osborn, by whom their remains have been described, the North American fossil armadillos were closely related to the existing members of the group, from which they differ chiefly by the armour, or shield, having probably been formed of tough leathery skin instead of bony plates, by the presence of a single pair of large enamel-capped tusk-like teeth in each jaw, and by the degeneration of the other teeth. If these determinations are trustworthy, the question arises whether we should regard the armadillos of South America as the descendants of North American forms which migrated southwards before that separation of the two continents was established, which lasted for a large portion of the Tertiary period, or whether a migration took place at the same early epoch in the opposite direction.
The history of the armadillo group doesn't end here. It's interesting to note that true armadillos have been found in North America as far north as Texas since the Pleistocene period, but they are absent from middle Tertiary formations. Recent findings suggest that primitive armadillos existed in the lower Tertiary or Eocene layers in Wyoming. The first evidence for these Eocene armadillos came from jaw fragments, which, along with a leg bone from a completely different animal, seemed to show connections to the aye-aye (Chiromys) of Madagascar, leading to the naming of Metachiromys. Although this name is outdated, it's still used for armadillos, even though the writer believes it should be changed. Professor H.F. Osborn, who described their remains, noted that North American fossil armadillos were closely related to today's armadillos, differing mainly in that their armor or shell likely consisted of tough, leathery skin instead of bony plates, and they had one pair of large enamel-covered tusk-like teeth in each jaw, with the other teeth reduced. If these findings are accurate, it raises the question of whether South American armadillos are descendants of North American species that migrated south before the continents separated—an event that persisted for a significant part of the Tertiary—or if there was a migration in the opposite direction during the same early period.
More interesting still is the occurrence of remains of reputed armadillos (Necrodasypus) from the Oligocene of France and Germany. In the opinion of Dr F. Ameghino these Oligocene armadillos, which had bony shields on both the head and body, were near akin to some of the modern South American forms.
More interesting is the discovery of remains of supposed armadillos (Necrodasypus) from the Oligocene period in France and Germany. Dr. F. Ameghino believes these Oligocene armadillos, which had bony shields on their heads and bodies, were closely related to some of the modern forms found in South America.
Passing on to the aard-varks (Orycteropodidae), we find these represented by a species closely allied to the existing ones in the Lower Pliocene formations of Spain, France, Hungary, Samos and Asia Minor. A single tibia from the French Oligocene is identified by Dr Ameghino with the present family, and the genus Archaeorycteropus established for its reception; this genus, in its founder’s opinion, being also represented in the Santa Cruz beds of Patagonia. As regards the pangolins, the only fossils referred to this group (apart from a few discovered in a cave in India) appear to be certain limb-bones from the Oligocene of France and Germany, for which the names Necromanis and Teutomanis have been proposed. The occurrence of the characteristic cleft terminal toe-bones among these remains seems to leave little doubt as to the correctness of the determination.
Moving on to the aardvarks (Orycteropodidae), we see that they are represented by a species closely related to the ones we have today, found in the Lower Pliocene formations of Spain, France, Hungary, Samos, and Asia Minor. A single tibia from the French Oligocene has been identified by Dr. Ameghino as belonging to the present family, and the genus Archaeorycteropus has been created for it; in the founder's view, this genus is also represented in the Santa Cruz beds of Patagonia. As for pangolins, the only fossils associated with this group (aside from a few found in a cave in India) appear to be some limb bones from the Oligocene in France and Germany, for which the names Necromanis and Teutomanis have been suggested. The presence of the distinct cleft terminal toe bones among these remains seems to leave little doubt about the accuracy of this identification.
The alleged occurrence of remains of giant pangolins in the upper Tertiary of Europe is due to misidentification (see Ancylopoda). By some authorities the Eocene group of Ganodonta has been affiliated to the Edentata, but this reference is not accepted by Prof. W.B. Scott.
The reported discovery of giant pangolin remains in the upper Tertiary of Europe is attributed to misidentification (see Ancylopoda). Some experts link the Eocene group of Ganodonta to the Edentata, but this connection is not agreed upon by Prof. W.B. Scott.
Authorities.—The above article is to some extent based on the articles by Sir W.H. Flower in the 9th edition of this work. See also O. Thomas, “A Milk-dentition in Orycteropus,” Proc. Royal Soc. vol. xlvii. (1890); R. Lydekker, “The Extinct Edentates of Argentina,” Palaeont. Argentina, vol. iii., An. Mus. (La Plata, 1894); C.W. Andrews, “On a Skull of Orycteropus gaudryi from Samos,” Proc. Zool. Soc. London (1896); G.E. Smith, “The Brain in the Edentata,” Trans. Linn. Soc. London, vol. vii. (1899); W.B. Scott, “Mammalia of the Santa Cruz Beds—Dasypoda,” Rep. Princeton Exped. to Patagonia, vol. v. (1903); H.F. Osborn, “An Armadillo from the Middle Eocene of North America,” Bull. Amer. Mus. vol. xx. art. 12 (1904); J.A. Allen, “The Tamandua Anteaters,” T.C., art. 33 (1904); F. Ameghino, “Les Édentes fossiles de France et d’Allemagne,” Ann. Mus. Buenos Aires, vol. xiii. (1905); E. Lönnberg, “On a new Orycteropus,” and “Remarks on the dentition of the Tubulidentata,” Archiv für Zoologie, vol. iii. No. 3 (1906).
Authorities.—The above article is somewhat based on the articles by Sir W.H. Flower in the 9th edition of this work. See also O. Thomas, “A Milk-dentition in Orycteropus,” Proc. Royal Soc. vol. xlvii. (1890); R. Lydekker, “The Extinct Edentates of Argentina,” Palaeont. Argentina, vol. iii., An. Mus. (La Plata, 1894); C.W. Andrews, “On a Skull of Orycteropus gaudryi from Samos,” Proc. Zool. Soc. London (1896); G.E. Smith, “The Brain in the Edentata,” Trans. Linn. Soc. London, vol. vii. (1899); W.B. Scott, “Mammalia of the Santa Cruz Beds—Dasypoda,” Rep. Princeton Exped. to Patagonia, vol. v. (1903); H.F. Osborn, “An Armadillo from the Middle Eocene of North America,” Bull. Amer. Mus. vol. xx. art. 12 (1904); J.A. Allen, “The Tamandua Anteaters,” T.C., art. 33 (1904); F. Ameghino, “Les Édentes fossiles de France et d’Allemagne,” Ann. Mus. Buenos Aires, vol. xiii. (1905); E. Lönnberg, “On a new Orycteropus,” and “Remarks on the dentition of the Tubulidentata,” Archiv für Zoologie, vol. iii. No. 3 (1906).
EDENTON, a town and the county-seat of Chowan county, North Carolina, U.S.A., on Edenton Bay, an estuary of Albemarle sound, near the mouth of Chowan river, in the N.E. part of the state. Pop. (1890) 2205; (1900) 3046 (2090 negroes); (1910) 2789. It is served by the Norfolk & Southern railway, and by the Albemarle Steam Navigation Co. In 1907 the former projected a great bridge across Albemarle sound near the city. Edenton is an old and interesting town, has a number of fine old homesteads, and has broad and well-shaded streets. Lumbering and the shad and herring fisheries are the most important industrial interests, and the town is a shipping point for fish, truck and other farm products, cotton and peanuts. There is a Fish Cultural Station here, established by the Federal government. The court-house was built about 1750.
EDENTON, is a town and the county seat of Chowan County, North Carolina, U.S.A., located on Edenton Bay, an inlet of Albemarle Sound, near the Chowan River's mouth, in the northeastern part of the state. Population: (1890) 2,205; (1900) 3,046 (2,090 African Americans); (1910) 2,789. It is served by the Norfolk & Southern Railway and the Albemarle Steam Navigation Company. In 1907, the former planned to build a large bridge across Albemarle Sound near the city. Edenton is an old and charming town with several beautiful historic homes and broad, well-shaded streets. Lumbering as well as shad and herring fishing are the most significant industries, and the town acts as a shipping hub for fish, produce, cotton, and peanuts. There is a Fish Cultural Station here, established by the federal government. The courthouse dates back to around 1750.
Edenton was settled about 1658, and was for some time known as the “Towne on Queen Anne’s Creek” or the “Port of Roanoke”; in 1722 the present name was adopted in honour of Governor Charles Eden (1673-1722), whose grave is in St Paul’s churchyard here. Throughout the 18th century Edenton was a place of considerable social and political importance; the legislative assembly of North Carolina met here occasionally, and here lived the royal governors and various well-known citizens of the province, among them: Joseph Hewes (1730-1779), a signer of the Declaration of Independence; James Iredell, Sr. (1750-1799), a Federalist leader and after 1790 a justice of the United States Supreme Court, and his son James Iredell, Jr. (1788-1853), a prominent lawyer, for many years a member of the state legislature, governor of North Carolina in 1827-1828, and a member of the United States Senate in 1828-1831. Near Edenton lived Samuel Johnston (1733-1816), a prominent leader of the American Whigs preceding and during the War of American Independence, a member of the Continental Congress in 1780-1782, governor of North Carolina in 1787-1789, and a Federalist member of the United States Senate in 1790-1793. In 1907 the Hewes, Iredell and Johnston homesteads were still standing. In a house facing the court-house green the famous “Edenton Tea Party” of fifty-one ladies met on the 24th of October 1774 and signed resolutions that they would not conform “to that Pernicious Custom of Drinking Tea” and would not “promote the wear of any manufacture from England” until the tax on tea should be repealed. Near Edenton the Confederate ram “Albemarle,” on emerging from the Roanoke river, was met by the Union “double-enders,” “Sassacus,” “Mattabesett,” and “Miami,” on the 5th of May 1864; the battle, which resulted in favour of the Confederates, was a duel between the Confederate ironclad and the Union wooden side-wheeler, the “Sassacus,” which rammed the “Albemarle” and had her bows, fitted with a three-ton bronze beak, twisted off and carried away.
Edenton was settled around 1658 and was known for a while as the “Towne on Queen Anne’s Creek” or the “Port of Roanoke.” In 1722, it was named in honor of Governor Charles Eden (1673-1722), whose grave is in St. Paul’s churchyard here. Throughout the 18th century, Edenton was an important social and political center; the legislative assembly of North Carolina met here occasionally, and royal governors and various notable citizens lived here, including Joseph Hewes (1730-1779), a signer of the Declaration of Independence; James Iredell, Sr. (1750-1799), a Federalist leader and later a justice of the United States Supreme Court, and his son James Iredell, Jr. (1788-1853), a prominent lawyer who was a member of the state legislature for many years, governor of North Carolina from 1827 to 1828, and a member of the United States Senate from 1828 to 1831. Near Edenton lived Samuel Johnston (1733-1816), a leading figure in the American Whigs before and during the War of American Independence, a member of the Continental Congress from 1780 to 1782, governor of North Carolina from 1787 to 1789, and a Federalist senator from 1790 to 1793. By 1907, the Hewes, Iredell, and Johnston homesteads were still standing. In a house facing the courthouse green, the famous “Edenton Tea Party” took place on October 24, 1774, where fifty-one women signed resolutions stating they would not partake in “that Pernicious Custom of Drinking Tea” and would not “promote the wear of any manufacture from England” until the tax on tea was repealed. Near Edenton, the Confederate ram “Albemarle” emerged from the Roanoke River on May 5, 1864, and encountered the Union “double-enders,” “Sassacus,” “Mattabesett,” and “Miami.” The battle, which favored the Confederates, was a duel between the Confederate ironclad and the Union wooden side-wheeler, the “Sassacus,” which rammed the “Albemarle,” losing her bows, fitted with a three-ton bronze beak, that were twisted off and carried away.
EDESSA (mod. Vodena), the ancient capital of Macedonia, previously known as Aegae, situated 46 m. W. of Thessalonica 930 on the banks of a beautiful stream in the very centre of the kingdom, and at the head of a defile commanding the approaches from the coast to the interior. It was the original residence of the Macedonian kings; and even after the seat of government was removed by Philip II. to the more accessible Pella, it continued to be the burial-place of the royal family. At the celebration of his daughter’s marriage here, Philip II. was murdered by Pausanias in 336 B.C. His son Alexander was buried at Memphis through the contrivance of Ptolemy; but the bodies of his granddaughter Eurydice and her husband Arrhidaeus were removed by Cassander to the ancestral sepulchre. On the occupation of the town by Pyrrhus the royal tombs were plundered by the Gallic mercenaries. Owing to its position commanding the Via Egnatia, the town retained its importance during the Roman and Byzantine periods. For its present condition, see Vodena.
EDESSA (now known as Vodena), the ancient capital of Macedonia, previously called Aegae, is located 46 miles west of Thessalonica on the banks of a beautiful stream right in the heart of the kingdom, at the entrance of a narrow pass that controls access from the coast to the interior. It was the original home of the Macedonian kings, and even after Philip II moved the government to the more accessible Pella, it remained the burial site for the royal family. During the celebration of his daughter's wedding there, Philip II was assassinated by Pausanias in 336 BCE His son Alexander was buried in Memphis, arranged by Ptolemy, but the remains of his granddaughter Eurydice and her husband Arrhidaeus were taken by Cassander to the family tomb. When Pyrrhus took over the town, the royal tombs were looted by Gallic mercenaries. Because of its strategic location along the Via Egnatia, the town maintained its importance during the Roman and Byzantine eras. For its current condition, see Vodena.
EDESSA, the Greek name of an ancient city of N.W. Mesopotamia (in 37° 21′ N. lat. and 39° 6′ E. long.), suggested perhaps by a comparison of its site, or its water supply,1 with that of its Macedonian namesake. It still bears its earlier name, modified since the 15th century (by the Turks?) to Urfa.
EDESSA, the Greek name for an ancient city in northwestern Mesopotamia (at 37° 21′ N. lat. and 39° 6′ E. long.), was likely named for its location or its water supply, 1, similar to its Macedonian counterpart. It still carries the original name, which has been changed since the 15th century (possibly by the Turks) to Urfa.
The oldest certain form is the Aramaic Urhāi (“Western” pronunciation Urhōi), which appears in Greek as an adjective as Ὀρροηνή2, -νοί3 (perhaps also as a fortress with spring, as Ὀρρά),4 and in Latin as Orr(h)ei,5 and (in the inscription on Abgar’s grave) Orrhenoru(m).6 The Syriac Chronicle ascribed to Dionysius of Tell-maḥrē derives the name from a first king Urhāi, son of Hewyā, whom Procopius (De bello persico, i. 17) calls Osroes (cf. below), connected by Bayer7 with Chosroes,8 from which G. Hoffmann would also derive the Syriac Urhāi (Z.D.M.G. xxxii. 742). The Syriac town name has, however, the form of an ethnic, and we may therefore with Duval leave it unexplained (Hist. 22). The fact that the Arabic name is Ruhä supports the hint of the Graeco-Latin forms that there was a vowel between the R and the H. There is little plausibility in the suggestion of Assemani and others that Ruhā comes from ροη of Callirrhoe. A gentilic of the form Ru-u-ai occurs in a letter (of an Assyrian king?) to chiefs in a (Babylonian?) town as the designation of three captives (Harper, Ass. and Bab. Letters, No. 287 [= K 94], line 6; cf. Bezold, Die Achämenideninschriften, p. xii.), who have Semitic names; and Ru-‘-u-a is the name of an Aramaic people mentioned with other Aramaeans by Tiglath-pileser IV., Sargon and Sennacherib. It is not impossible that some such people may have settled at Urhāi and given it their name, although the Ru-‘-u-a are always mentioned in connexions that imply seats near the Persian Gulf.9 The district name Osroēnē for Ὀρροηνή, is Greek, perhaps due to analogy of Chosroes. It occurs but rarely in Syriac (Uzroina); e.g. Chronicle of Edessa. § 35;10 elsewhere Bēth-Urhāyē (e.g. Cureton, Spicileg. Syr. 20). In the time of Tiglath-pileser I. (c. 1100 B.C.) the name seems to have been “District of (not Edessa, but) Ḥarrān” (Annals, vi. 71). The Arabs pronounced the name er-Ruhā (see above), and that form prevailed till it gave place to Urfa in the 15th century.
The oldest confirmed form is the Aramaic Urhāi (“Western” pronunciation Urhōi), which appears in Greek as an adjective as Ὀρροηνή2, -νοί3 (possibly also as a fortress with spring, as Ὀρρά),4 and in Latin as Orr(h)ei,5 and (in the inscription on Abgar’s grave) Orrhenoru(m).6 The Syriac Chronicle attributed to Dionysius of Tell-maḥrē derives the name from the first king Urhāi, son of Hewyā, whom Procopius (De bello persico, i. 17) calls Osroes (see below), associated by Bayer7 with Chosroes,8 from which G. Hoffmann would also derive the Syriac Urhāi (Z.D.M.G. xxxii. 742). The Syriac town name, however, has the form of an ethnic group, and we may therefore, following Duval, leave it unexplained (Hist. 22). The fact that the Arabic name is Ruhä supports the suggestion from the Graeco-Latin forms that there was a vowel between the R and the H. There is little credibility in the suggestion from Assemani and others that Ruhā comes from ροη of Callirrhoe. A gentilic of the form Ru-u-ai appears in a letter (from an Assyrian king?) to chiefs in a (Babylonian?) town as the designation of three captives (Harper, Ass. and Bab. Letters, No. 287 [= K 94], line 6; cf. Bezold, Die Achämenideninschriften, p. xii.), who have Semitic names; and Ru-‘-u-a is the name of an Aramaic people mentioned with other Aramaeans by Tiglath-pileser IV., Sargon, and Sennacherib. It’s possible that some such people may have settled at Urhāi and given it their name, although the Ru-‘-u-a are always mentioned in contexts suggesting they were located near the Persian Gulf.9 The district name Osroēnē for Groundwater is Greek, possibly due to analogy with Chosroes. It appears rarely in Syriac (Uzroina); e.g. Chronicle of Edessa. § 35;10 elsewhere Bēth-Urhāyē (e.g. Cureton, Spicileg. Syr. 20). In the time of Tiglath-pileser I. (c. 1100 B.C.) the name seems to have been “District of (not Edessa, but) Ḥarrān” (Annals, vi. 71). The Arabs pronounced the name er-Ruhā (see above), and that form was used until it became Urfa in the 15th century.
The Greek name Edessa appears in the Jerusalem Targum to Gen. x. 10 as Hădas (הדס, myrtle); it has been proposed (cf. Duval, Hist. d’Édesse, 23) to derive Edessa from Aram. הדת, as though = Carthage, New Town; but Syriac writers, when they occasionally 11 use the name (Edessa, אדסא; so Yāqūt, Adāsā), show no suspicion of its being Semitic. According to Pliny, v. 86, Edessa was also called Antioch, and coins of Antiochus IV. Epiphanes with the legend “Antioch on the Callirrhoe” may imply that he rebuilt and renamed the place (so Ed. Meyer in Pauly-Wissowa, Realencyclopädie, col. 1933, 66; otherwise Duval, Hist. 23; cf. art. Osroene). Pliny indeed seems to call the city itself Callirrhoe, and S. Funk finds it so named in the Talmud (Bab. Mez., 18a רעל רכם נהרא שויר מתא: Die Juden in Babylonien 200-500, ii. 148; 1908); but K. Regling (Klio, i. 459 n. 1) may be right in his emendation which applies the title in Pliny to the sacred spring.
The Greek name Edessa appears in the Jerusalem Targum to Gen. x. 10 as Hădas (הדס, myrtle); it has been suggested (see Duval, Hist. d’Édesse, 23) to derive Edessa from Aram. The religion, as if it means Carthage, New Town; however, Syriac writers, when they occasionally use the name (Edessa, אדסה; so Yāqūt, Adāsā), show no hint of it being Semitic. According to Pliny, v. 86, Edessa was also called Antioch, and coins of Antiochus IV. Epiphanes with the inscription “Antioch on the Callirrhoe” may suggest that he rebuilt and renamed the city (see Ed. Meyer in Pauly-Wissowa, Realencyclopädie, col. 1933, 66; otherwise Duval, Hist. 23; see also art. Osroene). Pliny actually seems to refer to the city itself as Callirrhoe, and S. Funk finds it mentioned with that name in the Talmud (Bab. Mez., 18a רעל רכם נהרא שויר מתא: Die Juden in Babylonien 200-500, ii. 148; 1908); but K. Regling (Klio, i. 459 n. 1) may be correct in his correction which applies the title in Pliny to the sacred spring.
History: Pre-Hellenistic.—Until excavation gives us more definite data we can only infer from its position on one of the main thoroughfares between the Mediterranean and the East (see Mesopotamia) that Urhāi-Edessa, possibly bearing some other name, was already a town of some importance in the early Babylonian-Assyrian age. Whatever may have been the ethnographical type of the early inhabitants, it must by the beginning of the second last millennium B.C. have included Hittites in the large sense of the term, probably Aryans, and certainly Semites of some of the types characteristic of early Assyrian history. Most probably its people belonged to the domain of the then more famous Ḥarrān-Carrhae, between which and Samosata (on the Euphrates) Urhāi lies midway (some 25-30 m. distant from each) in the district watered by the Balīh. Although at Edessa itself no cuneiform documents have yet been found, a little more than four hours journey eastwards, at Anaz (= Gullāb?) = Dūr of Tiglath-pileser IV. was found in 1901 a slab with a bas-relief and an inscription; and 15-20 min. W. of Eski-Ḥarrān, in 1906 a very interesting 6th-century Assyrian inscription (see Mesopotamia).
History: Pre-Hellenistic.—Until we have more concrete information from excavations, we can only deduce from its location on one of the main routes between the Mediterranean and the East (see Mesopotamia) that Urhāi-Edessa, possibly known by another name, was likely an important town during the early Babylonian-Assyrian period. Regardless of the ethnic background of the early inhabitants, by the beginning of the second to last millennium BCE, it probably included Hittites in a broad sense, likely Aryans, and certainly Semites representative of early Assyrian history. Most likely, its residents were part of the region surrounding the then more famous Ḥarrān-Carrhae, which is located midway between it and Samosata (on the Euphrates), roughly 25-30 miles from each, in an area served by the Balīh River. Although no cuneiform documents have been discovered in Edessa itself, a little more than four hours' journey to the east, a slab with a bas-relief and an inscription was found at Anaz (= Gullāb?) = Dūr of Tiglath-pileser IV. in 1901; and 15-20 minutes west of Eski-Ḥarrān, a very interesting 6th-century Assyrian inscription was discovered in 1906 (see Mesopotamia).
In the later Assyrian empire the population was largely Aramaic-speaking; but S. Schiffer’s theory (Beiheft I. zur Orientalistischen Litteratur-Zeitung) finds contemporary evidence of Israelites settled in the neighbourhood of Edessa in the second half of the 7th century B.C. At the fall of Nineveh many towns in Mesopotamia suffered severely at the hands of the Medes. The period remains dark, notwithstanding the obscure light that has been thrown on it lately (Pognon, Inscriptions). When Aramaic began to take the place of Assyrian in written documents is not known; but just across the Euphrates the change had occurred as early as the 8th century B.C. (Zengīrli, Hamath; see also Pognon). Certain it is that the earliest documents that have survived in Syriac, or Edessene Aramaic, do not represent an experimental stage. Moreover, although the Syriac of the Story of Aḥīqār is of a late type, the sources of the story, traces of which are to be found in the Hebrew Tobit (q.v.), go back to the pre-Hellenistic period.
In the later Assyrian empire, the population primarily spoke Aramaic; however, S. Schiffer's theory (Supplement I to the Orientalist Literature Newspaper) provides evidence of Israelites living near Edessa in the second half of the 7th century BCE After the fall of Nineveh, many towns in Mesopotamia faced significant devastation from the Medes. This period remains obscure, despite some recent insights (Pognon, Inscriptions). It is unknown when Aramaic started to replace Assyrian in written documents, but just across the Euphrates, that change had already happened by the 8th century BCE (Zengīrli, Hamath; see also Pognon). It is certain that the earliest surviving documents in Syriac, or Edessene Aramaic, do not reflect an experimental phase. Additionally, while the Syriac in the Story of Aḥīqār is of a later type, the origins of the story, which can be traced in the Hebrew Tobit (q.v.), date back to the pre-Hellenistic period.
Graeco-Roman Times.—According to a credible tradition found in Eusebius (Excerpta, 179), the Syriac Chronicle ascribed to Dionysius of Tell-maḥrē (Tullberg, 61), and elsewhere, Urhāi was renovated, like other Mesopotamian sites, in 304 B.C. by Seleucus I. Nicator, who gave it its Greek name.12 It would share in the Hellenistic culture of Syria, although the language of the common people would continue to be Aramaic (E.R. Bevan, House of Seleucus, i. 227 f. with reff.). With the decay of the Seleucid power, weakened by Rome and Parthia, the old influx from the desert would recommence, and an Arabic element begin to show. Von Gutschmid (Untersuch., cf. Duval, ch. iii. end) argues plausibly that it was in 132 B.C., in the reign of Antiochus VII. Sidetes, that Edessa became the seat of a dynasty of some thirty local kings, whose succession has been preserved in native sources. The name of the first king, however, appears in different forms (cf. above), and one (Osroës-Orhai) is so like that of the town that Ed. Meyer suspects the historicity of the first reign, of five years. The names of the other kings—Abgar, Ma’nu, Bekr, &c.—are for the most part Arabic, as the people (in whose inscriptions the same mixture of names occurs) are called by classical authors; but the rulers, among whom an occasional Iranian name betrays the influence of the dominant Parthians,13 would hardly maintain their distinctness from the Aramaic populace. This state which lasted for three centuries and a half, naturally varied in extent.14 Bounded on the W. and the N. by the Euphrates, it reached at its widest as far as the Tigris. At such times, therefore, it included such towns as Ḥarrān (Carrhae), Nisibis, Sarūg, Zeugma-Birejik, Resaena, Singara, Tigranocerta, Samosāta, Melitene. Its position “on the dangerous verge of two contending empires,” Parthia and 931 Rome, determined its changeful fortunes. Parthian predominance yielded for a time to Armenian (Tigranes, 88-86 B.C.). Then, at the time of the expeditions of Lucullus, Pompey and Crassus, Edessa was an ally of Rome, though Abgar II. Ariamnes (68-53) played an ambiguous part. In A.D. 114 Abgar VII. entertained Trajan on his way back to Syria (Dio Cass. xviii. 21); but in 116, in consequence of a general rising, his consul L. Quietus sacked the city, Abgar perhaps dying in the flames, and made the state tributary. Hadrian, however, abandoning Trajan’s forward policy in favour of a Euphrates boundary, restored it as a dependency of Rome. When L. Verus (163-165) recovered Mesopotamia from Parthia, it was not Edessa but Ḥarrān that was chosen as the site of a Roman colony, and made the metropolis by Marcus Aurelius (172).
Graeco-Roman Times.—According to a reliable tradition found in Eusebius (Excerpta, 179), the Syriac Chronicle attributed to Dionysius of Tell-maḥrē (Tullberg, 61), and other sources, Urhāi was rebuilt, like other Mesopotamian sites, in 304 BCE by Seleucus I. Nicator, who gave it its Greek name.12 It participated in the Hellenistic culture of Syria, although the common people's language remained Aramaic (E.R. Bevan, House of Seleucus, i. 227 f. with reff.). As the Seleucid power declined, weakened by Rome and Parthia, the old influx from the desert resumed, and an Arabic influence began to emerge. Von Gutschmid (Untersuch., cf. Duval, ch. iii. end) argues convincingly that it was in 132 BCE, during the reign of Antiochus VII. Sidetes, that Edessa became the center of a dynasty of about thirty local kings, whose succession has been documented in native sources. However, the name of the first king appears in various forms (cf. above), and one (Osroēs-Orhai) is so similar to the town's name that Ed. Meyer questions the historicity of the first five-year reign. The names of the other kings—Abgar, Ma’nu, Bekr, etc.—are mostly Arabic, as the people (in whose inscriptions the same mix of names occurs) are referred to by classical authors; yet the rulers, among whom an occasional Iranian name reveals the influence of the dominant Parthians,13 likely did not maintain their distinct identity from the Aramaic populace. This state, which lasted for three and a half centuries, naturally varied in size.14 Bordered on the west and north by the Euphrates, it extended at its widest to the Tigris. At these times, it included towns like Ḥarrān (Carrhae), Nisibis, Sarūg, Zeugma-Birejik, Resaena, Singara, Tigranocerta, Samosāta, Melitene. Its position “on the dangerous edge of two rival empires,” Parthia and 931 Rome, shaped its fluctuating fortunes. Parthian dominance temporarily gave way to Armenian control (Tigranes, 88-86 BCE). Then, during the campaigns of Lucullus, Pompey, and Crassus, Edessa was allied with Rome, although Abgar II. Ariamnes (68-53) played a complex role. In CE 114, Abgar VII. hosted Trajan on his return to Syria (Dio Cass. xviii. 21); however, in 116, due to a widespread uprising, his consul L. Quietus sacked the city, and Abgar possibly died in the flames, making the state tributary. Hadrian, however, moved away from Trajan’s aggressive policy towards a Euphrates boundary and restored it as a Rome-dependent state. When L. Verus (163-165) regained Mesopotamia from Parthia, it was not Edessa but Ḥarrān that was chosen as the site for a Roman colony, which was established as the metropolis by Marcus Aurelius (172).
To one of the native kings doubtless is to be ascribed the Syriac inscription15 on one of the pair of pillars, 50 ft. high, which stood, no doubt, in front of a temple connected with some local cult. Trustworthy data for determining its nature are lacking. One or both of the pools below the citadel containing sacred fish may have been sacred to Atargatis (q.v.), an Ishtar-Venus deity; and according to the Doctrine of Addai, alongside of Venus were worshipped the sun and the moon.16 Nergal and Sin were known as “twins,” and connected with the sign Gemini, under the name ellamme, “the youths” (cf. Zimmern, K.A.T. 363). This makes more plausible than it otherwise would be the suggestion of J. Rendel Harris that the great twin pillars were connected with the cult of the Dioscuri, and that in the Acts of Thomas is to be seen a later attempt to substitute other “twins,” viz. Jesus and Judas-Thomas (Addai), whom legend buried “in Britio Edessenorum” (explained by Harnack as the Edessan citadel: Aram. birtha).17
To one of the native kings, the Syriac inscription15 on one of the pair of 50 ft. high pillars is likely attributed, which probably were located in front of a temple tied to some local worship. There isn't enough reliable information to determine its exact nature. One or both of the pools below the citadel that contained sacred fish may have been dedicated to Atargatis (q.v.), a goddess resembling Ishtar or Venus; and according to the Doctrine of Addai, the sun and the moon were worshipped alongside Venus.16 Nergal and Sin were referred to as “twins,” associated with the Gemini sign, under the name ellamme, meaning “the youths” (cf. Zimmern, K.A.T. 363). This lends more credibility than it would otherwise have to J. Rendel Harris's suggestion that the significant twin pillars were linked to the cult of the Dioscuri, and that the Acts of Thomas reflects a later attempt to replace them with other “twins,” namely Jesus and Judas-Thomas (Addai), who, according to legend, were buried “in Britio Edessenorum” (interpreted by Harnack as the Edessan citadel: Aram. birtha).17
Whether it was at Edessa that a Jewish translation of the Old Testament into Syriac was made,18 under the encouragement perhaps of the favour of the royal house of Adiabene (Josephus, Bell. Jud. ii. 19. 4), or whether that work was done in Adiabene,19 cannot be discussed here. That the translation did not share the fate of the other non-Christian Syriac writings, which did not survive the 13th century (see Syriac Literature), is due to the fact that it was adopted (after being revised) by the Christians, and thus rescued. Although the beginnings of Christianity at Edessa are enshrouded in the mists of legend, and the first mention of Christian communities in Osrhoëne and the towns there is connected with the part they played in the paschal controversy (c. A.D. 192), it has been reasonably urged that the legends imply a fact, namely that Christianity began in the Jewish colony, perhaps by the middle of the 2nd century, although the earliest seat of the Syrian church may have been farther east, in Adiabene.20 Parts of the New Testament were certainly translated into Syriac in the 2nd century, although whether the “Old Syriac” (so e.g. Hjelt) or the Diatessaron (so Burkitt) came first is uncertain. About the end of the 2nd century Edessene Christianity seems to have made a fresh beginning: the ordination of Palūṭ by Serapion of Antioch may mean that things ecclesiastical took a westward trend, and it is possible (so Burkitt) that the “Old Syriac” New Testament version was now introduced. A strong man offered himself in Bardaiṣān (q.v.; Bardesanes), to whom perhaps we owe the finest Syriac poem extant, the “Hymn of the Soul,” though orthodoxy rejected him. He was a contemporary of Abgar IX., at whose court Julius Africanus stayed for a while. A Syrian official record from this reign, preserved in the Edessene Chronicle, gives a somewhat detailed account of a violent flood (autumn, 201) of the Daiṣān river which did much damage, destroying amongst other things “the palace of Abgar the Great,” rebuilt as a summer palace by Abgar IX., and “the temple of the church of the Christians.” The form of this last statement shows that at the time of writing (206) the rulers had not adopted Christianity themselves. Abgar IX. is now commonly supposed to be the ruler to whom the famous legend was first attached (see Abgar); but though he visited Rome there is no proof that he ever became a Christian (Gomperz, in Archäologisch-epigraphische Mitteilungen aus Österreich-Ungarn, xix. 154-157). It was at Edessa that Caracalla, who made it a military colony under the style of Colonia Marcia Edessenorum, spent the winter of 216-217, and near there that he was murdered. The religious philosophical treatise preserved under the title of Book of the Laws of the Lands was probably produced at this time by a pupil of Bardesanes, and the Acts of Thomas in its original form may have followed not long after.
Whether the Jewish translation of the Old Testament into Syriac was produced in Edessa, possibly supported by the royal house of Adiabene (Josephus, Bell. Jud. ii. 19. 4), or whether it took place in Adiabene itself, can't be debated here. The fact that this translation survived when other non-Christian Syriac writings perished after the 13th century (see Syriac Literature) is because it was adopted and revised by Christians, thus saving it. Although the origins of Christianity in Edessa are shrouded in legend, and the first mention of Christian communities in Osrhoëne and nearby towns relates to their involvement in the paschal controversy (around CE 192), it has been reasonably suggested that these legends indicate a truth: that Christianity began in the Jewish colony, possibly by the mid-2nd century, although the earliest center of the Syrian church might have been farther east, in Adiabene. 20 Portions of the New Testament were certainly translated into Syriac in the 2nd century, though it's unclear whether the “Old Syriac” (as noted by Hjelt) or the Diatessaron (as stated by Burkitt) came first. By the end of the 2nd century, Edessene Christianity seems to have experienced a revival: the ordination of Palūṭ by Serapion of Antioch may suggest that ecclesiastical matters began to lean westward, and it’s possible (Burkitt argues) that the “Old Syriac” New Testament version was introduced around this time. Bardaiṣān (q.v.; Bardesanes), a significant figure, might be responsible for the finest surviving Syriac poem, the “Hymn of the Soul,” although he was rejected by orthodox beliefs. He was a contemporary of Abgar IX., at whose court Julius Africanus stayed for a period. An official Syrian record from this reign, preserved in the Edessene Chronicle, provides a detailed account of a devastating flood (autumn, 201) of the Daiṣān river that inflicted significant damage, destroying “the palace of Abgar the Great,” which had been rebuilt as a summer palace by Abgar IX., along with “the temple of the church of the Christians.” The wording of this last statement indicates that when it was written (206), the rulers had not yet adopted Christianity. Abgar IX. is now commonly thought to be the ruler to whom the famous legend was first linked (see Abgar); however, despite his visit to Rome, there is no evidence that he ever became a Christian (Gomperz, in Archäologisch-epigraphische Mitteilungen aus Österreich-Ungarn, xix. 154-157). Edessa was where Caracalla, who made it a military colony under the name Colonia Marcia Edessenorum, spent the winter of 216-217, and it was near there that he was murdered. The religious philosophical treatise known as Book of the Laws of the Lands was likely created at this time by a student of Bardesanes, and the Acts of Thomas in its original form may have appeared shortly thereafter.
Sassanian Period.—In 226 the Parthian empire gave place to the new kingdom of the Sassanidae, whose claim to the ancient Achaemenian empire led to constant struggle with Rome in which Edessa naturally suffered. The native state was restored by Gordian in 242; but in 244 it became again directly subject to Rome. The Edessan martyrs Sharbēl and Barsamyā, whose “Acts” in legendary form have come down to us, may have perished in the Decian persecution. In 260 the city was besieged by the Persians under Shapur I., and Valerian was defeated and made prisoner by its gates. Odaenathus of Palmyra (d. 267), however, wrested Mesopotamia from the Persians; but Aurelian defeated his successor Zenobia at Emesa (273), and Carus, who died in 283 in an expedition against the Persians, and Galerius (297) carried the frontier again to the Tigris. Diocletian’s persecution secured the martyr’s crown for the Edessenes Shamōna, Guria (297), and Ḥabbīb (309), and shortly thereafter Lucian “the martyr,” who though born at Samosata received his training at Edessa; but the bishop Qōna, who laid the foundations of “the great church” by the sacred pool, somehow escaped. Edessa can claim no share in “the Persian Sage” Aphrahaṭ or Afrahaṭ (Aphraates); but Ephraem, after bewailing in Nisibis the sufferings of the great Persian war under Constantius and Julian, when Jovian in 363 ceded most of Mesopotamia to Shapur II., the persecutor of the Christians, settled in Edessa, which as the seat of his famous school (called “the Persian”) grew greatly in importance, and attracted scholars from all directions. He taught and wrote vigorously against the Arians and other heretics, and although just after his death (373) the emperor Valens banished the orthodox from Edessa, they returned on the emperor’s death in 378. Under Zenobius, disciple of Ephraem, studied the voluminous writer, Isaac of Antioch (d. circ. 460). Rabbūla perhaps owed his elevation to the see of Edessa (411-435), in the year which produced the oldest dated Syriac MS., to his asceticism, and it was to his time that the sojourn there of the “Man of God” (Alexis) was assigned; but he won from the Nestorians the title of the Tyrant of Edessa. In particular he exerted himself to stamp out the use of the Diatessaron in favour of the four Gospels, the Syriac version of which probably now took the form known as the Peshitta. When the popular Nestorianism of the Syrians was condemned at Ephesus (431) it began to gravitate eastwards, Nisibis becoming its eventual headquarters; but Edessa and the western Syrians refused to bow to the Council of Chalcedon (451) when it condemned Monophysitism. In and around Edessa the theological strife raged hotly.21 When, however, Zeno’s edict (489) ordered the closing of the school of the Persians at Edessa, East and West drifted apart more and more; the ecclesiastical writer Narsai, “the Harp of the Holy Spirit,” fled to Nisibis about 489. Till about this time Syriac influence was strong in Armenia, and some Syriac works have survived only in Armenian translations. In the opening years of the 6th century the Persian-Roman War (502-506) found a chronicler in the anonymous Edessene history known till recently as the Chronicle of Joshua Stylites. Whether Edessa received 932 from the emperor Justin I. the additional name of Justinopolis may be uncertain (see Hallier, op. cit. p. 128); but it seems to have been renewed and fortified after the “fourth” flood in 525 (Procop. Pers. ii. 27; De aedific. ii. 7). About this time, according to Nöldeke, an anonymous Edessene wrote the Romance of Julian the Apostate, which so many Arab writers use as a history. Chosroes I. Anushirwān succeeded in 540, according to the last entry in the Edessene Chronicle, in exacting a large tribute from Edessa; but in 544 he besieged it in vain. A few years later Jacob Baradaeus, with Edessa as centre of his bishopric, was carrying on the propaganda of Monophysitism which won for the adherents of that creed the name of Jacobites (q.v.). The valuable Syriac Chronicle just referred to probably was compiled in the latter half of this century.
Sassanian Period.—In 226, the Parthian Empire was replaced by the new kingdom of the Sassanidae, which made claims to the ancient Achaemenian Empire, leading to ongoing conflicts with Rome that naturally affected Edessa. The native state was restored by Gordian in 242, but by 244 it was once again directly under Roman control. The Edessan martyrs Sharbēl and Barsamyā, whose legendary “Acts” have survived, may have died during the Decian persecution. In 260, the city was besieged by the Persians under Shapur I., and Valerian was defeated and captured at its gates. However, Odaenathus of Palmyra (d. 267) managed to take Mesopotamia back from the Persians; but Aurelian defeated his successor Zenobia at Emesa (273), while Carus, who died in 283 during a campaign against the Persians, and Galerius (297) pushed the frontier back to the Tigris. Diocletian’s persecution earned the martyr’s crown for the Edessan Shamōna, Guria (297), and Ḥabbīb (309), and shortly afterward, Lucian “the martyr,” who was born in Samosata but trained in Edessa; although Bishop Qōna, who established “the great church” by the sacred pool, somehow escaped. Edessa can’t claim any association with “the Persian Sage” Aphrahaṭ or Afrahaṭ (Aphraates); however, Ephraem, after lamenting the suffering caused by the great Persian war under Constantius and Julian, relocated to Edessa after Jovian ceded most of Mesopotamia to Shapur II., who persecuted Christians. He established a renowned school there (referred to as “the Persian”), which became very influential and attracted scholars from many areas. Ephraem taught and wrote vigorously against the Arians and other heretics, and although shortly after his death (373) Emperor Valens expelled the orthodox from Edessa, they returned after his death in 378. Under Zenobius, a disciple of Ephraem, the prolific writer Isaac of Antioch (d. around 460) studied. Rabbūla likely rose to the see of Edessa (411-435) in the year that produced the oldest dated Syriac manuscript, due to his asceticism, and it was during this period that the “Man of God” (Alexis) was said to have visited; however, he earned the title of the Tyrant of Edessa from the Nestorians. He particularly worked to eliminate the use of the Diatessaron in favor of the four Gospels, the Syriac version of which probably evolved into the form known as the Peshitta. When the popular Nestorianism of the Syrians was condemned at Ephesus (431), it began to shift towards the east, with Nisibis eventually becoming its headquarters; but Edessa and the western Syrians refused to accept the Council of Chalcedon (451) when it condemned Monophysitism. Theological disputes raged intensely in and around Edessa. 932 When Zeno’s edict (489) ordered the closure of the school of the Persians at Edessa, the East and West increasingly drifted apart; the ecclesiastical writer Narsai, known as “the Harp of the Holy Spirit,” fled to Nisibis around 489. Until about this time, Syriac influence was strong in Armenia, and some Syriac works have only survived in Armenian translations. In the early years of the 6th century, the Persian-Roman War (502-506) had a chronicler in the anonymous Edessene history known until recently as the Chronicle of Joshua Stylites. It is uncertain whether Edessa received the additional name of Justinopolis from Emperor Justin I. (see Hallier, op. cit. p. 128); however, it appears to have been renewed and fortified after the “fourth” flood in 525 (Procop. Pers. ii. 27; De aedific. ii. 7). Around this time, according to Nöldeke, an anonymous Edessene wrote the Romance of Julian the Apostate, which many Arab writers reference as a historic account. Chosroes I. Anushirwān succeeded in 540, according to the last entry in the Edessene Chronicle, in demanding a large tribute from Edessa; but in 544, he besieged it unsuccessfully. A few years later, Jacob Baradaeus, with Edessa as the center of his bishopric, promoted Monophysitism, which led to his followers being called Jacobites (q.v.). The valuable Syriac Chronicle just mentioned was likely compiled in the later half of this century.
Islam.—In the first decade of the next century Edessa was taken by Chosroes II., and a large part of the population transported to eastern Persia. Within a score of years it was recovered by the emperor Heraclius, who reviewed a large army under its walls. The prophet of Islam was now, however, building up his power in Arabia, and although Heraclius paid no heed to the letter demanding his adhesion which he received from Medina (628), and the deputation of fifteen Rahāwiyīn who paid homage in 630 were not Edessenes but South Arabians, a few years later (636?) Heraclius’s attempts, from Edessa as a centre, to effect an organized opposition to the victorious Arabs were defeated by Sa’d, and he fell back on Samosāta. The terms on which Edessa definitely passed into the hands of the Moslems (638) under Riyād are not certain (Balādhurī). As it now ceased to be a frontier city it lost in importance. In 668 occurred another destructive flood (Theophanes, p. 537), and in 678 an earthquake which destroyed part of the “old church,” which the caliph Mo‘āwiya I. is said to have repaired. To the latter part of the century belongs the activity of Edessa’s bishop Jacob, whose chronicle is unfortunately lost. It may have been the impulse given by the final supremacy of the caliphate to the long process which eventually substituted a new branch of Semitic speech for the Aramaic (which had now prevailed for a millennium and a half), that led Jacob to adopt the Greek vowel signs for use in Syriac. A century later Theophilus of Edessa (d. 785), author of a lost history, translated into Syriac “the two books of the poet Homer on the Conquest of the city of Ilion.” When the Bagdād caliphs lost control of their dominions, Edessa shared the fortunes of western Mesopotamia, changing with the rise and fall of Egyptian dynasties and Arab chieftains. In the 10th century al-Mas’ūdī, writing in the very year in which it happened, tells how the Mahommedan ruler of Edessa, with the permission of the caliph, purchased peace of the emperor Romanus Lecapenus by surrendering to him the napkin of Jesus of Nazareth, wherewith he had dried himself after his baptism. The translation of the Holy Icon of Christ from Edessa is commemorated on the 16th of August (Cal. Byzant). A few years later Ibn Ḥauḳal (978) estimates the number of churches in the city at more than 300, and al-Moḳaddasī (985) describes its cathedral, with vaulted ceiling covered with mosaics, as one of the four wonders of the world. In 1031 the emperor recovered Edessa; but in 1040 it fell into the hands of the Seljuks, whose progress had added a large element of Armenian refugees to the population of Osrhoëne. There is no reason, therefore, to discredit Maqrīzī’s statement that it was three brother architects from Edessa that the Armenian minister Badr al-Gamāli employed to build three of the fine city gates of Cairo (1087-1091). The empire soon recovered Edessa, but the resident made himself independent. Thoros applied for help to Baldwin, brother and successor of Godfrey of Bouillon in the First Crusade, who in 1098 took possession of the town and made it the capital of a Burgundian countship, which included Samosata and Sarūg’, and was for half a century the eastern bulwark of the kingdom of Jerusalem.22 The local Armenian historian, however, Matthew of Edessa, tells of oppression, decrease of population, ruin of churches, neglect of agriculture. With the campaign of Maudud in 1110 fortune began to favour the Moslems. Edessa had to endure siege after siege. Finally, in 1144 it was stormed, Matthew being among the slain, by ‘Imād ud-Dīn Zengī, ruler of Mosul, under Joscelin II., an achievement celebrated as “the conquest of conquests,” for laying the responsibility of which not on God but on the absence of the Frankish troops, an Edessan monk, John, bishop of Ḥarrān (d. 1165), brought down upon himself the whole bench of bishops. Edessa suffered still more in 1146 after an attempt to recover it. Churches were now turned into mosques. The consternation produced in Europe by the news of its fate led to “the Second Crusade.” In 1182 it fell to Saladin, whose nephew recovered it when it had temporarily passed (1234) to the sultan of Rūm; but the “Eye of Mesopotamia” never recovered the brilliance of earlier days. The names it contributed to Arabic literature are unimportant. By timely surrender (1268) it escaped the sufferings inflicted by Hūlākū and his Monguls on Sarū’g (Barhebraeus, Chron. Arab., Beirūt ed., 486). Mostaufī describes a great cupola of finely worked stone still standing by a court over a hundred yards square (1340). Ali b. Yazd in his account of the campaigns of Tīmūr, who reduced Mesopotamia in 1393, still calls the city (1425) Ruhā. In 1637, when Amurath IV. conquered Bagdād and annexed Mesopotamia, it passed finally into the hands of the Turks, by whom it is called Urfa.
Islam.—In the first decade of the next century, Edessa was captured by Chosroes II, and a significant portion of the population was relocated to eastern Persia. Within twenty years, it was retaken by Emperor Heraclius, who gathered a large army at its walls. Meanwhile, the prophet of Islam was strengthening his influence in Arabia. Although Heraclius ignored the letter he received from Medina demanding his allegiance in 628, and the delegation of fifteen Rahāwiyīn who showed loyalty in 630 were not from Edessa but South Arabians, a few years later (around 636), Heraclius's efforts to organize a counter-offensive against the triumphant Arabs from Edessa failed under Sa’d, prompting him to withdraw to Samosāta. The conditions under which Edessa finally fell into Muslim hands (638) under Riyād are unclear (Balādhurī). As it was no longer a frontier city, it lost significance. In 668, another devastating flood occurred (Theophanes, p. 537), and in 678, an earthquake destroyed part of the "old church," which Caliph Mo‘āwiya I is said to have repaired. In the latter part of the century, Bishop Jacob of Edessa was active, but his chronicle is unfortunately lost. The rise of the caliphate may have prompted Jacob to adopt Greek vowel signs for use in Syriac, replacing the Aramaic that had been dominant for over a millennium. A century later, Theophilus of Edessa (d. 785), who authored a now-lost history, translated into Syriac “the two books of the poet Homer on the Conquest of the city of Ilion.” When the Bagdād caliphs lost control over their territories, Edessa shared the fate of western Mesopotamia, changing with the fluctuations of Egyptian dynasties and Arab leaders. In the 10th century, al-Mas’ūdī, writing in the same year it occurred, recounts how the Muslim ruler of Edessa, with the caliph’s permission, bought peace from Emperor Romanus Lecapenus by handing over the napkin of Jesus of Nazareth, which he had used to dry himself after his baptism. The translation of the Holy Icon of Christ from Edessa is commemorated on August 16 (Cal. Byzant). A few years later, Ibn Ḥauḳal (978) estimates the number of churches in the city at over 300, and al-Moḳaddasī (985) describes its cathedral, adorned with a vaulted ceiling covered in mosaics, as one of the four wonders of the world. In 1031, the emperor regained control of Edessa; however, in 1040, it fell to the Seljuks, whose advances brought many Armenian refugees to Osrhoëne. Thus, there is no reason to doubt Maqrīzī’s account that it was three brother architects from Edessa who were employed by the Armenian minister Badr al-Gamāli to construct three impressive city gates in Cairo (1087-1091). The empire soon regained Edessa, but the local ruler declared independence. Thoros sought help from Baldwin, the brother and successor of Godfrey of Bouillon in the First Crusade, who took control of the town in 1098 and made it the capital of a Burgundian countship, which included Samosata and Sarūg’, serving for half a century as the eastern defensive line of the kingdom of Jerusalem.22 However, the local Armenian historian Matthew of Edessa narrates tales of oppression, population decline, church ruin, and neglect of agriculture. With Maudud's campaign in 1110, fortunes began to shift in favor of the Muslims. Edessa faced one siege after another. Ultimately, in 1144, it was stormed by ‘Imād ud-Dīn Zengī, ruler of Mosul, under Joscelin II, an event celebrated as “the conquest of conquests.” For blaming the loss not on God but on the absence of the Frankish troops, an Edessan monk, John, Bishop of Ḥarrān (d. 1165), brought the wrath of the entire bench of bishops upon himself. Edessa suffered even more in 1146 after an unsuccessful attempt to reclaim it. Churches were now converted into mosques. The shockwaves sent through Europe by the news of its fate led to “the Second Crusade.” In 1182, it fell to Saladin, whose nephew regained it when it temporarily passed (1234) to the sultan of Rūm. Still, the “Eye of Mesopotamia” never regained its former glory. The contributions it made to Arabic literature are insignificant. By surrendering in time (1268), it escaped the hardships inflicted by Hūlākū and his Mongols on Sarū’g (Barhebraeus, Chron. Arab., Beirūt ed., 486). Mostaufī describes a great dome of finely worked stone still standing in a courtyard over a hundred yards square (1340). Ali b. Yazd, in his account of Tīmūr's campaigns that subdued Mesopotamia in 1393, still refers to the city (1425) as Ruhā. In 1637, when Amurath IV conquered Bagdād and annexed Mesopotamia, it finally fell into Turkish hands, where it is called Urfa.
The Modern Town.—Urfa lies north-east of the Nimrud Dagh. It is surrounded by a wall, strengthened by square towers at distances of 18-20 steps, probably dating in its present condition from medieval Mahommedan times. On a height in a corner towards the west, overtopping the town by 100-200 ft., are the remains of the old citadel, and the two famous Corinthian columns23 known as “the Throne of Nimrūd.” In the hollow between this height and the town rise two springs which form ponds, the farther removed of which from the citadel is known as Birket al-Khalīl, doubtless the Callirrhoe of the classical writers, and contains the sacred fish, estimated by J.S. Buckingham at 20,000, and the nearer as ‘Ain Zalkha (i.e. Zuleikha, the wife of Potiphar). On the north edge of the Birket al-Khalīl (see plan in Sachau, p. 197) is the great mosque of Abraham, the interior of which is described by J.S. Buckingham (Travels, pp. 108-110). Diagonally opposite the mosque is a house with a square tower, which is locally believed to occupy the place of the famous ancient school. The waters of the two pools make their way in a single stream southwards out of the town. The once dangerous stream Daiṣān (Σκιρτός) no longer flows southwards through the town, but encircles it on the north and east in the channel of the old moat. This stream, now called Kara Kuyun, and the other are exhausted in the irrigation of the gardens lying south-east of the town, except when fuller than usual, when they reach the Balīh. Not far east of the sacred pool is the largest building in the town, the recent Armenian Gregorian cathedral, whose American bells were first heard during Sachau’s visit in 1879. About the middle of the town is the largest mosque, Ulu ’Gamī (parts of it probably pre-Islamic), which probably occupies the site of the Christian church reckoned by the early Mahommedan writers as one of the wonders of the world. In the bazaar, which lies between the chief mosque and the sacred pool, and contains several streets, are displayed not only the native woollen stuffs, pottery and silver work, but also a considerable variety of European goods, especially cloth stuffs. The principal manufactures are fine cotton stuffs and yellow leather. The streets are of course narrow and winding; but the houses are well built of stone. The outskirts are occupied by melon gardens, vineyards and mulberry plantations. The fertile plain south of the town is noted for its wheat and fine pasture. The climate is healthy except in summer; the “Aleppo button” (see Bagdad, vilayet), a painful boil, is common. The rocky heights south and west of the town, whence the building material is largely obtained, are full of natural and artificial caverns, once used as dwellings, cloisters and graves, where are most of the 933 inscriptions published by Sachau, who also visited and describes (pp. 204-206) the Dēr Ya‘qūb, nearly two hours distant.
The Modern Town.—Urfa is located northeast of Nimrud Dagh. It is surrounded by a wall, reinforced by square towers spaced 18-20 steps apart, likely dating back to medieval Islamic times. On a high point in the western corner, rising 100-200 feet above the town, are the remains of the old citadel and the two famous Corinthian columns, known as “the Throne of Nimrūd.” In the valley between this height and the town, two springs create ponds; the one farther from the citadel is known as Birket al-Khalīl, likely the Callirrhoe mentioned by classical writers, and it contains the sacred fish, estimated by J.S. Buckingham to number around 20,000. The nearer spring is known as ‘Ain Zalkha (i.e. Zuleikha, Potiphar's wife). On the northern edge of the Birket al-Khalīl (see plan in Sachau, p. 197) is the great mosque of Abraham, whose interior is described by J.S. Buckingham (Travels, pp. 108-110). Diagonally opposite the mosque is a house with a square tower, believed locally to be the site of the ancient renowned school. The waters from both pools flow together as a single stream southward out of the town. The formerly dangerous stream Daiṣān (Σκιρτός) no longer flows directly through the town but surrounds it to the north and east, following the old moat's path. This stream, now called Kara Kuyun, along with the others, is mainly used for irrigating gardens southeast of the town, except during the wetter seasons when they reach the Balīh. Not far east of the sacred pool stands the largest building in town, the recently built Armenian Gregorian cathedral, which had its American bells first ringing during Sachau’s visit in 1879. In the center of the town is the largest mosque, Ulu ’Gamī (parts of which likely predate Islam), believed to stand on the site of a Christian church considered one of the wonders of the world by early Islamic writers. In the bazaar, situated between the main mosque and the sacred pool, several streets feature not only local woolen textiles, pottery, and silverwork but also a wide array of European goods, particularly textiles. The primary local products are fine cotton fabrics and yellow leather. The streets are typically narrow and winding, but the houses are well-constructed from stone. The outskirts are filled with melon gardens, vineyards, and mulberry groves. The fertile plain south of the town is known for its wheat and lush pastures. The climate is generally healthy except in summer; the "Aleppo button" (see Bagdad, vilayet), a painful boil, is quite common. The rocky heights to the south and west of the town, from which most of the building materials are sourced, are filled with natural and man-made caves once used for living, cloisters, and burials, where most of the inscriptions published by Sachau can be found. He also visited and described (pp. 204-206) the Dēr Ya‘qūb, located nearly two hours away.
Urfa is the capital of a sanjak of the same name, in the vilāyet of Aleppo. The population was estimated by Olivier in 1796 at 20,000 to 24,000, by Buckingham at 50,000, by Chernik in 1873 at 40,000, by Sachau in 1879 at 50,000, in Baedeker’s Handbook in 1906 at 30,000. Vice-Consul Fitzmaurice said that before December 1895 it was close on 65,000, of whom about 20,000 were Armenian, 3000 or 4000 Jacobites, Syrian-Catholic, Greek-Catholic, Maronites and Jews, and the remaining 40,000 Turkish, Kurdian and Arab Mahommedans. Two barbarous massacres occurred on the 28th and 29th of October and the 28th and 29th of December 1895; 126 Armenian families were absolutely wiped out. He believes that 8000 Armenians perished in the second massacre. The Deutsche Orient-Mission has its chief seat in Urfa, and there have for years been American and French missions. The Germans have an orphanage with 300 Armenian children, a carpet factory and a medical station. The American school had some years ago 250 pupils.
Urfa is the capital of a district with the same name in the province of Aleppo. In 1796, Olivier estimated the population to be between 20,000 and 24,000, while Buckingham put it at 50,000. Chernik reported it as 40,000 in 1873, Sachau noted 50,000 in 1879, and Baedeker’s Handbook from 1906 recorded 30,000. Vice-Consul Fitzmaurice claimed that before December 1895, the population was nearly 65,000, which included about 20,000 Armenians, 3,000 to 4,000 Jacobites, Syrian-Catholics, Greek-Catholics, Maronites, and Jews, with around 40,000 Turkish, Kurdish, and Arab Muslims making up the rest. Two brutal massacres occurred on October 28-29 and December 28-29 in 1895, resulting in the complete destruction of 126 Armenian families. He estimated that 8,000 Armenians died in the second massacre. The Deutsche Orient-Mission has its main base in Urfa, and for years, there have been American and French missions. The Germans run an orphanage with 300 Armenian children, a carpet factory, and a medical station. The American school had about 250 students a few years ago.
Authorities.—Inscriptional: H. Pognon, Inscriptions sémitiques de la Syrie, de la Mésopotamie et de la région de Mossoul (1907, 1908); Sachau, “Edessenische Inschriften,” in Z.D.M.G. xxxvi. 142-167; F.C. Burkitt, “The Throne of Nimrod,” in P.S.B.A. xxviii. 149-155 (1906); J. Rendel Harris, The Cult of the Heavenly Twins (1906); Nöldeke, “Syrische Inschriften,” in Z.A. xxi. 151-161, 375-388 (1908). Literary: Ludwig Hallier, Untersuchungen über die Edessenische Chronik mit dem Syrischen Text (1892); F. Nau, Analyse des parties inédites de la chronique attribuée à Denys de Tell-maḥré (1898); J.-B. Chabot, Chronique de Denys de Tell-Maḥré, quatrième partie (1895); W. Wright, The Chronicle of Joshua the Stylite (1882); Bayer, Historia Osrhoena et Edessena (St Petersburg, 1784), collects the references in classical authors; for the coinage see references in von Gutschmid (see below). Discussions: A. von Gutschmid, “Untersuchungen über die Geschichte des Königreichs Osroëne” (in Mémoires de l’acad. imper. des sciences de St-Pétersb. vii. sér. tome 35, No. 1, 1887); L.-J. Tixeront, Les Origines de l’église d’Édesse et la légende d’Abgar (1888); R.A. Lipsius, Die Edessenische Abgarsage kritisch untersucht (1880); K.C.A. Matthes, Die Edess. Abgarsage auf ihre Fortbildung untersucht (1882); F. Nau, Une Biographie inédite de Bardesane l’astrologue (1897); Bardesane l’astrologue: le livre des Lois des Pays (1899); A. Hilgenfeld, Bardesanes, der letzte Gnostiker (1864); A.A. Bevan, “The Hymn of the Soul” (in Texts and Studies, 1897); F.C. Burkitt, Early Eastern Christianity (1904); J.R. Harris, The Dioscuri in Christian Legend (1903), and The Cult of the Heavenly Twins (1906); the histories of Rome, Persia, Crusades, Mongols, &c.; Rubens Duval, Histoire politique, religieuse et littéraire d’Édesse jusqu’à la première croisade (1892), a useful compilation reprinted from the Journ. As.; the excellent article by E. Meyer in Pauly-Wissowa, Realencyclopädie, 1933-1938. Topography: J.S. Buckingham, Travels in Mesopotamia (1827); E. Sachau, Reise in Syrien u. Mesopotamien (1883), 189-210; cf. Duval, op. cit. chap, i.; C. Ritter, Erdkunde, xi. 315-356. Map of town in Niebuhr, Voyage en Arabie, reproduced with modifications in Wright, Chron. Josh. Styl.; also a map in Reclus, Univ. Geog. ix. 232. Four pictures of the town in Burkitt, Early East. Christ.
Authorities.—Inscriptional: H. Pognon, Semitic Inscriptions from Syria, Mesopotamia, and the Mosul Region (1907, 1908); Sachau, “Edessenian Inscriptions,” in Z.D.M.G. xxxvi. 142-167; F.C. Burkitt, “The Throne of Nimrod,” in P.S.B.A. xxviii. 149-155 (1906); J. Rendel Harris, The Cult of the Heavenly Twins (1906); Nöldeke, “Syrian Inscriptions,” in Z.A. xxi. 151-161, 375-388 (1908). Literary: Ludwig Hallier, Research on the Edessenian Chronicle with the Syrian Text (1892); F. Nau, Analysis of Unpublished Parts of the Chronicle Attributed to Denys of Tell-maḥré (1898); J.-B. Chabot, Chronicle of Denys of Tell-Maḥré, Fourth Part (1895); W. Wright, The Chronicle of Joshua the Stylite (1882); Bayer, History of Osroene and Edessa (St Petersburg, 1784), collects references from classical authors; for the coinage see references in von Gutschmid (see below). Discussions: A. von Gutschmid, “Investigations on the History of the Kingdom of Osroëne” (in Proceedings of the Imperial Academy of Sciences of St. Petersburg vii. ser. tome 35, No. 1, 1887); L.-J. Tixeront, The Origins of the Church of Edessa and the Legend of Abgar (1888); R.A. Lipsius, The Edessenian Abgar Legend Critically Examined (1880); K.C.A. Matthes, The Edessenian Abgar Legend Investigated for Its Development (1882); F. Nau, An Unpublished Biography of Bardesanes the Astrologer (1897); Bardesanes the Astrologer: The Book of the Laws of the Lands (1899); A. Hilgenfeld, Bardesanes, the Last Gnostic (1864); A.A. Bevan, “The Hymn of the Soul” (in Texts and Studies, 1897); F.C. Burkitt, Early Eastern Christianity (1904); J.R. Harris, The Dioscuri in Christian Legend (1903), and The Cult of the Heavenly Twins (1906); the histories of Rome, Persia, Crusades, Mongols, etc.; Rubens Duval, Political, Religious, and Literary History of Edessa Until the First Crusade (1892), a useful compilation reprinted from Journ. As.; the excellent article by E. Meyer in Pauly-Wissowa, Realencyclopädie, 1933-1938. Topography: J.S. Buckingham, Travels in Mesopotamia (1827); E. Sachau, Journey in Syria and Mesopotamia (1883), 189-210; cf. Duval, op. cit. chap, i.; C. Ritter, Geography, xi. 315-356. Map of town in Niebuhr, Travel in Arabia, reproduced with modifications in Wright, Chron. Josh. Styl.; also a map in Reclus, Universal Geography ix. 232. Four pictures of the town in Burkitt, Early Eastern Christianity.
1 So Appian, Syr. 57; cp. Steph. Byz., s.v. Εδεσσα: διὰ τὴν τῶν ὑδάτων ῥύμην.
1 So Appian, Syr. 57; see also Steph. Byz., s.v. Edessa: due to the flow of the waters.
2 Steph. Byz., s.v. Βατναι.
__A_TAG_PLACEHOLDER_0__ Steph. Byz., s.v. Βατναι.
3 Dio, passim.
__A_TAG_PLACEHOLDER_0__ Dio, everywhere.
4 Isidore Charac. 1 (Müller, Geog. Gr. Min., i. 246).
4 Isidore Charac. 1 (Müller, Geog. Gr. Min., i. 246).
5 Several times in Pliny, Nat. Hist.
__A_TAG_PLACEHOLDER_0__ Several times in Pliny, Nat. Hist.
6 CIL. vi. 1797.
__A_TAG_PLACEHOLDER_0__ CIL. vol. 6, 1797.
8 Written Ὀσρόης in Dio Cassius, Excerpta, lxviii. 22.
__A_TAG_PLACEHOLDER_0__ Written Osroēs in Dio Cassius, Excerpts, lxviii. 22.
9 See the reff. collected by M. Streck, M.V.G., 1906. The name occurs in the same company in the fragmentary tablet K. 1904. The mountain Ru-u-[a], mentioned thrice by Tiglath-pileser IV., is placed by Billerbeck near Hamadān (Sandschak Suleimania, 82, 86, and map, 1898).
9 See the references compiled by M. Streck, M.V.G., 1906. The name appears in the same context in the fragmentary tablet K. 1904. The mountain Ru-u-[a], mentioned three times by Tiglath-pileser IV., is located by Billerbeck near Hamadān (Sandschak Suleimania, 82, 86, and map, 1898).
10 See further Payne Smith, Thesaurus 110 b.
__A_TAG_PLACEHOLDER_0__ See more Payne Smith, Thesaurus 110 b.
11 In translating from the Greek; also in Ephraim (Duval, Hist. 22, n. 4) and the Acts of Sharbīl (Cureton, Anc. Syr. Doc. 41).
11 When translating from Greek; also in Ephraim (Duval, Hist. 22, n. 4) and the Acts of Sharbīl (Cureton, Anc. Syr. Doc. 41).
12 On a possible restoration under the name of “Antioch on the Callirrhoė” see above.
12 For possible restoration under the name “Antioch on the Callirrhoė,” refer to the information above.
13 The Edessans used to call their town “the city,” or “the daughter,” “of the Parthians” (Cureton, Anc. Syr. Doc., 41 ult., 97 l. 7; 106 l. 12).
13 The Edessans used to refer to their town as “the city” or “the daughter” of the Parthians (Cureton, Anc. Syr. Doc., 41 ult., 97 l. 7; 106 l. 12).
14 The portion of the Mesopotamian steppe under Osrhoënic influence was, according to Nöldeke (Zeitsch. Ass. xxi. 153, 1908), called ‘Arābh in Syriac.
14 The part of the Mesopotamian steppe that was influenced by Osrhoëns was referred to as ‘Arābh in Syriac, according to Nöldeke (Zeitsch. Ass. xxi. 153, 1908).
15 The inscription, which is difficult to read, connects the structure with Shalmat the queen, daughter of Ma’nu, who cannot be identified with certainty, and refers to some image(s), which probably excited the pious vandalism of the Arabs.
15 The inscription, which is hard to read, links the structure to Shalmat the queen, daughter of Ma’nu, who we can't pinpoint with certainty, and mentions some image(s), which likely sparked the religious vandalism of the Arabs.
16 Nebo and Bel (Doctr. Addai, 31) may come from the Old Testament (Burkitt).
16 Nebo and Bel (Doctr. Addai, 31) might originate from the Old Testament (Burkitt).
17 S.B.A.W., 1904, 910 ff.
__A_TAG_PLACEHOLDER_0__ S.B.A.W., 1904, 910 pages.
18 So, e.g. F.C. Burkitt, Early Eastern Christianity, 72.
__A_TAG_PLACEHOLDER_0__ So, e.g., F.C. Burkitt, Early Eastern Christianity, 72.
19 Marquart, Ostasiat. und osteurop. Streitzüge, 292 ff.
19 Marquart, Ostasiat. und osteurop. Streitzüge, 292 ff.
20 Marquart, op. cit.
__A_TAG_PLACEHOLDER_0__ Marquart, same source
21 Some one found time, however, to produce the oldest dated MS. of a portion of the Bible in any language.
21 Someone found the time, however, to produce the oldest dated manuscript of a section of the Bible in any language.
EDFU, in Coptic Atbō, a town of Upper Egypt, 484 m. S.S.E. of Cairo by rail, on the W. bank of the Nile, the railway station being on the opposite side of the river. Pop. (1907) 19,262. The inhabitants manufacture earthenware, which finds ready sale all through Egypt. The ancient Atbō (Apollinopolis Magna) was capital of the second nome of Upper Egypt. The great sandstone temple is practically complete (see Architecture: Egypt). It was built on the site of an earlier structure entirely in the time of the Ptolemies. The central part of the building, begun by Ptolemy III. Euergetes in 237 B.C., was finished by his successor in 212; the portico, court, pylons and surrounding wall were added by Ptolemy Euergetes II., Soter II. and Alexander I.; but the decoration was not finished till 57 B.C. in the reign of Ptolemy XIII. Neos Dionysus. The god of Atbō was a form of Horus (Apollo) as the sun-god; his most characteristic representation is as the disk of the sun with outspread wings, so often seen over the doors of shrines, at the top of stelae, &c. In the temple, where he is often figured as a falcon-headed man, he is associated with Hathor of Dendera and the child Harsemteus.
EDFU, known in Coptic as Atbō, is a town in Upper Egypt located 484 m. S.S.E. of Cairo by rail, on the west bank of the Nile, with the railway station situated on the opposite side of the river. The population in 1907 was 19,262. The locals produce earthenware, which sells easily throughout Egypt. The ancient Atbō (Apollinopolis Magna) served as the capital of the second nome of Upper Egypt. The large sandstone temple is nearly complete (see Architecture: Egypt). It was constructed on the site of an earlier building entirely during the Ptolemaic period. The central part of the structure was initiated by Ptolemy III Euergetes in 237 BCE and finished by his successor in 212; the portico, courtyard, pylons, and surrounding wall were added by Ptolemy Euergetes II, Soter II, and Alexander I; however, the decoration wasn't completed until 57 BCE during the reign of Ptolemy XIII Neos Dionysus. In Atbō, the god was a form of Horus (Apollo) as the sun god; his most typical depiction is as a sun disk with outspread wings, frequently seen above shrine doors, atop stelae, etc. In the temple, where he is often represented as a falcon-headed man, he is associated with Hathor of Dendera and the child Harsemteus.
See Baedeker’s Egypt; Ed. Naville, Textes relatifs au mythe d’Horus recueillis dans le temple d’Edfou.
See Baedeker’s Egypt; Ed. Naville, Texts Related to the Myth of Horus Collected in the Temple of Edfu.
EDGAR (Eadgar), king of the English (944-975), was the younger son of Edmund the Magnificent and Ælfgifu. As early as 955 he signed a charter of his uncle Eadred, and in 957 the Mercian nobles, discontented with the rule of his elder brother Eadwig, made him king of England north of the Thames. On the death of his brother in October 959 Edgar became king of a united England. Immediately on his accession to the throne of Mercia Edgar recalled St Dunstan from exile and bestowed on him first the bishopric of Worcester, and then that of London. In 961 Dunstan was translated to Canterbury, and throughout Edgar’s reign he was his chief adviser, and to him must be attributed much of the peace and prosperity of this time.
EDGAR (Eadgar), king of the English (944-975), was the younger son of Edmund the Magnificent and Ælfgifu. As early as 955, he signed a charter from his uncle Eadred, and in 957, the Mercian nobles, unhappy with the rule of his older brother Eadwig, made him king of England north of the Thames. After his brother died in October 959, Edgar became king of a united England. Right after he took the throne of Mercia, Edgar brought St Dunstan back from exile and gave him the bishopric of Worcester first, then that of London. In 961, Dunstan was moved to Canterbury, and throughout Edgar’s reign, he was his main advisor, credited with much of the peace and prosperity of this era.
The reign of Edgar was somewhat uneventful, but two things stand out clearly: his ecclesiastical policy and his imperial position in Britain. Edgar and Dunstan were alike determined to reform the great monastic houses, and to secure that they should be restored once more to their true owners and not remain in the hands of the secular priests or canonici, whose life and discipline alike seem to have been extremely lax. In this reform Edgar was helped not only by St Dunstan but also by Oswald of Worcester and Æthelwold of Winchester. The priests of the old and new monasteries at Winchester, at Chertsey and at Milton Abbas were replaced by monks, and in monastic discipline the old rule of St Benedict was restored in all its strictness.
The reign of Edgar was fairly uneventful, but two things stand out clearly: his church policies and his position of power in Britain. Edgar and Dunstan were both committed to reforming the major monasteries and ensuring they were given back to their rightful owners instead of being left in the hands of secular priests or canonici, whose lifestyles and discipline appeared to be very lax. In this reformation, Edgar was supported not only by St Dunstan but also by Oswald of Worcester and Æthelwold of Winchester. The priests at the old and new monasteries in Winchester, Chertsey, and Milton Abbas were replaced by monks, and the strict rule of St Benedict was reinstated in all its rigor.
The coronation of Edgar was, for some unexplained reason, delayed till the Whitsunday of 973. It took place with much ceremony at Bath, and was followed shortly after by a general submission to Edgar at Chester. Six, or (according to later chroniclers) eight kings, including the kings of Scotland and Strathclyde, plighted their faith that they would be the king’s fellow-workers on sea and land. The historical truth of this story has been much questioned; there seems to be little doubt that it is true in its main outlines, though we need not accept the details about Edgar’s having been rowed on the Dee by eight kings.
The coronation of Edgar was, for some unknown reason, postponed until Whitsunday of 973. It took place with a lot of ceremony at Bath and was quickly followed by a general pledge of loyalty to Edgar in Chester. Six, or (according to later historians) eight kings, including the kings of Scotland and Strathclyde, promised that they would work together with the king both at sea and on land. The historical accuracy of this account has been widely debated; however, it seems likely that the general story is true, even though we don't necessarily have to accept the details about Edgar being rowed on the Dee by eight kings.
Two isolated and unexplained incidents are also recorded in the chronicle: first, the ravaging of Westmorland by the Scandinavian Thored, son of Gunnere, in 967; and second, the ravaging of Thanet by Edgar’s own command in 970.
Two isolated and unexplained incidents are also recorded in the chronicle: first, the devastation of Westmorland by the Scandinavian Thored, son of Gunnere, in 967; and second, the devastation of Thanet by Edgar’s own orders in 970.
Edgar’s death took place in the year 975, and he was buried at Glastonbury. By his vigorous rule and his statesmanlike policy Edgar won the approval of his people, and in the Saxon chronicle we have poems commemorating his coronation and death, and describing his general character. The only fault ascribed to him is a too great love for foreigners and for foreign customs. Edgar strengthened the hands of the provincial administration, and to him has been attributed the reorganization of the English fleet. The characteristic feature of his rule was his love of peace, and by efficient administration he secured it.
Edgar died in 975 and was buried at Glastonbury. Through his strong leadership and diplomatic approach, he earned the respect of his people. The Saxon chronicle includes poems celebrating his coronation and death, as well as outlining his personality. The only criticism directed at him was his excessive fondness for foreigners and foreign customs. Edgar empowered local governments and is credited with reorganizing the English fleet. A key aspect of his reign was his commitment to peace, which he maintained through effective administration.
Edgar formed an irregular union in 961 with Wulfthryth, an inmate of the convent at Wilton, who bore him a daughter Eadgyth. He next married Æthelflæd, “the white duck,” daughter of Earl Ordmær, who bore him a son, afterwards known as Edward the Martyr. Finally he was united to Ælfthryth, daughter of Earl Ordgar, who became the mother of the Ætheling Edmund (d. 971) and of Æthelred the Unready.
Edgar entered into an unconventional union in 961 with Wulfthryth, who was living in the convent at Wilton, and she gave birth to a daughter named Eadgyth. He then married Æthelflæd, nicknamed “the white duck,” the daughter of Earl Ordmær, and she had a son who would later be known as Edward the Martyr. Lastly, he was married to Ælfthryth, the daughter of Earl Ordgar, who became the mother of Ætheling Edmund (d. 971) and Æthelred the Unready.
Authorities.—Saxon Chronicle (ed. Plummer and Earle, Oxford), sub. ann.; Vita Sancti Oswaldi (Historians of the Church of York, ed. Raine, Rolls Series); William of Malmesbury, Gesta regum (ed. Stubbs, Rolls Series); Birch, Cartularium Saxonicum, vol. iii. Nos. 1047-1319; F. Liebermann, A.-S. Laws, i. 192-216; “Florence of Worcester” (Mon. Hist. Brit.); E.W. Robertson, Historical Essays, pp. 189-215.
Authorities.—Saxon Chronicle (ed. Plummer and Earle, Oxford), sub. ann.; Vita Sancti Oswaldi (Historians of the Church of York, ed. Raine, Rolls Series); William of Malmesbury, Gesta regum (ed. Stubbs, Rolls Series); Birch, Cartularium Saxonicum, vol. iii. Nos. 1047-1319; F. Liebermann, A.-S. Laws, i. 192-216; “Florence of Worcester” (Mon. Hist. Brit.); E.W. Robertson, Historical Essays, pp. 189-215.
EDGAR, or Eadgar (c. 1050-c. 1130), called the Ætheling, was the son of Edward, a son of the English king Edmund Ironside, by his wife Agatha, a kinswoman of the emperor Henry II., and was born probably in Hungary some time before 1057, the year of his father’s death. After the death of Harold in 1066, Archbishop Aldred and the citizens of London desired to make him king, but on the advance of William, Edgar and his supporters made their submission. In 1068, after the failure of the first rising of the north, Edgar retired to Scotland, when his sister Margaret married the Scottish king, Malcolm Canmore. 934 Next year he returned to take part in the second rising, but, this proving no more successful than the first, he again took refuge in Scotland. In 1074 he went to Normandy and made peace with William. In the struggle between Henry I. and Robert of Normandy, Edgar sided with the latter. He was taken prisoner at the battle of Tinchebrai in 1106, but was subsequently released. The date of his death is uncertain, but he was certainly alive about 1125.
EDGAR, or Eadgar (c. 1050-c. 1130), known as the Ætheling, was the son of Edward, who was a son of the English king Edmund Ironside, and his wife Agatha, a relative of Emperor Henry II. He was likely born in Hungary sometime before 1057, the year his father died. After Harold's death in 1066, Archbishop Aldred and the citizens of London wanted to make him king, but when William advanced, Edgar and his supporters surrendered. In 1068, following the failure of the first northern uprising, Edgar moved to Scotland, where his sister Margaret married the Scottish king, Malcolm Canmore. 934 The next year, he returned to join the second uprising, but like the first, it was unsuccessful, and he sought refuge in Scotland again. In 1074, he traveled to Normandy to make peace with William. During the conflict between Henry I and Robert of Normandy, Edgar supported Robert. He was captured at the battle of Tinchebrai in 1106 but was released later. The exact date of his death is unclear, but he was definitely alive around 1125.
EDGECUMBE, or Edgecombe, the name of a celebrated west of England family, taken from the manor of Edgecumbe in Cornwall. One of its earlier members was Sir Richard Edgecumbe (d. 1489), who was descended from a Richard Edgecumbe who flourished during the reign of Edward I. Richard was a member of parliament in 1467; afterwards he joined Henry, earl of Richmond, in Brittany, returned with the earl to England, and fought at Bosworth, where he was knighted. He received rich rewards from Henry, now King Henry VII., who also sent him on errands to Scotland, to Ireland and to Brittany, and he died at Morlaix on the 8th of September 1489. His son and successor, Sir Piers Edgecumbe, went to France with Henry VIII. in 1513, and when he died on the 14th of August 1539 he left with other issue a son, Sir Richard Edgecumbe (1499-1562), a cultured and hospitable man, who is celebrated through Richard Carew’s Friendly Remembrance of Sir Richard Edgecumbe. Sir Richard’s eldest son, Piers or Peter Edgecumbe (1536-1607), was a member of parliament under Elizabeth for about thirty years.
EDGECUMBE, or Edgecombe, is the name of a renowned family from the west of England, derived from the manor of Edgecumbe in Cornwall. One of its early members was Sir Richard Edgecumbe (d. 1489), who was a descendant of a Richard Edgecumbe who lived during the reign of Edward I. Richard was a member of parliament in 1467; later, he joined Henry, the Earl of Richmond, in Brittany, returned with the Earl to England, and fought at Bosworth, where he was knighted. He received generous rewards from Henry, now King Henry VII, who also sent him on missions to Scotland, Ireland, and Brittany. He passed away in Morlaix on September 8, 1489. His son and successor, Sir Piers Edgecumbe, went to France with Henry VIII in 1513, and when he died on August 14, 1539, he left behind, among other offspring, a son, Sir Richard Edgecumbe (1499-1562), a cultured and welcoming man, who is renowned through Richard Carew’s Friendly Remembrance of Sir Richard Edgecumbe. Sir Richard’s eldest son, Piers or Peter Edgecumbe (1536-1607), served as a member of parliament under Elizabeth for about thirty years.
Another famous member of this family was Richard, 1st baron Edgecumbe (1680-1758), a son of Sir Richard Edgecumbe. Educated at Trinity College, Cambridge, he was successively member of parliament for St Germans, Plympton and Lostwithiel from 1701 to 1742; on two occasions he served as a lord of the treasury; and from 1724 to 1742 he was paymaster-general for Ireland, becoming chancellor of the duchy of Lancaster in 1743. Edgecumbe was a faithful follower of Sir Robert Walpole, in whose interests he managed the elections for the Cornish boroughs, and his elevation to the peerage, which took place in 1742, was designed to prevent him from giving evidence about Walpole’s expenditure of the secret service money. He died on the 22nd of November 1758. His son and successor, Richard, the 2nd baron (1716-1761), was comptroller of the royal household, a member of parliament, and a major-general in the army. A wit, a writer of verse, a gambler and an intimate friend of Horace Walpole, “Dick Edgecumbe” died unmarried on the 10th of May 1761.
Another well-known member of this family was Richard, 1st Baron Edgecumbe (1680-1758), the son of Sir Richard Edgecumbe. He was educated at Trinity College, Cambridge, and served as a member of parliament for St Germans, Plympton, and Lostwithiel from 1701 to 1742. He held the position of lord of the treasury twice, and from 1724 to 1742, he was the paymaster-general for Ireland, later becoming chancellor of the duchy of Lancaster in 1743. Edgecumbe was a loyal supporter of Sir Robert Walpole, managing the elections for the Cornish boroughs in Walpole’s interests. His elevation to the peerage in 1742 aimed to prevent him from testifying about Walpole’s use of secret service funds. He passed away on November 22, 1758. His son and successor, Richard, the 2nd Baron (1716-1761), served as comptroller of the royal household, was a member of parliament, and held the rank of major-general in the army. A witty individual, a poet, a gambler, and a close friend of Horace Walpole, “Dick Edgecumbe” died unmarried on May 10, 1761.
Edgecumbe’s brother, George, 1st earl of Mount Edgecumbe (1721-1795), was a naval officer who saw a great deal of service during the Seven Years’ War. Succeeding to the barony on the 1st baron’s death in 1761 he became an admiral and treasurer of the royal household; he was created Viscount Mount-Edgecumbe in 1781 and earl of Mount-Edgecumbe in 1789. He died on the 4th of February 1795, his only son being his successor, Richard, the 2nd earl (1764-1839), the ancestor of the present earl and the author of Musical Reminiscences of an Old Amateur. He died on the 26th of September 1839. His son, Ernest Augustus, the 3rd earl (1797-1861), wrote Extracts from Journals kept during the Revolutions at Rome and Palermo.
Edgecumbe’s brother, George, 1st Earl of Mount Edgecumbe (1721-1795), was a naval officer who served extensively during the Seven Years’ War. He inherited the barony after the 1st baron's death in 1761 and rose to the rank of admiral and treasurer of the royal household. He was made Viscount Mount-Edgecumbe in 1781 and Earl of Mount-Edgecumbe in 1789. He passed away on February 4, 1795, and was succeeded by his only son, Richard, the 2nd Earl (1764-1839), who is the ancestor of the current earl and the author of Musical Reminiscences of an Old Amateur. He died on September 26, 1839. His son, Ernest Augustus, the 3rd Earl (1797-1861), wrote Extracts from Journals kept during the Revolutions at Rome and Palermo.
EDGE HILL, an elevated ridge in Warwickshire, England, near the border of Oxfordshire. The north-western face is an abrupt escarpment of the lias, and the summit of the ridge is almost level for nearly 2 m., at a height somewhat exceeding 700 ft. The escarpment overlooks a rich lowland watered by streams tributary to the Avon; the gentle eastern slope sends its waters to the Cherwell, and the ridge thus forms part of the divide between the basins of the Severn and the Thames. Edge Hill gave name to the first battle of the Great Rebellion (q.v.), fought on the 23rd of October 1642. Charles I., marching on London from the north-west, was here met by the parliamentary forces under Robert Devereux, earl of Essex. The royalists were posted on the hill while the enemy was in the plain before Kineton. But the rash advice of Prince Rupert determined the king to give up the advantage of position; he descended to the attack, and though Rupert himself was successful against the opposing cavalry, he was checked by the arrival of a regiment with artillery under Hampden, and, in the meantime, the royalist infantry was driven back. The parliamentarians, however, lost the more heavily, and though both sides claimed the advantage, the king was able to advance and occupy Banbury.
EDGE HILL, is an elevated ridge in Warwickshire, England, near the Oxfordshire border. The north-western side has a steep escarpment of lias, and the top of the ridge is almost flat for nearly 2 miles, at a height of just over 700 feet. The escarpment overlooks a fertile lowland fed by streams that flow into the Avon; the gentle eastern slope directs its waters to the Cherwell, making the ridge part of the divide between the Severn and Thames basins. Edge Hill was the site of the first battle of the Great Rebellion (q.v.), which took place on October 23, 1642. Charles I., marching towards London from the north-west, encountered the parliamentary forces led by Robert Devereux, Earl of Essex. The royalists were stationed on the hill while the enemy was positioned in the plain before Kineton. However, due to the reckless advice of Prince Rupert, the king decided to forfeit the advantageous position; he descended to launch an attack, and while Rupert had success against the opposing cavalry, he was halted by the arrival of a regiment with artillery under Hampden, and in the meantime, the royalist infantry was pushed back. Nevertheless, the parliamentarians suffered greater losses, and although both sides claimed victory, the king was able to advance and take control of Banbury.
EDGEWORTH, MARIA (1767-1849), Irish novelist, second child and eldest daughter of Richard Lovell Edgeworth (q.v.) and his first wife, Anna Maria Elers, was born in the house of her maternal grandparents at Black Bourton, Oxfordshire, on the 1st of January 1767. Her early efforts in fiction were of a sufficiently melodramatic character; for she recollected one of her schoolgirl compositions, in which the hero wore a mask made of the dried skin taken from a dead man’s face. Her holidays were often spent in the house of the eccentric Thomas Day, for whom she entertained a genuine respect. She had ample opportunities for society among her father’s neighbours in Ireland, among whom were the second Lord Longford, whose daughter, “Kitty” Pakenham, became later duchess of Wellington, Lady Moira at Castle Forbes, and Maria’s aunt, Margaret Ruxton, at Black Castle. She gained a first-hand experience of the Irish peasantry by acting as her father’s assistant in the management of the estate. The Edgeworths were in Ireland from 1793 onwards through that dangerous period, and Maria’s letters, always gay and natural, make very light of their anxieties and their real perils.
EDGEWORTH, MARIA (1767-1849), Irish novelist, second child and oldest daughter of Richard Lovell Edgeworth (q.v.) and his first wife, Anna Maria Elers, was born in her maternal grandparents' house in Black Bourton, Oxfordshire, on January 1, 1767. Her early writing was quite melodramatic; she remembered one of her schoolgirl stories where the hero wore a mask made from the dried skin of a dead man's face. She often spent her holidays at the home of the eccentric Thomas Day, for whom she had genuine respect. She had plenty of chances to socialize with her father's neighbors in Ireland, which included the second Lord Longford, whose daughter, "Kitty" Pakenham, would later become the Duchess of Wellington, Lady Moira at Castle Forbes, and Maria’s aunt, Margaret Ruxton, at Black Castle. She gained firsthand experience with the Irish peasantry by helping her father manage the estate. The Edgeworths were in Ireland from 1793 onward during that dangerous time, and Maria’s letters, always cheerful and genuine, downplayed their worries and real dangers.
Mr Edgeworth encouraged his daughter’s literary instincts. It has been the fashion to regard his influence over Maria’s work as altogether deplorable, but against the disadvantages arising from his interference must be weighed the stimulus she undoubtedly derived from his powerful mind. Her first publication was a plea for female education, Letters to Literary Ladies (1795), and in 1796 appeared the collection of stories known as The Parent’s Assistant (2nd ed., 6 vols., 1800), an unpromising title which was not chosen by the author. The stories had been submitted as they were written to the juvenile critics of the Edgeworth nursery. They were therefore children’s stories for children, even though the morals were Mr Edgeworth’s. In 1798 Mr Edgeworth’s fourth marriage threatened the family harmony, but Maria soon became a close friend of her stepmother. Practical Education (2 vols., 1798) was written in conjunction with her father, who also collaborated with her in the Essay on Irish Bulls (1802). Miss Edgeworth’s first novel, Castle Rackrent, an Hibernian Tale taken from Facts, and from the Manners of the Irish Squires before the year 1782, was written without her father’s supervision, and appeared anonymously in 1800. It is the story of an Irish estate and its owners, the Rackrents, as told by Thady, the steward. Its success was immediate, and a second edition soon appeared with the author’s name. Perhaps because of the absence of Richard Lovell Edgeworth’s co-operation, the book is the most natural and vigorous of her novels. The course of the story is not altered to suit any moral, and the personages appear to be drawn immediately from the natives of Edgeworthstown, though Miss Edgeworth asserts that only Thady himself was an actual portrait. In her realistic pictures of Irish peasant life she opened up a new vein in fiction, and even if the unquestionable excellences of Castle Rackrent were less, it would still be a noteworthy book. In the “General Preface” to the 1829 edition of his novels Sir Walter Scott, writing of the publication of Waverley, says: “I felt that something might be attempted for my own country, of the same kind with that which Miss Edgeworth so fortunately achieved for Ireland,” and in the “Postscript, which should have been a preface,” in the original edition of Waverley, he describes his aim as being “in some distant degree to emulate the admirable Irish portraits of Miss Edgeworth, so different from the ‘Teagues’ and ‘dear joys’ who so long, with the most perfect family resemblance to each other, occupied the drama and the novel.” Belinda (1801) is a society novel, and one of her best books. Mr Saintsbury thinks that Miss Austen’s heroines owe something of their naturalness to Belinda, who was one of the earliest to break with the tradition of fainting 935 and blushing. Moral Tales for Young People (5 vols.) and Early Lessons, which included “Harry and Lucy,” “Rosamond” and “Frank,” appeared in 1801.
Mr. Edgeworth supported his daughter’s writing talents. It has been popular to view his influence on Maria’s work as entirely negative, but we must also consider the inspiration she definitely gained from his strong intellect. Her first published work was a call for women's education, Letters to Literary Ladies (1795), and in 1796, she released a collection of stories known as The Parent’s Assistant (2nd ed., 6 vols., 1800), which has an unappealing title not chosen by the author. The stories were presented to the young critics of the Edgeworth household as they were written. Thus, they were children’s stories meant for children, although the morals came from Mr. Edgeworth. In 1798, Mr. Edgeworth’s fourth marriage posed a threat to family harmony, but Maria quickly developed a close friendship with her stepmother. Practical Education (2 vols., 1798) was co-written with her father, who also partnered with her on the Essay on Irish Bulls (1802). Miss Edgeworth’s first novel, Castle Rackrent, an Hibernian Tale taken from Facts, and from the Manners of the Irish Squires before the year 1782, was written without her father’s oversight and was published anonymously in 1800. It tells the story of an Irish estate and its owners, the Rackrents, as narrated by Thady, the steward. Its success was instant, and a second edition soon followed with the author’s name revealed. Perhaps due to the lack of Richard Lovell Edgeworth’s involvement, this book is the most authentic and vigorous of her novels. The story doesn’t conform to any moral agenda, and the characters seem to be directly inspired by the residents of Edgeworthstown, though Miss Edgeworth claims that only Thady was a real likeness. Through her realistic depictions of Irish peasant life, she opened a new avenue in fiction, and even if Castle Rackrent had fewer undeniable strengths, it would still be a significant book. In the “General Preface” to the 1829 edition of his novels, Sir Walter Scott, in discussing the release of Waverley, mentions: “I felt that something might be attempted for my own country, of the same kind with that which Miss Edgeworth so fortunately achieved for Ireland,” and in the “Postscript, which should have been a preface” of the original Waverley, he outlines his goal to “in some distant degree emulate the admirable Irish portraits of Miss Edgeworth, so different from the ‘Teagues’ and ‘dear joys’ who so long, with the most perfect family resemblance to each other, occupied the drama and the novel.” Belinda (1801) is a society novel and one of her finest works. Mr. Saintsbury believes that Miss Austen’s heroines owe some of their naturalness to Belinda, who was among the first to move away from the tradition of fainting and blushing. Moral Tales for Young People (5 vols.) and Early Lessons, which featured “Harry and Lucy,” “Rosamond,” and “Frank,” were released in 1801.
In 1802 the Edgeworths went abroad, first to Brussels and then to Paris. They had already connexions in Paris through their kinsman, the abbé Henri Allen Edgeworth de Firmont, who was, however, then in exile. They met all the notabilities in Paris, and Maria refused an offer of marriage from a Swedish count named Edelcrantz. Although Leonora, not published until four years later, is said to have been written to meet his taste, she apparently remained then and always heart-whole; but her stepmother thought otherwise, and maintained that she suffered severely for her decision (Memoir, i. 144). Returning to Edgeworthstown, Miss Edgeworth resumed her writing, which was always done in the rooms commonly used by the whole family. Popular Tales was published in 1804, and The Modern Griselda in the same year; Leonora in 1806; and in 1809 the first series of Tales of Fashionable Life, three volumes containing “Ennui,” “Madame de Fleury,” “Almeria,” “The Dun” and “Manœuvring”; the second series (3 vols., 1812) included “The Absentee,” one of her best tales, which was originally designed as a play, “Vivian” and “Émilie de Coulanges.” In 1813 Maria and her parents spent a considerable time in London, and her society was much sought after. When Waverley was published, Miss Edgeworth received a copy from the publishers, and at once recognized the authorship. She wrote a long letter of appreciation (23rd of October 1814) to “the author of Waverley,” which she began with the phrase aut Scotus, aut diabolus, but the letter was merely acknowledged by the publishers. Patronage (4 vols., 1814), the longest of her novels, and Harrington, a tale, and Ormond, a tale (3 vols., 1817) complete the list of the works which received what her father called his imprimatur.
In 1802, the Edgeworths traveled abroad, first to Brussels and then to Paris. They already had connections in Paris through their relative, Abbé Henri Allen Edgeworth de Firmont, who was in exile at the time. They met all the prominent figures in Paris, and Maria turned down a marriage proposal from a Swedish count named Edelcrantz. Although Leonora, which was published four years later, is said to have been written to appeal to his tastes, she apparently remained single and devoted; however, her stepmother disagreed and claimed that she suffered greatly for her choice (Memoir, i. 144). Upon returning to Edgeworthstown, Miss Edgeworth continued her writing, which she always did in the family rooms. Popular Tales was published in 1804, followed by The Modern Griselda in the same year; Leonora in 1806; and in 1809, the first series of Tales of Fashionable Life, three volumes that included “Ennui,” “Madame de Fleury,” “Almeria,” “The Dun,” and “Manœuvring.” The second series (3 vols., 1812) included “The Absentee,” one of her best stories, originally intended as a play, along with “Vivian” and “Émilie de Coulanges.” In 1813, Maria and her parents spent a significant amount of time in London, where her company was highly sought after. When Waverley was published, Miss Edgeworth received a copy from the publishers and immediately recognized the author. She wrote a lengthy letter of appreciation (October 23, 1814) to “the author of Waverley,” beginning with the phrase aut Scotus, aut diabolus, but the letter was only acknowledged by the publishers. Patronage (4 vols., 1814), her longest novel, along with Harrington, a tale, and Ormond, a tale (3 vols., 1817), complete the list of works that received what her father referred to as his imprimatur.
After his death in 1817 Miss Edgeworth occupied herself with completing his Memoirs, which were published in 1820. The book was the excuse for an attack on Mr Edgeworth’s reputation in the July number of the Quarterly Review, which Miss Edgeworth had the courage to leave unread. Her life at Edgeworthstown was varied by visits to London, to Lord Lansdowne at Bowood, Wiltshire, to the Misses Sneyd in Staffordshire, and to many other friends. In 1820 she was again in Paris, and in 1823 she spent a happy fortnight with the Scotts at Abbotsford. In 1825 Scott went to Edgeworthstown, and their relations were always cordial.
After his death in 1817, Miss Edgeworth focused on finishing his Memoirs, which were published in 1820. The book served as a pretext for an attack on Mr. Edgeworth’s reputation in the July issue of the Quarterly Review, which Miss Edgeworth bravely chose not to read. Her life in Edgeworthstown included trips to London, visits to Lord Lansdowne at Bowood, Wiltshire, spending time with the Misses Sneyd in Staffordshire, and connecting with many other friends. In 1820, she was back in Paris, and in 1823, she enjoyed a delightful two weeks with the Scotts at Abbotsford. By 1825, Scott visited Edgeworthstown, and their friendship remained warm throughout.
Miss Edgeworth’s production was less after her father’s death. Sequels to “Rosamond,” “Frank,” “Harry and Lucy” in the Early Lessons were published in 1822-1825. Comic Dramas appeared in 1817, and Helen in 1834. She worked to the last, and in 1846 laboured strenuously for the relief of the famine-stricken Irish peasants. She died on the 22nd of May 1849.
Miss Edgeworth wrote less after her father's death. Sequels to "Rosamond," "Frank," and "Harry and Lucy" in the Early Lessons were published between 1822 and 1825. Comic Dramas came out in 1817, and Helen was published in 1834. She continued to work until the end, and in 1846 she worked hard to help the Irish peasants affected by the famine. She passed away on May 22, 1849.
Miss Edgeworth’s novels are distinguished by good sense, humour and an easy flowing style. As the construction of a plot is not her strong point, she is generally more successful in tales than in lengthy novels. The vivacity of her dialogues is extraordinary; and in them her characters reveal themselves in the most natural way possible. Her books are character-studies rather than intensely interesting narratives. Sobriety of judgment is seen throughout; and passion, romance and poetry rarely, if ever, shed their lustre on her pages. Three of her aims were to paint national manners, to enforce morality, and to teach fashionable society by satirizing the lives of the idle and worldly. She expressly calls some of her stories “Moral Tales”; but they all fall under this category. In her pages the heroic virtues give place to prudence, industry, kindness and sweetness of temper. There are few instances of overwhelming emotions or tumultuous passions in her works; and it is remarkable how little the love of nature appears. She never uses material which does not yield some direct moral lesson. But the freshness of her stories, her insight into character, lively dialogues, originality of invention, and delightfully clear style render it quite possible to read her works in succession without any sense of weariness. Among the many sweet memories her unsullied pages have bequeathed to the world, not the least precious is her own noble character, which ever responded to all that is best and most enduring in human nature.
Miss Edgeworth’s novels stand out for their common sense, humor, and easygoing style. While she isn't particularly strong at plot construction, she tends to do better with short stories than with long novels. The liveliness of her dialogues is exceptional, allowing her characters to reveal themselves in the most natural way. Her books focus more on character studies than on intensely engaging narratives. There’s a consistent level-headedness throughout, and passion, romance, and poetry rarely, if ever, shine on her pages. Three of her goals were to depict national customs, promote morality, and educate fashionable society by satirizing the lives of the idle and worldly. She specifically labels some of her stories as “Moral Tales,” but they all fit into this theme. In her writing, heroic virtues give way to prudence, hard work, kindness, and a pleasant demeanor. There are few instances of overwhelming emotions or chaotic passions in her work, and it’s noteworthy how little she emphasizes a love for nature. She never uses material that doesn’t provide a direct moral lesson. Yet, the freshness of her stories, her deep understanding of characters, lively dialogues, originality, and wonderfully clear style make it entirely possible to read her works one after another without feeling fatigued. Among the many fond memories her pristine pages have left for the world, one of the most valuable is her own noble character, which always resonated with the best and most lasting aspects of human nature.
See A Memoir of Maria Edgeworth, with a Selection from her Letters (1867), by her stepmother, F.A. Edgeworth, privately printed. A selection from this was made by Augustus J.C. Hare, and printed under the title of The Life and Letters of Maria Edgeworth (2 vols., 1894). See also Maria Edgeworth (1883), by Helen Zimmern, in the “Eminent Women” series; Grace A. Oliver, A Study of Maria Edgeworth ... (3rd ed., Boston, U.S.A., 1882); and Maria Edgeworth (1904), by the Hon. Emily Lawless in the “English Men of Letters” series. Among the numerous shorter articles dealing with Maria Edgeworth and the family circle at Edgeworthstown may be mentioned a friendly appreciation of Miss Edgeworth’s novels by George Saintsbury in Macmillan’s Magazine (July 1895), and a charming description of her family circle and surroundings in the preface supplied by Lady Thackeray Ritchie to Macmillan’s edition of the novels (1895).
See A Memoir of Maria Edgeworth, with a Selection from her Letters (1867), by her stepmother, F.A. Edgeworth, privately printed. A selection from this was made by Augustus J.C. Hare and published under the title The Life and Letters of Maria Edgeworth (2 vols., 1894). Also check out Maria Edgeworth (1883), by Helen Zimmern, in the “Eminent Women” series; Grace A. Oliver, A Study of Maria Edgeworth ... (3rd ed., Boston, U.S.A., 1882); and Maria Edgeworth (1904), by the Hon. Emily Lawless in the “English Men of Letters” series. Among the many shorter articles about Maria Edgeworth and her family in Edgeworthstown, a friendly appreciation of Miss Edgeworth’s novels by George Saintsbury can be found in Macmillan’s Magazine (July 1895), alongside a lovely description of her family and surroundings in the preface by Lady Thackeray Ritchie to Macmillan’s edition of the novels (1895).
EDGEWORTH, RICHARD LOVELL (1744-1817), British writer, was born at Bath on the 31st of May 1744. The greater part of his life, however, was spent at Edgeworthtown, or Edgeworthstown, in the county of Longford, Ireland, where the Edgeworth family had been settled for upwards of 150 years. He was of gentle blood—his father being the son of Colonel Francis Edgeworth, and his mother, Jane Lovell, being the daughter of Samuel Lovell, a Welsh judge. Richard’s mother taught him to read at a very early age; and from childhood he had a strong love for mechanical science. The Rev. Patrick Hughes initiated him in Lilye’s Latin Grammar—an office he also performed for Goldsmith, who was born on the property of the Edgeworths—and his public education began, in August 1752, in a school at Warwick. He subsequently attended Drogheda school, then reputed the best in Ireland; and, after spending two years at a school in Longford, entered Trinity College, Dublin, in April 1761, but was transferred to Corpus Christi College, Oxford, in October of the same year. While still at college, he made a runaway match, marrying at Gretna Green, Anna Maria, one of the daughters of Paul Elers of Black Bourton, Oxfordshire, an old friend of his father. His eldest son was born before Edgeworth reached his twentieth birthday, and his daughter Maria in 1767.
EDGEWORTH, RICHARD LOVELL (1744-1817), British writer, was born in Bath on May 31, 1744. However, he spent most of his life in Edgeworthtown, or Edgeworthstown, in County Longford, Ireland, where the Edgeworth family had lived for over 150 years. He came from a respectable family—his father was the son of Colonel Francis Edgeworth, and his mother, Jane Lovell, was the daughter of Samuel Lovell, a Welsh judge. Richard’s mother taught him to read at a very young age, and he developed a strong passion for mechanical science as a child. The Rev. Patrick Hughes introduced him to Lilye’s Latin Grammar—a role he also filled for Goldsmith, who was born on Edgeworth property—and his public education began in August 1752 at a school in Warwick. He then attended Drogheda school, which was considered the best in Ireland at the time; after spending two years at a school in Longford, he entered Trinity College, Dublin, in April 1761, but was transferred to Corpus Christi College, Oxford, in October of that same year. While still in college, he eloped and married Anna Maria, one of the daughters of Paul Elers of Black Bourton, Oxfordshire, an old friend of his father. His eldest son was born before Edgeworth turned twenty, followed by his daughter Maria in 1767.
Shortly after the birth of his son, he and his wife went to Edgeworthstown, but in 1765 they took a house at Hare Hatch, near Maidenhead. Edgeworth devoted much time to scientific reading and experiments; and he made an attempt to establish telegraphic communication (Memoirs, 2nd edition, i. 144). He also invented a turnip-cutter, a one-wheeled chaise and other contrivances. In the pursuit of his mechanical inventions he visited Erasmus Darwin at Lichfield, where he met Anna Seward, and her cousin, Honora Sneyd. His home was now at Hare Hatch, in Berkshire, where he endeavoured to educate his son according to the method explained in Rousseau’s Émile. In later life, however, the ill-success of this experiment led him to doubt many of Rousseau’s views (Memoirs, ii. 374). At the same time he kept terms at the Temple, and formed the greatest friendship of his life with Thomas Day, the author of Sandford and Merton, which was written at Edgeworth’s suggestion. In 1769, on the death of his father, he gave up the idea of being a barrister; but, instead of immediately settling on his Irish estate, he spent a considerable time in England and France, mainly in Day’s company. In Lyons, where he resided for about two years, he took an active part in the management of public works intended to turn the course of the Rhone. He was summoned to England by the death of his wife (March 1773), with whom he was far from happy. Edgeworth hurried to Lichfield, to Dr Erasmus Darwin’s, and at once declared his passion for Honora Sneyd, which had been the cause of his flight to France two years before. Miss Sneyd had been the object of attention from Thomas Day, but her views on marriage were not submissive enough to please him. She had other suitors, among them the unfortunate Major André. She married Edgeworth (July 1773), and after residing at Edgeworthstown for three years, they settled at Northchurch, in Hertfordshire. After six years of domestic happiness, Honora Edgeworth died 936 (April 1780), recommending her husband to marry her sister Elizabeth; and they were actually married on Christmas Day, 1780.
Shortly after the birth of his son, he and his wife moved to Edgeworthstown, but in 1765 they rented a house at Hare Hatch, near Maidenhead. Edgeworth dedicated a lot of time to scientific reading and experiments and tried to establish telegraphic communication (Memoirs, 2nd edition, i. 144). He also invented a turnip-cutter, a one-wheeled carriage, and other devices. While pursuing his mechanical inventions, he visited Erasmus Darwin in Lichfield, where he met Anna Seward and her cousin, Honora Sneyd. His home was now in Hare Hatch, Berkshire, where he tried to educate his son based on the method described in Rousseau’s Émile. However, later in life, the failure of this experiment led him to doubt many of Rousseau’s ideas (Memoirs, ii. 374). At the same time, he attended the Temple and formed the deepest friendship of his life with Thomas Day, the author of Sandford and Merton, which was written at Edgeworth’s suggestion. In 1769, after the death of his father, he abandoned his plan to become a barrister; instead of settling on his Irish estate right away, he spent a significant amount of time in England and France, mainly with Day. In Lyon, where he lived for about two years, he was actively involved in managing public works meant to change the course of the Rhone. He was called back to England after the death of his wife (March 1773), with whom he had been quite unhappy. Edgeworth rushed to Lichfield, to Dr. Erasmus Darwin’s, and immediately expressed his feelings for Honora Sneyd, which had prompted his move to France two years earlier. Miss Sneyd had also caught the attention of Thomas Day, but her views on marriage were not compliant enough to satisfy him. She had other suitors, including the unfortunate Major André. She married Edgeworth (July 1773), and after living in Edgeworthstown for three years, they settled in Northchurch, Hertfordshire. After six years of domestic happiness, Honora Edgeworth died 936 (April 1780), urging her husband to marry her sister Elizabeth; they were actually married on Christmas Day, 1780.
In 1782 Edgeworth returned to Ireland, determined to improve his estate, educate his seven children, and ameliorate the condition of the tenants. Up to this point Edgeworth has told his own story in his Memoirs. The rest of his life is written by his daughter, who opens with a lengthy panegyric on her father as a model landlord (Memoirs, ii. 12-36). In 1785 he was associated with others in founding the Royal Irish Academy; and, during the two succeeding years, mechanics and agriculture occupied most of his time. In October 1789 his friend Day was killed by a fall from his horse, and this trial was soon followed by the loss of his daughter Honora, who had just reached her fifteenth year. In 1792 the health of one of Edgeworth’s sons took him to Clifton, where he remained with his family for about two years, returning in 1794 to Edgeworthstown. Ireland was, at that time, harassed by internal disturbances, and threats of a French invasion, and Edgeworth offered to establish telegraphic communication of his own invention throughout the country. This offer was declined. A full account of the matter is given in Edgeworth’s Letter to Lord Charlemont on the Telegraph; and his apparatus is explained in an “Essay on the art of Conveying Swift and Secret Intelligence,” published in the sixth volume of the Transactions of the Royal Irish Academy. In the autumn of 1797 the third Mrs Edgeworth died.
In 1782, Edgeworth returned to Ireland, set on improving his estate, educating his seven children, and bettering the situation of his tenants. Up to this point, Edgeworth has shared his own story in his Memoirs. The rest of his life is recorded by his daughter, who begins with a lengthy tribute to her father as a model landlord (Memoirs, ii. 12-36). In 1785, he teamed up with others to establish the Royal Irish Academy; and, during the next two years, he spent most of his time on mechanics and agriculture. In October 1789, his friend Day was killed in a fall from his horse, and shortly after, he lost his daughter Honora, who had just turned fifteen. In 1792, the health of one of Edgeworth’s sons led him to Clifton, where he stayed with his family for about two years, returning to Edgeworthstown in 1794. At that time, Ireland was troubled by internal unrest and threats of a French invasion, and Edgeworth proposed to set up a telegraphic communication system of his own design throughout the country. This offer was declined. A detailed account of the situation is provided in Edgeworth’s Letter to Lord Charlemont on the Telegraph; and his device is explained in an “Essay on the Art of Conveying Swift and Secret Intelligence,” published in the sixth volume of the Transactions of the Royal Irish Academy. In the autumn of 1797, the third Mrs. Edgeworth passed away.
Practical Education (1798) was written in collaboration with his daughter Maria, and embodied the experience of the authors in dealing with children. “So commenced,” says Miss Edgeworth, “that literary partnership which, for so many years, was the pride and joy of my life” (Memoirs, ii. 170). This book, generally regarded as old-fashioned, has a real value in the history of education. Mr Edgeworth’s interest in the subject had been inspired by the study of Rousseau and by his friendship with Thomas Day. But he went beyond Rousseau, who developed his theories from his own ingenious mind and related an imaginary process. The Edgeworths brought a scientific method to their work. The second Mrs Edgeworth (Honora Sneyd) began the collection of actual examples of conversations between the children and their elders. This was continued patiently by the writers of the book; and their reasonings were thus founded on an accurate record of childish methods of thought. They deprecated especially any measures that interrupted the child’s own chain of reasoning. The chapters on special subjects of study, chronology, geometry, &c., were written by Richard Lovell Edgeworth; those on toys, on rewards and punishments, on temper, &c., by his daughter.1
Practical Education (1798) was co-written with his daughter Maria and reflected the authors' experiences in raising children. “So began,” says Miss Edgeworth, “that literary partnership which, for many years, was the pride and joy of my life” (Memoirs, ii. 170). This book, often seen as outdated, still holds real significance in the history of education. Mr. Edgeworth's interest in the topic was sparked by studying Rousseau and his friendship with Thomas Day. However, he went further than Rousseau, who based his theories on personal insights and described an imaginary process. The Edgeworths applied a scientific approach to their work. The second Mrs. Edgeworth (Honora Sneyd) started collecting actual examples of conversations between children and their elders, a task that the book’s authors continued diligently; their reasoning was therefore based on a precise record of how children think. They especially criticized any methods that disrupted a child's own reasoning process. The chapters on specific subjects like chronology, geometry, etc., were written by Richard Lovell Edgeworth; those on toys, rewards, punishments, temperament, etc., were written by his daughter. 1
In 1798 Edgeworth married Miss Beaufort, and was elected M.P. for the borough of St John’s Town, Longford. The same year, too, saw a hostile landing of the French and a formidable rebellion; and for a short time the Edgeworths took refuge in Longford. The winter of 1802 they spent in Paris. In 1804 the government accepted his telegraphic apparatus, but the installation was left incomplete when the fear of invasion was past. In 1802 appeared the Essay on Irish Bulls by Mr and Miss Edgeworth; and in 1806 Edgeworth was elected a member of the board of commissioners to inquire into Irish education. From 1807 till 1809 much of his time was spent on mechanical experiments and in writing the story of his life. In 1808 appeared Professional Education, and in 1813 his Essay on the Construction of Roads and Carriages. He died on the 13th of June 1817, and was buried in the family vault in Edgeworthstown churchyard.
In 1798, Edgeworth married Miss Beaufort and was elected as an M.P. for the borough of St John’s Town, Longford. The same year also witnessed a hostile landing by the French and a strong rebellion; for a short period, the Edgeworths took refuge in Longford. They spent the winter of 1802 in Paris. In 1804, the government accepted his telegraphic apparatus, but the installation was left unfinished when the fear of invasion passed. In 1802, the Essay on Irish Bulls by Mr. and Miss Edgeworth was published, and in 1806, Edgeworth was elected a member of the board of commissioners to investigate Irish education. From 1807 to 1809, he dedicated much of his time to mechanical experiments and writing his life story. In 1808, Professional Education was released, and in 1813, his Essay on the Construction of Roads and Carriages came out. He died on June 13, 1817, and was buried in the family vault in Edgeworthstown churchyard.
Many of Edgeworth’s works were suggested by his zeal for the education of his own children. Such were Poetry Explained for Young People (1802), Readings in Poetry (1816), A Rational Primer (unpublished), and the parts of Early Lessons contributed by him. His speeches in the Irish parliament have also been published; and numerous essays, mostly on scientific subjects, have appeared in the Philosophical Transactions, the Transactions of the Royal Irish Academy, the Monthly Magazine and Nicholson’s Journal. The story of his early life, told by himself, is fully as entertaining as the continuation by Maria, as it contains less dissertation and more incident. One of his daughters by his first marriage, Anna Maria, married Dr Beddoes and became the mother of T.L. Beddoes, the poet.
Many of Edgeworth’s works were inspired by his passion for educating his own children. These include Poetry Explained for Young People (1802), Readings in Poetry (1816), A Rational Primer (unpublished), and the sections of Early Lessons that he contributed. His speeches in the Irish parliament have also been published, along with numerous essays, mostly on scientific topics, which have appeared in the Philosophical Transactions, the Transactions of the Royal Irish Academy, the Monthly Magazine, and Nicholson’s Journal. The account of his early life, written by him, is just as entertaining as the continuation by Maria, as it has fewer discussions and more stories. One of his daughters from his first marriage, Anna Maria, married Dr. Beddoes and became the mother of T.L. Beddoes, the poet.
See Memoirs of Richard Lovell Edgeworth, Esq., begun by himself and concluded by his daughter, Maria Edgeworth (2 vols., 1820, 3rd and revised ed. 1844). A selection from this, giving an optimistic view of him, Richard Lovell Edgeworth (1896), was edited by Mrs Lionel Tollemache.
See Memoirs of Richard Lovell Edgeworth, Esq., started by him and finished by his daughter, Maria Edgeworth (2 vols., 1820, 3rd and revised ed. 1844). An optimistic selection from this, Richard Lovell Edgeworth (1896), was edited by Mrs. Lionel Tollemache.
EDGEWORTH DE FIRMONT, HENRY ESSEX (1745-1807), last confessor to Louis XVI., was the son of Robert Edgeworth, rector of Edgeworthstown in Ireland, his mother being a granddaughter of Archbishop Ussher. When he was three years old his father became a Roman Catholic, resigned his living and emigrated to Toulouse, where the boy was brought up by the Jesuits. In 1769, after his father’s death, he went to Paris to be trained for the priesthood. On taking orders he assumed the additional surname of de Firmont, from the family estate of Firmount near Edgeworthstown. Though originally studying with a view to becoming a missionary, he decided to remain in Paris, devoting himself especially to the Irish and English Roman Catholics. In 1791 he became confessor to the princess Elizabeth, sister of Louis XVI., and earned the respect even of the sans-culottes by his courage and devotion. By Madame Elizabeth he was recommended to the king when his trial was impending; and after Louis’ condemnation to death he was able to obtain permission to celebrate mass for him and attend him on the scaffold, where he recommended the king to allow his hands to be tied, with the words: “Sire, in this new outrage I see only the last trait of resemblance between your Majesty and the God who will be your reward.” It is said that at the moment of the execution, the confessor uttered the celebrated words: “Son of St Louis, ascend to heaven.” But it is certain that the phrase was never spoken. The abbé himself does not quote it, either in his memoirs or in a letter written in 1796 to his brother, in which he describes the death of the king. Moreover, Edgeworth declared to several persons who asked him about it, that the words were not his. In spite of the danger he now ran, Edgeworth refused to leave France so long as he could be of any service to Madame Elizabeth, with whom he still managed to correspond. At length, in 1795, his mother having meanwhile died in prison, where his sister was also confined, he succeeded in escaping to England, carrying with him Elizabeth’s last message to her brother, the future King Charles X. whom he found in Edinburgh. He afterwards went with some papers to Monsieur (Louis XVIII.) at Blankenburg in Brunswick, by whom he was induced to accompany him to Mittau, where, on the 22nd of May 1807, he died of a fever contracted while attending some French prisoners.
EDGEWORTH DE FIRMONT, HENRY ESSEX (1745-1807), the last confessor to Louis XVI, was the son of Robert Edgeworth, the rector of Edgeworthstown in Ireland, and his mother was a granddaughter of Archbishop Ussher. When he was three, his father converted to Roman Catholicism, gave up his position, and moved to Toulouse, where the boy was raised by the Jesuits. In 1769, after his father's death, he went to Paris for priest training. Upon taking orders, he adopted the additional surname de Firmont, after the family estate of Firmount near Edgeworthstown. Although he initially planned to become a missionary, he chose to stay in Paris, dedicating himself particularly to Irish and English Roman Catholics. In 1791, he became the confessor to Princess Elizabeth, Louis XVI’s sister, and earned the respect of the sans-culottes for his bravery and commitment. Madame Elizabeth recommended him to the king when his trial was approaching, and after Louis was sentenced to death, he managed to get permission to celebrate Mass for him and be with him on the scaffold, where he advised the king to let his hands be tied, saying, “Sire, in this new outrage I see only the last trait of resemblance between your Majesty and the God who will be your reward.” It is said that at the moment of execution, the confessor said the famous words: “Son of St Louis, ascend to heaven.” However, it is certain that this phrase was never actually spoken. The abbé himself doesn’t mention it in his memoirs or in a 1796 letter to his brother, where he describes the king’s death. Furthermore, Edgeworth told several people who inquired about it that those words weren’t his. Despite the risks he faced, Edgeworth chose not to leave France as long as he could assist Madame Elizabeth, with whom he managed to keep in touch. Finally, in 1795, after his mother died in prison and his sister was also imprisoned, he escaped to England, bringing with him Elizabeth’s final message to her brother, the future King Charles X, whom he found in Edinburgh. He later traveled with some documents to Monsieur (Louis XVIII.) at Blankenburg in Brunswick, who persuaded him to accompany him to Mittau, where he died from a fever on May 22, 1807, contracted while caring for some French prisoners.
Edgeworth’s Memories, edited by C.S. Edgeworth, were first published in English (London, 1815), and a French translation (really the letters and some miscellaneous notes, &c.) was published in Paris in 1816. A translation of the Lettres de l’abbé Edgeworth avec des mémoires sur sa vie was published by Madame Elizabeth de Bow in Paris in 1818, and Letters from the Abbé Edgeworth to his Friends, with Memoirs of his Life, edited by T.B. England, in London in 1818. See J.B.A. Hanet-Cléry, Journal de ce qui s’est passé, &c. (Paris, 1825); A.H. du D. de Beauchesne, Vie de Madame Elisabeth (Paris, 1869); J.C.D. de Lacretelle, Précis historique de la Révolution française (Paris, 1801-1806).
Edgeworth’s Memories, edited by C.S. Edgeworth, were first published in English (London, 1815), and a French translation (essentially the letters and some miscellaneous notes, etc.) was published in Paris in 1816. A translation of the Lettres de l’abbé Edgeworth avec des mémoires sur sa vie was published by Madame Elizabeth de Bow in Paris in 1818, and Letters from the Abbé Edgeworth to his Friends, with Memoirs of his Life, edited by T.B. England, in London in 1818. See J.B.A. Hanet-Cléry, Journal de ce qui s’est passé, etc. (Paris, 1825); A.H. du D. de Beauchesne, Vie de Madame Elisabeth (Paris, 1869); J.C.D. de Lacretelle, Précis historique de la Révolution française (Paris, 1801-1806).
EDGREN-LEFFLER, ANNE CHARLOTTE, duchess of Cajanello (1849-1892), Swedish author, daughter of the mathematician Prof. C.O. Leffler, was born on the 1st of October 1849. Her first volume of stories appeared in 1869, but the first to which she attached her name was Ur Lifvet (“From Life,” 1882), a series of realistic sketches of the upper circles of Swedish society, followed by three other collections with the same title. Her earliest plays, Skådespelerskan (“The Actress,” 1873), and its successors, were produced anonymously in Stockholm, but in 1883 her reputation was established by the success of Sanna Kvinnor (“True Women”), and En Räddande engel (“An Angel 937 of Deliverance”). Sanna Kvinnor is directed against false femininity, and was well received in Germany as well as in Sweden. Anne Leffler had married in 1872 G. Edgren, but about 1884 she was separated from her husband, who did not share her advanced views. She spent some time in England, and in 1885 produced her Hur man gör godt (“How men do good”), followed in 1888 by Kampen för lyckan (“The Struggle for Happiness”), in which she had the help of Sophie Kovalevsky. Another volume of the Ur Lisvet series appeared in 1889; and Familjelycka (“Domestic Happiness,” 1891) was produced in the year after her second marriage, with the Italian mathematician, Pasquale del Pezzo, duca di Cajanello. She died at Naples on the 21st of October 1892. Her dramatic method forms a connecting link between Ibsen and Strindberg, and its masculine directness, freedom from prejudice, and frankness gave her work a high estimation in Sweden. Her last book was a biography (1892) of her friend Sophie (Sonya) Kovalevsky, by way of introduction to Sonya’s autobiography. An English translation (1895) by A. de Furnhjelm and A.M. Clive Bayley contains a biographical note on Fru Edgren-Leffler by Lily Wolffsohn, based on private sources.
EDGREN-LEFFLER, ANNE CHARLOTTE, duchess of Cajanello (1849-1892), was a Swedish author and the daughter of mathematician Prof. C.O. Leffler. She was born on October 1, 1849. Her first collection of stories was published in 1869, but the first book she branded with her name was Ur Lifvet (“From Life,” 1882), which features a series of realistic sketches portraying the upper echelons of Swedish society. This was followed by three other collections with the same title. Her earliest plays, Skådespelerskan (“The Actress,” 1873) and its sequels, were anonymously produced in Stockholm. However, in 1883, she gained recognition for the success of Sanna Kvinnor (“True Women”) and En Räddande engel (“An Angel of Deliverance”). Sanna Kvinnor critiques false femininity and was well received in both Germany and Sweden. Anne Leffler married G. Edgren in 1872, but around 1884, she separated from him due to their differing views. She spent some time in England and in 1885 published Hur man gör godt (“How Men Do Good”), followed by Kampen för lyckan (“The Struggle for Happiness”) in 1888, with assistance from Sophie Kovalevsky. Another volume in the Ur Lifvet series came out in 1889, and Familjelycka (“Domestic Happiness,” 1891) was published the year after her second marriage to Italian mathematician Pasquale del Pezzo, duca di Cajanello. She passed away in Naples on October 21, 1892. Her dramatic style serves as a bridge between Ibsen and Strindberg, and its straightforwardness, lack of prejudice, and honesty earned her work high regard in Sweden. Her final book was a biography (1892) of her friend Sophie (Sonya) Kovalevsky, intended as an introduction to Sonya’s autobiography. An English translation (1895) by A. de Furnhjelm and A.M. Clive Bayley includes a biographical note on Fru Edgren-Leffler by Lily Wolffsohn, based on private sources.
See also Ellen Key, Anne Charlotte Leffler (Stockholm, 1893).
See also Ellen Key, Anne Charlotte Leffler (Stockholm, 1893).
EDHEM PASHA (c. 1815-1893), Turkish statesman, was of Greek origin, and is said to have been taken into a Turkish household at the time of the Chio massacre in 1822, and to have been brought up as a Mussulman. He entered the Turkish government service and rose to high office, being successively minister of public works, grand vizier for eleven months (1878), ambassador at Vienna (1879) and minister of the interior. He was quick-tempered, but of kindly disposition, intelligent and patriotic, and he left a reputation of unblemished honesty and uprightness.
EDHEM PASHA (c. 1815-1893), a Turkish statesman of Greek descent, was taken into a Turkish household during the Chios massacre in 1822 and was raised as a Muslim. He joined the Turkish government and advanced to prominent positions, including minister of public works, grand vizier for eleven months (1878), ambassador to Vienna (1879), and minister of the interior. He was quick-tempered but had a kind nature, was intelligent and patriotic, and he left behind a legacy of integrity and fairness.
EDICT (Lat. edictum, from e, out, and dicere, to say, speak), an order or proclamation issued under authority and having the force of law. The word is especially used of the promulgations of the Roman praetor (q.v.), of the Roman emperors, and also of the kings of France (see also Roman Law).
EDICT (Lat. edictum, from e, out, and dicere, to say, speak), a command or announcement made with authority that has the power of law. This term is particularly associated with the declarations of the Roman praetor (q.v.), the Roman emperors, and also the kings of France (see also Roman Law).
EDINBURGH, a city and royal burgh, and county of itself, the capital of Scotland, and county town of Edinburghshire or Midlothian, situated to the south of the Firth of Forth, 396 m. by rail N. of London. The old Royal Observatory on Calton Hill stands in 55° 57′ 23″ N. and 12° 43′ 05″ W. Edinburgh occupies a group of hills of moderate height and the valleys between. In the centre is a bold rock, crowned by the castle, between which and the new town lies a ravine that once contained the Nor’ Loch, but is now covered with the gardens of Princes Street. To the east rises Calton Hill (355 ft.) with several conspicuous monuments, the city prison and the Calton cemetery. On the south-east, beyond the Canongate limits, stands the hill of Arthur’s Seat (822 ft.). Towards the north the site of the city slopes gently to the Firth of Forth and the port of Leith; while to the south, Liberton Hill, Blackford Hill, Braid Hills and Craiglockhart Hills roughly mark the city bounds, as Corstorphine Hill and the Water of Leith do the western limits. The views of the city and environs from the castle or any of the hills are very beautiful, and it is undoubtedly one of the most picturesque capitals in the world. Its situation, general plan and literary associations suggested a comparison that gave Edinburgh the name of “the modern Athens”; but it has a homelier nickname of “Auld Reekie,” from the cloud of smoke (reek) which often hangs over the low-lying quarters.
EDINBURGH, is a city and royal burgh, and its own county, the capital of Scotland, and the county town of Edinburghshire or Midlothian. It’s located to the south of the Firth of Forth, 396 miles by rail north of London. The old Royal Observatory on Calton Hill sits at 55° 57′ 23″ N. and 12° 43′ 05″ W. Edinburgh is built on a group of moderately tall hills and the valleys in between. In the center, there’s a prominent rock topped by the castle, separated from the new town by a ravine that used to be the Nor’ Loch, but is now filled with the gardens of Princes Street. To the east rises Calton Hill (355 ft.), which features several notable monuments, the city prison, and the Calton cemetery. To the southeast, beyond the Canongate area, is Arthur’s Seat hill (822 ft.). To the north, the city gently slopes down to the Firth of Forth and the port of Leith, while to the south, Liberton Hill, Blackford Hill, Braid Hills, and Craiglockhart Hills roughly outline the city limits, just as Corstorphine Hill and the Water of Leith mark the western edge. The views of the city and surrounding areas from the castle or any of the hills are stunning, and it’s definitely one of the most picturesque capitals in the world. Its location, overall layout, and literary significance have led to comparisons that earned Edinburgh the nickname “the modern Athens”; but it also has a more down-to-earth nickname, “Auld Reekie,” referencing the cloud of smoke (reek) that often hangs over the lower parts of the city.
Chief Buildings.—Of the castle, the oldest building is St Margaret’s chapel, believed to be the chapel where Queen Margaret, wife of Malcolm Canmore, worshipped, and belonging at latest to the reign of her youngest son, David I. (1124-1153). Near it is the parliament and banqueting hall, restored (1889-1892) by the generosity of William Nelson (1817-1887) the publisher, which contains a fine collection of Scottish armour, weapons and regimental colours, while, emblazoned on the windows, are the heraldic bearings of royal and other figures distinguished in national history. Other buildings in the Palace Yard include the apartments occupied by the regent, Mary of Guise, and her daughter Mary, queen of Scots, and the room in which James VI. was born. Here also are deposited the Scottish regalia (“The Honours of Scotland”), with the sword of state presented to James IV. by Pope Julius II., and the jewels restored to Scotland on the death (1807) of Cardinal York, the last of the Stuarts. The arsenal, a modern building on the west side of the rock, is capable of storing 30,000 stand of arms. In the armoury is a collection of arms of various dates; and on the Argyll battery stands a huge piece of ancient artillery, called Mons Meg, of which repeated mention is made in Scottish history. Argyll Tower, in which Archibald, 9th earl of Argyll, spent his last days (1685), was also restored in 1892 by Mr William Nelson.
Chief Buildings.—Of the castle, the oldest building is St. Margaret’s chapel, which is believed to be the chapel where Queen Margaret, wife of Malcolm Canmore, worshipped. It dates back at least to the reign of her youngest son, David I. (1124-1153). Nearby is the parliament and banqueting hall, restored (1889-1892) thanks to the generosity of William Nelson (1817-1887), the publisher. This hall houses a fine collection of Scottish armor, weapons, and regimental colors, while the windows display the heraldic symbols of royal and other notable figures in national history. Other buildings in the Palace Yard include the residences of the regent, Mary of Guise, and her daughter, Mary, Queen of Scots, as well as the room where James VI. was born. Here, the Scottish regalia (“The Honours of Scotland”) are also kept, including the sword of state presented to James IV. by Pope Julius II., and the jewels returned to Scotland upon the death (1807) of Cardinal York, the last of the Stuarts. The arsenal, a modern building on the west side of the rock, can store 30,000 stands of arms. The armor collection includes arms from various eras, and on the Argyll battery stands a massive piece of ancient artillery known as Mons Meg, which is frequently mentioned in Scottish history. Argyll Tower, where Archibald, the 9th Earl of Argyll, spent his final days (1685), was also restored in 1892 by Mr. William Nelson.
Holyrood Palace was originally an abbey of canons regular of the rule of St Augustine, founded by David I. in 1128, and the ruined nave of the abbey church still shows parts of the original structure. Connected with this is a part of the royal palace erected by James IV. and James V., including the apartments occupied by Queen Mary, the scene of the murder of Rizzio in 1566. The abbey suffered repeatedly in invasions. It was sacked and burnt by the English under the earl of Hertford in 1544, and again in 1547. In a map of 1544, preserved among the Cotton MSS. in the British Museum, the present north-west tower of the palace is shown standing apart, and only joined to the abbey by a low cloister. Beyond this is an irregular group of buildings, which were replaced at a later date by additions more in accordance with a royal residence. But the whole of this latter structure was destroyed by fire in 1650 while in occupation by the soldiers of Cromwell; and the more modern parts were begun during the Protectorate, and completed in the reign of Charles II. by Robert Milne, after the designs of Sir William Bruce of Kinross. They include the picture gallery, 150 ft. in length, with 106 mythical portraits of Scottish kings, and a triptych (c. 1484) containing portraits of James III. and his queen, which is believed to have formed the altar-piece of the collegiate church of the Holy Trinity, founded by the widowed queen of James II. in 1462, demolished in 1848, and afterwards rebuilt, stone for stone, in Jeffrey Street. The picture gallery is associated with the festive scenes that occurred during the short residence of Prince Charles in 1745; and in it the election of representative peers for Scotland takes place. Escaping from France at the revolution of 1789, the comte d’Artois, afterwards Charles X. of France, had apartments granted for the use of himself and the emigrant nobles of his suite, who continued to reside in the palace till August 1799. When driven from the French throne by the revolution of 1830, Charles once more found a home in the ancient palace of the Stuarts. George IV. was received there in 1822, and Queen Victoria and the prince consort occupied the palace for brief periods on several occasions, and in 1903 Edward VII., during residence at Dalkeith Palace, held his court within its walls. A fountain, after the original design of that in the quadrangle of Linlithgow Palace, was erected in front of the entrance by the prince consort. The royal vault in the Chapel Royal, which had fallen into a dilapidated condition, has been put in order; Clockmill House and grounds have been added to the area of the parade ground, and the abbey precincts generally and the approaches to the King’s Park have been improved. With the abolition of imprisonment for debt in 1881 the privileges of sanctuary came to an end.
Holyrood Palace was originally an abbey for canons following the rule of St. Augustine, founded by David I in 1128, and the ruined nave of the abbey church still shows parts of the original structure. Connected to this is a part of the royal palace built by James IV and James V, including the apartments used by Queen Mary, the site of Rizzio's murder in 1566. The abbey was repeatedly attacked in invasions. It was looted and burned by the English under the Earl of Hertford in 1544 and again in 1547. In a map from 1544, preserved in the Cotton manuscripts at the British Museum, the current northwest tower of the palace is shown separately, only linked to the abbey by a low cloister. Beyond this is an irregular group of buildings, which were later replaced by additions more suited to a royal residence. However, the entire structure was destroyed by fire in 1650 while occupied by Cromwell's soldiers; the more modern parts were started during the Protectorate and completed in the reign of Charles II by Robert Milne, based on designs by Sir William Bruce of Kinross. They include the picture gallery, 150 feet long, featuring 106 mythical portraits of Scottish kings and a triptych (c. 1484) with portraits of James III and his queen, which is believed to have been the altar-piece of the collegiate church of the Holy Trinity, founded by the widowed queen of James II in 1462, demolished in 1848, and later rebuilt stone by stone on Jeffrey Street. The picture gallery is associated with the festive events that took place during Prince Charles's brief stay in 1745; it also hosts the election of representative peers for Scotland. After escaping France during the revolution of 1789, the Comte d’Artois, later Charles X of France, was given apartments for himself and the emigrant nobles in his entourage, who continued to live in the palace until August 1799. When he was ousted from the French throne by the revolution of 1830, Charles found a home once again in the ancient palace of the Stuarts. George IV was welcomed there in 1822, and Queen Victoria and the Prince Consort stayed in the palace for short visits on several occasions, while in 1903, Edward VII held court there during his stay at Dalkeith Palace. A fountain, based on the original design from the quadrangle of Linlithgow Palace, was built in front of the entrance by the Prince Consort. The royal vault in the Chapel Royal, which had fallen into disrepair, has been restored; Clockmill House and grounds have been added to the area of the parade ground, and the abbey precincts and access to King’s Park have been improved. With the abolition of imprisonment for debt in 1881, the privileges of sanctuary came to an end.
Parliament House, begun in 1632 and completed in 1640, in which the later assemblies of the Scottish estates took place until the dissolution of the parliament by the Act of Union of 1707, has since been set apart as the meeting-place of the supreme courts of law. The great hall, with its fine open-timbered oak roof, is adorned with a splendid stained-glass window and several statues of notable men, including one (by Louis François Roubiliac) of Duncan Forbes of Culloden, lord president of the court of session (1685-1747), and now forms the ante-room for lawyers and their clients. The surrounding buildings, including the courtrooms, the Advocates’ and the Signet libraries, are all modern additions. The Advocates’ library is the finest in Scotland. 938 Founded in 1682, at the instance of Sir George Mackenzie, king’s advocate under Charles II., and then dean of the faculty, it is regarded as the national library, and is one of the five entitled by the Copyright Act to receive a copy of every work published in Great Britain.
Parliament House, which started construction in 1632 and was finished in 1640, hosted the later assemblies of the Scottish estates until the parliament was dissolved by the Act of Union in 1707. It has since been designated as the meeting place for the supreme courts of law. The great hall, featuring a beautiful open-timbered oak roof, is decorated with an impressive stained-glass window and several statues of notable figures, including one (by Louis François Roubiliac) of Duncan Forbes of Culloden, who was the lord president of the court of session (1685-1747), and now serves as the waiting area for lawyers and their clients. The surrounding buildings, including the courtrooms and the Advocates’ and Signet libraries, are all modern additions. The Advocates’ library is the best in Scotland. 938 Founded in 1682, at the request of Sir George Mackenzie, king’s advocate under Charles II and then dean of the faculty, it is considered the national library and is one of five libraries entitled by the Copyright Act to receive a copy of every work published in Great Britain.

The General Register House for Scotland, begun in 1774 from designs by Robert Adam, stands at the east end of Princes Street. It contains, in addition to the ancient national records, adequate accommodation, in fireproof chambers, for all Scottish title-deeds, entails, contracts and mortgages, and for general statistics, including those of births, deaths and marriages.
The General Register House for Scotland, started in 1774 based on designs by Robert Adam, is located at the east end of Princes Street. Along with the historic national records, it provides sufficient space in fireproof rooms for all Scottish title deeds, entails, contracts, and mortgages, as well as for general statistics, including information on births, deaths, and marriages.
The Royal Institution, in the Doric style, surmounted by a colossal stone statue Of Queen Victoria by Sir John Steell, formerly furnished official accommodation for the Board of Trustees for Manufactures and the Board of Fishery, and also for the school of art, and the libraries and public meetings of the Royal Society (founded in 1783), and the Society of Antiquaries of Scotland (founded in 1780). In 1910 it was renamed and appropriated to the uses of the Royal Scottish Academy of Painting, Sculpture and Architecture, which was instituted in 1826, and incorporated by royal charter in 1838, on the model of the Royal Academy in London. It is situated on the Mound close to the National Gallery, of which the prince consort laid the foundation stone in 1850. These collections, especially rich in Raeburn’s works, include also Alexander Nasmyth’s portrait of Robert Burns, Gainsborough’s “The Hon. Mrs. Graham” (see Painting, Plate VI. fig. 20), Sir Noel Paton’s “Quarrel” and “Reconciliation of Oberon and Titania,” several works by William Etty, Robert Scott Lauder and Sam Bough, Sir Edwin Landseer’s “Rent Day in the Wilderness,” and the diploma pictures of the academicians, besides many specimens of the modern Scottish school. The National Portrait Gallery and Antiquarian Museum are housed in Queen Street, in a building designed by Sir Rowand Anderson and constructed at the expense of J.R. Findlay of Aberlour (1824-1898), the government providing the site.
The Royal Institution, built in the Doric style and topped with a massive stone statue of Queen Victoria by Sir John Steell, used to provide official space for the Board of Trustees for Manufactures and the Board of Fishery, as well as for the school of art, and the libraries and public meetings of the Royal Society (established in 1783) and the Society of Antiquaries of Scotland (established in 1780). In 1910, it was renamed and dedicated to the Royal Scottish Academy of Painting, Sculpture and Architecture, which was founded in 1826 and granted a royal charter in 1838, based on the model of the Royal Academy in London. It is located on the Mound, near the National Gallery, where the prince consort laid the foundation stone in 1850. The collections, especially rich in works by Raeburn, also include Alexander Nasmyth’s portrait of Robert Burns, Gainsborough’s “The Hon. Mrs. Graham” (see Painting, Plate VI. fig. 20), Sir Noel Paton’s “Quarrel” and “Reconciliation of Oberon and Titania,” several pieces by William Etty, Robert Scott Lauder and Sam Bough, Sir Edwin Landseer’s “Rent Day in the Wilderness,” and the diploma pictures of the academicians, along with many examples from the modern Scottish school. The National Portrait Gallery and Antiquarian Museum are located on Queen Street, in a building designed by Sir Rowand Anderson and built at the expense of J.R. Findlay of Aberlour (1824-1898), with the government providing the site.
Churches.—In conformity with the motto of the city, Nisi Dominus frustra, there are numerous handsome places of public worship. St Giles’s church, which was effectively restored (1879-1883) by the liberality of Dr William Chambers the publisher, has interesting historical and literary associations. The regent Moray, the marquess of Montrose, and Napier of Merchiston were buried within its walls and are commemorated by monuments, and among the memorial tablets is one to R.L. Stevenson by Augustus St Gaudens. The choir (restored in 1873 by public subscription) is a fine example of 15th-century architecture, and the Gothic crown surmounting the central tower forms one of the most characteristic features in every view of the city. Just outside the church in Parliament Square, the supposed grave of John Knox is indicated by a stone set in the pavement bearing his initials, and in the pavement to the west a heart indicates the site of the old Tolbooth,1 which figures prominently in Scott’s Heart of Midlothian. Other churches having historical associations are the two Greyfriars churches, which occupy the two halves of one building; Tron church, the scene of midnight hilarity at the new year; St Cuthbert’s church; St Andrew’s church in George Street, whence set out, on a memorable day in 1843, that long procession of ministers and elders to Tanfield Hall which ended in the founding of the Free Church; St George’s church in Charlotte Square, a good example of the work of Robert Adam. The United Free Church claims no buildings of much historic interest, but St George’s Free was the scene of the ministrations of Dr Robert S. Candlish (1806-1873), Dr Oswald Dykes (b. 1835), Dr Alexander Whyte (b. 1837), a man of great mark and influence in the city, and his successor Hugh Black (b. 1868). Preachers like Robert Candlish, Thomas Guthrie (1803-1873), Marcus Dods (b. 1834), occupied many pulpits, besides those of the particular congregations whom each served. The most imposing structure belonging to the Scottish Episcopal Church is St Mary’s cathedral, built on ground and chiefly from funds left by the Misses Walker of Coates, and opened for worship in 1879. It is in the Early Pointed style, by Sir Gilbert Scott, is 278 ft. long, and is surmounted by a spire 275 ft. high. The old-fashioned mansion of East Coates, dating from the 17th century, still stands in the close, and is occupied by functionaries of the cathedral. St John’s Episcopal church at the west end of Princes Street was the scene of the ministrations of Dean Ramsay, and St Paul’s Episcopal church of the Rev. Archibald Alison, father of the historian. The Catholic Apostolic church at the foot of Broughton Street is architecturally noticeable, and one of its features is a set of mural paintings executed by Mrs Traquair. The Central Hall at Tollcross testifies to Methodist energy. John Knox’s house at the east end of High Street is kept in excellent repair, and contains several articles of furniture that belonged to the reformer. The Canongate Tolbooth adjoins the parish church, in the burial-ground of which is the tombstone raised by Burns to the memory of Robert Fergusson, and where Dugald Stewart, Adam Smith and other men of note were buried. Almost opposite to it stands Moray House, from the balcony of which the 8th earl of Argyll watched Montrose led to execution (1650). The city gaol, a castellated structure on the black rock of Calton Hill, forms one of the most striking groups of buildings in the town. In the Music Hall in George Street, Carlyle, as lord rector of the university, delivered his stimulating address on books to the students, and Gladstone addressed the electors in his Midlothian campaigns. St Bernard’s Well, on the Water of Leith, was embellished and restored (1888) at the cost of Mr William Nelson. A sum of £100,000 was bequeathed by Mr Andrew Usher (1826-1898) for a hall to be called the Usher Hall and to supplement 939 the municipal buildings. The library of the solicitors to the supreme courts presents to the Cowgate a lofty elevation in red sandstone. The Sheriff Court Buildings stand on George IV. Bridge, and facing them is Mr Andrew Carnegie’s free library (1887-1889). At the corner of High Street and George IV. Bridge stand the County buildings. The Scotsman newspaper is housed in an ornate structure in North Bridge Street, the building of which necessitated the demolition of many old alleys and wynds, such as Fleshmarket Close and Milne Square. Ramsay Gardens, a students’ quarter fostered by Prof. Patrick Geddes (b. 1854), grew out of the “goose-pie” house where Allan Ramsay lived, and with its red-tiled roof and effective lines adds warmth to the view of the Old Town from Princes Street. Not the least interesting structure is the old City Cross (restored at the cost of W.E. Gladstone), which stands in High Street, adjoining St Giles’s. Several of the quaint groups of buildings of Auld Reekie have been carefully restored, such as the White Horse Close in the Canongate; the mass of alleys on the north side of the Lawnmarket, from Paterson’s Close to James’s Court have been connected, and here Lord Rosebery acquired and restored the 17th-century dwelling which figures in the legend of My Aunt Margaret’s Mirror. Another model restoration of a historic close is found in Riddle’s Close, which contains a students’ settlement. If these and other improvements have led to the disappearance of such old-world picturesque buildings as Allan Ramsay’s shop “at the sign of the Mercury, opposite Niddry Wynd,” Cardinal Beaton’s palace, the old Cunzie House, or mint, the beautiful timber-fronted “land” that stood at the head of the West Bow, and even such “howffs” as Clerihugh’s tavern, where Mr Counsellor Pleydell and the rest played the “high jinks” described in Guy Mannering, it must be conceded that the changes in the Old Town (many of a drastic nature) have been carried out with due regard to the character of their environment.
Churches.—According to the city’s motto, Nisi Dominus frustra, there are many beautiful places of public worship. St Giles’s Church, which was largely restored (1879-1883) thanks to the generosity of Dr William Chambers the publisher, has fascinating historical and literary connections. The regent Moray, the marquess of Montrose, and Napier of Merchiston were buried inside its walls and have monuments in their memory; among the memorial plaques is one to R.L. Stevenson by Augustus St Gaudens. The choir (restored in 1873 through public donations) is a great example of 15th-century architecture, and the Gothic crown on the central tower is one of the city’s most iconic features. Just outside the church in Parliament Square, a stone in the pavement marks the supposed grave of John Knox with his initials, and to the west, a heart shows the location of the old Tolbooth, which is prominently featured in Scott’s Heart of Midlothian. Other historically significant churches include the two Greyfriars churches, which share a building; Tron Church, known for its midnight celebrations at New Year; St Cuthbert’s Church; St Andrew’s Church on George Street, from where, on a memorable day in 1843, a long procession of ministers and elders set out to Tanfield Hall, leading to the founding of the Free Church; and St George’s Church in Charlotte Square, a fine example of Robert Adam’s work. The United Free Church does not possess many buildings of historic importance, but St George’s Free was where Dr Robert S. Candlish (1806-1873), Dr Oswald Dykes (b. 1835), Dr Alexander Whyte (b. 1837), a prominent figure in the city, and his successor Hugh Black (b. 1868) preached. Preachers like Robert Candlish, Thomas Guthrie (1803-1873), and Marcus Dods (b. 1834) occupied many pulpits, aside from their respective congregations. The most impressive structure belonging to the Scottish Episcopal Church is St Mary’s Cathedral, built on land and mainly funded by the Misses Walker of Coates, and opened for worship in 1879. It is designed in the Early Pointed style by Sir Gilbert Scott, is 278 ft long, and has a spire 275 ft high. The old-fashioned mansion of East Coates, dating back to the 17th century, still stands nearby and is occupied by cathedral officials. St John’s Episcopal Church at the west end of Princes Street was where Dean Ramsay served, and St Paul’s Episcopal Church was led by Rev. Archibald Alison, father of the historian. The Catholic Apostolic Church at the foot of Broughton Street is architecturally significant, featuring mural paintings by Mrs. Traquair. The Central Hall at Tollcross showcases Methodist activity. John Knox’s house at the east end of High Street is well maintained and contains furniture that belonged to the reformer. The Canongate Tolbooth is next to the parish church, where the tombstone raised by Burns in memory of Robert Fergusson can be found, as well as the burial sites of Dugald Stewart, Adam Smith, and other notable figures. Almost opposite is Moray House, from the balcony of which the 8th Earl of Argyll viewed Montrose’s execution (1650). The city jail, a castellated building on the black rock of Calton Hill, is one of the most striking groups of structures in town. In the Music Hall on George Street, Carlyle, as lord rector of the university, delivered an inspiring speech about books to students, and Gladstone addressed voters during his Midlothian campaigns. St Bernard’s Well, located on the Water of Leith, was renovated and enhanced (1888) at Mr. William Nelson’s expense. Mr. Andrew Usher (1826-1898) bequeathed £100,000 for a hall named Usher Hall, intended to complement municipal buildings. The library for solicitors to the supreme courts presents a tall red sandstone façade to the Cowgate. The Sheriff Court Buildings are situated on George IV Bridge, across from Mr. Andrew Carnegie’s free library (1887-1889). At the corner of High Street and George IV Bridge are the County Buildings. The Scotsman newspaper is located in an ornate building on North Bridge Street, which required the demolition of many old alleys and wynds, such as Fleshmarket Close and Milne Square. Ramsay Gardens, a student quarter developed by Prof. Patrick Geddes (b. 1854), originated from the “goose-pie” house that Allan Ramsay lived in, and its red-tiled roof and distinctive lines add warmth to the view of the Old Town from Princes Street. Another interesting structure is the old City Cross (restored at W.E. Gladstone’s expense), located in High Street near St Giles’s. Several charming collections of buildings in Auld Reekie have been carefully restored, such as the White Horse Close in the Canongate; the network of alleys on the north side of Lawnmarket, from Paterson’s Close to James’s Court, has been linked, and here Lord Rosebery acquired and restored the 17th-century dwelling featured in the legend of My Aunt Margaret’s Mirror. Riddle’s Close is another well-restored historic close that includes a student settlement. Although these and other improvements have resulted in the loss of old-world picturesque buildings like Allan Ramsay’s shop “at the sign of the Mercury, opposite Niddry Wynd,” Cardinal Beaton’s palace, the old Cunzie House, and the beautiful timber-fronted “land” that once stood at the top of West Bow, as well as local hangouts like Clerihugh’s tavern, where Mr. Counsellor Pleydell and others enjoyed the “high jinks” described in Guy Mannering, it must be acknowledged that the transformations in the Old Town (many of which are quite drastic) have been made with respect to the character of their surroundings.
Monuments.—Edinburgh is particularly rich in monuments of every description and quality. Of these by far the most remarkable is the Scott monument in East Princes Street Gardens, designed by George Meikle Kemp (1795-1844); it is in the form of a spiral Gothic cross with a central canopy beneath which is a seated statue of Scott with his dog “Maida” at his side, by Sir John Steell, the niches being occupied by characters in Sir Walter’s writings. A column, 136 ft. high, surmounted by a colossal figure of Viscount Melville, Pitt’s first lord of the Admiralty, rises from the centre of St Andrew Square. At the west end of George Street, in the centre of Charlotte Square, stands the Albert Memorial, an equestrian statue of the prince consort, with groups at each of the four angles of the base. Burns’s monument, in the style of a Greek temple, occupies a prominent position on the Regent Road, on the southern brow of the lower terrace of Calton Hill. It was originally intended to form a shrine for Flaxman’s marble statue of the poet (now in the National Portrait Gallery), but it proved to be too confined to afford a satisfactory view of the sculptor’s work and was at length converted into a museum of Burnsiana (afterwards removed to the municipal buildings). On Calton Hill are a number of finely placed monuments. The stateliest is the national monument to commemorate the victory of Waterloo, originally intended to be a reproduction of the Parthenon. The plan was abandoned for lack of funds, after twelve out of the twenty-four Greek pillars had been erected, but it is perhaps more effective in its unfinished state than if it had been completed. The Nelson monument, an elongated turreted structure, stands on the highest cliff of the hill. Close by is the monument to Dugald Stewart, a copy of the choragic monument of Lysicrates. Sir John Steell’s equestrian statue of the duke of Wellington stands in front of the Register House, and in Princes Street Gardens are statues of Livingstone, Christopher North, Allan Ramsay, Adam Black and Sir J.Y. Simpson. In George Street are Chantrey’s figures of Pitt and George IV., and a statue of Dr Chalmers; the 5th duke of Buccleuch stands beside St Giles’s. Charles II. surveys the spot where Knox was buried; the reformer himself is in the quadrangle of New College: Sir David Brewster adorns the quadrangle of the university; Dr William Chambers is in Chambers Street, and Frederick, duke of York (1763-1827), and the 4th earl of Hopetoun are also commemorated.
Monuments.—Edinburgh is particularly rich in monuments of all kinds and styles. The most notable of these is the Scott monument in East Princes Street Gardens, designed by George Meikle Kemp (1795-1844); it takes the shape of a spiral Gothic cross with a central canopy under which sits a statue of Scott with his dog “Maida” beside him, created by Sir John Steell, with niches filled by characters from Sir Walter’s works. A column, 136 ft. high, topped by a huge figure of Viscount Melville, Pitt’s first lord of the Admiralty, rises from the center of St Andrew Square. At the west end of George Street, in the middle of Charlotte Square, stands the Albert Memorial, an equestrian statue of the prince consort, with groups at each of the four corners of the base. Burns’s monument, designed in the style of a Greek temple, occupies a prominent spot on the Regent Road, on the southern slope of the lower terrace of Calton Hill. It was originally meant to be a shrine for Flaxman’s marble statue of the poet (now in the National Portrait Gallery), but it turned out to be too cramped to provide a good view of the sculptor’s work and was eventually turned into a museum of Burnsiana (later moved to the municipal buildings). Calton Hill is home to several beautifully situated monuments. The most impressive is the national monument to commemorate the victory at Waterloo, which was originally planned to replicate the Parthenon. The project was abandoned due to a lack of funds after twelve out of the twenty-four Greek pillars had been erected, but it might be more striking in its unfinished state than if it had been completed. The Nelson monument, an elongated turreted structure, stands on the highest cliff of the hill. Nearby is the monument to Dugald Stewart, a copy of the choragic monument of Lysicrates. Sir John Steell’s equestrian statue of the duke of Wellington stands in front of the Register House, and in Princes Street Gardens are statues of Livingstone, Christopher North, Allan Ramsay, Adam Black, and Sir J.Y. Simpson. In George Street, there are Chantrey’s figures of Pitt and George IV., and a statue of Dr. Chalmers; the 5th duke of Buccleuch stands beside St Giles’s. Charles II. looks over the spot where Knox was buried; the reformer himself is in the quadrangle of New College: Sir David Brewster decorates the quadrangle of the university; Dr. William Chambers is located in Chambers Street, and Frederick, duke of York (1763-1827), and the 4th earl of Hopetoun are also commemorated.
Cemeteries.—Obviously the churchyards surrounding the older and more important parish churches—such as Greyfriars’, St Cuthbert’s and the Canongate, contain the greatest number of memorials of the illustrious dead. In Greyfriars’ churchyard the Solemn League and Covenant was signed, and among its many monuments are the Martyrs’ monument, recording the merits of the murdered covenanters, and the tomb of “Bluidy” Mackenzie. To the three named should be added the Calton burying-ground, with its Roman tomb of David Hume, and the obelisk raised in 1844 to the memory of Maurice Margarot, Thomas Muir (1765-1798), Thomas Fyshe Palmer (1747-1802), William Skirving and Joseph Gerrald (1765-1796), the political martyrs transported towards the end of the 18th century for advocating parliamentary reform. The Scottish dead in the American Civil War are commemorated in a monument bearing a life-sized figure of Abraham Lincoln and a freed slave. The cemeteries are all modern. In Warriston cemetery (opened in 1843) in the New Town, were buried Sir James Young Simpson, Alexander Smith the poet, Horatio McCulloch, R.S.A., the landscape painter, the Rev. James Millar, the last Presbyterian chaplain of the castle, and the Rev. James Peddie, the pastor of Bristo Street church. In Dean cemetery, partly laid out on the banks of the Water of Leith, and considered the most beautiful in the city (opened 1845), were interred Lords Cockburn, Jeffrey and Rutherford; “Christopher North,” Professor Aytoun, Edward Forbes the naturalist, John Goodsir the anatomist; Sir William Allan, Sam Bough, George Paul Chalmers, the painters; George Combe, the phrenologist; Playfair, the architect; Alexander Russel, editor of the Scotsman; Sir Archibald Alison, the historian; Captain John Grant, the last survivor of the old Peninsular Gordon Highlanders; Captain Charles Gray, of the Royal Marines, writer of Scottish songs; Lieutenant John Irving, of the Franklin expedition, whose remains were sent home many years after his death by Lieut. Frederick Schwatka, U.S. navy; and Sir Hector Macdonald, “Fighting Mac” of Omdurman. In the south side are the Grange, Newington or Echobank, and Morningside cemeteries. In the Grange repose the ashes of Chalmers, Guthrie and Lee, Sir Thomas Dick Lauder, Sir Hope Grant, Hugh Miller and the 2nd Lord Dunfermline.
Cemeteries.—Clearly, the churchyards around the older and more significant parish churches—like Greyfriars’, St Cuthbert’s, and the Canongate—hold the most memorials for the notable deceased. In Greyfriars’ churchyard, the Solemn League and Covenant was signed, and among its numerous monuments are the Martyrs’ monument, honoring the murdered covenanters, and the grave of “Bluidy” Mackenzie. Along with the three mentioned, we should include the Calton burial ground, featuring the Roman tomb of David Hume and the obelisk raised in 1844 to remember Maurice Margarot, Thomas Muir (1765-1798), Thomas Fyshe Palmer (1747-1802), William Skirving, and Joseph Gerrald (1765-1796), the political martyrs who were exiled towards the end of the 18th century for pushing for parliamentary reform. The Scottish soldiers who died in the American Civil War are honored with a monument depicting a life-sized figure of Abraham Lincoln and a freed slave. The cemeteries are all modern. In Warriston cemetery (opened in 1843) in the New Town, lie Sir James Young Simpson, poet Alexander Smith, landscape painter Horatio McCulloch, Rev. James Millar, the last Presbyterian chaplain of the castle, and Rev. James Peddie, the pastor of Bristo Street church. In Dean cemetery, partly located along the banks of the Water of Leith and considered the most beautiful in the city (opened 1845), are buried Lords Cockburn, Jeffrey, and Rutherford; “Christopher North,” Professor Aytoun, naturalist Edward Forbes, anatomist John Goodsir; painters Sir William Allan, Sam Bough, George Paul Chalmers; phrenologist George Combe; architect Playfair; Alexander Russel, editor of the Scotsman; historian Sir Archibald Alison; Captain John Grant, the last survivor of the old Peninsular Gordon Highlanders; Captain Charles Gray of the Royal Marines, who wrote Scottish songs; Lieutenant John Irving of the Franklin expedition, whose remains were returned home many years after his death by Lt. Frederick Schwatka, U.S. navy; and Sir Hector Macdonald, “Fighting Mac” of Omdurman. On the south side are the Grange, Newington or Echobank, and Morningside cemeteries. In the Grange rest the ashes of Chalmers, Guthrie, and Lee, Sir Thomas Dick Lauder, Sir Hope Grant, Hugh Miller, and the 2nd Lord Dunfermline.
Parks and Open Spaces.—Edinburgh is exceptionally well provided with parks and open spaces. The older are Princes Street Gardens, covering the old Nor’ Loch, Calton Hill, the Meadows and the Bruntsfield Links. The municipal golf links are on the Braid Hills. On the southern side Blackford Hill has been set apart for public use. Here stands the Royal Observatory, in which the great Dunecht telescope was erected in 1896. Harrison Park is a breathing spot for the congested district of Fountainbridge, and the park at Saughton Hall, opened in 1905, for the western district of the city. To the north of the Water of Leith lie Inverleith Park, the Arboretum and the Royal Botanical Garden. This institution has undergone four changes of site since its foundation in 1670 by Sir Andrew Balfour and Sir Robert Sibbald, and now occupies an area of 34 acres in Inverleith Row. It includes a herbarium and palm house, with an extensive range of hot-houses, a museum of economic botany, a lecture-room and other requisites for the study of botany. The most important open spaces, however, surround Arthur’s Seat (822 ft.). This basaltic hill, the name of which is believed to commemorate the British king Arthur, who from its height is said to have watched the defeat of the Picts by his followers, is shaped like a lion couchant, with head towards the north. It is separated from the narrow valley, in which lie the Canongate and Holyrood Palace, by Salisbury Crags, named after Edward III.’s general William Montacute, 1st earl of Salisbury (1301-1344). At their base is the Queen’s Drive (3½ m. long), named by Queen Victoria. Adjoining Holyrood Palace is the King’s Park, used as a parade ground. 940 Facing the crags on the south-west are the spots familiar to readers of The Heart of Midlothian, where stood Jeanie Deans’s cottage, and between the crags and Arthur’s Seat lies Hunter’s Bog, used as a shooting range. Near here too are three small lakes, Duddingston, Dunsappie and St Margaret’s, the last overlooked by the ruins of St Anthony’s chapel.
Parks and Open Spaces.—Edinburgh is really well equipped with parks and open areas. The older ones include Princes Street Gardens, which cover the old Nor’ Loch, along with Calton Hill, the Meadows, and the Bruntsfield Links. The municipal golf links are situated on the Braid Hills. On the southern side, Blackford Hill has been designated for public use. Here stands the Royal Observatory, where the great Dunecht telescope was established in 1896. Harrison Park serves as a breathing space for the crowded area of Fountainbridge, and the park at Saughton Hall, opened in 1905, caters to the western part of the city. To the north of the Water of Leith are Inverleith Park, the Arboretum, and the Royal Botanical Garden. This institution has moved locations four times since its founding in 1670 by Sir Andrew Balfour and Sir Robert Sibbald, and now spans 34 acres on Inverleith Row. It features a herbarium and a palm house, along with an extensive array of greenhouses, a museum of economic botany, a lecture room, and other facilities for studying botany. However, the most significant open spaces are around Arthur’s Seat (822 ft.). This basalt hill, whose name is thought to honor the British king Arthur, who is said to have witnessed the Picts' defeat from its summit, resembles a lion couchant, with its head facing north. It is separated from the narrow valley where the Canongate and Holyrood Palace are located by Salisbury Crags, named after Edward III’s general William Montacute, 1st Earl of Salisbury (1301-1344). At the base of the crags is the Queen’s Drive (3½ m. long), named by Queen Victoria. Adjacent to Holyrood Palace is the King’s Park, which serves as a parade ground. 940 Facing the crags to the southwest are the locations familiar to readers of The Heart of Midlothian, where Jeanie Deans’s cottage once stood, and between the crags and Arthur’s Seat lies Hunter’s Bog, which is used as a shooting range. Nearby are three small lakes: Duddingston, Dunsappie, and St Margaret’s, the last of which is overlooked by the ruins of St Anthony’s chapel.
Environs.—In several directions many places once to be described among the environs have practically become suburbs of Edinburgh. Newhaven (population of parish, 7636), so called from the harbour constructed in the reign of James IV., had a shipbuilding yard of some repute in former times. The village has always been a fishing-place of importance, the “fishwives” in their picturesque garb being, till recently, conspicuous figures in the streets of the capital. It used to be a popular resort for fish dinners, and it plays a prominent part in Charles Reade’s novel of Christie Johnstone. To the west lies Granton (pop. 1728), where the 5th duke of Buccleuch constructed a magnificent harbour. Before the building of the Forth Bridge the customary approach to Fifeshire and the north-east of Scotland was by means of a steam ferry from Granton to Burntisland, which is still used to some extent. There is regular communication with Iceland, the continental ports and London. A marine station here was established by Sir John Murray, but has been discontinued. Still farther west lies the village of Cramond (pop. of parish, 3815), at the mouth of the river Almond, where Roman remains have often been found. It was the birthplace of several well-known persons, among others of John Law (1671-1729), originator of the Mississippi scheme, Lauriston Castle being situated in the parish. Cramond Brig was the scene of one of the “roving” adventures of James V., when the life of the “Gudeman of Ballengeich” was saved by Jock Howieson of the Braehead. Corstorphine (pop. 2725), once noted for its cream and also as a spa, is now to all intents and purposes a western suburb of the capital. The parish church contains the tombs of the Forresters, of old the leading family of the district, with full-length sculptured figures, and at the base of Corstorphine Hill—from one point of which (“Rest and be Thankful”) is to be had one of the best views of Edinburgh—are the seats of several well-known families. Among these are Craigcrook Castle (where Lord Jeffrey spent many happy years, and the gardens of which are said to have given Scott a hint for Tullyveolan in Waverley), and Ravelston House, the home of the Keiths. To the south of the metropolis are Colinton (pop. 5499), on the Water of Leith, with several mansions that once belonged to famous men, such as Dreghorn Castle and Bonally Tower; and Currie (pop. 2513), which was a Roman station and near which are Curriehill Castle (held by the rebels against Queen Mary), the ruins of Lennox Tower, and Riccarton, the seat of the Gibson-Craigs, one of the best-known Midlothian families. At Dalmahoy Castle, near Ratho (pop. 1946), the seat of the earl of Morton, are preserved the only extant copy of the bible of the Scottish parliament and the original warrant for committing Queen Mary to Lochleven Castle in Kinross-shire. Craigmillar, though situated in the parish of Liberton, is really a part of Edinburgh. Its picturesque castle, at least the oldest portion of it, probably dates from the 12th century. Its principal owners were first the Prestons and latterly the Gilmours. After playing a varied rôle in local and national story, now as banqueting-house and now as prison, it fell gradually into disrepair. It was advertised as to let in 1761, and early in the 19th century, along with the chapel adjoining, was in ruins, but has been restored by Colonel Gordon-Gilmour. It was a favourite residence of Mary Stuart, and its associations with the hapless queen give it a romantic interest. Duddingston (pop. 2023), once a quiet village, has become a centre of the distilling and brewing industries. The parish church, effectively situated on an eminence by the side of the lake, was the scene of the ministration of the Rev. John Thomson (1778-1840), the landscape painter, who numbered Sir Walter Scott among his elders. Duddingston House is a seat of the duke of Abercorn. Liberton (pop. of parish, 7233), a name that recalls the previous existence of a leper’s hospital, is prominently situated on the rising ground to the south of Edinburgh, the parish church being a conspicuous landmark. Adjoining is the village of Gilmerton (pop. 1482), which used to supply Edinburgh with yellow sand, when sanded floors were a feature in the humbler class of houses. Portobello (pop. 9180), being within 3 m. of the capital, must always enjoy a large share of public patronage, though it is not in such favour as a watering-place as it once was. Its beautiful stretch of sands is flanked by a promenade extending all the way to Joppa. The beach was at one time used for the purpose of reviews of the yeomanry. The town dates from the middle of the 18th century, when a cottage was built by a sailor and named Portobello in commemoration of Admiral Vernon’s victory in 1739. The place does a considerable trade in the making of bricks, bottles, earthenware, pottery, tiles and paper. Joppa, which adjoins it, has salt works, but is chiefly a residential neighbourhood. Inveresk (pop. 2939), finely situated on the Esk some 6 m. from Edinburgh, is a quaint village with several old-fashioned mansions and beautiful gardens. Alexander Carlyle, the famous divine (1772-1805), whose Memorials of his Times still affords fascinating reading, ministered for fifty-five years in the parish church, in the graveyard of which lies David Macbeth Moir (1798-1851), who under the pen-name of “Delta” wrote Mansie Wauch, a masterpiece of Scots humour and pathos. Lasswade (pop. of parish, 9708), partly in the Pentlands, famous for its oatmeal, was often the summer resort of Edinburgh worthies. Here Sir Walter Scott lived for six years and De Quincey for nineteen, and William Tennant (1784-1848), author of Anster Fair, was the parish dominie. Many interesting mansions were and are in the vicinity, amongst them Melville Castle, the seat of the Dundas Melvilles, and Auchendinny, where Henry Mackenzie, author of The Man of Feeling, resided. The two most celebrated resorts, however, amongst the environs of Edinburgh are Roslin (pop. 1805) and Hawthornden. Roslin Castle is romantically situated on the beautifully wooded precipitous banks of the Esk. It dates from the 12th century and is a plain, massive ruin, architecturally insignificant. Partially destroyed by fire in 1447 and afterwards rebuilt, it was sacked in 1650 and again in 1688, and then gradually fell into decay. The chapel, higher up the bank, a relic of great beauty, was founded in 1446 by William St Clair, 3rd earl of Orkney. It is believed to be the chancel of what was intended to be a large church. Although it suffered at the hands of revolutionary fanatics in 1688, the damage was confined mainly to the external ornament, and the chapel, owing to restoration in judicious taste, is now in perfect condition. The Gothic details are wonderful examples of the carver’s skill, the wreathed “Prentice’s pillar” being the subject of a well-known legend. The walk to Hawthornden, about 1½ m. distant, through the lovely glen by the river-side, leads to the mansion of the Drummonds, perched high on a lofty cliff falling sheer to the stream. The caverns in the sides of the precipice are said to have afforded Wallace and other heroes (or outlaws) refuge in time of trouble, but the old house is most memorable as the home of the poet William Drummond, who here welcomed Ben Jonson; the tree beneath which the two poets sat still stands. Near Swanston, on the slopes of the Pentlands, where R.L. Stevenson when a boy used to make holiday occasionally, is a golf-course which was laid out by the Lothianburn Club. The Pentland range contains many points of interest and beauty, but these are mostly accessible only to the pedestrian, although the hills are crossed by roads, of which the chief are those by Glencorse burn and the Cauld Stane Slap. Habbie’s Howe, the scene of Allan Ramsay’s pastoral The Gentle Shepherd, is some 2 m. from Carlops, and Rullion Green is noted as the field on which the Covenanters were defeated in 1666. At Penicuik (pop. 5097), where the Clerks were long the ruling family, S.R. Crockett was minister until he formally devoted himself to fiction. The town is, industrially, remarkable for its paper mills and mines of coal and other minerals.
Environs.—In several directions, many places that used to be considered part of the surrounding area have essentially become suburbs of Edinburgh. Newhaven (population of parish, 7636), named after the harbor built during James IV's reign, once had a well-known shipbuilding yard. The village has always been an important fishing spot, with the “fishwives” in their colorful clothing being prominent figures in the capital’s streets until recently. It used to be a popular destination for fish dinners and plays a significant role in Charles Reade’s novel Christie Johnstone. To the west is Granton (pop. 1728), where the 5th Duke of Buccleuch built a magnificent harbor. Before the Forth Bridge was built, the typical route to Fife and north-east Scotland was via a steam ferry from Granton to Burntisland, which is still in use to some extent. There’s regular communication with Iceland, continental ports, and London. A marine station was established here by Sir John Murray but has since been closed. Further west is the village of Cramond (pop. of parish, 3815), at the mouth of the River Almond, where Roman remains are frequently discovered. It was the birthplace of several well-known figures, including John Law (1671-1729), the creator of the Mississippi scheme, and Lauriston Castle is located in the parish. Cramond Brig was the scene of one of James V's “roving” adventures, where Jock Howieson of the Braehead saved the life of the “Gudeman of Ballengeich.” Corstorphine (pop. 2725), once famous for its cream and spa, is now essentially a western suburb of the capital. The parish church holds the tombs of the Forresters, the former leading family in the area, featuring full-length sculptured figures. At the base of Corstorphine Hill—from a point known as “Rest and be Thankful”—is one of the best views of Edinburgh, alongside the homes of several notable families. Among them are Craigcrook Castle (where Lord Jeffrey spent many happy years, and its gardens are said to have inspired Scott’s Tullyveolan in Waverley) and Ravelston House, home of the Keiths. South of the city are Colinton (pop. 5499), on the Water of Leith, with several mansions once owned by notable figures, such as Dreghorn Castle and Bonally Tower; and Currie (pop. 2513), which was a Roman station and where notable ruins include Curriehill Castle (held by those opposing Queen Mary), Lennox Tower, and Riccarton, the estate of the Gibson-Craigs, one of the most recognized families in Midlothian. At Dalmahoy Castle, near Ratho (pop. 1946), the seat of the Earl of Morton, are preserved the only remaining copy of the Bible of the Scottish parliament and the original warrant for committing Queen Mary to Lochleven Castle in Kinross-shire. Craigmillar, though in the parish of Liberton, is really part of Edinburgh. Its picturesque castle, at least its oldest section, likely dates back to the 12th century. The main owners were initially the Prestons and later the Gilmours. After a varied role in local and national history, used as both a banquet house and prison, it gradually fell into ruin. It was advertised for rent in 1761, and by the early 19th century, along with the adjoining chapel, it was in ruins but has since been restored by Colonel Gordon-Gilmour. It was a favored residence of Mary Stuart, and its connections with the unfortunate queen add a romantic interest. Duddingston (pop. 2023), once a quiet village, has become the center of the distilling and brewing industries. The parish church, effectively located on a hill beside the lake, was formerly overseen by Rev. John Thomson (1778-1840), the landscape painter, who counted Sir Walter Scott among his elders. Duddingston House is the residence of the Duke of Abercorn. Liberton (pop. of parish, 7233), which recalls the previous existence of a leper hospital, is prominently located on the rising ground to the south of Edinburgh and has a parish church that is a notable landmark. Nearby is the village of Gilmerton (pop. 1482), which used to supply yellow sand to Edinburgh, when sanded floors were common in lower-class homes. Portobello (pop. 9180), being just 3 miles from the capital, has always enjoyed a large share of public attention, though it’s not as popular as a seaside resort as it once was. Its beautiful stretch of beach is lined with a promenade that goes all the way to Joppa. The beach was once used for yeomanry reviews. The town began in the mid-18th century when a sailor built a cottage and named it Portobello to commemorate Admiral Vernon’s victory in 1739. The area engages significantly in the production of bricks, bottles, earthenware, pottery, tiles, and paper. Joppa, which is adjacent to it, has salt works but is mainly a residential neighborhood. Inveresk (pop. 2939), nicely situated on the River Esk about 6 miles from Edinburgh, is a charming village with several old-fashioned mansions and beautiful gardens. Alexander Carlyle, the famous divine (1772-1805), who authored Memorials of his Times, served as minister for fifty-five years in the parish church, where David Macbeth Moir (1798-1851)—who wrote Mansie Wauch, a classic of Scots humor and pathos under the pen name “Delta”—is buried in the graveyard. Lasswade (pop. of parish, 9708), partly within the Pentlands and known for its oatmeal, was frequently a summer retreat for Edinburgh’s elite. Here, Sir Walter Scott lived for six years, and De Quincey for nineteen, while William Tennant (1784-1848), author of Anster Fair, was the local schoolmaster. Many interesting mansions have been in the area, including Melville Castle, the seat of the Dundas Melvilles, and Auchendinny, where Henry Mackenzie, author of The Man of Feeling, lived. The two most famous retreats, however, among the surroundings of Edinburgh are Roslin (pop. 1805) and Hawthornden. Roslin Castle is romantically located on the beautifully wooded steep banks of the Esk. It dates back to the 12th century and is a plain, massive ruin with little architectural significance. Partially destroyed by fire in 1447 and rebuilt afterwards, it was looted in 1650 and again in 1688 before gradually decaying. The chapel, higher up the bank, is a beautifully preserved remnant founded in 1446 by William St Clair, 3rd Earl of Orkney. It’s believed to be the chancel of a larger church that was never built. Although it was damaged by revolutionary fanatics in 1688, most of the harm was limited to the external decoration, and thanks to careful restoration, the chapel is now in excellent condition. The Gothic details are stunning examples of the carver’s artistry, with the twisted “Prentice’s pillar” being the subject of a well-known legend. The walk to Hawthornden, about 1½ miles away, through the lovely glen beside the river, leads to the mansion of the Drummonds, perched on a high cliff that drops straight down to the stream. The caves in the cliffs are said to have provided refuge for Wallace and other heroes (or outlaws) in troubled times, but the old house is especially memorable as the home of poet William Drummond, who welcomed Ben Jonson and where the tree under which they sat still stands. Near Swanston, on the slopes of the Pentlands, where R.L. Stevenson vacationed as a boy, is a golf course that was designed by the Lothianburn Club. The Pentland range has many points of interest and beauty, mostly accessible only on foot, although roads, mainly those by Glencorse burn and Cauld Stane Slap, cross the hills. Habbie’s Howe, the setting of Allan Ramsay’s pastoral The Gentle Shepherd, is about 2 miles from Carlops, and Rullion Green is notable as the battleground where the Covenanters were defeated in 1666. At Penicuik (pop. 5097), where the Clerks were the dominant family, S.R. Crockett served as minister until he fully devoted himself to writing fiction. The town is industrially significant for its paper mills and coal and mineral mines.
Communications.—The two trunk railways serving Edinburgh are the North British and the Caledonian. The North British station is Waverley, to which the trains of the Great Northern, North Eastern and the Midland systems run from England. The 941 Caledonian station is Princes Street, where the through trains from the London & North-Western system of England arrive. Leith, Granton and Grangemouth serve as the chief passenger seaports for Edinburgh. Tramways connect the different parts of the city with Leith, Newhaven, Portobello and Joppa; and the Suburban railway, starting from Waverley station, returns by way of Restalrig, Portobello, Duddingston, Morningside and Haymarket. In summer, steamers ply between Leith and Aberdour and other pleasure resorts; and there is also a service to Alloa and Stirling. In the season brakes constantly run to Queensferry (for the Forth Bridge) and to Roslin, and coaches to Dalkeith, Loanhead and some Pentland villages.
Communications.—The two main railways serving Edinburgh are the North British and the Caledonian. The North British station is Waverley, where trains from the Great Northern, North Eastern, and Midland systems arrive from England. The 941 Caledonian station is on Princes Street, where trains from the London & North-Western system of England come in. Leith, Granton, and Grangemouth are the main passenger seaports for Edinburgh. Tramways connect different parts of the city with Leith, Newhaven, Portobello, and Joppa; and the suburban railway, starting from Waverley station, circles back through Restalrig, Portobello, Duddingston, Morningside, and Haymarket. In the summer, steamers run between Leith and Aberdour, as well as other leisure spots; there's also a service to Alloa and Stirling. During the season, buses frequently go to Queensferry (for the Forth Bridge) and to Roslin, with coaches heading to Dalkeith, Loanhead, and some villages in the Pentlands.
Population.—In 1801 the number of inhabitants was 66,544; in 1851 it was 160,302; in 1881 it was 234,402; and in 1901 it was 316,479. In 1900 the birth-rate was 26.90 per thousand, 7.8% of the births being illegitimate; the death-rate was 19.40 per thousand, and the marriage-rate 10 per thousand.
Population.—In 1801, the population was 66,544; in 1851 it was 160,302; in 1881 it was 234,402; and in 1901 it was 316,479. In 1900, the birth rate was 26.90 per thousand, with 7.8% of births being illegitimate; the death rate was 19.40 per thousand, and the marriage rate was 10 per thousand.
The area of the city has been enlarged by successive extensions of its municipal boundaries, especially towards the west and south. An important accession of territory was gained in 1896, when portions of the parishes of Liberton and Duddingston and the police burgh of Portobello were incorporated. Under the Edinburgh Corporation Act 1900, a further addition of nearly 1800 acres was made. This embraced portions of South Leith parish (landward) and of Duddingston parish, including the village of Restalrig and the ground lying on both sides of the main road from Edinburgh to Portobello; and also part of Cramond parish, in which is contained the village and harbour of Granton. The total area of the city is 10,597½ acres. The increase in wealth may best be measured by the rise in assessed valuation. In 1880 the city rental was £1,727,740, in 1890 it was £2,106,395, and in 1900-1901 £2,807,122.
The area of the city has expanded due to ongoing extensions of its municipal boundaries, especially to the west and south. A significant addition of territory occurred in 1896, when parts of the parishes of Liberton and Duddingston and the police burgh of Portobello were combined. Under the Edinburgh Corporation Act of 1900, another addition of nearly 1,800 acres was made. This included portions of South Leith parish (landward) and Duddingston parish, covering the village of Restalrig and the land on both sides of the main road from Edinburgh to Portobello; it also included part of Cramond parish, which contains the village and harbor of Granton. The city's total area is 10,597½ acres. The increase in wealth is best indicated by the rise in assessed valuation. In 1880, the city rental was £1,727,740; in 1890, it rose to £2,106,395; and in 1900-1901, it reached £2,807,122.
Government.—By the Redistribution Act of 1885 the city was divided for parliamentary purposes into East, West, Central and South Edinburgh, each returning one member; the parliamentary and municipal boundaries are almost identical. The town council, which has its headquarters in the Municipal Buildings in the Royal Exchange, consists of fifty members, a lord provost, seven bailies, a dean of guild, a treasurer, a convener of trades, seven judges of police, and thirty-two councillors. The corporation has acquired the gas-works, the cable tramways (leased to a company), the electric lighting of the streets, and the water-supply from the Pentlands (reinforced by additional sources in the Moorfoot Hills and Talla Water). Among other duties, the corporation has a share in the management of the university, and maintains the Calton Hill observatory.
Government.—Thanks to the Redistribution Act of 1885, the city is divided for parliamentary purposes into East, West, Central, and South Edinburgh, with each area electing one member; the parliamentary and municipal boundaries are almost the same. The town council, headquartered in the Municipal Buildings at the Royal Exchange, has fifty members: a lord provost, seven bailies, a dean of guild, a treasurer, a convener of trades, seven judges of police, and thirty-two councillors. The corporation has taken over the gasworks, the cable tramways (leased to a company), the electric street lighting, and the water supply from the Pentlands (supplemented by additional sources from the Moorfoot Hills and Talla Water). Among other responsibilities, the corporation is involved in managing the university and maintains the Calton Hill observatory.
May Meetings.—During the establishment of Episcopacy in Scotland, Edinburgh was the seat of a bishop, and the ancient collegiate church of St Giles rose to the dignity of a cathedral. But the annual meeting of the General Assembly of the Church of Scotland at Edinburgh is now the public manifestation of the predominance of Presbyterianism as the national church. In May each year the sovereign appoints a representative as lord high commissioner to the General Assembly of the Established Church, who takes up his abode usually in the palace of Holyrood, and thence proceeds to the High Church, and so to the assembly hall on the Castle Hill. The lord provost and magistrates offer to him the keys of the city, and levees, receptions and state dinners revive in some degree the ancient glories of Holyrood. The General Assembly of the United Free Church is usually held at the same time.
May Meetings.—During the establishment of Episcopacy in Scotland, Edinburgh was the seat of a bishop, and the ancient collegiate church of St Giles became a cathedral. However, the annual meeting of the General Assembly of the Church of Scotland in Edinburgh now represents the dominance of Presbyterianism as the national church. Each May, the sovereign appoints a representative as lord high commissioner to the General Assembly of the Established Church, who usually resides in the palace of Holyrood. From there, they proceed to the High Church and then to the assembly hall on Castle Hill. The lord provost and magistrates present him with the keys of the city, and events like levees, receptions, and state dinners somewhat revive the ancient glories of Holyrood. The General Assembly of the United Free Church usually takes place at the same time.
University.—The university of Edinburgh, the youngest of the Scottish universities, was founded in 1583 by a royal charter granted by James IV., and its rights, immunities and privileges have been remodelled, ratified and extended at various periods. In 1621 an act of the Scottish parliament accorded to the university all rights and privileges enjoyed by other universities in the kingdom, and these were renewed under fresh guarantees in the treaty of union between England and Scotland, and in the Act of Security. Important changes were made in the constitution by acts passed in 1858 and 1889. It was one of the first universities to admit women students to its classes and degrees, and its alumni are brought into close bonds of sympathy and activity by a students’ union. The number of students averages nearly three thousand a year. As a corporation it consists of a chancellor, vice-chancellor, lord rector (elected by the students every three years), principal, professors, registered graduates and matriculated students. The chancellor is elected for life by the general council, of which he is head; and the rights of the city as the original founder have been recognized by giving to the town council the election of four of the seven curators, with whom rest the appointment of the principal, the patronage of seventeen of the chairs, and a share in other appointments. Along with that of St Andrews, the university sends one member to parliament. While the college, as such, bears the name of the College of King James, or King’s college, and James VI. is spoken of as its founder, it really originated in the liberality of the citizens of Edinburgh. William Little of Craigmillar, and his brother Clement Little, advocate, along with James Lawson, the colleague and successor of John Knox, may justly be regarded as true founders. In 1580 Clement Little gave all his books, three hundred volumes, for the beginning of a library, and this was augmented by other valuable benefactions, one of the most interesting of which was the library of Drummond of Hawthornden. The library now contains upwards of 220,000 volumes, and more than 7000 MSS. The buildings of the university occupy the site of the ancient collegiate church of St. Mary in the Field (the “Kirk of Field”), the scene of the murder of Darnley. The present structure, the foundation-stone of which was laid in 1789, is a classical building, enclosing an extensive quadrangle. The older parts of it, including the east front, are from the design of Robert Adam, his plans being revised and modified by W.H. Playfair (1789-1857), but it was not till 1883 that the building was completed by the dome, crowned by the bronze figure of Youth bearing the torch of Knowledge, on the façade in South Bridge Street. This edifice affords accommodation for the lecture rooms in the faculties of arts, law and theology, and for the museums and library. The opening up of the wide thoroughfare of Chambers Street, on the site of College Wynd and Brown and Argyll Squares, cleared the precincts of unsightly obstructions and unsavoury neighbours. The Royal Scottish Museum, structurally united to the university, contains collections illustrative of industry, art, science and natural history; and Minto House college and Heriot-Watt college are practically adjuncts of the university. The library hall was restored and decorated, largely through the generosity of Sir William Priestley (1829-1900), formerly M.P. for the university; while munificent additions to the academic funds and resources were made by the 15th earl of Moray (1840-1901), Sir William Fraser (1816-1898), and others. The university benefits also, like the other Scottish universities, from Mr Andrew Carnegie’s endowment fund. The medical school stands in Teviot Row, adjoining George Square and the Meadows. To this spacious and well-equipped group of buildings the faculty of medicine was removed from the college. The medical school is in the Italian Renaissance style from the designs of Sir Rowand Anderson. The magnificent hall used for academic and public functions was the gift of William M’Ewan, some time M.P. for the Central division of Edinburgh. Closely associated with the medical school, and separated from it by the Middle Meadow Walk, is the Royal Infirmary, designed by David Bryce, R.S.A. (1803-1876), removed hither from Infirmary Street. Its wards, in which nearly ten thousand patients receive treatment annually, are lodged in a series of turreted pavilions, and cover a large space of ground on the margin of the Meadows, from which, to make room for it, George Watson’s College—the most important of the Merchant Company schools—was removed to a site farther west, while the Sick Children’s hospital was moved to the southern side of the Meadows.
University.—The University of Edinburgh, the youngest of the Scottish universities, was founded in 1583 by a royal charter granted by James IV. Its rights, privileges, and immunities have been revised, confirmed, and expanded over the years. In 1621, an act of the Scottish parliament granted the university all the rights and privileges enjoyed by other universities in the kingdom, and these were renewed under new guarantees in the treaty of union between England and Scotland and in the Act of Security. Significant changes to the constitution were made by acts passed in 1858 and 1889. It was one of the first universities to allow women students to enroll in its classes and earn degrees, and its alumni are brought together by a students’ union that fosters strong connections and activities. The average number of students is nearly three thousand per year. The university is made up of a chancellor, vice-chancellor, lord rector (elected by the students every three years), principal, professors, registered graduates, and matriculated students. The chancellor is elected for life by the general council, of which he is the head; and the city's rights as the original founder have been recognized by allowing the town council to elect four of the seven curators, who are responsible for appointing the principal and managing the patronage of seventeen chairs, along with a share in other appointments. Together with St Andrews, the university sends one member to parliament. While the college is officially named the College of King James, or King’s College, and James VI. is recognized as its founder, it actually originated through the generosity of the citizens of Edinburgh. William Little of Craigmillar and his brother Clement Little, along with James Lawson, John Knox’s colleague and successor, can justly be seen as the true founders. In 1580, Clement Little donated all his books, three hundred volumes, to start a library, which was later enhanced by other significant donations, including the library of Drummond of Hawthornden. The library now holds over 220,000 volumes and more than 7,000 manuscripts. The university buildings are located on the site of the ancient collegiate church of St. Mary in the Field (the “Kirk of Field”), where Darnley was murdered. The current structure, whose foundation stone was laid in 1789, is a classical building that features a large quadrangle. The older parts, including the east front, were designed by Robert Adam, with modifications by W.H. Playfair (1789-1857), but it wasn’t until 1883 that the building was completed with the dome topped by the bronze figure of Youth holding the torch of Knowledge on the façade in South Bridge Street. This building houses lecture rooms for the faculties of arts, law, and theology, as well as museums and the library. The creation of the wide thoroughfare of Chambers Street, built on the site of College Wynd and Brown and Argyll Squares, cleared away unattractive obstructions and undesirable neighbors. The Royal Scottish Museum, physically connected to the university, holds collections related to industry, art, science, and natural history; Minto House College and Heriot-Watt College are effectively extensions of the university. The library hall was restored and decorated largely due to the generosity of Sir William Priestley (1829-1900), who was formerly M.P. for the university; while generous contributions to the academic funds came from the 15th Earl of Moray (1840-1901), Sir William Fraser (1816-1898), and others. The university also benefits, like the other Scottish universities, from Mr. Andrew Carnegie’s endowment fund. The medical school is located on Teviot Row, next to George Square and the Meadows. This spacious and well-equipped set of buildings was where the faculty of medicine was moved from the college. The medical school, designed in the Italian Renaissance style by Sir Rowand Anderson, features a magnificent hall for academic and public events, a gift from William M’Ewan, who was once the M.P. for the Central division of Edinburgh. Closely linked to the medical school, and separated from it by the Middle Meadow Walk, is the Royal Infirmary, designed by David Bryce, R.S.A. (1803-1876), which was relocated from Infirmary Street. Its wards, where nearly ten thousand patients receive treatment each year, are housed in a series of turreted pavilions that occupy a large area on the edge of the Meadows, necessitating the movement of George Watson’s College—the most significant of the Merchant Company schools—to a site further west, while the Sick Children’s Hospital was also relocated to the southern side of the Meadows.
Scientific Institutions.—The old Observatory is a quaint structure on Calton Hill, overlooking the district at the head of Leith Walk. The City Observatory stands close by, and on Blackford Hill is the newer building of the Royal Observatory. 942 The Astronomer-Royal for Scotland also holds the chair of practical astronomy.
Scientific Institutions.—The old Observatory is a charming building on Calton Hill, offering a view of the area at the top of Leith Walk. The City Observatory is nearby, and on Blackford Hill is the more modern Royal Observatory. 942 The Astronomer-Royal for Scotland also serves as the head of practical astronomy.
The museum and lecture-rooms of the Royal College of Surgeons occupy a handsome classical building in Nicolson Street. The college is an ancient corporate body, with a charter of the year 1505, and exercises the powers of instructing in surgery and of giving degrees. Its graduates also give lectures on the various branches of medicine and science requisite for the degree of doctor of medicine, and those extra-academical courses are recognized, under certain restrictions, by the University Court, as qualifying for the degree. The museum contains a valuable collection of anatomical and surgical preparations.
The museum and lecture rooms of the Royal College of Surgeons are located in a beautiful classical building on Nicolson Street. The college is an old institution, with a charter dating back to 1505, that has the authority to teach surgery and confer degrees. Its graduates also deliver lectures on various areas of medicine and science required for a doctor of medicine degree, and these additional courses are acknowledged, with certain conditions, by the University Court as qualifying for the degree. The museum features a valuable collection of anatomical and surgical specimens.
The Royal College of Physicians is another learned body organized, with special privileges, by a charter of incorporation granted by Charles II. in 1681. In their hall in Queen Street are a valuable library and a museum of materia medica. But the college as such takes no part in the educational work of the university.
The Royal College of Physicians is another respected organization, established with special privileges through a charter of incorporation given by Charles II in 1681. In their hall on Queen Street, there is a valuable library and a museum of medical materials. However, the college itself does not participate in the university's educational activities.
Educational Institutions.—After the Disruption in 1843, and the formation of the Free Church, New College was founded in connexion with it for training students in theology. Since the amalgamation of the United Presbyterian and the Free Churches, under the designation of the United Free Church of Scotland, New College is utilized by both bodies. New College buildings, designed in the Pointed style of the 16th century, and erected on the site of the palace of Mary of Guise, occupy a prominent position at the head of the Mound.
Educational Institutions.—After the Disruption in 1843 and the formation of the Free Church, New College was established in connection with it for training students in theology. Since the merging of the United Presbyterian and Free Churches into what is now called the United Free Church of Scotland, New College serves both groups. The New College buildings, designed in the Pointed style of the 16th century and built on the site of Mary of Guise's palace, hold a prominent place at the top of the Mound.
Edinburgh has always possessed exceptional educational facilities. The Royal high school, the burgh school par excellence, dates from the 16th century, but the beautiful Grecian buildings on the southern face of Calton Hill, opened in 1829, are its third habitation. It was not until 1825, when the Edinburgh Academy was opened, that it encountered serious rivalry. Fettes College, an imposing structure in a 16th-century semi-Gothic style, designed by David Bryce and called after its founder Sir William Fettes (1750-1836), is organized on the model of the great English public schools. Merchiston Academy, housed in the old castle of Napier, the inventor of logarithms, is another institution conducted on English public school lines. For many generations the charitable foundations for the teaching and training of youth were a conspicuous feature in the economy of the city. Foremost among them was the hospital founded by George Heriot—the “Jingling Geordie” of Scott’s Fortunes of Nigel—the goldsmith and banker of James VI. At his death in 1624 Heriot left his estate in trust to the magistrates and ministers of Edinburgh for the maintenance and teaching of poor fatherless sons of freemen. The quadrangular edifice in Lauriston, sometimes ascribed to Inigo Jones, is one of the noblest buildings in the city. Even earlier than Heriot’s hospital was the Merchant Maiden hospital, dating from 1605, which gave to the daughters of merchants similar advantages to those which Heriot’s secured for burgesses’ sons. In 1738 George Watson’s hospital for boys was founded; then followed the Trades’ Maiden hospital for burgesses’ daughters, John Watson’s, Daniel Stewart’s, the Orphans’, Gillespie’s,2 Donaldson’s3 hospitals, and other institutions founded by successful merchants of the city, in which poor children of various classes were lodged, boarded and educated. Nearly all these buildings are characterized by remarkable distinction and beauty of design. This is especially true of Donaldson’s hospital at the Haymarket, which has accommodation for three hundred children. As the New Town expanded, the Heriot Trust—whose revenues were greatly benefited thereby—erected day-schools in different districts, in which thousands of infants and older children received a free education, and, in cases of extreme poverty, a money grant towards maintenance. Public opinion as to the “hospital” system of board and education, however, underwent a revolutionary change after the Education Act of 1872 introduced school boards, and the Merchant Company—acting as governors for most of the institutions—determined to board out the children on the foundation with families in the town, and convert the buildings into adequately equipped primary and secondary day-schools. This root-and-branch policy proved enormously successful, and George Watson’s college, Stewart’s college, Queen Street ladies’ college, George Square ladies’ college, Gillespie’s school, and others, rapidly took a high place among the educational institutions of the city. Nor did the Heriot Trust neglect the claims of technical and higher education. The Heriot-Watt college is subsidized by the Trust, and Heriot’s hospital is occupied as a technical school. Concurrently with this activity in higher branches, the school board provided a large number of handsome buildings in healthy surroundings. The Church of Scotland and the United Free Church have training colleges.
Edinburgh has always had outstanding educational facilities. The Royal High School, the top school, dates back to the 16th century, but the stunning Grecian buildings on the southern slope of Calton Hill, opened in 1829, are its third location. It wasn't until 1825, when the Edinburgh Academy opened, that it faced serious competition. Fettes College, an impressive structure in a 16th-century semi-Gothic style, designed by David Bryce and named after its founder Sir William Fettes (1750-1836), is modeled after the great English public schools. Merchiston Academy, located in the old castle of Napier, the inventor of logarithms, is another institution run on English public school lines. For many generations, charitable foundations for teaching and training youth were a significant part of the city's economy. Leading among them was the hospital founded by George Heriot—the “Jingling Geordie” of Scott’s Fortunes of Nigel—the goldsmith and banker to James VI. When he passed away in 1624, Heriot left his estate in trust to the magistrates and ministers of Edinburgh to support and educate poor fatherless sons of freemen. The quadrangular building in Lauriston, sometimes attributed to Inigo Jones, is one of the finest buildings in the city. Even before Heriot’s hospital, there was the Merchant Maiden Hospital, established in 1605, which provided similar benefits for the daughters of merchants. In 1738, George Watson’s hospital for boys was founded, followed by the Trades’ Maiden Hospital for burgesses’ daughters, John Watson’s, Daniel Stewart’s, the Orphans’, Gillespie’s, Donaldson’s hospitals, and other institutions established by successful merchants in the city, where poor children of various backgrounds were housed, fed, and educated. Nearly all these buildings are marked by remarkable distinction and beauty of design. This is especially true of Donaldson’s Hospital at the Haymarket, which can accommodate three hundred children. As the New Town grew, the Heriot Trust—whose finances greatly benefited—set up day schools in various districts, where thousands of young children and older kids received free education and, in cases of extreme poverty, financial support for living expenses. However, public opinion on the “hospital” system of boarding and education underwent a significant change after the Education Act of 1872 introduced school boards, and the Merchant Company—serving as governors for most institutions—decided to board the children on the foundation with families in town and turn the buildings into well-equipped primary and secondary day schools. This comprehensive policy was extremely successful, and George Watson’s College, Stewart’s College, Queen Street Ladies’ College, George Square Ladies’ College, Gillespie’s School, and others quickly gained a top position among the educational institutions in the city. The Heriot Trust also addressed the need for technical and higher education. The Heriot-Watt College receives funding from the Trust, and Heriot’s Hospital is now used as a technical school. Alongside this activity in higher education, the school board provided a large number of attractive buildings in healthy environments. The Church of Scotland and the United Free Church have training colleges.
Charities.—Besides the Royal Infirmary there are a considerable number of more or less specialized institutions, two of the most important being situated at Craiglockhart. On the Easter Hill stands the Royal Edinburgh asylum for the insane, which formerly occupied a site in Morningside, while the City infectious diseases hospital is situated at Colinton Mains. The Royal blind asylum at Powburn in its earlier days tenanted humbler quarters in Nicolson Street. Chalmers’s hospital in Lauriston was founded in 1836 by George Chalmers for the reception of the sick and injured. The home for incurables is situated in Salisbury Place. The infirmary convalescents are sent to the convalescent house in Corstorphine. Other institutions are the Royal hospital for sick children, the home for crippled children, the Royal maternity hospital, and the deaf and dumb asylum. Though Trinity hospital no longer exists as a hospital with resident pensioners, the trustees disburse annually pensions to certain poor burgesses and their wives and children; and the trust controlling the benevolent branch of the Gillespie hospital endowment is similarly administered.
Charities.—In addition to the Royal Infirmary, there are a significant number of specialized institutions, two of the most notable being located at Craiglockhart. On Easter Hill is the Royal Edinburgh Asylum for the Insane, which used to be located in Morningside, while the City Infectious Diseases Hospital is at Colinton Mains. The Royal Blind Asylum at Powburn originally had simpler accommodations on Nicolson Street. Chalmers’s Hospital in Lauriston was established in 1836 by George Chalmers to care for the sick and injured. The Home for Incurables is located on Salisbury Place. Convalescents from the infirmary are sent to the convalescent house in Corstorphine. Other institutions include the Royal Hospital for Sick Children, the Home for Crippled Children, the Royal Maternity Hospital, and the Deaf and Dumb Asylum. Although Trinity Hospital no longer operates as a facility with resident pensioners, the trustees still provide annual pensions to certain impoverished burgesses and their wives and children; the trust overseeing the charitable aspect of the Gillespie Hospital endowment is administered in a similar manner.
Industries.—Although Edinburgh is a residential rather than a manufacturing or commercial centre, the industries which it has are important and flourishing. From 1507, when Walter Chapman, the Scottish Caxton, set up the first press, to the present day, printing has enjoyed a career of almost continuous vitality, and the great houses of R. & R. Clark, T. & A. Constable, the Ballantyne Press, Morrison & Gibb, Turnbull & Spears, and others, admirably maintain the traditional reputation of the Edinburgh press. Publishing, on the other hand, has drifted away, only a few leading houses—such as those of Blackwood, Chambers and Nelson—still making the Scottish capital their headquarters. Mapmakers, typefounders, bookbinders and lithographers all contribute their share to the prosperity of the city. Brewing is an industry of exceptional vigour, Edinburgh ale being proverbially good. The brewers and distillers, such as M’Ewan, Usher and Ure, have been amongst the most generous benefactors of the city. The arts and crafts associated with furniture work, paper-making and coach-building may also be specified, whilst tanneries, glassworks, india-rubber and vulcanite factories, brass-founding, machinery works, the making of biscuits, tea-bread and confectionery are all prominent. In consequence of the large influx of tourists every year the North British and Caledonian railway companies give employment to an enormous staff. Building and the allied trades are chronically brisk, owing to the constant development of the city. Fine white freestone abounds in the immediate vicinity (as at Craigleith, from the vast quarry of which, now passing into disuse, the stone for much of the New Town was obtained) and furnishes excellent building material; while the hard trap rock, with which the stratified sandstones of the Coal formation have been extensively broken up and overlaid, supplies good materials for paving and road-making. On this account quarrying is another industry which is seldom dormant. Owing to the great changes effected during the latter part of the 19th century, some of the 943 old markets were demolished and the system of centralizing trade was not wholly revived. The Waverley Market for vegetables and fruit presents a busy scene in the early morning, and is used for monster meetings and promenade and popular concerts. Slaughter-houses, cattle markets and grain markets have been erected at Gorgie, thus obviating the driving of flocks and herds through the streets, which was constantly objected to. An infantry regiment is always stationed in the castle, and there are in addition the barracks at Piers-hill (or “Jock’s Lodge”), half-way between Edinburgh and Portobello.
Industries.—Although Edinburgh is more of a residential area than a manufacturing or commercial hub, the industries it does have are significant and thriving. Since 1507, when Walter Chapman, known as the Scottish Caxton, established the first printing press, the printing industry has experienced nearly uninterrupted growth. The major printing companies like R. & R. Clark, T. & A. Constable, the Ballantyne Press, Morrison & Gibb, Turnbull & Spears, and others continue to uphold the strong reputation of Edinburgh's printing. In contrast, publishing has somewhat declined, with only a few key firms—such as Blackwood, Chambers, and Nelson—still based in the Scottish capital. Mapmakers, typefounders, bookbinders, and lithographers also contribute significantly to the city's economy. Brewing is a notably robust industry, with Edinburgh ale considered to be exceptionally good. The brewers and distillers, such as M’Ewan, Usher, and Ure, have been among the most generous supporters of the city. Additionally, crafts linked to furniture making, paper production, and coach building are significant, while tanneries, glassworks, india-rubber and vulcanite factories, brass foundries, machinery works, and producers of biscuits, tea-bread, and sweets are all prominent. Due to the large number of tourists each year, the North British and Caledonian railway companies employ a vast workforce. Building and related trades are consistently busy due to ongoing city development. High-quality white freestone is readily available nearby (as seen at Craigleith, which provided much of the stone for the New Town from its now mostly unused quarry) and offers excellent materials for construction; meanwhile, the hard trap rock, which has been widely crushed and layered with the sandstones of the Coal formation, provides good paving and road-making materials. Consequently, quarrying is yet another industry that remains active. Due to significant changes in the late 19th century, some older markets were removed, and the move towards centralizing trade was not fully restored. The Waverley Market for vegetables and fruit is a bustling scene in the early morning and serves as a venue for large gatherings, promenades, and popular concerts. Slaughterhouses, cattle markets, and grain markets have been established in Gorgie, eliminating the need to drive livestock through the streets, which had often been criticized. An infantry regiment is always stationed at the castle, and there are additional barracks at Piers-hill (or “Jock’s Lodge”), located halfway between Edinburgh and Portobello.
Social Life.—Edinburgh society still retains a certain old-fashioned Scottish exclusiveness. It has been said that the city is “east-windy” and the folk “west-endy.” But this criticism needs judicious qualification. The local patriotism and good taste of the citizens have regulated recreation and have also preserved in pristine vigour many peculiarly Scottish customs and pastimes. Classical concerts and concerts of the better sort, chiefly held in the M’Ewan and Music Halls, are well attended, and lectures are patronized to a degree unknown in most towns. In theatrical matters in the old days of stock companies the verdict of an Edinburgh audience was held to make or mar an actor or a play. This is no longer the case, but the Lyceum theatre in Grindlay Street and the Theatre Royal at the head of Leith Walk give good performances. Variety entertainments are also in vogue, and in Nicolson Street and elsewhere there are good music halls. Outdoor recreations have always been pursued with zest. The public golf-course on Braid Hills and the private courses of the Lothianburn club at Swanston and the Barnton club at Barnton are usually full on Saturdays and holidays. The numerous bowling-greens are regularly frequented and are among the best in Scotland—the first Australian team of bowlers that visited the mother country (in 1901) pronouncing the green in Lutton Place the finest on which they had played. Cricket is played by the university students, at the schools, and by private clubs, of which the Grange is the oldest and best. In winter the game of curling is played on Duddingston Loch, and Dunsappie, St Margaret’s Loch, Lochend and other sheets of water are covered with skaters. Rugby football is in high favour, Edinburgh being commonly the scene of the international matches when the venue falls to Scotland. Hockey claims many votaries, there usually being on New Year’s day a match at shinty, or camanachd, between opposing teams of Highlanders resident in the city. The central public baths in Infirmary Street, with branch establishments in other parts of the town, including Portobello, are largely resorted to, and the proximity of the Firth of Forth induces the keener swimmers to visit Granton every morning. Facilities for boating are limited (excepting on the Forth), but rowing clubs find opportunity for practice and races on the Union Canal, where, however, sailing is scarcely possible. Edinburgh maintains few newspapers, but the Scotsman, which may be said to reign alone, has enjoyed a career of almost uninterrupted prosperity, largely in consequence of a succession of able editors, like Charles Maclaren, Alexander Russel, Robert Wallace and Charles Cooper. The Edinburgh Evening News and the Evening Dispatch are popular sheets. In the past the Edinburgh Evening Courant, the chief organ of the Tory party, of which James Hannay was editor for a few years, had a high reputation. The Witness, edited by Hugh Miller, the Daily Review, edited first by J.B. Manson and afterwards by Henry Kingsley, and the Scottish Leader, were conducted more or less as Liberal organs with a distinct bias in favour of the then Free Church, but none of these was long-lived. Volunteering has always attracted the younger men, and the highest awards at Wimbledon and Bisley have been won by the Queen’s Edinburgh.
Social Life.—Edinburgh society still holds onto a certain old-fashioned Scottish exclusiveness. It's been said that the city is “east-windy” while the people are “west-endy.” However, this critique requires some nuance. The local pride and good taste of the citizens shape recreation and have kept many unique Scottish customs and pastimes alive and well. Classical concerts and higher-quality performances, mainly held in the M’Ewan and Music Halls, draw significant crowds, and lectures are attended to a degree rarely seen in other towns. In the past, an Edinburgh audience's opinion was seen as decisive for an actor or a play's success. While that’s not so much the case anymore, the Lyceum theatre on Grindlay Street and the Theatre Royal at the top of Leith Walk showcase strong performances. Variety shows are also popular, with good music halls in Nicolson Street and other locations. Outdoor activities have always been enjoyed enthusiastically. The public golf course on Braid Hills and the private courses of the Lothianburn club at Swanston and the Barnton club at Barnton are typically busy on Saturdays and holidays. Numerous bowling greens are frequently used and are among the best in Scotland—when the first Australian bowling team visited the UK in 1901, they declared the green in Lutton Place the finest they had played on. Cricket is played by university students, at schools, and by private clubs, with the Grange being the oldest and most reputable. In winter, curling takes place on Duddingston Loch, while Dunsappie, St Margaret’s Loch, Lochend, and other bodies of water are filled with skaters. Rugby football is very popular, and Edinburgh is usually the location for international matches when Scotland is the host. Hockey has a strong following, and there's often a shinty match, or camanachd, between rival Highland teams on New Year’s Day. The central public baths on Infirmary Street, along with various branches around town, including Portobello, are widely used, and the nearby Firth of Forth encourages avid swimmers to head to Granton every morning. Boating opportunities are limited (except on the Forth), but rowing clubs find chances to practice and race on the Union Canal, where sailing is almost impossible. Edinburgh has few newspapers, but the Scotsman, which stands out as the primary one, has had a nearly uninterrupted history of success, largely due to a series of skilled editors like Charles Maclaren, Alexander Russel, Robert Wallace, and Charles Cooper. The Edinburgh Evening News and the Evening Dispatch are also popular. In earlier times, the Edinburgh Evening Courant, the main newspaper of the Tory party, which James Hannay edited for a few years, was highly regarded. The Witness, edited by Hugh Miller, the Daily Review, first edited by J.B. Manson and later by Henry Kingsley, and the Scottish Leader, operated somewhat as Liberal papers with a clear inclination towards the Free Church at that time, but none lasted long. Volunteering has always drawn younger men, and the Queen’s Edinburgh has claimed top honors at Wimbledon and Bisley.
History.—In remote times the seaboard from the Tyne to the Forth was occupied by the Ottadeni, a Welsh tribe of the Brigantes, the territory immediately to the west of it being peopled by the Gadeni. It is probable that the Ottadeni built a fort or camp on the rock on which Edinburgh Castle now stands, which was thus the nucleus around which, in course of time, grew a considerable village. Under the protection of the hill-fort, a native settlement was established on the ridge running down to the valley at the foot of Salisbury Crags, and another hamlet, according to William Maitland (1693-1757), the earliest historian of Edinburgh, was founded in the area at the north-western base of the rock, a district that afterwards became the parish of St Cuthbert, the oldest in the city. The Romans occupied the country for more than three hundred years, as is evidenced by various remains; but James Grant (1822-1887), in Old and New Edinburgh, doubts whether they ever built on the castle rock. When they withdrew, the British tribes reasserted their sway, and some authorities go so far as to suggest that Arthur was one of their kings. The southern Picts ultimately subdued the Britons, and the castle became their chief stronghold until they were overthrown in 617 (or 629) by the Saxons under Edwin, king of Northumbria, from whom the name of Edinburgh is derived. Symeon of Durham (854) calls it Edwinesburch, and includes the church of St Cuthbert within the bishopric of Lindisfarne. Its Gaelic name was Dunedin. This name is probably a translation of the Saxon name. James Grant’s view that it may have been the earlier name of the castle, from dun (“the fort”), and edin (“on the slope”), conflicts with the more generally received opinion that the Britons knew the fortress as Castelh Mynedh Agnedh (“the hill of the plain”), a designation once wrongly interpreted as the “castle of the maidens” (castrum puellarum), in allusion to the supposed fact that the Pictish princesses were lodged within it during their education. In the 16th century the latinized form Edina was invented and has been used chiefly by poets, once notably by Burns, whose “Address” begins “Edina! Scotia’s darling seat.” Long after Edwin’s conquest the lowland continued to be debatable territory held by uncertain tenure, but at length it was to a large extent settled anew by Anglo-Saxon and Norman colonists under Malcolm Canmore and his sons.
History.—In ancient times, the coastal area from the Tyne to the Forth was inhabited by the Ottadeni, a Welsh tribe of the Brigantes, with the Gadeni living immediately to their west. It’s likely that the Ottadeni constructed a fort or camp on the rock where Edinburgh Castle now stands, forming the core around which a significant village later developed. Protected by the hill fort, a native settlement emerged on the ridge leading down to the valley at the base of Salisbury Crags, and according to William Maitland (1693-1757), Edinburgh's first historian, another community was established at the north-western foot of the rock, an area that eventually became the parish of St Cuthbert, the oldest in the city. The Romans controlled the area for over three hundred years, as shown by various artifacts; however, James Grant (1822-1887) in Old and New Edinburgh questions whether they ever built on the castle rock. After the Romans left, the British tribes regained their power, and some sources even suggest that Arthur was one of their kings. The southern Picts eventually defeated the Britons, and the castle became their main stronghold until they were conquered in 617 (or 629) by the Saxons led by Edwin, the king of Northumbria, from whom the name Edinburgh originates. Symeon of Durham (854) refers to it as Edwinesburch and includes the church of St Cuthbert in the bishopric of Lindisfarne. Its Gaelic name was Dunedin. This name is likely a translation of the Saxon name. James Grant argues that it could have been the earlier name of the castle, from dun (“the fort”) and edin (“on the slope”), which contradicts the more widely accepted belief that the Britons called the fortress Castelh Mynedh Agnedh (“the hill of the plain”), a title that was previously misunderstood as the “castle of the maidens” (castrum puellarum), based on the mistaken notion that Pictish princesses stayed there during their education. In the 16th century, the Latinized form Edina was created and has mainly been used by poets, famously by Burns, whose “Address” begins with “Edina! Scotia’s darling seat.” Long after Edwin’s conquest, the lowland remained a disputed area with uncertain ownership, but eventually, it was largely repopulated by Anglo-Saxon and Norman settlers under Malcolm Canmore and his sons.
In the reign of Malcolm Canmore the castle included the king’s palace. There his pious queen, Margaret, the grand-niece of Edward the Confessor, died in 1093. It continued to be a royal residence during the reigns of her three sons, and hence the first rapid growth of the upper town may be referred to the 12th century. The parish church of St Giles is believed to have been erected in the reign of Alexander I., about 1110, and the huge Norman keep of the castle, built by his younger brother, David I., continued to be known as David’s Tower till its destruction in the siege of 1572. Soon after his accession to the Scottish throne David I. founded the abbey of Holyrood (1128), which from an early date received the court as its guests. But notwithstanding the attractions of the abbey and the neighbouring chase, the royal palace continued for centuries to be within the fortress, and there both the Celtic and Stuart kings frequently resided. Edinburgh was long an exposed frontier town within a territory only ceded to Malcolm II. about 1020; and even under the earlier Stuart kings it was still regarded as a border stronghold. Hence, though the village of Canongate grew up beside the abbey of David I., and Edinburgh was a place of sufficient importance to be reckoned one of the four principal burghs as a judicatory for all commercial matters, nevertheless, even so late as 1450, when it became for the first time a walled town, it did not extend beyond the upper part of the ridge which slopes eastwards from the castle. So long, however, as its walls formed the boundary, and space therefore was limited, the citizens had to provide house-room by building dwellings of many storeys. These tall tenements on both sides of what is now High Street and Canongate are still a prominent characteristic of the Old Town. The streets were mostly very narrow, the main street from the castle to Holyrood Palace and the Cowgate alone permitting the passage of wheeled carriages. In the narrow “wynds” the nobility and gentry paid their visits in sedan chairs, and proceeded in full dress to the assemblies and balls, which were conducted with aristocratic exclusiveness in an alley on the south side of High Street, called the Assembly Close, and in the assembly rooms in the West Bow. Beyond the walls lay the burghs of Calton, Easter and Wester Portsburgh, the villages of St Cuthbert’s, 944 Moutrie’s Hill, Broughton, Canonmills, Silvermills and Deanhaugh—all successively swallowed up in the extension of the modern city. The seaport of Leith, though a distinct burgh, governed by its own magistrates, and electing its own representative to parliament, has also on its southern side become practically united to its great neighbour.
In Malcolm Canmore's reign, the castle included the king’s palace. It was there that his devout queen, Margaret, the grand-niece of Edward the Confessor, died in 1093. The castle remained a royal residence during the reigns of her three sons, leading to the rapid growth of the upper town in the 12th century. The parish church of St Giles is thought to have been built during Alexander I's reign, around 1110, and the massive Norman keep of the castle, constructed by his younger brother, David I, was known as David’s Tower until it was destroyed in the siege of 1572. Shortly after becoming king of Scotland, David I established the abbey of Holyrood in 1128, which early on hosted the court as guests. Despite the allure of the abbey and the nearby hunting ground, the royal palace remained within the fortress for centuries, and both the Celtic and Stuart kings often lived there. Edinburgh was long an exposed frontier town in a territory only granted to Malcolm II around 1020; even under the earlier Stuart kings, it was seen as a border stronghold. Thus, while the village of Canongate developed next to David I's abbey, and Edinburgh was considered important enough to be one of the four main burghs for commercial matters, as late as 1450, when it became a walled town for the first time, it only stretched across the upper part of the ridge sloping eastward from the castle. As long as its walls defined the boundary and space was limited, citizens had to build multi-storey homes. The tall tenements lining what is now High Street and Canongate remain a defining feature of the Old Town. The streets were mostly very narrow, with only the main street from the castle to Holyrood Palace and the Cowgate allowing the passage of wheeled vehicles. In the tight “wynds,” the nobility and gentry visited each other in sedan chairs and dressed formally for gatherings and balls, which were held with aristocratic exclusivity in an alley on the south side of High Street called Assembly Close, and in the assembly rooms at West Bow. Beyond the walls were the burghs of Calton, Easter and Wester Portsburgh, as well as the villages of St Cuthbert’s, Moutrie’s Hill, Broughton, Canonmills, Silvermills, and Deanhaugh, all eventually incorporated into the growth of the modern city. The seaport of Leith, although a separate burgh governed by its own officials and electing its own parliament representative, has also become practically merged with its larger neighbor on its southern side.
The other three royal burghs associated with Edinburgh were Stirling, Roxburgh and Berwick; and their enactments form the earliest existing collected body of Scots law. The determination of Edinburgh as the national capital, and as the most frequent scene of parliamentary assemblies, dates from the death of James I. in 1436. Of the thirteen parliaments summoned by that sovereign, only one, the last, was held at Edinburgh, but his assassination in the Blackfriars’ monastery at Perth led to the abrupt transfer of the court and capital from the Tay to the Forth. The coronation of James II. was celebrated in Holyrood Abbey instead of at Scone, and the widowed queen took up her residence, with the young king, in the castle. Of fourteen parliaments summoned during this reign, only one was held at Perth, five met at Stirling and the rest at Edinburgh; and, notwithstanding the favour shown for Stirling as a royal residence in the following reign, every one of the parliaments of James III. was held at Edinburgh. James II. conferred on the city various privileges relating to the holding of fairs and markets, and the levying of customs; and by a royal charter of 1452 he gave it pre-eminence over the other burghs. Further immunities and privileges were granted by James III.; and by a precept of 1482, known as the Golden Charter, he bestowed on the provost and magistrates the hereditary office of sheriff, with power to hold courts, to levy fines, and to impose duties on all merchandise landed at the port of Leith. Those privileges were renewed and extended by various sovereigns, and especially by a general charter granted by James VI. in 1603.
The other three royal burghs linked to Edinburgh were Stirling, Roxburgh, and Berwick, and their laws make up the earliest existing collection of Scots law. Edinburgh became the national capital and the main location for parliamentary meetings after the death of James I in 1436. Out of the thirteen parliaments called by him, only one, the last, took place in Edinburgh, but his assassination in the Blackfriars’ monastery in Perth led to the quick move of the court and the capital from the Tay River to the Forth River. The coronation of James II was held in Holyrood Abbey instead of Scone, and the widowed queen moved to the castle with the young king. Of the fourteen parliaments called during his reign, only one was held in Perth, five met in Stirling, and the rest occurred in Edinburgh; despite Stirling being favored as a royal residence in the next reign, all of James III’s parliaments were held in Edinburgh. James II granted the city several privileges regarding fairs and markets, as well as customs collection; and through a royal charter in 1452, he established its superiority over the other burghs. James III later granted more privileges, and in a decree from 1482, known as the Golden Charter, he gave the provost and magistrates the hereditary position of sheriff, with authority to hold courts, impose fines, and charge duties on all goods arriving at the port of Leith. These privileges were renewed and expanded by various monarchs, especially by a general charter issued by James VI in 1603.
James III. was a great builder, and, in the prosperous era which followed his son’s accession to the throne, the town reached the open valley to the south, with the Cowgate as its chief thoroughfare. But the death of James IV. in 1513, along with other disastrous results of the battle of Flodden, brought this era of prosperity to an abrupt close. The citizens hastened to construct a second line of wall, enclosing the Cowgate and the heights beyond, since occupied by Greyfriars churches and Heriot’s hospital, but still excluding the Canongate, as pertaining to the abbey of Holyrood. In the 16th century the movements connected with John Knox and Mary, queen of Scots, made Edinburgh a castle of much activity. With the departure, however, of the sixth James to fill the English throne in 1603, the town lost for a long period its influence and prestige. Matters were not bettered by the Act of Union signed in a cellar in High Street in 1707, amidst the execrations of the people, and it was not till the hopes of the Jacobites were blasted at Culloden (1746) that the townsfolk began to accept the inevitable. This epoch, when grass grew even in High Street, long lingered in the popular memory as the “dark age.”
James III was a significant builder, and in the prosperous time that followed his son's rise to the throne, the town expanded into the open valley to the south, with Cowgate as its main street. However, the death of James IV in 1513, along with the other disastrous consequences of the battle of Flodden, brought this period of prosperity to an abrupt end. The citizens rushed to build a second line of walls, enclosing Cowgate and the heights beyond, which are now occupied by Greyfriars churches and Heriot's hospital, but still excluded the Canongate, as it belonged to the Holyrood Abbey. In the 16th century, the events surrounding John Knox and Mary, Queen of Scots, made Edinburgh an active stronghold. However, with the sixth James ascending to the English throne in 1603, the town lost its influence and prestige for a long time. Things didn't improve with the Act of Union signed in a cellar on High Street in 1707, amid the people's protests, and it wasn't until the Jacobites' hopes were shattered at Culloden (1746) that the townsfolk began to accept the inevitable. This era, when grass even grew on High Street, lingered in popular memory as the "dark age."
By the accession of George III. (1760), Edinburgh showed signs of revived enterprise. In 1763 the first North Bridge, connecting the Old Town with the sloping ground on which afterwards stood the Register House and the theatre in Shakespeare Square, was opened; a little later the Nor’ Loch was partially drained, and the bridging of the Cowgate in 1785 encouraged expansion southwards. Towards the end of the 18th century the New Town began to take shape on the grand, if formal, lines which had been planned by James Craig (d. 1795), the architect, nephew of the poet Thomson, and the erection of Regent Bridge in Waterloo Place (formally opened in 1819 on the occasion of the visit of Prince Leopold, afterwards king of the Belgians) gave access to Calton Hill. The creation of Princes Street, one of the most beautiful thoroughfares in the world, led to further improvement. The earth and débris from the excavation of the sites for the houses in this and adjoining streets had been “dumped” in the centre of the drained Nor’ Loch. This unsightly mass of rubbish lay for a while as an eye-sore, until the happy thought arose of converting it into a broad way joining the new road at Hanover Street with the Old Town at the Lawnmarket. Upon this street, which divides Princes Street and its gardens into east and west, and which received the title of the Mound, were erected the National Gallery and the Royal Institution. Speaking generally, the New Town was resorted to by professional men—lawyers, doctors and artists,—and in its principal streets will be found the head offices of the leading banks and insurance offices, all lodged in buildings of remarkable architectural pretensions. The Commercial, the Union and the Clydesdale banks are in George Street, the National Bank of Scotland, the Royal Bank of Scotland, and the British Linen Company’s Bank are in St Andrew Square, the Bank of Scotland is at the head of the Mound. The extensive building operations engaged in by the town council in the early part of the 19th century resulted in the insolvency of the city in 1833. The property of the corporation was valued at £271,658 against a debt of £425,195, which was compounded for by the issue of 3% annuity bonds—the loss to the creditors amounting to 25% of their claims.
By the time George III came to the throne in 1760, Edinburgh was experiencing a revival of activity. In 1763, the first North Bridge opened, connecting the Old Town to the sloping area where the Register House and the theater in Shakespeare Square would later be built. Shortly after, they partially drained the Nor’ Loch, and the Cowgate was bridged in 1785, promoting development to the south. Towards the end of the 18th century, the New Town began to take shape, following the grand, though formal, designs of architect James Craig (d. 1795), who was also the poet Thomson’s nephew. The Regent Bridge in Waterloo Place was formally opened in 1819 during Prince Leopold’s visit (who later became king of the Belgians), providing access to Calton Hill. The creation of Princes Street, one of the world's most beautiful thoroughfares, led to further improvements. The earth and debris from excavating sites for the houses in Princes Street and nearby streets had been dumped in the center of the drained Nor’ Loch. This unsightly pile of rubble remained as an eyesore for a while until someone came up with the idea to convert it into a broad way that connected the new road at Hanover Street with the Old Town at Lawnmarket. This street, which separates the east and west sides of Princes Street and its gardens, became known as the Mound, and the National Gallery and the Royal Institution were built on it. Generally speaking, the New Town attracted professionals—lawyers, doctors, and artists—and its main streets house the head offices of the leading banks and insurance companies, all located in buildings with impressive architecture. The Commercial, Union, and Clydesdale banks are situated in George Street, while the National Bank of Scotland, the Royal Bank of Scotland, and the British Linen Company’s Bank can be found in St Andrew Square, with the Bank of Scotland at the top of the Mound. The extensive building projects undertaken by the town council in the early 19th century led to the city’s insolvency in 1833. The corporation's property was valued at £271,658 against a debt of £425,195, which was settled through the issuance of 3% annuity bonds, resulting in a 25% loss for creditors.
Meanwhile the progress of letters, science and learning manifested the recovery of the city. The names of Knox (d. 1572), Buchanan (1582), Alexander Montgomery (1605), Drummond of Hawthornden (1649), Allan Ramsay (1757), Smollett (1771), Fergusson (1774), and Burns (1796), carried on the literary associations of the Scottish capital nearly to the close of the 18th century, when various causes combined to give them new significance and value. The university was served by a body of teachers and investigators who won for it a prominent position among European schools. Then succeeded the era of Scott’s Marmion and The Lady of the Lake, followed by the Waverley novels and the foundation of Blackwood’s Magazine and the Edinburgh Review.
Meanwhile, the advancement of letters, science, and learning showed the city's recovery. The names of Knox (d. 1572), Buchanan (1582), Alexander Montgomery (1605), Drummond of Hawthornden (1649), Allan Ramsay (1757), Smollett (1771), Fergusson (1774), and Burns (1796) maintained the literary connections of the Scottish capital nearly until the end of the 18th century, when various factors came together to give them new significance and value. The university was supported by a group of teachers and researchers who helped it achieve a notable position among European institutions. This was followed by the era of Scott’s Marmion and The Lady of the Lake, followed by the Waverley novels and the launch of Blackwood’s Magazine and the Edinburgh Review.
Modern conditions have changed the character of Edinburgh society. In Scott’s early days a journey to London was beset with difficulties and even dangers; but railways have now brought it within a few hours’ distance, and Scottish artists and literary men are tempted to seek a wider field. Nevertheless, the influence of the past survives in many ways. Edinburgh is not markedly a manufacturing city, but preserves its character as the Scottish capital.
Modern conditions have transformed the nature of Edinburgh's society. In Scott's early days, traveling to London was fraught with challenges and even risks; however, railways have now made it just a few hours away, encouraging Scottish artists and writers to explore broader opportunities. Still, the influence of the past remains strong in many aspects. Edinburgh isn't primarily an industrial city, but it maintains its identity as the capital of Scotland.
Authorities.—James Grant, Old and New Edinburgh (London, 1880 et seq.); W. Maitland, History of Edinburgh (1753); Hugo Arnot, History of Edinburgh (1789); B. Chambers, Traditions of Edinburgh (1824); D. Wilson, Memorials of Edinburgh in the Olden Time (1846-1848); O. Smeaton, Edinburgh and its Story (1904). The Municipal Buildings of Edinburgh, by Robert Miller, Lord Dean of Guild, printed by order of the town council (Edinburgh, 1895); Royal Edinburgh, by Mrs Oliphant, illustrations by Sir George Reid, R.S.A. (London, 1890).
References.—James Grant, Old and New Edinburgh (London, 1880 and onwards); W. Maitland, History of Edinburgh (1753); Hugo Arnot, History of Edinburgh (1789); B. Chambers, Traditions of Edinburgh (1824); D. Wilson, Memorials of Edinburgh in the Olden Time (1846-1848); O. Smeaton, Edinburgh and its Story (1904). The Municipal Buildings of Edinburgh, by Robert Miller, Lord Dean of Guild, printed by order of the town council (Edinburgh, 1895); Royal Edinburgh, by Mrs. Oliphant, illustrations by Sir George Reid, R.S.A. (London, 1890).
1 The original Tolbooth was completed in 1501, but a new one took its place in 1563-1564, and was subsequently altered. At first occupied by the parliament and courts of justice, it served later as a prison, and was removed in 1817.
1 The original Tolbooth was finished in 1501, but a new one replaced it in 1563-1564 and was later modified. Initially used by parliament and the courts, it later became a prison and was taken down in 1817.
2 James Gillespie (1726-1797) was a tobacco and snuff manufacturer, and when he set up his carriage Henry Erskine suggested as a motto the homely couplet:—
2 James Gillespie (1726-1797) was a tobacco and snuff manufacturer, and when he established his carriage, Henry Erskine proposed the simple motto:—
“Wha wad hae thocht it, "Wha would have thought it," That noses wad bocht it?” That nose would buy it? |
3 James Donaldson (1751-1830) was a printer who bequeathed nearly the whole of his large fortune for the purposes of a hospital for poor boys and girls, and the trustees have usually selected half of the children admitted from the ranks of the deaf and dumb.
3 James Donaldson (1751-1830) was a printer who left most of his substantial fortune to establish a hospital for disadvantaged boys and girls, and the trustees typically chose half of the children admitted from the community of the deaf and mute.
EDINBURGHSHIRE, or Midlothian, a county of Scotland, bounded N. by the Firth of Forth, E. by the shires of Haddington, or East Lothian, and Berwick, S.E. by Roxburghshire, S. by Selkirkshire, Peeblesshire and Lanarkshire, S.W. by Lanarkshire, and W. by Linlithgowshire or West Lothian. Its area is 234,339 acres or 3662 sq. m. The island of Cramond belongs to the county. There are no mountains, but the Pentland Hills advance boldly from the south-west to within 5 m. of the sea. The loftiest summits are Scald Law (1898 ft.), Carnethy (1881), West and East Cairn Hill (1844 and 1839), and West Kip (1806). They are generally of rounded form, and covered with heath or grass. The Moorfoot Hills, in the south-east, are a continuation of the Lammermuirs, and attain in Blackhope Scar a height of 2136 ft. Of more or less isolated eminences there are the Braid Hills (698 ft.), Blackford Hill (500), Arthur’s Seat (822), Corstorphine Hill (500)—all practically within Edinburgh—and Dalmahoy Craig (800), 7 m. south-west of the city. Of the rivers the Gala rises on the south-east of the Moorfoot Hills and flows south to join the Tweed, and the Tyne after a course of 7 m. passes into Haddingtonshire. All the others flow into the Firth of Forth. Of these the Esk, which is the longest, drains the district between the Pentlands and the Moorfoot Hills, and empties into the sea at Musselburgh. The southern branch has its source near Blackhope Scar, receives on its right Gore Water 945 and, on its left, Dalhousie Burn, and flows past Newbattle Abbey; the northern rises in the Pentlands, and proceeds through much picturesque scenery past Penicuik, Roslin, Hawthornden and Lasswade; the two streams uniting within the grounds of Dalkeith Palace. Braid Burn from Capelaw Hill passes between the Braid Hills and Blackford Hill, and reaches the sea at Portobello. The Water of Leith, with its head streams on the western slope of the Pentlands, flows past Balerno, Currie, Juniper Green, Colinton, Edinburgh and Leith. The Almond, rising in Lanarkshire, and its right-hand tributary, Breich Water, form the boundary between Midlothian and Linlithgowshire. Several of these streams, especially the Esk and the Water of Leith, furnish much water power. The only loch is that at Duddingston, but there are several large reservoirs connected with the water supply of Edinburgh. Cobbinshaw reservoir, situated at the head of Bog Burn, a tributary of the Almond, is used for the supply of the Union Canal connecting the Forth with the Clyde.
EDINBURGHSHIRE, or Midlothian, is a county in Scotland, bordered to the north by the Firth of Forth, to the east by the counties of Haddington (or East Lothian) and Berwick, to the southeast by Roxburghshire, to the south by Selkirkshire, Peeblesshire, and Lanarkshire, to the southwest by Lanarkshire, and to the west by Linlithgowshire (or West Lothian). Its area is 234,339 acres or 3,662 square miles. The island of Cramond is part of the county. There are no mountains, but the Pentland Hills rise dramatically from the southwest to within 5 miles of the sea. The highest peaks are Scald Law (1,898 ft.), Carnethy (1,881 ft.), West and East Cairn Hill (1,844 ft. and 1,839 ft.), and West Kip (1,806 ft.). They are generally rounded and covered with heather or grass. The Moorfoot Hills in the southeast are an extension of the Lammermuirs, reaching a height of 2,136 ft. at Blackhope Scar. There are also some more or less isolated hills like the Braid Hills (698 ft.), Blackford Hill (500 ft.), Arthur's Seat (822 ft.), Corstorphine Hill (500 ft.)—all located near Edinburgh—and Dalmahoy Craig (800 ft.) which is 7 miles southwest of the city. The Gala river starts in the southeast of the Moorfoot Hills and flows south to join the Tweed, while the Tyne passes into Haddingtonshire after traveling 7 miles. All the other rivers flow into the Firth of Forth. Among these, the Esk, which is the longest, drains the area between the Pentlands and the Moorfoot Hills and flows into the sea at Musselburgh. The southern branch begins near Blackhope Scar, receiving Gore Water on its right and Dalhousie Burn on its left, then flows past Newbattle Abbey. The northern branch starts in the Pentlands and winds through picturesque scenery past Penicuik, Roslin, Hawthornden, and Lasswade, with both streams meeting within the grounds of Dalkeith Palace. Braid Burn from Capelaw Hill flows between the Braid Hills and Blackford Hill, reaching the sea at Portobello. The Water of Leith, which has its headwaters on the western slope of the Pentlands, flows past Balerno, Currie, Juniper Green, Colinton, Edinburgh, and Leith. The Almond, which rises in Lanarkshire, along with its right-hand tributary, Breich Water, forms the boundary between Midlothian and Linlithgowshire. Several of these streams, particularly the Esk and the Water of Leith, provide significant water power. The only loch is at Duddingston, but there are several large reservoirs connected to Edinburgh's water supply. Cobbinshaw Reservoir, located at the source of Bog Burn, a tributary of the Almond, is used to supply the Union Canal that connects the Forth with the Clyde.
Geology.—The southern portion of the county, embracing the Moorfoot Hills and a large part of the catchment basin of the Gala Water, lies within the Silurian tableland of the south of Scotland. From Bowland northwards to Crookston in the Gala valley the Silurian strata are mainly of Tarannon age and consist of greywackes, grits, flags and shales, with thin dark seams which yield graptolites sparingly. To the north of this area, older sediments, comprising Arenig cherts, black shales, greywackes and grits of Llandeilo and Caradoc age, rise from underneath the Tarannon strata and spread over the hills north to the margin of the tableland. In some of the folds of Arenig cherts diabase lavas appear, which occupy small lenticular areas. All the Silurian strata are repeated by folds striking north-east and south-west and frequently dipping in one direction, to the north-west as in the Gala valley. North of the Silurian tableland and within the area occupied by the younger palaeozoic rocks of the Pentland Hills, there are various inliers of Upper Silurian strata. These isolated patches occur (1) in the North Esk section, (2) at Loganlee reservoir, (3) near Bavelaw Castle, and (4) in Bavelaw Burn. The section in the North Esk is by far the most complete, as the strata embrace Wenlock, Ludlow and Downtonian rocks with a north-east strike similar to that of the beds in the Silurian tableland. The Wenlock rocks have yielded a rich suite of organic remains. In the Pentland Hills the folded and denuded Silurian strata are covered unconformably by Lower Old Red Sandstone rocks, comprising conglomerates and red sandstones, which are succeeded by a great volcanic series, the latter extending from the West Kip Hill to the Braid Hills. The pebbles of the basal conglomerates are derived chiefly from the underlying platform of greywackes and shales and from the Radiolarian cherts and volcanic rocks in the tableland to the south. The contemporaneous igneous rocks include olivine basalts, andesites, trachytes, rhyolites and tuffs, which are pierced by the microgranite of the Black Hill and by several vents filled with agglomerate, as near Swanston.
Geology.—The southern part of the county, which includes the Moorfoot Hills and much of the Gala Water catchment area, is situated in the Silurian tableland of southern Scotland. From Bowland north to Crookston in the Gala valley, the Silurian layers are primarily of Tarannon age and consist of greywackes, grits, flags, and shales, with thin dark seams that yield a few graptolites. To the north of this region, older sediments, including Arenig cherts, black shales, greywackes, and grits of Llandeilo and Caradoc age, emerge from beneath the Tarannon layers and spread over the hills to the edge of the tableland. In some folds of the Arenig cherts, diabase lavas can be found, occupying small lens-shaped areas. All the Silurian layers are repeated by folds that strike northeast and southwest, often dipping consistently in one direction, to the northwest as seen in the Gala valley. North of the Silurian tableland, and within the region occupied by the younger Paleozoic rocks of the Pentland Hills, several inliers of Upper Silurian strata exist. These isolated patches can be found (1) in the North Esk section, (2) at Loganlee reservoir, (3) near Bavelaw Castle, and (4) in Bavelaw Burn. The section in the North Esk is by far the most complete, as it includes Wenlock, Ludlow, and Downtonian rocks with a northeast strike similar to that of the beds in the Silurian tableland. The Wenlock rocks have provided a rich array of organic remains. In the Pentland Hills, the folded and eroded Silurian strata are unconformably topped by Lower Old Red Sandstone rocks, which consist of conglomerates and red sandstones, followed by a significant volcanic series, extending from West Kip Hill to the Braid Hills. The pebbles in the basal conglomerates primarily come from the underlying platform of greywackes and shales, and from the Radiolarian cherts and volcanic rocks in the tableland to the south. The contemporary igneous rocks include olivine basalts, andesites, trachytes, rhyolites, and tuffs, which are intersected by microgranite from the Black Hill and several vents filled with agglomerate, particularly near Swanston.
The Upper Old Red Sandstone rests unconformably on all older formations. The red sandstones and cornstones of this division form the Cairn Hills, and are traceable north-eastwards along the north-west slope of the Pentland Hills towards the Clubbiedean reservoir, where they are overlapped by Carboniferous strata. They occupy the south part of the city of Edinburgh, they occur in the lower slope of Salisbury Crags, and south by Craigmillar and Liberton towards Mortonhall. Recently the horizon of these beds has been proved by the discovery of fish remains (Holoptychius), a zonal form of the Upper Old Red Sandstone. The remainder of the county embracing the fertile low ground west of the city of Edinburgh and along the basin of the Esk is occupied by Carboniferous strata and various igneous rocks associated with that formation. The Pentland Hills, formed of older Palaeozoic deposits, appear as a prominent ridge, throwing off the Carboniferous beds to the north-west and south-east. In the former direction only the Calciferous Sandstone series is represented, and in the latter all the Carboniferous divisions are well developed. The lowest subdivision of the Calciferous Sandstone series, consisting of sandstones, red and green shales, marls and cement-stones, appears in the ridge of the old part of the city between the Castle and Holyrood, in the Hunter’s Bog and on the north-west side of the Pentland Hills. Intercalated in this series near the top, there are interbedded volcanic rocks, comprising olivine basalts, mugearites, tuffs and agglomerates, which form conspicuous features on Arthur’s Seat, on Calton Hill, at Craiglockhart and Corston Hill south of Mid Calder. Next in order come the Granton sandstones and Wardie shales, which are best seen on the shore at Granton, and extend up the Water of Leith in the direction of Colinton, where they are succeeded by the Hailes sandstone. The upper portion of the Calciferous Sandstone series, overlying the Hailes sandstone, embraces the valuable oil-shales, which give rise to one of the chief industries of the Lothians. Recently, however, it has been proved that some of the bands in the Wardie shales give a low yield of oil and sulphate of ammonia. The oil-shale-fields in the county lie partly along its west margin from Mid Calder south to Breich and also on the south-east side of the Pentland Hills between Straiton and Carlops along the west side of the Midlothian basin. From an economic point of view the Midlothian coalfield is of special importance, the strata being arranged in a syncline, the long axis of which trends north-north-east and south-south-west. In the centre of the basin lie the Coal-Measures covered by the barren red sandstone of Dalkeith, probably on the same horizon as the red sandstones of Wemyss in Fife (Middle Coal-Measures). The underlying Millstone Grit and Carboniferous Limestone series with its middle-coal-bearing group rise from underneath the Coal-Measures, forming parallel bands curving round the basin. Along the west side of the syncline, the strata dip at high angles to the south-east, are sometimes vertical and even in some cases inverted, while in the centre they become flat and rise at gentle angles towards the east. The Coal Measures and the coal-bearing group of the Carboniferous Limestone series contain numerous valuable coals and ironstones, and there still remains a large field for development. The intrusive igneous rocks forming prominent features in the county are divisible into two main groups, which are separated from each other by a considerable interval of time. The coarse agglomerate filling the old volcano on the top of Arthur’s Seat is associated with the eruption of the volcanic rocks of Calciferous Sandstone age near Edinburgh. The fine grained basalt appearing as a plug on the Castle Rock closely resembles the basalt on the top of Arthur’s Seat, and is likewise of the same age. The intrusive sheets of Salisbury Crags and Corstorphine Hill composed of olivine-dolerite belong to the same general period. But the quartz-dolerites represented by the Ratho sill are in all probability of late Carboniferous age.
The Upper Old Red Sandstone sits on top of all earlier formations without a conformable layer in between. The red sandstones and cornstones in this section make up the Cairn Hills and can be followed northeast along the northwest slope of the Pentland Hills towards the Clubbiedean reservoir, where they are covered by Carboniferous layers. They span the southern part of Edinburgh, appearing on the lower slope of Salisbury Crags, and extend south through Craigmillar and Liberton towards Mortonhall. Recently, fish remains (Holoptychius), a specific type of the Upper Old Red Sandstone, were found, confirming the presence of these layers. The rest of the county, which includes the fertile lowland west of Edinburgh and along the Esk basin, is filled with Carboniferous rocks and various igneous formations related to that period. The Pentland Hills, made up of older Palaeozoic deposits, stand out as a prominent ridge, causing the Carboniferous layers to slope to the northwest and southeast. In the northwest, only the Calciferous Sandstone series is present, while in the southeast, all Carboniferous divisions are well represented. The lowest part of the Calciferous Sandstone series, which includes sandstones, red and green shales, marls, and cementstones, can be seen in the ridge of the older part of the city between the Castle and Holyrood, in Hunter’s Bog, and on the northwest side of the Pentland Hills. Near the top of this series, there are interbedded volcanic rocks, such as olivine basalts, mugearites, tuffs, and agglomerates, which are prominent features on Arthur’s Seat, Calton Hill, and at Craiglockhart and Corston Hill south of Mid Calder. Next are the Granton sandstones and Wardie shales, which are best visible along the shore at Granton and stretch up the Water of Leith towards Colinton, where they are followed by Hailes sandstone. The upper section of the Calciferous Sandstone series that lies above Hailes sandstone contains valuable oil-shales, which contribute to one of the main industries in the Lothians. However, it has recently been shown that some layers in the Wardie shales yield a low amount of oil and sulphate of ammonia. The oil-shale fields in the county are partly located along its western edge from Mid Calder south to Breich and also on the southeast side of the Pentland Hills between Straiton and Carlops along the western side of the Midlothian basin. Economically, the Midlothian coalfield is particularly significant, with the layers arranged in a syncline whose long axis runs north-northeast to south-southwest. At the center of the basin lie the Coal Measures covered by the barren red sandstone of Dalkeith, likely at the same horizon as the red sandstones of Wemyss in Fife (Middle Coal-Measures). Below these, the Millstone Grit and Carboniferous Limestone series, along with its middle coal-bearing group, rise beneath the Coal Measures, forming curved parallel bands around the basin. On the west side of the syncline, the layers tilt steeply to the southeast, sometimes becoming vertical, and in some cases, inverted, while in the center they flatten out and rise gently towards the east. The Coal Measures and the coal-bearing group of the Carboniferous Limestone series are rich in valuable coal and ironstone, with substantial potential for further development. The intrusive igneous rocks that create notable features in the county are categorized into two main groups, separated by a significant time gap. The coarse agglomerate that fills the old volcano on Arthur’s Seat is linked to the eruption of the volcanic rocks from the Calciferous Sandstone age near Edinburgh. The fine-grained basalt that forms a plug on Castle Rock closely resembles the basalt on Arthur’s Seat and is also of the same age. The intrusive layers at Salisbury Crags and Corstorphine Hill, made up of olivine-dolerite, belong to this same period. However, the quartz-dolerites found in the Ratho sill are most likely from the late Carboniferous period.
Climate and Agriculture.—In the hill country the average rainfall is 37.4 in., but on the coast only 28.4 in. The average temperature ranges from 38° F. in January to 59°.5 in July, the mean for the year being 47.7. The north-east and easterly winds prevailing in spring are, especially in Edinburgh and its vicinity, remarkable for their cold and blighting character. Excepting in the uplands, snow seldom lies long, but frosts sometimes occur at night as late as the beginning of June, and severe enough to destroy the young shoots of seedling trees in nurseries. But the winter is often astonishingly mild. The common snowdrop (Galanthus nivalis) blossoms as early as the 25th of January, the kidney liverleaf (Hepatica triloba) by the 31st of January and the rhododendron (R. nobleanum) by the 25th of February. On the shores of the Forth along the Almond and the Esk, and on some of the richer flats, grain crops ripen early; 2 m. nearer the hills and 200 ft. higher the harvest is ten days later; and at 600 ft. still another week later. High farming is the rule in the three Lothians. All the area on which wheat can be profitably grown is so occupied; oats, however, is the predominant grain crop, though barley is also raised. Turnips and potatoes are the chief roots, and beans are grown to a limited extent. A large area is occupied by pasture and sown grasses, fallow land having practically disappeared. Near Edinburgh sewage farming has been largely developed. There are 200 acres at Craigentinny between Restalrig and the Forth, besides smaller tracts under similar treatment at Lochend, Dalry and the Grange. The produce consists principally of natural grasses. Sheep and cattle raising is an important pursuit. In the neighbourhood of the capital dairy farming is conducted on an extensive scale. Horse breeding flourishes, several of the studs being of excellent character, Clydesdales predominating. Pig-keeping has grown considerably and poultry-farming is carried on near Edinburgh. The nursery gardens are extensive, and, besides market gardening, which prospers near the capital, there are many orchards.
Climate and Agriculture.—In the hill country, the average rainfall is 37.4 inches, but on the coast, it’s only 28.4 inches. The average temperature ranges from 38°F in January to 59.5°F in July, with an annual mean of 47.7°F. The north-east and easterly winds that dominate in spring are particularly noteworthy in Edinburgh and nearby, known for their cold and damaging effects. Except in the uplands, snow doesn't stick around for long, but frosts can occur at night as late as early June, which can be severe enough to damage the young shoots of seedling trees in nurseries. However, winters can often be surprisingly mild. The common snowdrop (Galanthus nivalis) blooms as early as January 25th, the kidney liverleaf (Hepatica triloba) by January 31st, and the rhododendron (R. nobleanum) by February 25th. Along the shores of the Forth, more specifically the Almond and the Esk, and on some of the richer flatlands, grain crops mature early; 2 miles closer to the hills and 200 feet higher, the harvest is ten days later; and at 600 feet, it's another week later. High farming is the standard in the three Lothians. All the land suitable for profitable wheat cultivation is used for that purpose; oats, however, are the most commonly grown grain crop, although barley is also cultivated. Turnips and potatoes are the main root vegetables, and beans are grown on a limited scale. A large proportion of the land is taken up by pasture and sown grasses, with fallow land virtually disappearing. Around Edinburgh, sewage farming has seen significant development. There are 200 acres at Craigentinny between Restalrig and the Forth, along with smaller areas employing similar methods at Lochend, Dalry, and the Grange. The produce mainly consists of natural grasses. Raising sheep and cattle is a major activity. In the vicinity of the capital, dairy farming is widespread. Horse breeding is thriving, with several studs being of high quality, particularly Clydesdales. Pig farming has significantly increased, and poultry farming is practiced near Edinburgh. The nursery gardens are extensive, and in addition to successful market gardening around the capital, there are many orchards.
Other Industries.—Though as a whole not a mining county, Midlothian possesses some mineral wealth. Coal is extensively mined at various points on the North Esk, like Penicuik, Loanhead, Bonnyrigg, Eskbank and at Gorebridge, Newbattle, Newbigging, Niddrie, Gilmerton, Mid and West Calder. Ironstone is obtained chiefly at Lasswade and Penicuik and fire-clay occurs at various points. In the vicinity of West Calder there is a large amount of valuable oil-bearing shale. Limestone is of frequent occurrence—at Esperston, Cousland, Crichton near Dalkeith, Burdiehouse, Gilmerton near Edinburgh, the Camps in Kirknewton parish, and at Muirieston and Leven Seat in the south-west. Freestone is quarried at Craigleith, Hailes, Redhall and Craigmillar. It is used for pavements and stairs, and for the great docks at Leith. Barnton Mount supplies large blocks 946 of whinstone, also used for docks and for fortifications; the causeway stones for the streets of Edinburgh are mainly procured from the quarries at Ratho; and a number of smaller quarries for the supply of road-material are scattered throughout the county. Owing no doubt to the growth of printing and publishing in the metropolis, the chief manufacturing industry in Midlothian is paper-making. Most of the mills are extensive and equipped with the most modern processes and have an enormous yearly output. The most important mills, some of them dating from the beginning of the 18th century, are situated on the North Esk between Penicuik and Musselburgh, and on the South Esk at Newbattle. At Balerno, Currie, Colinton and elsewhere on the Water of Leith there are several mills, as well as near Mid Calder and at Portobello. The ancient vat-mill called Peggy’s Mill, at Cramond, produces handmade papers. There are carpet factories on the Esk at Roslin and at Lasswade. The manufacture of gunpowder is also carried on at Roslin, the works being distributed in recesses on the Esk. Iron foundries exist at Dalkeith, Westfield, Loanhead, Penicuik, Millerhill and in the suburbs of Edinburgh; brick and tile works at Portobello, Millerhill, Newbattle, Bonnyrigg and Rosewell; and candle works at Dalkeith and Loanhead. Leather also is tanned at Edinburgh and Dalkeith. The shipping trade is concentrated at Leith and Granton, and Newhaven is still an important fishery centre, while there are also fleets at Fisherrow and Granton.
Other Industries.—Although it’s not primarily a mining county, Midlothian has some mineral resources. Coal is extensively mined in various areas along the North Esk, including Penicuik, Loanhead, Bonnyrigg, Eskbank, Gorebridge, Newbattle, Newbigging, Niddrie, Gilmerton, and Mid and West Calder. Ironstone is mainly found at Lasswade and Penicuik, and fire-clay is present in various locations. Near West Calder, there is a significant amount of valuable oil-bearing shale. Limestone is commonly found at Esperston, Cousland, Crichton near Dalkeith, Burdiehouse, Gilmerton near Edinburgh, the Camps in Kirknewton parish, and at Muirieston and Leven Seat in the southwest. Freestone is quarried at Craigleith, Hailes, Redhall, and Craigmillar, used for pavements, stairs, and the large docks at Leith. Barnton Mount supplies large blocks of whinstone, which is also used for docks and fortifications; the stones for Edinburgh's streets mainly come from the Ratho quarries, and there are several smaller quarries throughout the county for road materials. Likely due to the growth of printing and publishing in the city, paper-making is the main manufacturing industry in Midlothian. Most of the mills are large and equipped with modern technology, producing an enormous annual output. The most significant mills, some of which date back to the early 18th century, are located on the North Esk between Penicuik and Musselburgh and on the South Esk at Newbattle. There are several mills at Balerno, Currie, Colinton, and other areas along the Water of Leith, as well as near Mid Calder and Portobello. The historic vat-mill known as Peggy’s Mill at Cramond produces handmade paper. There are carpet factories on the Esk at Roslin and Lasswade. Gunpowder is also produced at Roslin, with facilities located in hidden spots along the Esk. Iron foundries are located at Dalkeith, Westfield, Loanhead, Penicuik, Millerhill, and in the suburbs of Edinburgh; there are brick and tile works at Portobello, Millerhill, Newbattle, Bonnyrigg, and Rosewell; and candle factories at Dalkeith and Loanhead. Leather is also tanned in Edinburgh and Dalkeith. The shipping industry is focused in Leith and Granton, while Newhaven remains an important fishing center, with additional fleets operating at Fisherrow and Granton.
Population and Government.—The population in 1891 was 434,276, and in 1901 488,796, of whom 5765 spoke both Gaelic and English, and 75 Gaelic only. The chief towns, besides Edinburgh, the capital (pop. in 1901, 316,837), are Bonnyrigg (1924), Dalkeith (6812), Leith (77,439), Loanhead (3071), Musselburgh (11,711), Newton Grange (2406), Penicuik (3574), and West Calder (2652). The county forms a single parliamentary constituency, exclusive of Edinburgh city and Leith burghs. It has been divided by the county council into four county districts (Calder, Gala Water, Lasswade, Suburban) for the purposes of the Roads and Bridges Act 1878, and the Public Health Acts. The management of special districts formed for water supply, drainage and other sanitary purposes is entrusted to sub committees appointed by the respective district committees. The grant under the Local Taxation (Customs and Excise) Act is administered by the Technical Education Committee appointed by the Council; and, subject to the same authority, the Secondary Education Committee provides for the distribution of the grant under the Local Taxation (Scotland) Act. In respect of education the shire is under school-board jurisdiction.
Population and Government.—The population in 1891 was 434,276, and in 1901 it was 488,796, of whom 5,765 spoke both Gaelic and English, and 75 spoke Gaelic only. The main towns, besides Edinburgh, the capital (population in 1901, 316,837), are Bonnyrigg (1,924), Dalkeith (6,812), Leith (77,439), Loanhead (3,071), Musselburgh (11,711), Newton Grange (2,406), Penicuik (3,574), and West Calder (2,652). The county forms a single parliamentary constituency, excluding Edinburgh city and Leith burghs. It has been divided by the county council into four county districts (Calder, Gala Water, Lasswade, Suburban) for the purposes of the Roads and Bridges Act of 1878, and the Public Health Acts. The management of special districts created for water supply, drainage, and other sanitary purposes is assigned to subcommittees appointed by the respective district committees. The grant under the Local Taxation (Customs and Excise) Act is managed by the Technical Education Committee appointed by the Council; and, under the same authority, the Secondary Education Committee oversees the distribution of the grant under the Local Taxation (Scotland) Act. Concerning education, the shire is under the jurisdiction of the school board.
History and Antiquities.—Cramond was once a Roman seaport, and various objects of Roman art and workmanship have been discovered in its vicinity and along the banks of the Almond. On several heights are remains of early military works—the most important being that on Dalmahoy Hill, Braidwood Castle in the parish of Penicuik, and Castle Greg on the Harburn estate in Mid Calder parish. Picts’ houses are found at Crichton Mains, at Borthwick Castle, near Middleton House and elsewhere, the first being especially interesting from the fact that some of the stones bear marks of Roman masonry. There are hut-circles and a fort on Kaimes Hill, near Ratho; a large tumulus, with three upright stones, at Old Liston; a smaller tumulus at Newbattle; a cistvaen or stone burial chest at Carlowrie; and standing stones at Lochend, at Comiston (the Caiy stone), and the “Cat Stane” near Kirkliston. Temple, on the South Esk, was at one time the chief seat of the Knights Templars in Scotland for whom David I. here built a church, now in ruins.
History and Antiquities.—Cramond was once a Roman seaport, and various objects of Roman art and craftsmanship have been found nearby and along the banks of the Almond. On several hills, there are remnants of early military structures—the most significant being the one on Dalmahoy Hill, Braidwood Castle in the parish of Penicuik, and Castle Greg on the Harburn estate in Mid Calder parish. Pictish houses can be found at Crichton Mains, at Borthwick Castle, near Middleton House, and other locations, with the first being particularly interesting because some of the stones show signs of Roman construction. There are hut circles and a fort on Kaimes Hill, near Ratho; a large tumulus with three upright stones at Old Liston; a smaller tumulus at Newbattle; a cistvaen or stone burial chest at Carlowrie; and standing stones at Lochend, at Comiston (the Caiy stone), and the “Cat Stane” near Kirkliston. Temple, on the South Esk, was once the main seat of the Knights Templars in Scotland, where David I built a church for them, which is now in ruins.
The history of the county is almost identical with that of the capital. Traces of Celtic occupation are obvious in such names as Inveresk, Almond, Leith, Dalry, Dalmahoy, Dalkeith and others; though most of the villages, hamlets and castles received their present designation from Saxon possessors. The termination ton is very frequent. Following upon the withdrawal of the Romans the land was the scene of intertribal strife, but it was in a measure subdued by the Saxons and passed under the rule of the Northumbrian kings, who held it till 1020, when the Lothians were handed over to the Scottish king, Malcolm II. The people of the Lothians, however, stipulated that they were to retain their manners and customs, and in this way the south-eastern lowlands became the centre from which Anglo-Saxon and Norman civilization gradually spread throughout Scotland, and hence, too, was assured the pre-eminence of Edinburgh. Within the county lie the battlefields of Roslin, where (in 1303) the English suffered three reverses in one day; Burghmuir, where the English were defeated by the earl of Moray in 1334; Pinkie near Inveresk, where (in 1547) the duke of Somerset inflicted heavy loss upon the Scots; and Rullion Green, on the eastern slopes of the Pentlands, where (in 1666) the Covenanters were routed by the royal troops under General Dalziel.
The history of the county is almost the same as that of the capital. Evidence of Celtic settlement is clear in names like Inveresk, Almond, Leith, Dalry, Dalmahoy, Dalkeith, and others; although most of the villages, hamlets, and castles got their current names from Saxon owners. The ending ton is very common. After the Romans left, the land saw fighting between tribes, but the Saxons partially subdued it and it came under the control of the Northumbrian kings, who ruled until 1020, when the Lothians were given to the Scottish king, Malcolm II. However, the people of the Lothians insisted on keeping their traditions and customs, and in this way, the southeastern lowlands became the hub from which Anglo-Saxon and Norman culture slowly spread throughout Scotland, ensuring Edinburgh's prominence. Within the county are the battlefields of Roslin, where (in 1303) the English faced three defeats in one day; Burghmuir, where the English were beaten by the Earl of Moray in 1334; Pinkie near Inveresk, where (in 1547) the Duke of Somerset dealt a heavy blow to the Scots; and Rullion Green, on the eastern slopes of the Pentlands, where (in 1666) the Covenanters were defeated by royal troops under General Dalziel.
See James Grant, Old and New Edinburgh (London, 1880 et seq.); Miss Warrender, Walks near Edinburgh (Edinburgh, 1890); J.C. Oliphant, Rambles round Edinburgh (Edinburgh, 1892); J.M. Bell, Castles of the Lothians (Edinburgh, 1893); W. Baird, Annals of Duddingston and Portobello (Edinburgh, 1898); J. Geddie, The Water of Leith (Edinburgh, 1896); Rev. J. Dickson, Ruined Castles of Midlothian (Edinburgh, 1895); The Islands of the Forth (Edinburgh 1899).
See James Grant, Old and New Edinburgh (London, 1880 et seq.); Miss Warrender, Walks near Edinburgh (Edinburgh, 1890); J.C. Oliphant, Rambles round Edinburgh (Edinburgh, 1892); J.M. Bell, Castles of the Lothians (Edinburgh, 1893); W. Baird, Annals of Duddingston and Portobello (Edinburgh, 1898); J. Geddie, The Water of Leith (Edinburgh, 1896); Rev. J. Dickson, Ruined Castles of Midlothian (Edinburgh, 1895); The Islands of the Forth (Edinburgh 1899).
EDISON, THOMAS ALVA (1847- ), American inventor, was born on the 11th of February 1847, at Milan, Erie county, Ohio, of mixed Dutch and Scottish descent; but his parents moved to Port Huron, Michigan, when he was seven years old. At the age of twelve he became a train news-boy on the railway to Detroit, and managed to gratify his youthful interest in chemistry by performing experiments while travelling. At fifteen he became a telegraph operator, and was employed in many cities in the United States and Canada, but frequently neglected his duties in order to carry on studies and experiments in electrical science. Before he was twenty-one he had constructed an automatic repeater, by means of which a message could be transferred from one wire to another without the aid of an operator; and he had also directed his attention to the problem of duplex telegraphy, of which he later invented a successful system. In 1869 Edison came to New York city, and soon afterwards became connected with the Gold & Stock Company. He invented an improved printing telegraph for stock quotations, for which he received $40,000. He then established a laboratory and factory in Newark, N.J., for further experiments and for the manufacture of his inventions. In 1876 he removed to Menlo Park, and later to West Orange, N.J., where he continued his experiments. Since then his name has been prominently associated with all kinds of novelties in practical electricity. Among his principal inventions are his system of duplex telegraphy, which he later developed into quadruplex and sextuplex transmission; his carbon telephone transmitter; the microtasimeter, for the detection of small variations in temperature; the phonograph, which records and reproduces all manner of sounds; the cinematograph, which his improvements made practicable; and his method of preparing carbon filaments for the incandescent electric lamp. In 1878 Edison was made a chevalier of the Legion of Honour by the French government.
EDISON, THOMAS ALVA (1847- ), American inventor, was born on February 11, 1847, in Milan, Erie County, Ohio, to parents of mixed Dutch and Scottish ancestry. His family moved to Port Huron, Michigan, when he was seven. At twelve, he became a newsboy on the train to Detroit, satisfying his curiosity in chemistry by conducting experiments during his travels. By fifteen, he was a telegraph operator, working in various cities across the United States and Canada, though he often overlooked his job to pursue his studies and experiments in electrical science. Before turning twenty-one, he had created an automatic repeater, allowing messages to be transferred from one wire to another without an operator. He also focused on duplex telegraphy, eventually inventing a successful system. In 1869, Edison arrived in New York City and soon joined the Gold & Stock Company. He designed an improved printing telegraph for stock quotes, for which he earned $40,000. He then set up a lab and factory in Newark, N.J., for further experiments and to produce his inventions. In 1876, he moved to Menlo Park, then to West Orange, N.J., where he continued his experiments. Since then, his name has been closely linked to various innovations in practical electricity. Some of his main inventions include his duplex telegraphy system, which he later expanded to quadruplex and sextuplex transmissions; his carbon telephone transmitter; the microtasimeter for detecting slight temperature changes; the phonograph, which records and plays back sounds; the cinematograph, which his enhancements made feasible; and his method for creating carbon filaments for incandescent electric lamps. In 1878, Edison was made a chevalier of the Legion of Honour by the French government.
EDMONTON, the capital city of the province of Alberta, Canada, which was constituted in 1905. Pop. (1901) 2652; (1906) 11,167. It is picturesquely situated on the north bank of the North Saskatchewan river in 113° 37′ W. and 53° 32′ N. It is on a high tableland which rises 200 ft. above the river, and overlooks the thickly wooded valley of the North Saskatchewan river—at this point a mile in width, the river itself being one-eighth of a mile wide. Directly opposite Edmonton on the south bank of the river stands Strathcona, a town with a population of 2927. The streets of Edmonton are wide and laid out in rectangular form. Its excellent drainage makes street grading an easy matter. In 1896 it was scarcely a village; in 1901 it assumed some importance, but three-quarters of the city were built between 1901 and 1906. Its choice as capital in 1905 gave it a great impetus. The buildings, largely of brick, give a substantial appearance to the place. The public school buildings, high school and Alberta College are attractive. The church buildings, many in number, include several architecturally beautiful. Three well planned and commodious hospital 947 buildings represent the benevolent work of the community. The banks and the wholesale warehouses are well built, and many beautiful private residences are worthy of note. Its growth may be realized from the fact that during a part of 1906, $806,015 worth of building permits were granted; the customs receipts, $57,994 in 1905, grew to $104,416 in 1906; the mail parcels handled increased from 6800 to 12,079; and the express parcels handled from 1277 to 2347. Edmonton is the depot of the fur traders for the great region on the north and west. The Hudson’s Bay Company has great interest in Edmonton, but is vigorously opposed by a strong French firm, Revillon Frères of Paris. These two companies have their posts wide spread over the north country. The city, being incorporated, is governed by a mayor and a board of aldermen. It operates its own water service, electric light plant, and telephone system. Its schools are managed by an elected public school board.
EDMONTON, is the capital city of Alberta, Canada, established in 1905. Population (1901): 2,652; (1906): 11,167. It's beautifully located on the north bank of the North Saskatchewan River at 113° 37′ W. and 53° 32′ N. The city sits on a high plateau that rises 200 feet above the river, overlooking the densely forested valley, where the river is a mile wide and measures one-eighth of a mile across. Directly across the river, on the south bank, is Strathcona, a town with a population of 2,927. The streets of Edmonton are broad and arranged in a grid layout. Its excellent drainage facilitates street grading. In 1896, it was barely a village; by 1901, it had gained some importance, but three-quarters of the city was developed between 1901 and 1906. Being named the capital in 1905 provided significant growth. Many of the buildings are brick, contributing to a solid appearance. The public school buildings, high school, and Alberta College are appealing. The numerous churches include several architecturally attractive ones. Three well-designed and spacious hospital buildings reflect the community's charitable efforts. The banks and wholesale warehouses are well-constructed, and many lovely private homes are notable. The city's growth is evident from the fact that in part of 1906, $806,015 worth of building permits were issued; customs receipts rose from $57,994 in 1905 to $104,416 in 1906; mail parcels handled increased from 6,800 to 12,079; and express parcels rose from 1,277 to 2,347. Edmonton serves as the hub for fur traders in the vast northern and western regions. The Hudson’s Bay Company has a significant presence in Edmonton but faces strong competition from Revillon Frères, a French firm based in Paris. Both companies operate extensive trading posts throughout the northern territories. The city is incorporated and governed by a mayor and a board of aldermen. It has its own water service, electric power plant, and telephone system. Schools are overseen by an elected public school board.
Edmonton was begun as a post of the North West Company about the year 1778. Early in the 19th century the Hudson’s Bay Company also established a fort at this point. On the union of the two companies under the name of the latter, Fort Edmonton sprang into new importance. It became a north-western centre, and in its neighbourhood many employees of the fur company, both Scottish and French, took up land as settlers. As freighters for the Hudson’s Bay Company many of these settlers made, with their ox or pony carts, the long journey over the natural prairie roads to Fort Garry, fording or swimming the streams, carrying furs for a thousand miles or more on the eastern trip, and returning brought loads of merchandise for the company. Its inaccessibility made the Edmonton settlement grow very slowly, so that its great increase in population belongs to the period subsequent to 1896.
Edmonton started as a post of the North West Company around 1778. In the early 19th century, the Hudson’s Bay Company also set up a fort at this location. When the two companies merged under the Hudson’s Bay Company name, Fort Edmonton gained new significance. It became a key center in the northwest, and many employees of the fur company, both Scottish and French, settled in the area. As freighters for the Hudson’s Bay Company, a lot of these settlers used their ox or pony carts to make the long trip over the natural prairie roads to Fort Garry, crossing or swimming through streams, hauling furs for a thousand miles or more on their eastern journeys, and bringing back loads of merchandise for the company. Because it was hard to access, the Edmonton settlement grew very slowly, with much of its population growth occurring after 1896.
EDMONTON, an urban district in the Enfield parliamentary division of Middlesex, England, suburban to London, 7½ m. N. of London Bridge, on the Old North Road, on the west side of the Lea Valley. Pop. (1891) 25,381; (1901) 46,899. There are numerous factories in the valley, and Edmonton consists largely of the cottages of artisans. The church of All Saints has been extensively restored, but retains part of the ancient fabric of Perpendicular and earlier date. It contains brasses of interest, and in the churchyard is the memorial of Charles Lamb, who lived and died (1834) at Edmonton, and his sister. Cowper and Keats were also residents, and the Bell Inn is famed through Cowper’s poem John Gilpin.
EDMONTON, is an urban area in the Enfield parliamentary division of Middlesex, England, just outside of London, 7½ miles north of London Bridge, along the Old North Road, on the west side of the Lea Valley. Population: (1891) 25,381; (1901) 46,899. The valley is home to many factories, and Edmonton mainly consists of the homes of skilled workers. The church of All Saints has been greatly restored but still has parts of its ancient structure from the Perpendicular period and earlier. It features some interesting brasses, and in the churchyard is the memorial of Charles Lamb, who lived and died in Edmonton in 1834, along with his sister. Cowper and Keats also lived here, and the Bell Inn is famous from Cowper’s poem John Gilpin.
EDMUND, SAINT [Edmund Rich] (d. 1240), English saint and archbishop of Canterbury, was born at Abingdon, near Oxford, about 1175. His father was a merchant of that town who retired, with his wife’s consent, to the monastery of Eynsham, leaving in her hands the education of their family. Her name was Mabel; she was a devout woman who lived an ascetic life and encouraged her children to do the same. Both her daughters took the veil; three of her sons served the church in different capacities. Edmund, her first-born, began his education in a grammar school at Oxford. Of weak health and a contemplative disposition, he showed, from his earliest years, a remarkable taste for learning and religious exercises. He saw visions while still at school, and at the age of twelve took a vow of perpetual chastity in the Virgin’s church at Oxford. Later he was sent, with his brother Robert, to study the liberal arts at Paris. His mother’s death and family affairs recalled him for a time to England; but he afterwards graduated at Paris. For six years he lectured in the liberal arts, partly in Paris and partly in Oxford; his career as an Oxford teacher commenced before 1205, and is noteworthy for the fact that he was the first who lectured there on Aristotle. He then returned to Paris for a course of theological studies, and rapidly made himself proficient in that branch of learning.
EDMUND, SAINT [Edmund Rich] (d. 1240), English saint and archbishop of Canterbury, was born in Abingdon, near Oxford, around 1175. His father was a merchant in that town who, with his wife's agreement, retired to the monastery of Eynsham, leaving the education of their children in her hands. Her name was Mabel; she was a devout woman who lived a simple life and encouraged her children to do the same. Both of her daughters became nuns, and three of her sons served the church in various roles. Edmund, her first-born, started his education in a grammar school in Oxford. With delicate health and a reflective nature, he showed a strong passion for learning and religious practices from a young age. He experienced visions while still in school and, at twelve, took a vow of lifelong chastity in the Virgin’s church in Oxford. Later, he went with his brother Robert to study liberal arts in Paris. His mother’s death and family matters brought him back to England for a while, but he eventually graduated in Paris. For six years, he taught liberal arts, partly in Paris and partly in Oxford; his teaching career in Oxford began before 1205 and is notable for being the first to lecture on Aristotle there. He then returned to Paris to study theology and quickly became proficient in that field.
After spending a year in retirement with the Augustinian canons of Merton (Surrey) he became a theological lecturer in Oxford. In this capacity he gained some reputation, and it is related that his audience were often moved to tears by his eloquence. He spent the fees which he received in charity, and refused to spend upon himself the revenues which he derived from several benefices. He not infrequently retired for solitude to Reading Abbey; it is probable that he would have become a monk if that profession had afforded more scope for his gifts as a preacher and expositor. As his fame increased he became alarmed by the temptations which it threw in his way. He ceased to lecture in Oxford, and about 1222 accepted, at the invitation of Bishop Richard Poore, the treasurership of Salisbury cathedral. Little is known of his life for the next ten years. But he attracted the notice of the Roman court, and was appointed in 1227 to preach the Crusade in England; he formed a friendship with Ella, countess of Salisbury, and her husband, William Longsword, and he won general admiration by his works of charity and the austerity of his life.
After spending a year in retirement with the Augustinian canons at Merton (Surrey), he became a theology lecturer in Oxford. In this role, he gained some recognition, and people often said that his audience was moved to tears by his eloquence. He used the fees he earned for charitable causes and refused to spend the income from his various benefices on himself. He often withdrew for solitude to Reading Abbey; it’s likely that he would have chosen monastic life if it provided more opportunities for his talents as a preacher and teacher. As his fame grew, he became uneasy about the temptations that came with it. He stopped lecturing in Oxford and around 1222 accepted the position of treasurer at Salisbury Cathedral, invited by Bishop Richard Poore. Little is known about his life during the next ten years. However, he caught the attention of the Roman court and was appointed in 1227 to preach the Crusade in England; he formed a friendship with Ella, Countess of Salisbury, and her husband, William Longsword, and earned widespread admiration for his charitable deeds and the simplicity of his life.
In 1233 he was elected archbishop of Canterbury at the express suggestion of Gregory IX., after the monks of Canterbury had in vain suggested three other candidates for the pope’s approval. Edmund at once leaped into prominence by the outspoken manner in which he rebuked the king for following the advice of foreign favourites. In common with the baronial opposition he treated Henry III. as responsible for the tragic fate of Richard Marshal, earl of Pembroke, and threatened the king with excommunication. The king bowed before the storm, dismissed the foreign counsellors, made peace with Marshal’s adherents, and was publicly reconciled with the barons. But the new ministers were as unpopular as the old; nor was the archbishop allowed that political influence which he claimed in virtue of his office. It was with the object of emancipating himself from Edmund’s control that the king asked the pope to send him a legate (1236). On the arrival of Cardinal Otho (1237) the archbishop found himself thwarted and insulted at every point. The marriage between Simon de Montfort and the Princess Eleanor, which Edmund had pronounced invalid, was ratified at Rome upon appeal. The king and legate upheld the monks of Canterbury in their opposition to the archbishop’s authority. On all public occasions the legate took precedence of the archbishop. By the advice of his suffragans Edmund laid a protest before the king, and excommunicated in general terms all who had infringed the liberties of Canterbury. These measures led to no result; nor could the pope be moved to reverse the legate’s decisions. Edmund complained that the discipline of the national church was ruined by this conflict of powers, and began to meditate retiring. He was confirmed in this intention by the papal encroachments of the year 1240, when the English clergy were required to pay a subsidy of a fifth for the war against Frederick II., and simultaneously three hundred Romans were “provided” with English benefices in return for their political services to the Holy See. Edmund withdrew to Pontigny in the summer of 1240. A little later the state of his health compelled him to seek the cooler air of Soissy (near Provins). Here he died on the 16th of November 1240.
In 1233, he was elected archbishop of Canterbury at the direct suggestion of Gregory IX., after the monks of Canterbury had unsuccessfully proposed three other candidates for the pope’s approval. Edmund quickly rose to prominence by openly rebuking the king for following the advice of foreign favorites. Like the baronial opposition, he held Henry III. responsible for the tragic outcome of Richard Marshal, earl of Pembroke, and threatened the king with excommunication. The king yielded to the pressure, dismissed the foreign advisors, made peace with Marshal’s supporters, and publicly reconciled with the barons. However, the new ministers were as unpopular as the old ones, and the archbishop was not granted the political influence he claimed by virtue of his office. To free himself from Edmund’s control, the king requested the pope to send him a legate in 1236. When Cardinal Otho arrived in 1237, the archbishop found himself blocked and insulted at every turn. The marriage between Simon de Montfort and Princess Eleanor, which Edmund had declared invalid, was ratified in Rome upon appeal. The king and the legate supported the monks of Canterbury in their opposition to the archbishop’s authority. At all public events, the legate took precedence over the archbishop. Following the advice of his suffragans, Edmund presented a protest to the king and excommunicated, in general terms, anyone who had violated the liberties of Canterbury. These actions yielded no results; nor could the pope be persuaded to overturn the legate’s decisions. Edmund lamented that the discipline of the national church was being destroyed by this clash of powers and began to consider resigning. His resolve was strengthened by the papal encroachments of 1240, when the English clergy were ordered to pay a fifth of their income as a subsidy for the war against Frederick II., while simultaneously, three hundred Romans received English benefices in exchange for their political support to the Holy See. Edmund retreated to Pontigny in the summer of 1240. Soon after, his health deteriorated, prompting him to seek the cooler climate of Soissy (near Provins). He passed away there on November 16, 1240.
His canonization was at once demanded by his admirers, and only delayed (till 1247) through the opposition of Henry III. The honour was well deserved. He is one of the most saintly and attractive figures in the history of the English church. It was his misfortune to be placed at the head of the national hierarchy in a crisis for which he had not been prepared by practical training or experience. As archbishop he showed no great capacity or force of character; but the purity of his motives and the loftiness of his ideals commanded universal respect.
His canonization was immediately requested by his admirers, but it was delayed until 1247 because of the opposition from Henry III. The honor was well deserved. He is one of the most saintly and appealing figures in the history of the English church. Unfortunately, he was put in charge of the national hierarchy during a crisis for which he hadn't been prepared by practical training or experience. As archbishop, he didn't display much capacity or strength of character; however, the purity of his intentions and the high standards of his ideals earned him universal respect.
See the Life printed by Martène and Durand in the Thesaurus novus anecdotorum (1717). Other lives of importance exist in manuscript at the British Museum, in the Cambridge University library and in that of St John’s College, Cambridge. The last-named is printed by W. Wallace in the appendix to his Life of St Edmund (1893). An account of the manuscript lives and many extracts (translated) will be found in the Rev. B. Ward’s St Edmund (1903). See also St Edmund of Abingdon (1898), by the Baroness Paravicini; and the English Historical Review, xxii. pp. 84 ff.
See the Life printed by Martène and Durand in the Thesaurus novus anecdotorum (1717). Other important lives are available in manuscript form at the British Museum, in the Cambridge University library, and at St John’s College, Cambridge. The one from St John’s is included by W. Wallace in the appendix to his Life of St Edmund (1893). A description of the manuscript lives and many translated excerpts can be found in Rev. B. Ward’s St Edmund (1903). Also check out St Edmund of Abingdon (1898), by Baroness Paravicini; and the English Historical Review, xxii. pp. 84 ff.
EDMUND, king of East Anglia (c. 840-870), succeeded to the East Anglian throne in 855 while he was yet but a boy. According to Abbo, followed by Florence of Worcester, he was “ex antiquorum Saxonum prosapia,” which would seem to mean that he was of foreign origin and that he belonged to the Old 948 Saxons of the continent. This very doubtful tradition was expanded later into a fuller legend which spoke of his Old Saxon parentage, his birth at Nuremberg, his nomination as successor to Offa, king of East Anglia, and his landing at Hunstanton to claim his kingdom. His coronation took place in the next year at “Burna” (i.e. probably Bures St Mary, Suffolk), which was then the royal capital.
EDMUND, king of East Anglia (c. 840-870), became king of East Anglia in 855 when he was still a boy. According to Abbo, followed by Florence of Worcester, he was “ex antiquorum Saxonum prosapia,” suggesting that he had foreign roots and was part of the Old 948 Saxons from the continent. This uncertain tradition later developed into a more elaborate legend that described his Old Saxon heritage, his birth in Nuremberg, his appointment as Offa's successor, king of East Anglia, and his arrival at Hunstanton to claim his throne. His coronation occurred the following year at “Burna” (i.e. likely Bures St Mary, Suffolk), which was the royal capital at that time.
Of the life of St Edmund during the next fourteen years we know nothing. In the year 870 the Danes, who had been wintering at York, marched through Mercia into East Anglia and took up their quarters at Thetford. Edward engaged them fiercely in battle, but the Danes under their leaders Ubba and Inguar were victorious and remained in possession of the field of battle. The king himself was slain, whether on the actual field of battle or in later martyrdom is not certain, but the widely current version of the story which makes him fall a martyr to the Danish arrows when he had refused to renounce his faith or hold his kingdom as a vassal from the heathen overlords, may very probably be true. The story is a very old one, and according to Abbo of Fleury (945-1004), St Edmund’s earliest biographer, it was told him by Dunstan, who heard it from the lips of Edmund’s own standard-bearer. This is chronologically just possible, but that is all. The battle was fought at Hoxne, some 20 m. south-east of Thetford, and the king’s body was ultimately interred at Beadoricesworth, the modern Bury St Edmunds. The shrine of Edmund soon became one of the most famous in England and the reputation of the saint was European. The date of his canonization is unknown, but churches dedicated to his memory are found all over England.
Of St. Edmund's life during the next fourteen years, we know nothing. In 870, the Danes, who had been wintering in York, marched through Mercia into East Anglia and set up camp in Thetford. Edward fought them fiercely in battle, but the Danes, led by Ubba and Inguar, were victorious and held the battlefield. The king himself was killed, although it’s unclear whether it happened on the battlefield or later as a martyr. However, the popular version of the story suggests that he died as a martyr from Danish arrows after refusing to abandon his faith or accept his kingdom as a vassal to the pagan overlords, which is likely true. This story is very old, and according to Abbo of Fleury (945-1004), St. Edmund’s first biographer, Dunstan heard it from Edmund’s own standard-bearer. This is chronologically just possible, but that’s all we have. The battle took place at Hoxne, about 20 miles southeast of Thetford, and the king’s body was eventually buried at Beadoricesworth, now known as Bury St. Edmunds. Edmund's shrine quickly became one of the most famous in England, and the saint's reputation spread throughout Europe. The exact date of his canonization is unknown, but churches dedicated to his memory can be found all over England.
See Asser’s Life of Alfred, ed. W.H. Stevenson; Annals of St Neots; Saxon Chronicle; Memorials of St Edmund’s Abbey (Rolls Series), including the Passio Sancti Edmundi of Abbo of Fleury; and the Corolla Sancti Eadmundi, edited by Lord Francis Hervey (1907).
See Asser’s Life of Alfred, edited by W.H. Stevenson; Annals of St Neots; Saxon Chronicle; Memorials of St Edmund’s Abbey (Rolls Series), including the Passio Sancti Edmundi by Abbo of Fleury; and the Corolla Sancti Eadmundi, edited by Lord Francis Hervey (1907).
EDMUND I., king of the English (d. 946), was the son of Eadgifu, third wife of Edward the Elder, and half-brother to his predecessor Æthelstan. He succeeded to the throne in 940, but had already played an active part in the previous reign, especially when he fought by the side of his half-brother in the great battle of Brunanburh.
EDMUND I., king of the English (d. 946), was the son of Eadgifu, the third wife of Edward the Elder, and the half-brother of his predecessor Æthelstan. He took the throne in 940 but had already been actively involved during the previous reign, particularly when he fought alongside his half-brother in the significant battle of Brunanburh.
In the first year of his reign Edmund had trouble with Olaf or Anlaf Sihtricsson, called Cuaran. The latter had just crossed from Ireland and had been chosen king by the Northumbrians, who threw off their allegiance to Edmund. Anlaf took York, besieged Northampton and destroyed Tamworth, but was met by Edmund at Leicester. The enemy escaped, but a peaceful settlement was made by the good offices of Odo of Canterbury and Wulfstan of York. Simeon of Durham states that a division of the kingdom was now made, whereby Edmund took England south of Watling Street and Anlaf the rest. This division seems incredible, especially in face of the poem inserted in the chronicle (sub anno 942). There can be little doubt that the story told there of the reconquest of Northern Mercia by Edmund refers to the compact with Anlaf, made as a result of the campaign, and it is probable that Simeon’s statement is a wide exaggeration, due in part at least to a confused reminiscence of the earlier pact between Alfred and Guthrum. All Mercia south of a line from Dore (near Sheffield), through Whitwell to the Humber, was now in Edmund’s hands, and the five Danish boroughs, which had for some time been exposed to raids from the Norwegian kings of Northumbria, were now freed from that fear. The peace was confirmed by the baptism of Kings Anlaf and Rægenald, Edmund standing as sponsor, but in 944 or 945 the peace was broken and Edmund expelled Anlaf and Rægenald from Northumbria.
In the first year of his reign, Edmund faced challenges from Olaf, or Anlaf Sihtricsson, known as Cuaran. He had just arrived from Ireland and was chosen king by the Northumbrians, who rejected their loyalty to Edmund. Anlaf captured York, besieged Northampton, and destroyed Tamworth, but Edmund confronted him at Leicester. The enemy managed to escape, but a peaceful agreement was reached with the help of Odo of Canterbury and Wulfstan of York. Simeon of Durham reports that the kingdom was divided, with Edmund taking England south of Watling Street and Anlaf getting the rest. This division seems hard to believe, especially considering the poem included in the chronicle (sub anno 942). There’s little doubt that the account of Edmund reconquering Northern Mercia refers to the agreement with Anlaf that came from the campaign, and it’s likely that Simeon’s statement is a significant exaggeration, partly due to a confused memory of the earlier pact between Alfred and Guthrum. Now, all of Mercia south of a line from Dore (near Sheffield), through Whitwell to the Humber, was under Edmund’s control, and the five Danish boroughs, which had previously been vulnerable to raids from the Norwegian kings of Northumbria, were now safe. The peace was sealed by the baptism of Kings Anlaf and Rægenald, with Edmund as their sponsor, but in 944 or 945, the peace was broken, and Edmund expelled Anlaf and Rægenald from Northumbria.
In 945 Edmund ravaged Strathclyde, and entrusted it all to Malcolm, king of Scotland, “on condition that he should be his fellow-worker by sea and land,” the object of this policy being apparently to detach the king of Scots from any possible confederacy such as had been formed in 937.
In 945, Edmund invaded Strathclyde and gave it all to Malcolm, the king of Scotland, “on the condition that he would be his partner by sea and land,” with the goal of this strategy seemingly being to separate the king of Scots from any potential alliance similar to what had been formed in 937.
On the 26th of May 946 Edmund’s brief but energetic reign came to a tragic conclusion when he was stabbed at the royal villa of Pucklechurch, in Gloucestershire, by an exiled robber named Liofa, who had returned to the court unbidden. Edmund, the “deed-doer” as the chronicle calls him, “Edmundus magnificus” as Florence of Worcester describes him, perhaps translating the Saxon epithet, was buried at Glastonbury, an abbey which he had entrusted in 943 to the famous Dunstan.
On May 26, 946, Edmund’s short but vigorous reign ended tragically when he was stabbed at the royal villa of Pucklechurch in Gloucestershire by an exiled thief named Liofa, who had returned to the court uninvited. Edmund, called the “deed-doer” by the chronicle and “Edmundus magnificus” by Florence of Worcester, likely translating the Saxon title, was buried at Glastonbury, an abbey he had entrusted to the renowned Dunstan in 943.
Edmund was twice married; first to Ælfgifu, the mother of Eadwig and Edgar; second to Æthelflæd “æt Damerhame” (i.e. of Damerham, Co. Wilts). Ælfgifu died in 944, according to Ethelwerd.
Edmund was married twice; first to Ælfgifu, the mother of Eadwig and Edgar; second to Æthelflæd “at Damerhame” (i.e. from Damerham, Co. Wilts). Ælfgifu passed away in 944, according to Ethelwerd.
Authorities.—Anglo-Saxon Chronicle (ed. Earle and Plummer, Oxford); Simeon of Durham (Rolls Series); A.S. Laws, ed. Liebermann, pp. 184-191; Birch, Cartularium Saxonicum, Nos. 745-817; Dictionary of National Biography, s.v.
Authorities.—Anglo-Saxon Chronicle (edited by Earle and Plummer, Oxford); Simeon of Durham (Rolls Series); A.S. Laws, edited by Liebermann, pages 184-191; Birch, Cartularium Saxonicum, Numbers 745-817; Dictionary of National Biography, s.v.
EDMUND, or Eadmund (c. 980-1016), called Ironside, king of the English, was the son of Æthelred II. by his first wife Ælfgifu. When Canute invaded England in 1015, Edmund sought to resist him, but, paralysed by the treachery and desertion of the ealdorman Edric, he could do nothing, and Wessex submitted to the Danish king. Next year Canute and Edric together harried Mercia, while Edmund with infinite difficulty gathered an army. Returning into Northumbria, he in his turn harried the districts which had submitted to the invader, but a march northward by Canute brought about the speedy submission of Northumbria and the return of Edmund to London. The death of Æthelred on the 23rd of April 1016 was followed by a double election to the English crown. The citizens of London and those members of the Witan who were present in the city chose Edmund, the rest of the Witan meeting at Southampton elected Canute. In the warfare which ensued Edmund fought at the severest disadvantage, for his armies dispersed after every engagement, whatever its issue. Canute at once fiercely besieged London, but the citizens successfully resisted all attacks. Edmund meanwhile marched through Wessex and received its submission. At Pen in Somersetshire he engaged the Danes and defeated them. Canute now raised the siege of London and soon afterwards encountered Edmund at Sherston in Wiltshire. The battle was indecisive, but Canute marched back to London and left Edmund in possession of Wessex. Edmund hastened after him and relieved London, which he had again besieged. He defeated the Danes at Brentford and again at Otford, and drove them into Sheppey. He was now joined by Edric, in conjunction with whom he followed the Danes into Essex, overtaking them at Assandun (or Ashington). In the battle which ensued Edric again played the traitor, and the English were routed with terrible slaughter. Edmund retired into Gloucestershire, whither he was followed by Canute. He himself was anxious to continue the struggle, but Edric and the Witan persuaded him to accept a reconciliation. At Olney the two rivals swore friendship, and a division of the kingdom was effected—Canute taking the north, Edmund the south. Soon afterwards Edmund died (30th of November 1016), probably from natural causes, though later historians hint at foul play.
EDMUND, or Edmund (c. 980-1016), known as Ironside, king of the English, was the son of Æthelred II by his first wife Ælfgifu. When Canute invaded England in 1015, Edmund attempted to resist him, but was hindered by the betrayal and abandonment of the ealdorman Edric, leaving him powerless, and Wessex surrendered to the Danish king. The following year, Canute and Edric raided Mercia, while Edmund struggled to gather an army. After returning to Northumbria, he retaliated against the regions that had submitted to the invader, but Canute's march northward quickly led to Northumbria’s submission and Edmund's return to London. After Æthelred passed away on April 23, 1016, there was a split election for the English crown. The citizens of London and some members of the Witan present there chose Edmund, while the rest of the Witan gathered in Southampton elected Canute. In the ensuing conflict, Edmund fought at a severe disadvantage, as his armies dispersed after every battle, regardless of the outcome. Canute immediately laid siege to London, but the citizens successfully repelled all attacks. Meanwhile, Edmund marched through Wessex and gained its submission. At Pen in Somersetshire, he faced the Danes and defeated them. Canute then lifted the siege of London and soon encountered Edmund at Sherston in Wiltshire. The battle was inconclusive, but Canute returned to London, leaving Edmund in control of Wessex. Edmund quickly pursued him and relieved London, which had been besieged again. He defeated the Danes at Brentford and again at Otford, driving them to Sheppey. Then he was joined by Edric, with whom he chased the Danes into Essex, catching up with them at Assandun (or Ashington). In the ensuing battle, Edric betrayed him again, resulting in a disastrous defeat for the English. Edmund retreated to Gloucestershire, followed by Canute. He wanted to continue fighting, but Edric and the Witan convinced him to seek reconciliation. At Olney, the two rivals swore friendship, resulting in a division of the kingdom—Canute taking the north and Edmund the south. Shortly after, Edmund died on November 30, 1016, likely from natural causes, although later historians suggest foul play.
EDMUND, king of Sicily and earl of Lancaster (1245-1296), was the second son of Henry III. of England by Eleanor of Provence. At ten years of age Edmund was invested by Pope Alexander IV. with the kingdom of Sicily (April 1255); the pecuniary obligations which Henry III. undertook on his son’s behalf were not the least among the causes which led to the Provisions of Oxford and the Barons’ War. Alexander annulled his grant in 1258, but still pressed Henry for the discharge of unpaid arrears of subsidies. In 1265, after Montfort’s fall, Edmund received the earldom of Leicester, and two years later was created earl of Lancaster. He joined the crusade of his elder brother, the Lord Edward (1271-1272); and Edward, on his accession, found in Edmund a loyal supporter. In 1275, two years after the death of his first wife, Aveline de Fortibus, Edmund married Blanche of Artois, the widow of Henry III. of Navarre and Champagne. Although the county of Champagne had descended to his wife’s infant daughter, Joan, Edmund assumed the title “Count Palatine of Champagne and Brie,” and is described in the English patent rolls as earl of Lancaster 949 and Champagne. Until 1284 he held, in his wife’s right, the custody of Champagne. This he was compelled to renounce upon the marriage of Joan to Philip the Fair, the heir to the crown of France. But he retained the possession of his wife’s dowerlands in Champagne, and is described in an official document of Champagne so late as the year 1287, as “the Count Edmund.” He was employed by his brother as a mediator with Philip the Fair in 1293-1294. When Philip’s court pronounced that the king of England had forfeited Gascony, Edmund renounced his homage to Philip and withdrew with his wife to England. He was appointed lieutenant of Gascony in 1296, but died in the same year, leaving a son Thomas to succeed him in his English possessions.
EDMUND, king of Sicily and earl of Lancaster (1245-1296), was the second son of Henry III of England and Eleanor of Provence. At the age of ten, Edmund was given the kingdom of Sicily by Pope Alexander IV (April 1255); the financial responsibilities that Henry III took on for his son contributed significantly to the Provisions of Oxford and the Barons’ War. Alexander canceled his grant in 1258, but continued to pressure Henry for payment of overdue subsidies. In 1265, after Montfort’s defeat, Edmund was given the earldom of Leicester, and two years later, he became earl of Lancaster. He joined the crusade led by his older brother, Lord Edward (1271-1272), and Edward found in Edmund a loyal ally upon ascending the throne. In 1275, two years after his first wife, Aveline de Fortibus, passed away, Edmund married Blanche of Artois, the widow of Henry III of Navarre and Champagne. Although the county of Champagne had passed to his wife’s young daughter, Joan, Edmund took on the title “Count Palatine of Champagne and Brie,” and is referred to in the English patent rolls as earl of Lancaster 949 and Champagne. Until 1284, he held the guardianship of Champagne through his wife. He had to give this up when Joan married Philip the Fair, the heir to the French crown. However, he kept control of his wife’s dower lands in Champagne and was referred to in an official Champagne document as “the Count Edmund” as late as 1287. He was sent by his brother to mediate with Philip the Fair in 1293-1294. When Philip’s court declared that the king of England had lost Gascony, Edmund renounced his loyalty to Philip and returned to England with his wife. He was appointed lieutenant of Gascony in 1296, but died that same year, leaving a son, Thomas, to inherit his English estates.
See “Edmund, Earl of Lancaster,” by W.E. Rhodes, in the English Historical Review, vol. x. pp. 19, 209.
See “Edmund, Earl of Lancaster,” by W.E. Rhodes, in the English Historical Review, vol. x. pp. 19, 209.
EDMUNDS, GEORGE FRANKLIN (1828- ), American lawyer and political leader, was born in Richmond, Vermont, on the 1st of February 1828. He began the practice of law in 1849. He was a member of the Vermont House of Representatives in 1854, 1855, 1857, 1858 and 1859, acting for the last two years as speaker, and was a member and president pro tem. of the state Senate in 1861-1862. In 1866 he became a member, as a Republican, of the United States Senate, where he remained until 1891, when he resigned in order to have more time for the practice of his profession. He took an active part in the attempt to impeach President Johnson. He was influential in providing for the electoral commission to decide the disputed presidential election of 1876, and became one of the commissioners. In the national Republican nominating conventions of 1880 and 1884 he was a candidate for the presidential nomination. From 1882 to 1885 he was president pro tem. of the Senate. As senator he was conspicuous on account of his legal and parliamentary attainments, his industry and his liberal opinions. He was the author of the so-called Edmunds Act (22nd of March 1882) for the suppression of polygamy in Utah, and of the anti-trust law of 1890, popularly known as the Sherman Act.
EDMUNDS, GEORGE FRANKLIN (1828- ), American lawyer and political leader, was born in Richmond, Vermont, on February 1, 1828. He started practicing law in 1849. He served in the Vermont House of Representatives in 1854, 1855, 1857, 1858, and 1859, acting as the speaker in the last two years, and was a member and president pro tem. of the state Senate from 1861 to 1862. In 1866, he became a member of the United States Senate as a Republican, where he stayed until 1891, when he resigned to focus more on his legal career. He actively participated in the impeachment attempt against President Johnson. He played a significant role in establishing the electoral commission to resolve the disputed presidential election of 1876 and became one of its commissioners. During the national Republican nominating conventions of 1880 and 1884, he was a candidate for the presidential nomination. From 1882 to 1885, he served as president pro tem. of the Senate. As a senator, he was noted for his legal and parliamentary skills, work ethic, and progressive views. He authored the Edmunds Act (March 22, 1882) aimed at suppressing polygamy in Utah, as well as the 1890 anti-trust law, commonly known as the Sherman Act.
EDOM, the district situated to the south of Palestine, between the Dead Sea and the Gulf of ‘Akaba (Aelanitic Gulf), the inhabitants of which were regarded by the Israelites as a “brother” people (see Esau). On the E. it touched Moab, the tribes of the great desert and the northern part of Arabia; on the W. its boundaries were determined by the Sinaitic peninsula, Egypt and Israel. Both Kadesh and Mt. Hor (perhaps Jebel Mādera) are represented as lying on its border (Num. xx. 16, 22), and the modern Wadi el-Fikreh, in which the “Scorpion pass” was probably situated (Judg. i. 36; Num. xxxiv. 4), may have marked its limits from Jebel Mādera north-west towards the southern extremity of the Dead Sea. Kadesh (‘Ain Ḳadis), however, lies about 50 m. south of Beersheba (the southern end of Israel as opposed to Dan in the north), and the precise borders must always have been determined by political conditions: by the relations between Edom and its neighbours, Judah, the Philistine states, Moab, and the restless desert tribes with which Edom was always very closely allied.
EDOM, the region located south of Palestine, between the Dead Sea and the Gulf of 'Akaba (Aelanitic Gulf), whose inhabitants were seen by the Israelites as a "brother" people (see Esau). To the east, it bordered Moab, the tribes of the vast desert, and the northern part of Arabia; to the west, its boundaries were defined by the Sinai Peninsula, Egypt, and Israel. Both Kadesh and Mt. Hor (possibly Jebel Mādera) are shown as being on its border (Num. xx. 16, 22), and the modern Wadi el-Fikreh, where the “Scorpion pass” was likely located (Judg. i. 36; Num. xxxiv. 4), may have marked its limits from Jebel Mādera northwest towards the southern end of the Dead Sea. Kadesh (‘Ain Ḳadis), however, is situated about 50 miles south of Beersheba (the southern point of Israel as opposed to Dan in the north), and the exact borders were likely always influenced by political circumstances: by the relationships between Edom and its neighbors, Judah, the Philistine states, Moab, and the restless desert tribes with which Edom was consistently closely allied.
The northern part of Edom became known by a separate name as Gebalene (Gebal in Ps. lxxxiii. 7), the modern Jibāl, “mountain country.” Seir or Mt. Seir, a synonym for Edom, not to be confused with the Judaean locality (Josh. xv. 10), has been identified with the modern eš-šarah, the hilly region to the south of Petra; though its use probably varied in ancient times as much as that of Edom certainly did. Mt. Ḥalaḳ, apparently one of its offshoots (Josh. xi. 17, xii. 7), is of uncertain identification, nor can the exact position of Paran (probably desert of et-Tih) or Zin (Sin) be precisely determined. The chief Edomite cities extended from north to south on or adjoining an important trade-route (see below); they include Bozrah (Buseire), Shōbek, Petra (the capital), and Ma‘ān; farther to the south lay the important seaports Ezion-Geber (mod. ‘Ain el-Ghudyān, now 15 m. north of the head of the Aelanitic Gulf) and Elath (whence the gulf derives its name). Petra (q.v.) is usually identified with the biblical Sela, unless this latter is to be placed at the south end of the Dead Sea (Judg. i. 36). The sites of Teman and Dedan, which also were closely associated with Edom (Jer. xlix. 7 seq.; Ez. xxv. 13), are uncertain. No doubt, as a general rule, the relations between Edomites and the “sons of the east” (Ezek. xxv. 10; Job i. 3) and the “kingdoms of Hazor” (nomad states; Jer. xlix. 28, 30, 33) varied considerably throughout the period of O.T. history.
The northern part of Edom came to be known as Gebalene (Gebal in Ps. lxxxiii. 7), which is now called Jibāl, meaning "mountain country." Seir or Mt. Seir, another name for Edom, shouldn't be confused with the area in Judah (Josh. xv. 10), and is thought to correspond to the modern eš-šarah, the hilly region south of Petra. However, its usage likely varied in ancient times, just like the name Edom did. Mt. Ḥalaḳ, which seems to be one of its branches (Josh. xi. 17, xii. 7), is less clearly identified, and the exact locations of Paran (likely the desert of et-Tih) or Zin (Sin) are also uncertain. The main cities of Edom stretched from north to south along an important trade route (see below), including Bozrah (Buseire), Shōbek, Petra (the capital), and Ma‘ān. Further south were the vital seaports Ezion-Geber (modern ‘Ain el-Ghudyān, now 15 miles north of the Aelanitic Gulf) and Elath (the gulf is named after this). Petra (q.v.) is generally recognized as the biblical Sela, unless that name is assigned to a location at the southern end of the Dead Sea (Judg. i. 36). The locations of Teman and Dedan, which were also linked to Edom (Jer. xlix. 7 seq.; Ez. xxv. 13), are not well-defined. It's clear that, in general, the relationships between the Edomites and the "sons of the east" (Ezek. xxv. 10; Job i. 3) as well as the "kingdoms of Hazor" (nomadic states; Jer. xlix. 28, 30, 33) varied significantly throughout the period of Old Testament history.
The land of Edom is unfruitful and forbidding, with the notable exception of fertile districts immediately south of the Dead Sea and along its eastern border. It was traversed by an important trade-route from Elath (the junction for routes to Egypt and Arabia) which ran northwards by Ma’ān and Moab; but cross-routes turned from Ma’ān and Petra to Gaza or up the Ghor (south end of Dead Sea) to Hebron and Jerusalem.1 Thus Edom formed a prominent centre for traffic from Arabia and its seats of culture to Egypt, the Philistine towns, Palestine and the Syrian states, and it enjoyed a commercial importance which made it a significant factor in Palestinian history.
The land of Edom is barren and harsh, with the notable exception of the fertile areas just south of the Dead Sea and along its eastern edge. An important trade route ran through here from Elath, which was the meeting point for routes to Egypt and Arabia, heading north through Ma’ān and Moab. However, there were alternate routes that diverted from Ma’ān and Petra to Gaza or up the Ghor (the southern end of the Dead Sea) to Hebron and Jerusalem.1 This made Edom a key hub for trade between Arabia and its cultural centers to Egypt, the Philistine cities, Palestine, and the Syrian states, giving it significant commercial importance in Palestinian history.
The earliest history of Edom is that of the “sand-dwellers,” “archers” or Shasu (perhaps “marauders”), whose conflicts with ancient Egypt are not infrequently mentioned. The first clear reference is in the eighth year of Mineptah II. (close of 13th century B.C.), when a tribe of Shasu from Aduma received permission to enter Egypt and feed their flocks.2 A little more than a century later Rameses III. claims to have overthrown the Saaru among the tribes of the Shasu, and the identification of this name with Seir is usually recognized, although it is naturally uncertain whether the Edomites of Old Testament tradition are meant. According to the latter, the Edomites were a new race who drove out the Horites from Mt. Seir. The designation suggests that these were “cave-dwellers,” but although many caves and hollows have been found about Petra (and also in Palestine), this tradition probably “serves only to express the idea entertained by later generations concerning their predecessors” (Nöldeke).
The early history of Edom involves the “sand-dwellers,” “archers,” or Shasu (possibly “marauders”), who frequently clashed with ancient Egypt. The first clear mention appears in the eighth year of Mineptah II (around the end of the 13th century BCE), when a tribe of Shasu from Aduma was granted permission to enter Egypt and graze their flocks. A little over a century later, Rameses III claims to have defeated the Saaru among the Shasu tribes, and this name is generally identified with Seir, although it remains uncertain if it refers to the Edomites from Old Testament accounts. According to those accounts, the Edomites were a new group that displaced the Horites from Mt. Seir. The name suggests they were “cave-dwellers,” but while many caves and hollows have been discovered around Petra (and also in Palestine), this tradition likely “only reflects the idea held by later generations about their predecessors” (Nöldeke).
Not only is Edom as a nation recognized as older than Israel, but a list of eight kings, who reigned before the Israelite monarchy, is preserved in Gen. xxxvi.
Not only is Edom recognized as an older nation than Israel, but there is a record of eight kings who ruled before the Israelite monarchy, preserved in Gen. xxxvi.
The first Bela, son of Beor, is often identified with Balaam, but the traditions of the Exodus are not precise enough to warrant the assumption that the seer was the king of a hostile land in Num. xx. 14 sqq., which in Deut. ii. 1-8 appears to have been peaceful; see Balaam; Exodus. In Husham, the third king, several scholars (Grätz, Klostermann, Marquart, &c.) have recognized the true adversary of Othniel (q.v.; Judg. iii.). The defeat of Midian in the land of Moab by his successor Hadad has been associated with the Midianite invasion in the time of Gideon (q.v.; Judg. vi. sqq.). The sixth is Shaul, whose name happens to be identical with Saul, king of Israel, whilst the last Hadad (so 1 Chron. i. 50) of Pau (or Peor in Moab, so the Septuagint) should belong to the time of David. The list, whatever its value, together with the other evidence in Gen. xxxvi., implies that the Edomites consisted of a number of local groups with chieftains, with a monarchy which, however, was not hereditary but due to the supremacy of stronger leaders. The tradition thus finds an analogy in the Israelite “judges” before the time of Saul and David.
The first Bela, son of Beor, is often linked to Balaam, but the stories from the Exodus aren’t clear enough to support the idea that the seer was the king of a hostile territory as mentioned in Num. xx. 14 sqq., which in Deut. ii. 1-8 seems to be peaceful; see Balaam; Exodus. In Husham, the third king, several scholars (Grätz, Klostermann, Marquart, etc.) have identified him as the true enemy of Othniel (q.v.; Judg. iii.). The defeat of Midian in the land of Moab by his successor Hadad has been linked to the Midianite invasion during Gideon’s time (q.v.; Judg. vi. sqq.). The sixth is Shaul, whose name is the same as Saul, king of Israel, while the last Hadad (as in 1 Chron. i. 50) of Pau (or Peor in Moab, according to the Septuagint) likely dates back to the time of David. The list, regardless of its significance, along with the other evidence in Gen. xxxvi., suggests that the Edomites were made up of several local groups with leaders and a monarchy that wasn’t hereditary but arose from the dominance of stronger leaders. This tradition parallels the Israelite “judges” before Saul and David's era.
Saul, the first king of Israel, conquered Edom (1 Sam. xiv. 47).3 Of the conquest of Edom by David, the first king of the united Judah and Israel, several details are given (2 Sam. viii. 13 seq.; 1 Kings xi. 14 sqq.; 1 Chron. xviii. 11 seq.; cf. Ps. lx. title and ver. 8 seq.), although the account of the slaughter is certainly exaggerated. The scene was the valley of Salt, probably to the south of the Dead Sea. Of the escape of the Edomite prince Hadad, and of his residence in Egypt, a twofold account is 950 preserved.4 After the death of David he returned to Edom; if, as the narrative implies, he became a troublesome adversary to Solomon, nothing is known of his achievements, and if the royal trading-journeys from Ezion-geber were maintained, Edom could have done little. However, in the first half of the 9th century Edom was under the rule of Jehoshaphat of Judah, and this king together with Israel held Ezion-geber (1 Kings xxii. 47 sqq.; 2 Chron. xx. 35 sqq.). But some catastrophe befell the fleet, and shortly afterwards Jehoshaphat’s son Jehoram had to face a revolt in which Edom and the men of Libnah (the Philistines) were concerned. It was about this period that Israel had conquered Moab, thrusting it farther south towards Edom, and the subsequent success of Moab in throwing off the yoke, and the unsuccessful attempt of Jehoram of Israel to regain the position, may show that Edom was also in alliance with Moab.5 In the time of Adad-nirari of Assyria (812-783 B.C.) Edom is mentioned as an independent tributary with Beth-Omri (Israel) and Palashtu (Philistia); the absence of Judah is perplexing. Amaziah of Judah had gained a signal victory over Edom in the valley of Salt (2 Kings xiv. 7), but after his defeat by Jehoash of Israel there is a gap and the situation is obscure. Consequently it is uncertain whether Edom was the vassal of the next great Israelite king Jeroboam II., or whether the Assyrian evidence for its independent position belongs to this later time. However, Uzziah, a contemporary of Jeroboam II., and one of the most successful of Judaean kings, overcame Edom and its natural allies (2 Chron. xxvi. 6 sqq.), and at this stage Edomite history becomes more prominent. It joined the great coalition in which Philistia and Israel were leagued against Assyria, and drove out the Judaeans who had been in possession of Elath.6 On the events that followed see Ahaz; Hezekiah; Philistines. The Assyrian inscriptions name as tributary kings of Edom, Kauš-melek (time of Tiglath-Pileser IV.), Malik (?)-ram (701 B.C.), and Kauš-gabri (7th century). In the middle of the 7th century both Edom and Moab suffered from the restlessness of the desert tribes, and after another period of obscurity, they joined in the attempt made by Zedekiah of Judah to revolt against Nebuchadrezzar (Jer. xxvii. 3). In the last years before the fall of Jerusalem many of the Jews found a refuge in Edom (Jer. xl. 11), although other traditions throw another light upon the attitude of Edom during these disasters.
Saul, the first king of Israel, conquered Edom (1 Sam. xiv. 47).3 David, the first king of united Judah and Israel, also conquered Edom, with various details recorded (2 Sam. viii. 13 seq.; 1 Kings xi. 14 sqq.; 1 Chron. xviii. 11 seq.; cf. Ps. lx. title and ver. 8 seq.), although the account of the slaughter is likely exaggerated. The battle took place in the valley of Salt, probably south of the Dead Sea. There are two accounts of the Edomite prince Hadad's escape to Egypt. After David died, he returned to Edom; if the story suggests he became a troublesome foe to Solomon, we know little about his actions, and if the royal trading journeys from Ezion-geber continued, Edom likely had little impact. In the early 9th century, Edom was under the rule of Jehoshaphat of Judah, and this king, along with Israel, controlled Ezion-geber (1 Kings xxii. 47 sqq.; 2 Chron. xx. 35 sqq.). However, some disaster struck the fleet, and soon after, Jehoshaphat’s son Jehoram had to deal with a revolt involving Edom and the men of Libnah (the Philistines). Around this time, Israel had conquered Moab, pushing it further south toward Edom, and the subsequent success of Moab in breaking free from Israel, along with Jehoram's unsuccessful attempt to reclaim control, suggests that Edom may have allied with Moab.5 During the reign of Adad-nirari of Assyria (812-783 BCE), Edom is noted as an independent tributary alongside Beth-Omri (Israel) and Palashtu (Philistia); the lack of any mention of Judah is confusing. Amaziah of Judah achieved a significant victory over Edom in the valley of Salt (2 Kings xiv. 7), but after his defeat by Jehoash of Israel, details become unclear. Therefore, it is uncertain whether Edom was a subject of the next major Israelite king, Jeroboam II, or whether the Assyrian references to its independent status belong to this later time. However, Uzziah, a contemporary of Jeroboam II. and one of the most effective kings of Judah, defeated Edom and its natural allies (2 Chron. xxvi. 6 sqq.), and at this point, Edomite history becomes more significant. Edom joined the major coalition of Philistia and Israel against Assyria, driving out the Judaeans who had controlled Elath.6 For the following events, see Ahaz; Hezekiah; Philistines. Assyrian inscriptions mention Kauš-melek as tributary king of Edom during the time of Tiglath-Pileser IV., Malik (?)-ram (701 B.C.), and Kauš-gabri (7th century). In the mid-7th century, both Edom and Moab faced unrest from the desert tribes, and after another period of obscurity, they joined Zedekiah of Judah's attempt to rebel against Nebuchadrezzar (Jer. xxvii. 3). In the final years before Jerusalem's fall, many Jews sought refuge in Edom (Jer. xl. 11), although other traditions present a different perspective on Edom's role during these crises.
That Edomites burned the temple after the destruction of Jerusalem (1 Esd. iv. 45, cf. v. 50) is on a line with the repeated denunciation of their “unbrotherly” conduct in later writings. Certainly the weak state of Palestine invited attacks from the outlying tribes, but the tone of certain late writings implies a preliminary period of, at least, neutrality (cf. Deut. ii. 4 sqq., xxiii. 7 seq.; the omission of Edom in xxiii. 3; Neh. xiii. 1; and in Ezra ix. 1—contrast 1 Esd. viii. 69). Subsequently Edom is execrated for revengeful attacks upon the Jews, and its speedy destruction is foretold; but the passages appear to be much later than the disaster of 587 B.C., and may even imply conditions after the restoration (Ob. 10 sqq.; Ezek. xxv. 12-14; Jer. xlix. 7; Ps. cxxxvii. 7; Lam. iv. 21 seq., v. 2 sqq.). But at length the day of reckoning came (cf. Is. xxxiv. 5; lxiii. 1-6), and the fate of Edom is still fresh in the mind of Malachi (i. 1-5).
That the Edomites burned the temple after the destruction of Jerusalem (1 Esd. iv. 45, cf. v. 50) aligns with the repeated condemnation of their “unbrotherly” behavior in later texts. Clearly, the weakened state of Palestine made it vulnerable to attacks from neighboring tribes, but the tone of certain later writings suggests that there was at least a period of neutrality beforehand (cf. Deut. ii. 4 sqq., xxiii. 7 seq.; the omission of Edom in xxiii. 3; Neh. xiii. 1; and in Ezra ix. 1—compare 1 Esd. v. 69). Later, Edom is condemned for vengeful attacks on the Jews, and its quick downfall is predicted; however, these passages seem to have been written much later than the disaster of 587 BCE, and might even reflect conditions after the restoration (Ob. 10 sqq.; Ezek. xxv. 12-14; Jer. xlix. 7; Ps. cxxxvii. 7; Lam. iv. 21 seq., v. 2 sqq.). But eventually, the day of reckoning arrived (cf. Is. xxxiv. 5; lxiii. 1-6), and the fate of Edom is still vivid in the mind of Malachi (i. 1-5).
The problem is complicated by the possibility that during the ages over which the references can range many changes of fortune could have occurred. The pressure of the Nabataeans (q.v.) forced Edom to leave its former seats and advance into the south of Judah with Hebron as the capital. This had been fully accomplished by 312 B.C., but the date of the first occupation cannot be ascertained from the literary evidence alone. Thus the district in question is Jewish in the time of Nehemiah (Neh. xi. 25-30), but it is uncertain whether the Edomite occupation was earlier (a fusion being assumed) or later, or whether the passage may be untrustworthy. Henceforth, the new home of the Edomites is consequently known as Idumaea. See, for further history, Herod; Jews.7
The issue is complicated by the chance that throughout the ages mentioned, many changes in circumstances could have taken place. The pressure from the Nabataeans (q.v.) forced Edom to leave its previous lands and move south into Judah, establishing Hebron as its capital. This change was fully realized by 312 BCE, but the exact date of the initial occupation can’t be determined solely from literary evidence. Therefore, the area in question is Jewish during Nehemiah's time (Neh. xi. 25-30), but it’s unclear if the Edomite occupation happened earlier (with a fusion assumed) or later, or if the passage might not be reliable. As a result, the Edomites’ new territory is known as Idumaea from this point on. For additional history, see Herod; Jews.7
Although but little is known of the inhabitants of Edom, their close relationship to Judah and their kinship with the surrounding tribes invest them with particular interest. The ties which united Lot (the “father” of Ammon and Moab), Ishmael, Midian and Edom (Esau) with the southern tribes Judah and Simeon, as manifested in the genealogical lists, are intelligible enough on geographical grounds alone, and the significance of this for the history of Judah and Palestine cannot be ignored. The traditions recording the separation of Lot from Abraham, of Hagar and Ishmael from Isaac, and of Esau from Jacob, although at present arranged in a descending scheme of family relationship, are the result of systematic grouping and cannot express any chronological order of events (see Genesis). Many motives have worked to bring these legends into their present form, and while they depict the character of Israel’s wilder neighbours, they represent the recurrent alternating periods of hostility and fellowship between it and Edom which mark the history. Esau (Edom) although the older, loses his superiority, and if the oracles declare that the elder shall serve the younger (Jacob, i.e. Israel), the final independence of Esau (Gen. xxv. 23, xxvii. 39 seq.), as foretold, obviously alludes to some successful Edomite revolt. As an enemy, Edom in alliance with the tribes along the trade-routes (Philistines, Moabites, &c.) was responsible for many injuries, and in frequent forays carried away Judaeans as slaves for Gaza and Tyre (Am. i. 6 seq., 9). As an ally or vassal, it was in touch with the wealth of Arabia (Ezek. xxvii. 16, read “Edom” for “Aram”), and Judah and Israel as well as Gaza and Damascus enjoyed the fruits of its commerce. In view of the evidence for the advanced culture of early Arabia, the question of Edom is extremely suggestive, and although speculation at this stage would be premature, it is interesting to observe that Edomite and allied tribes were famed for their wisdom,8 and that apart from the possibility of Arabian influence upon Israelite culture, the influence of Midian and related tribes is certain from the traditions of Moses and of his work (see Jethro; Kenites; Moses), and the Edomite district was a traditional home of Yahweh himself (Deut. xxxiii. 2; Judg. v. 4; Hab. iii. 3); see Hebrew Religion. It should be added, however, that the Edomite names and other evidence point to the cult of other gods, viz. Baal, Hadad, Malik (cf. Moloch), Kauš, or Kuš, and Kozeh (Jos. Ant. xv. 7, 9), who was probably a sky or lightning deity.
Although not much is known about the people of Edom, their close ties to Judah and their connections with neighboring tribes make them particularly intriguing. The relationships between Lot (the "father" of Ammon and Moab), Ishmael, Midian, and Edom (Esau) with the southern tribes of Judah and Simeon, as shown in the genealogical records, are quite understandable from a geographical perspective alone, and the importance of this for the history of Judah and Palestine cannot be overlooked. The stories about the separation of Lot from Abraham, Hagar and Ishmael from Isaac, and Esau from Jacob, while currently listed in a descending family relationship, result from systematic grouping and do not reflect the chronological order of events (see Genesis). Various factors have contributed to shaping these legends into their current form, and while they portray the character of Israel’s wilder neighbors, they illustrate the recurring cycles of conflict and cooperation between Israel and Edom throughout their history. Esau (Edom), although the elder brother, loses his dominance, and while the prophecies say that the elder will serve the younger (Jacob, i.e. Israel), the eventual independence of Esau (Gen. xxv. 23, xxvii. 39 seq.) clearly refers to a successful Edomite uprising. As a foe, Edom, in alliance with tribes along the trade routes (Philistines, Moabites, etc.), caused many injuries and often raided, capturing Judaeans as slaves for Gaza and Tyre (Am. i. 6 seq., 9). As an ally or subordinate, it was connected to the wealth of Arabia (Ezek. xxvii. 16, read “Edom” for “Aram”), and Judah and Israel, along with Gaza and Damascus, benefited from its trade. Considering the evidence of an advanced culture in early Arabia, the issue of Edom is highly suggestive, and although speculation at this point would be premature, it is interesting to note that Edomite and allied tribes were known for their wisdom, 8 and that aside from the possibility of Arabian influence on Israelite culture, the influence of Midian and related tribes is certain from the traditions of Moses and his work (see Jethro; Kenites; Moses), and the Edomite region was traditionally seen as a home of Yahweh himself (Deut. xxxiii. 2; Judg. v. 4; Hab. iii. 3); see Hebrew Religion. However, it should be noted that Edomite names and other evidence indicate the worship of other gods, such as Baal, Hadad, Malik (cf. Moloch), Kauš, or Kuš, and Kozeh (Jos. Ant. xv. 7, 9), who was likely a sky or lightning deity.
The names Esau and Edom are possibly old divine names; see Esau and Ency. Bib. s.v. “Obed edom” (the name appears to mean “servant of Edom”). For Kauš, see Baethgen, Beitr. z. semit. Religionsgeschichte, p. 11 seq.; G.A. Cooke, N. Sem. Inscr. p. 234; Ency. Bib. col. 2682, n. 2 and 2688 (s.v. “Kushaiah”); and Zimmern, Keilinschr. u. d. alte Test.3, pp. 472 seq. On the question of early Arabian civilization see Yemen. That the name Mizraim (Miṣraim), “Egypt,” was extended eastwards of the Delta is in itself probable, but it is still uncertain whether the term (also Ass. Muṣri) was applied to Edom. The evidence (which is of mixed value) makes the view a plausible one, but the theory has often been exaggerated (see Mizraim). For Edom see, generally, Buhl, Gesch. d. Edomiter (1893); Nöldeke’s article in Ency. Bib.; W. Libbey and F.E. Hoskins, The Jordan Valley and Petra (1905); the conjectural sketch by I. Levy in Rev. d’études juives (Jan. 1906). For the history and culture of the latest period, see J.P. Peters and Thiersch, Painted Tombs in the Necropolis of Marissa (1905), ch. i.
The names Esau and Edom might be ancient divine names; see Esau and Ency. Bib. s.v. “Obed edom” (the name seems to mean “servant of Edom”). For Kauš, see Baethgen, Beitr. z. semit. Religionsgeschichte, p. 11 seq.; G.A. Cooke, N. Sem. Inscr. p. 234; Ency. Bib. col. 2682, n. 2 and 2688 (s.v. “Kushaiah”); and Zimmern, Keilinschr. u. d. alte Test.3, pp. 472 seq. On the question of early Arabian civilization see Yemen. It is likely that the name Mizraim (Miṣraim), meaning “Egypt,” extended east of the Delta, but it’s still uncertain whether the term (also Ass. Muṣri) was used for Edom. The evidence (which varies in value) makes this view plausible, but the theory has often been overstated (see Mizraim). For general information on Edom, see Buhl, Gesch. d. Edomiter (1893); Nöldeke’s article in Ency. Bib.; W. Libbey and F.E. Hoskins, The Jordan Valley and Petra (1905); and the speculative outline by I. Levy in Rev. d’études juives (Jan. 1906). For the history and culture of the most recent period, see J.P. Peters and Thiersch, Painted Tombs in the Necropolis of Marissa (1905), ch. i.
1 See further, E. Robinson, Biblical Researches, vol. ii.; E. Hull, Mt. Seir; E.H. Palmer, Desert of the Exodus; Baedeker’s Palestine and Syria; C.W. Wilson, “Quart. Stat.” (Pal. Explor. Fund), 1899, p. 307, and G.A. Smith, Ency. Bib. col. 5162 seq.
1 For more information, see E. Robinson, Biblical Researches, vol. ii.; E. Hull, Mt. Seir; E.H. Palmer, Desert of the Exodus; Baedeker’s Palestine and Syria; C.W. Wilson, “Quart. Stat.” (Pal. Explor. Fund), 1899, p. 307, and G.A. Smith, Ency. Bib. col. 5162 seq.
2 In the old story of Sinuhit (ascribed to the 12th dyn.) the hero visits the land of Kedem, which, it was suggested, lay to the south-east or south of the Dead Sea; see, however, now A.H. Gardiner, Sitz.-Ber. of the Berlin Academy, 1907, pp. 142 sqq. The suggestion that the city Udumu, in the land of Gar, mentioned in the 15th century (Amarna Tablets, ed. Winckler, No. 237), is Edom, Gar being the Eg. Kharu (Palestine) and the O.T. Horites (see above), is extremely hazardous. That the name Aduma (above) refers to Etham (so Naville, &c.) is improbable.
2 In the ancient tale of Sinuhit (attributed to the 12th dynasty), the hero travels to the land of Kedem, which some suggest was located to the southeast or south of the Dead Sea; however, see now A.H. Gardiner, Sitz.-Ber. of the Berlin Academy, 1907, pp. 142 sqq. The idea that the city Udumu, in the land of Gar, mentioned in the 15th century (Amarna Tablets, ed. Winckler, No. 237), is Edom, with Gar being the Egyptian Kharu (Palestine) and the Old Testament Horites (see above), is very risky. The claim that the name Aduma (above) refers to Etham (as suggested by Naville, etc.) is unlikely.
3 That the Edomites preserved this tradition of Saul’s sovereignty and (from their standpoint) enrolled him among their kings (Gen. xxxvi. 37) cannot of course be proved. The account of the ferocious slaughter of the priests of Nob at Saul’s command by Doeg the Edomite is a secondary tradition and probably of late origin (1 Sam. xxi. 1-9, xxii. 6-23); cf. the hostility of Edom in exilic and post-exilic times (p. 878, col. 1).
3 The Edomites kept the tradition of Saul’s reign and, from their perspective, recognized him as one of their kings (Gen. xxxvi. 37), though this can’t be definitively proven. The story of the brutal killing of the priests of Nob at Saul’s order by Doeg the Edomite is a later tradition and likely originated much later (1 Sam. xxi. 1-9, xxii. 6-23); see the hostility of Edom during the exile and after (p. 878, col. 1).
4 1 Kings l.c., see the Septuagint and, especially, H. Winckler, Alttest. Untersuch., pp. 1-15; C.F. Burney, Kings, pp. 158 sqq.; J. Skinner, Kings, pp. 443 sqq.; Ed. Meyer, Israeliten, pp. 358 sqq.
4 1 Kings l.c., see the Septuagint and, especially, H. Winckler, Alttest. Untersuch., pp. 1-15; C.F. Burney, Kings, pp. 158 sqq.; J. Skinner, Kings, pp. 443 sqq.; Ed. Meyer, Israeliten, pp. 358 sqq.
5 On 2 Kings iii. see Jehoram; Jehoshaphat; Moab; and for the biblical traditions relating to this period see Kings (Book) and Jews: History. The chronicler’s account of Judaean successes (2 Chron. xvii. 10 seq.; xx.) and reverses (xxi. 16, xxii. 1) may rest originally upon the source from which 1 Kings xxii. 47 seq.; 2 Kings viii. 20, 22, have been abbreviated. It is hardly probable that there was enmity between Edom and Moab as 2 Kings iii. now implies, although hostile relations at other periods are likely (cf. Am. ii. 1); for Edom in Moabite territory see above on Gen. xxxvi. and “Quart. Stat.” (Pal. Explor. Fund), 1902, pp. 10 sqq.
5 In 2 Kings 3, see Jehoram; Jehoshaphat; Moab; and for the biblical traditions related to this time, see Kings (Book) and Jews: History. The chronicler’s accounts of Judaean victories (2 Chron. 17:10 and following; 20) and defeats (21:16, 22:1) may be based originally on the source from which 1 Kings 22:47 and 2 Kings 8:20, 22 have been shortened. It's unlikely that there was hostility between Edom and Moab as 2 Kings 3 suggests now, although tensions at different times are possible (cf. Amos 2:1); for Edom in Moabite territory see above on Gen. 36 and “Quart. Stat.” (Pal. Explor. Fund), 1902, pp. 10 and following.
6 2 Kings xvi. 6; on the text see the commentaries.
6 2 Kings xvi. 6; for the text, check the commentaries.
7 For the Jewish hatred of Edom in later times see the book of Enoch lxxxix. 11-12; Jubilees, xxxvii. 22 seq., and on the Talmudic custom of applying to the Romans the references to Edom or Esau, see Jewish Ency. vol. v. p. 41.
7 For the Jewish animosity towards Edom in later periods, check the book of Enoch lxxxix. 11-12; Jubilees, xxxvii. 22 and following, and for the Talmudic practice of referring to the Romans using the references to Edom or Esau, see Jewish Ency. vol. v. p. 41.
EDRED (Eadred), king of the English (d. 955), was the youngest son of Edward the Elder and his wife Eadgifu. He succeeded his brother Edmund in the year 946 and at this time received the formal submission both of the Northumbrians and Scots. In the next year Edred himself went to Tanshelf, near 951 Pontefract, in Yorkshire, where he received from Wulfstan, archbishop of York, and the Northumbrian “witan” confirmation of their submission. Shortly after they threw their pledges to the winds and took the Norwegian Eric Bloodaxe, son of Harold Fairhair (Harald Harfagar), as their king. Edred recklessly ravaged all Northumbria in revenge, burning Ripon during his march. On his return home Edred’s rearguard was attacked at Castleford, and the infuriated king once more turned to ravage Northumbria, which was only saved by its abandonment of Eric and by compensation made to Edred. Archbishop Wulfstan seems to have been a centre of disaffection in the north, and in 952 Edred caused him to be imprisoned in the castle of “Judanburh,” while in the same year the king, in revenge for the slaying of Abbot Eadelm, slew many of the citizens of Thetford. After the brief rule of Anlaf Cuaran in Northumbria, Eric was once more restored, probably in 950, only to be expelled again in 953 or 954, when Edred took the Northumbrian kingdom into his own hands. In the same year Wulfstan was liberated and appointed to the Mercian bishopric of Dorchester. Edred died on the 23rd of November 955 at Frome, in Somersetshire, and was buried in the old minster at Winchester. During the whole of his life Edred was troubled by ill-health, a fact which may help to explain some of the more passionate acts of violence attributed to him. The king was throughout his life on terms of personal intimacy with St Dunstan, and his public policy was largely guided by that prelate and by his own mother Eadgifu. So far as we know, Edred was never married.
EDRED (Eadred), king of the English (d. 955), was the youngest son of Edward the Elder and his wife Eadgifu. He took over from his brother Edmund in 946, and at that time, both the Northumbrians and Scots formally submitted to him. The following year, Edred went to Tanshelf, near 951 Pontefract in Yorkshire, where he received confirmation of their submission from Wulfstan, archbishop of York, and the Northumbrian council. Shortly after, they broke their promises and chose the Norwegian Eric Bloodaxe, son of Harold Fairhair (Harald Harfagar), to be their king. In retaliation, Edred recklessly devastated all of Northumbria, burning Ripon during his campaign. On his way back home, Edred’s rear guard was attacked at Castleford, and the furious king launched another assault on Northumbria, which was only spared when it abandoned Eric and compensated Edred. Archbishop Wulfstan seemed to be a source of unrest in the north, and in 952, Edred had him imprisoned in the castle of "Judanburh." In the same year, in retaliation for the murder of Abbot Eadelm, the king killed many citizens of Thetford. After the brief reign of Anlaf Cuaran in Northumbria, Eric was restored, likely in 950, but was expelled again in 953 or 954 when Edred took control of the Northumbrian kingdom himself. That same year, Wulfstan was released and appointed to the Mercian bishopric of Dorchester. Edred died on November 23, 955, at Frome in Somersetshire and was buried in the old minster at Winchester. Throughout his life, Edred struggled with poor health, which may explain some of the more violent actions attributed to him. The king was closely associated with St Dunstan, and his public policy was largely influenced by that bishop and by his own mother, Eadgifu. As far as we know, Edred never married.
Authorities.—The Saxon Chronicle (ed. Earle and Plummer, Oxford), sub ann.; Memorials of St Dunstan (Rolls Series, ed. Stubbs); Florence of Worcester; Birch, Cartularium Saxonicum, vol. iii., Nos. 815-834 and 860-931; D.N.B., art. sub voce.
Authorities.—The Saxon Chronicle (edited by Earle and Plummer, Oxford), under the year; Memorials of St Dunstan (Rolls Series, edited by Stubbs); Florence of Worcester; Birch, Cartularium Saxonicum, vol. iii., Nos. 815-834 and 860-931; D.N.B., article under the name.
EDRIC, or Eadric, STREONA (d. 1017), ealdorman of the Mercians, was a man of ignoble birth who was advanced to high dignity through the favour of the English king Æthelred II. In 1007 he became ealdorman of the Mercians, and subsequently married Æthelred’s daughter Eadgyth. In the struggle between the English and the Danes he appears in the character of an arch-traitor. When Æthelred in 1009 proposed a great attack on the Danes, Edric dissuaded him from carrying it into effect. Again, on the invasion of England by Canute in 1015 Edric deserted Edmund Ironside and joined him. After the battle of Otford he returned to Edmund, but only by his treachery at the battle of Assandun to secure the utter defeat of the national cause. When peace was at length made, Canute restored to Edric the earldom of Mercia; but at Christmas 1017, fearing further treachery, he had him slain—“very rightly” says the Saxon Chronicle.
EDRIC, or Eadric, STREONA (d. 1017), ealdorman of the Mercians, was a man of low birth who rose to a high position thanks to the support of the English king Æthelred II. He became the ealdorman of the Mercians in 1007 and later married Æthelred’s daughter, Eadgyth. During the conflict between the English and the Danes, he emerged as a major traitor. When Æthelred proposed a major attack on the Danes in 1009, Edric convinced him to back down. Later, when Canute invaded England in 1015, Edric betrayed Edmund Ironside and sided with him. After the battle of Otford, he pretended to return to Edmund, but his treachery at the battle of Assandun ensured the complete defeat of the national cause. When peace was finally established, Canute gave Edric back the earldom of Mercia; however, at Christmas 1017, fearing more betrayal, he had Edric killed—“very rightly,” according to the Saxon Chronicle.
EDUCATION. In the following treatment of this subject, the theory and early history of education is first dealt with, and secondly the modern organization of education as a national concern. Many definitions have been given of the word “education,” but underlying them all is the conception that it denotes an attempt on the part of the adult members of a human society to shape the development of the coming generation in accordance with its own ideals of life. It is true that the word has not infrequently been used in wider senses than this. For example, J.S. Mill included under it everything which “helps to shape the human being”; and, with some poetic licence, we speak of the education of a people or even of the whole human race. But all such usages are rhetorical extensions of the commonly accepted sense of the term, which includes, as an essential element, the idea of deliberate direction and training (Lat. educare, to bring up; educere, to draw out, lead forth). No doubt, all education is effected through the experiences of the educated, and much of it is indirect, consisting mainly in the determination of the form of experiences other than those of direct precept, compulsion and instruction. But it does not follow that all experiences are educative. Whether an experience is part of an individual’s education or not is determined by its origin. Whatever be its effect, it is educative in so far as its form has been arranged with greater or less deliberation by those who are concerned with the training of him whose experience it is. It follows that an education may be good or bad, and that its goodness or badness will be relative to the virtue, wisdom and intelligence of the educator. It is good only when it aims at the right kind of product, and when the means it adopts are well adapted to secure the intended result and are applied intelligently, consistently and persistently.
EDUCATION. This discussion begins with the theory and early history of education, followed by the modern organization of education as a national concern. Many definitions have been provided for the term “education,” but all broadly convey the idea that it reflects an effort by the adult members of society to shape the development of the next generation according to their own ideals of life. It’s true that the term has often been used in broader ways. For instance, J.S. Mill defined it as everything that “helps to shape the human being”; and somewhat poetically, we talk about the education of a people or even the entire human race. However, these usages are just rhetorical expansions of the commonly accepted meaning of the term, which fundamentally includes the idea of intentional guidance and training (Lat. educare, to bring up; educere, to draw out, lead forth). Certainly, all education occurs through the experiences of the learners, and much of it is indirect, primarily involving the shaping of experiences beyond direct teaching, coercion, and instruction. Yet, not every experience is educational. Whether an experience contributes to an individual’s education depends on its origin. Regardless of its impact, it is educational to the extent that its form has been arranged with varying degrees of intention by those responsible for the training of the person experiencing it. Consequently, education can be good or bad, and its quality will depend on the virtue, wisdom, and knowledge of the educator. It is considered good only when it aims for the right kind of outcome and when the methods used are effectively suited to achieve the intended result, applied thoughtfully, consistently, and persistently.
Education is, thus, a definitely personal work, and will vary between wide extremes of effectiveness and worth in any given society. For in all times and places there are wide differences in virtue, wisdom and capacity among those who have in their hands the care and nurture of the young. But the inference that, therefore, no comparative estimate of the education of different times and places can be made would be fallacious. For, despite all differences in conception and efficiency among individual educators, each expresses, more or less perfectly and clearly, the common conception and energy of his age and country. As these rise or fall the general level of the actual educative practice rises or sinks with them. The first essential for successful educative effort is, then, that the community as a whole should have a true estimate of the nature and value of education.
Education is, therefore, a highly personal endeavor, and it can range widely in effectiveness and value in any society. Throughout history, there have been significant differences in virtue, wisdom, and ability among those responsible for the care and nurturing of young people. However, the idea that we can't make any comparisons about education in different times and places would be misleading. Despite the varying beliefs and effectiveness among individual educators, each one reflects, to some extent, the common values and energy of their time and culture. As these values change, the overall quality of educational practices rises or falls accordingly. The key to successful educational efforts is that the community as a whole should have an accurate understanding of the nature and importance of education.
I. Educational Theory
I. Educational Theory
In any comparative estimate of different places and times, as tested by the standard just given, it must be borne in mind that, except in the most general and abstract form, we cannot speak of an ideally best education. Looking at the individual to be educated, we may say with Plato that the aim of education is “to develop in the body and in the soul all the beauty and all the perfection of which they are capable,” but this leaves quite undecided the nature and form of that beauty and perfection, and on such points there has never been universal agreement at any one time, while successive ages have shown marked differences of estimate. We get nearer to the point when we reflect that individual beauty and perfection are shown, and only shown, in actual life, and that such life has to be lived under definite conditions of time, place, culture, religion, national aspirations and mastery over material conditions. Perfection of life, then, in the Athens of the age of Plato would show a very different form from that which it would take in the London or Paris of to-day. So an individualistic statement of the purpose of education leads on analysis to considerations that are not, in themselves, individualistic. The personal life is throughout a relation between individual promptings to activity and the environment in which alone such promptings can, by being actualized, become part of life. And the perfection of the life is to be sought in the perfection of the relations thus established. So far, then, as any conception of education can give guidance to the actual process it must be relative in every way to the state of development of the society in which it is given. Indeed, looked at in the mass, education may be said to be the efforts made by the community to impose its culture upon the growing generation. Here again is room for difference. The culture in question may be accepted as absolute at least in its essentials, and then the ideal of education will be to secure its stability and perpetuation, or it may be regarded as a stage in a process of development, and then the ideal will be to facilitate the advance of the next generation beyond the point reached by the present. So some ages will show a relatively fixed conception of the educative process, others will be times of unrest and change in this as in other modes of social and intellectual life.
In any comparison of different places and times, as judged by the standard just mentioned, we need to remember that, except in the most general and abstract sense, we can’t really talk about an ideally best education. When we consider the individual who is being educated, we might agree with Plato that the goal of education is “to develop in the body and in the soul all the beauty and all the perfection they are capable of,” but this doesn't clarify what that beauty and perfection actually look like, and there has never been universal agreement on these points at any given time. Different eras have shown significant differences in how they value education. We get closer to the point when we realize that individual beauty and perfection are only demonstrated in real life, and that life has to be lived under specific conditions of time, place, culture, religion, national goals, and control over material circumstances. The idea of a perfect life in Athens during Plato's time would look very different from what it would appear in today's London or Paris. Therefore, an individualistic view of the purpose of education ultimately leads to considerations that aren't purely individualistic. Personal life is always a relationship between individual motivations for action and the environment where those motivations can be actualized and become part of life. The perfection of life should be sought in the perfection of the relationships that are formed. Thus, any understanding of education that can guide actual practice must relate to the level of development of the society in which it occurs. In fact, when viewed collectively, education can be seen as the community's efforts to instill its culture in the younger generation. Again, there’s room for variance here. The culture in question might be seen as absolute, at least in its essentials, leading to the educational ideal of ensuring its stability and continuation, or it might be seen as a stage in a process of development, with the ideal being to help the next generation move beyond the current point. Some eras will present a relatively fixed idea of the educational process, while others will be times of upheaval and change, just like other aspects of social and intellectual life.
It is in these latter times that the actual work of education is apt to lose touch with the culture of the community. For schools (q.v.) and universities (q.v.), which are the ordinary channels through which adult culture reaches the young, are naturally conservative and bound by tradition. They are slow to leave the old paths which have hitherto led to the desired goal, and to enter on new and untried ways. If the opposition to change is absolute, there must come a time when the instruments of education are out of true relation to the desired end. For change in culture ideals means change in the specific form of the goal of education, and consequently the paths of educative effort need readjustment. When the goal of the past is no longer the goal of the present, to follow the ways which led to 952 the former is to fail to reach the latter. Continuous readjustment, by small and almost imperceptible degrees, is the ideal at which the educator should aim. When this is not secured, the educational domain is liable to sudden and violent revolutions which are destructive of successful educative effort at the time they occur, however beneficial their results may be in the future.
In recent times, the actual work of education tends to disconnect from the culture of the community. Schools (q.v.) and universities (q.v.), which are the main pathways for adult culture to reach the young, are naturally conservative and tied to tradition. They are slow to abandon the old methods that have previously led to the intended goal and hesitant to explore new, untested approaches. If the resistance to change is complete, there will come a time when educational tools no longer align with the intended outcomes. This shift in cultural ideals signifies a change in the specific goals of education, meaning that educational efforts need to be adjusted. When the goals of the past are no longer relevant today, sticking to the old ways will prevent us from achieving the new ones. Continuous, gradual adjustments are what educators should strive for. When this doesn't happen, the educational landscape is at risk of sudden and drastic upheavals that can disrupt effective teaching at that moment, even if their outcomes might be beneficial in the long run.
But the relation of adjustment is not entirely one-sided. The tone of thought and feeling and the direction of will induced by education necessarily affect the common ideals of the next generation, and may make them better or worse than those of the present. Hence, the educator must not blindly accept all current views of life, but rather select the highest. For the average thought of every community is obviously below its best thought; and may, in some points at any rate, be lower than the best thought of a past age. While, then, all true education must be in direct relation with the culture of its age and country, yet, especially on the ethical side, it should aim at transcending the average thought and tone.
But the relationship of adjustment isn't completely one-sided. The tone of thought, feeling, and the direction of will shaped by education inevitably influence the common ideals of the next generation, potentially making them better or worse than those of today. Therefore, educators shouldn't just accept all current views on life; they should choose the best ones. It's clear that the average thoughts of any community are usually below its best ideas and might even be lower than the best thoughts from a previous era. Thus, while all genuine education must connect with the culture of its time and place, especially on ethical matters, it should strive to rise above the average thoughts and attitudes.
Still more does this imply that education strives to transcend the present condition of the educated by making their life more rational, more volitional, and more attracted by goodness and beauty than it would otherwise be. It can never be a passive watching of the child’s development. No more fundamental error can be made than the assumption that education can be determined wholly, or even mainly, by the tendencies and impulses with which a child is endowed. Its real guiding principle must be a conception of the nature to which the child may attain, not a knowledge of that with which it starts. The educator studies the original endowment of the child and the early stages in the development of that innate nature in order that he may, wisely and successfully, employ appropriate means to direct further development and to accelerate its progress towards a more rational, complete and worthy life; not that he may the more skilfully give facilities to the child to drift about on the unregulated currents of caprice.
This also suggests that education aims to go beyond the current state of the educated by making their lives more logical, more purposeful, and more drawn to goodness and beauty than they would otherwise be. It can never be a passive observation of a child’s growth. The biggest mistake one can make is believing that education can be fully, or even mostly, determined by a child's natural tendencies and impulses. Its true guiding principle must be a vision of the potential a child can achieve, not just an understanding of where they start. The educator examines the child's innate abilities and the early stages of that natural development, so they can wisely and effectively use the right methods to guide further growth and speed up progress toward a more logical, complete, and meaningful life; not just to skillfully allow the child to float aimlessly on the unregulated waves of whims.
Such considerations show the importance of an insight into the theory of education on the part of all who are practically concerned with its direction. But the theory required is no system of abstract ideas ignoring the real concrete conditions of the life for which the actual education it is to guide is a preparation. To approach the subject only from the standpoint of the mental sciences which underlie it is to run the risk of setting up such a body of abstractions, whose relation to real life is neither very close nor very direct. The most profitable way of developing an educational theory for the present is to trace how in the past education has consciously adapted itself, more or less truly and fully, to the conditions of culture and social life; and by analysis to discover the reasons for comparative success or failure in the degree of clearness with which the end to be sought was apprehended and the nature of the children to be trained was understood.
Such considerations highlight the importance of having insight into educational theory for everyone involved in its implementation. However, the theory needed isn't just a set of abstract ideas that ignores the real-life conditions for which education is meant to prepare. Approaching the topic solely from the perspective of the underlying mental sciences risks creating a group of abstractions that don't closely or directly relate to real life. The best way to develop an educational theory for today is to look at how education in the past has consciously adapted, more or less accurately and completely, to the conditions of culture and social life. By analyzing this, we can uncover the reasons behind the varying levels of success or failure based on how clearly the desired outcomes were understood and how well the needs of the children being educated were recognized.
In all ages the claims of the individual and those of the community have struggled for the mastery as the ultimate principles of life. As one or the other has prevailed the conception of education has emphasized social service or individual success as the primary end. The true harmony of human life will only be attained when these two impulses, contradictory on their own level, are united in a higher synthesis which sees each as the complement of the other in a life whose purpose is neither simple egoism nor pure altruism. Until that conception of life is attained and held generally there can be no sure and universally accepted conception of the aim and function of education. Much of the interest of the history of education1 turns on the relation of these two principles as determinants of its aim.
Throughout history, the rights of the individual and the needs of the community have competed for dominance as the fundamental principles of life. When one has gained prominence, the view of education has leaned towards either social service or personal achievement as the main goal. True balance in human life will only be reached when these two conflicting drives, which are at odds with each other individually, come together in a higher unity that recognizes each as essential to the other in a life focused on neither simple self-interest nor complete selflessness. Until we reach and widely accept that understanding of life, there can't be a clear and universally recognized understanding of the purpose and role of education. Much of the significance in the history of education1 revolves around the relationship between these two principles as they shape its goals.
In ancient Greece the supremacy of the state was generally unquestioned, and, especially in the earlier times, the good man was identified with the good citizen. No doubt, in later days philosophers, such as Plato and Aristotle, Old Greek education. saw clearly that the round of the duties of citizenship did not exhaust the life of the individual. With them the highest life was one of cultured leisure in which the energies were mainly concentrated on the pursuit of knowledge for its own sake. But this “diagogic” life was only for the select few; for the undistinguished many the fulfilment by each of the duties of his station remained the measure of worthy life, though such duties were regarded as affecting the individual and private relations of the citizens in a much more intimate way than in former and ruder ages. And for those who devoted their lives to the highest culture, the essential preliminary condition was the existence of such a state as would form the most favourable environment for their pursuits and the most stable foundation for their leisured life. Thus Greek thought was saturated with the conception of life as essentially a set of relations between the individual and the city-state of which he formed an integral part. The first aim of education was therefore to train the young as citizens.
In ancient Greece, the dominance of the state was mostly accepted, and especially in earlier times, a good person was seen as a good citizen. However, later on, philosophers like Plato and Aristotle recognized that the responsibilities of citizenship didn't encompass the entire life of an individual. For them, the highest form of life was one centered around cultured leisure where the focus was primarily on the pursuit of knowledge for its own sake. But this "diagogic" life was only available to a select few; for the ordinary masses, fulfilling the responsibilities of their roles remained the measure of a worthy life, although these duties were viewed as having a much more personal impact on the individual and private relationships of citizens than in earlier, simpler times. For those who dedicated their lives to the highest culture, a crucial prerequisite was the existence of a state that would create the most favorable environment for their interests and the most stable foundation for their leisurely lives. Consequently, Greek thought was deeply rooted in the idea of life as fundamentally a series of relationships between the individual and the city-state of which they were an integral part. Thus, the primary goal of education was to prepare the young as citizens.
This training must, of necessity, be of a specific kind; for, like other small communities, the Greek city-states showed a life fundamentally one in conception, under various specific forms. Each state had its special character, and to this character the education given in it must conform if it were to be an effective instrument for training the citizens. From these fundamental conceptions flowed the demands of Plato and Aristotle that education should be regulated in all its details by the state authority, should be compulsory on all free citizens, and should be uniform—at any rate in its earlier stages—for all. In the Republic and the Laws, Plato shows to what extreme lengths theory may go when it neglects to take account of some of the most pertinent facts of life. For the guardian-citizens of the ideal state family life and family ties are abolished; no lower community is to be allowed to enter into competition with the state. Aristotle, indeed, did not go to these extreme lengths; he allowed the family to remain, but he seems to have regarded it as likely to affect children more for evil than for good.
This training needs to be of a specific type; because, like other small communities, the Greek city-states had a fundamentally similar way of life, expressed through different specific forms. Each state had its unique character, and the education provided there had to align with this character if it was going to effectively train the citizens. From these basic ideas came Plato and Aristotle's demands that education should be regulated in all its details by state authority, should be mandatory for all free citizens, and should be uniform—at least in its early stages—for everyone. In the Republic and the Laws, Plato illustrates how far theory can go when it overlooks some of life's most relevant facts. For the guardian-citizens of the ideal state, family life and family connections are eliminated; no smaller community is allowed to compete with the state. Aristotle, however, did not take things to those extremes; he allowed families to exist, but he seemed to think they were more likely to negatively impact children than positively.
In the essential principles laid down by both philosophers as to the relation of the state to education, and in the corollaries they drew from that relation, they were not at variance with the accepted Greek theory on the subject. It is true that the actual practice of Greek states departed, and often widely, from this ideal, for, especially in later centuries, the Greek always tended to live his own life. The nearest approach to the theory was found in Sparta, where the end of the state as a military organization was kept steadily in view, and where, after early childhood, the young citizens were trained directly by the state in a kind of barrack life—the boys to become warriors, the girls the mothers of warriors. It was this feature of Spartan education, together with the rude simplicity of life it enforced, which attracted Plato, and, to a less extent, Aristotle. In Athens there had of old been state laws insisting on the attendance of the children of the free citizens at school, and, in some degree, regulating the schools themselves. But at the time of Plato these had fallen into desuetude, and the state directly concerned itself only with the training of the ephebi, for which, we learn from Aristotle’s Constitution of Athens, somewhat elaborate provisions were made by the appointment of officers, and the regulation of both intellectual and physical pursuits. For children and youths under the ephebic age there was no practical regulation of schools or palaestra by the state. Yet there is no doubt that the education really given was in conformity with Athenian ideals of culture and life, and that it was generally received by the children of free citizens, though of course the sons of the wealthy, then as now, could and did continue their attendance at school to a later age than their poorer brethren. The education of girls was essentially a domestic training. What Plato and Aristotle, with the theorist’s love of official systematic regulation, regarded as the greatest defect of Athenian education was in reality its strongest point. In practice, the harmony between individual liberty and social claims was much more nearly attained under a system of free working out of common thoughts and ideals than would have been the case under one of the irresistible imposition from without of a rigid mould.
In the core principles put forward by both philosophers regarding the state's role in education, as well as the implications they derived from that relationship, they aligned with the established Greek theory on the matter. It's true that the actual practices of Greek states often diverged significantly from this ideal, especially in later centuries, as Greeks tended to prioritize personal freedom. The closest alignment with the theory was found in Sparta, where the state's purpose as a military organization was always prioritized, and, after early childhood, young citizens were trained directly by the state in a barrack lifestyle—the boys to become soldiers, and the girls to become mothers of soldiers. This aspect of Spartan education, along with the stark simplicity of life it imposed, fascinated Plato and, to a lesser extent, Aristotle. In Athens, there had previously been state laws mandating school attendance for the children of free citizens, which also somewhat regulated the schools themselves. However, by Plato's time, these laws had fallen out of use, and the state focused mainly on training the ephebi, for which, as noted in Aristotle’s Constitution of Athens, fairly detailed provisions were established through the appointment of officials and by regulating both intellectual and physical activities. For children and youths younger than the ephebic age, there was no effective regulation of schools or training facilities by the state. Still, it's clear that the education provided generally aligned with Athenian cultural and lifestyle ideals, and it was mostly received by the children of free citizens, although the sons of wealthy families, as always, could and did stay in school longer than their less affluent peers. The education of girls primarily focused on domestic training. What Plato and Aristotle regarded as the biggest flaw in Athenian education, with their desire for systematic regulation, was actually its greatest strength. In practice, the balance between individual freedom and social obligations was better achieved through a system that allowed for a free exploration of shared thoughts and ideals rather than through the strict enforcement of a rigid structure from the outside.
The instruments of education everywhere found to be in 953 harmony with the Greek conception of life and culture were essentially twofold,—“music” (μουσική), or literary and artistic culture, for the mind, and systematic gymnastic (γυμναστική) for the body. Plato, in the Republic, shows that the latter, as well as the former, affects the character, and doubtless, though not formulated, this was generally more or less vaguely felt. But Greek gymnastic was really an individual training, and therefore made only indirectly for the aim of cultivating the social bonds of citizenship. Ancient Greece had nothing corresponding in value in this respect to the organized games which form so important a feature in the school life of modern England. The “musical” training was essentially in the national literature and music of Greece, and this could obviously be carried to very different lengths. The elements of mathematical science were also commonly taught. The essential purpose throughout was the development of the character of a loyal citizen of Athens. As Athenian culture advanced, increasing attention was paid to diagogic studies, especially in the ephebic age, with a corresponding decrease of attention to merely physical pursuits; hence the complaints of such satirists as Aristophanes of a growing luxury, effeminacy and corruption of youths: complaints apparently based on a comparison of the worst features of the actual present with an idealized and imaginative picture of the virtues of the past. Such comparison is, indeed, implicit in much of Plato and Aristotle as well as in Aristophanes.
The tools for education found everywhere that aligned with the Greek idea of life and culture were basically twofold: “music” (music), meaning literary and artistic culture for the mind, and organized gymnastics (exercise) for the body. Plato, in the Republic, illustrates how both types influence character, and this connection, although not formally stated, was likely felt by many. However, Greek gymnastics was primarily individual training, which indirectly contributed to bonding citizens. Ancient Greece didn't have anything that matched the value of the organized games that are a significant aspect of school life in modern England. The “musical” education focused on the national literature and music of Greece, which could obviously vary in depth. Elements of mathematical science were also typically taught. The main goal was to develop the character of a devoted citizen of Athens. As Athenian culture progressed, more focus was given to educational studies, especially during the transition to adulthood, while interest in purely physical activities decreased. This led to complaints from satirists like Aristophanes about growing luxury, softness, and corruption among the youth—complaints that seem to stem from comparing the worst aspects of the present with an idealized view of the past's virtues. This kind of comparison is indeed present in much of the works of Plato, Aristotle, and Aristophanes.
But a disintegrating force was already at work in the educational system of Greece which Plato and Aristotle vainly opposed. This was the rhetorical training of the Sophists, the narrowly practical and individualistic aim of which was entirely out of harmony with the older Greek ideals of life and culture. In a democratic city-state the orator easily became a demagogue, and generally oratory was the readiest path to influence and power. Thus oratory opened the way to personal ambition, and young men who were moved by that passion eagerly attended the Sophist schools where their dominant motive was strengthened.
But there was already a breaking-down force at work in the educational system of Greece that Plato and Aristotle struggled against. This was the rhetorical training of the Sophists, which had a narrowly practical and individualistic focus that was completely out of sync with the traditional Greek ideals of life and culture. In a democratic city-state, orators could quickly become demagogues, and generally, oratory was the easiest route to influence and power. Thus, oratory paved the way for personal ambition, and young men driven by that desire eagerly attended the Sophist schools, where their main motivation was reinforced.
Further, the closer relations between the Greek states, both in nearer and farther Hellas, led naturally to the diminution of differences between civic ideals, and, as a consequence, to a more cosmopolitan conception of higher education. This process was completed by the loss of political independence of the city-states under the Macedonian domination. Henceforth, higher education became purely intellectual, and its relation to political and social life increasingly remote. This, combined with the growing rhetorical tendency already noticed, accounts for the sterility of Greek thought during the succeeding centuries. The means of higher education were, indeed, more fully organized. The university of Athens was the outcome of a fusion of the private philosophical schools with the state organization for the training of the ephebi, and there were other such centres of higher culture, especially in after years at Alexandria, where the contact of Greek thought with the religions and philosophies of Egypt and the East gave birth in time to the more or less mystical philosophies which culminated in Neo-platonism. But at Athens itself thought became more and more sterile, and education more and more a mere training in unreal rhetoric, till the dissolution of the university by Justinian in A.D. 529.
Furthermore, the closer relationships between the Greek states, both in nearby and distant regions of Hellas, naturally led to a reduction in differences between civic ideals, resulting in a more cosmopolitan view of higher education. This shift was completed by the loss of political independence of the city-states under Macedonian rule. From then on, higher education became purely intellectual, and its connection to political and social life grew increasingly distant. This, along with the rising rhetorical trend previously noted, explains the decline of Greek thought in the following centuries. The means of higher education were, in fact, better organized. The University of Athens emerged from the combination of private philosophical schools with the state system for training youth, and there were other centers of higher culture, especially later in Alexandria, where the interaction of Greek thought with the religions and philosophies of Egypt and the East eventually led to the somewhat mystical philosophies that culminated in Neo-Platonism. However, at Athens itself, intellectual pursuits became more and more unproductive, and education increasingly turned into mere training in unrealistic rhetoric, until Justinian dissolved the university in A.D. 529.
Thus when Rome conquered Greece, Greek education had lost that reality which is drawn from intimate relation to civic life, and the fashionable individualistic schools of philosophy could do nothing to replace the loss. It was, then, an Old Roman education. education which had largely lost its life-springs that was transferred to Rome. In the earlier centuries of the republic, Roman education was given entirely in family and public life. The father had unlimited power over his son’s life, and was open to public censure if he failed to train him in the ordinary moral, civic and religious duties. But it is doubtful if there were any schools (q.v.), and it is certain there was no national literature to furnish an instrument of culture. A Roman boy learnt to reverence the gods, to read, to bear himself well in manly exercises, and to know enough of the laws of his country to regulate his conduct. This last he acquired directly by hearing his father decide the cases of his clients every morning in his hall. The rules of courtesy he learnt similarly by accompanying his father to the social gatherings to which he was invited. Thus early Roman education was essentially practical, civic and moral, but its intellectual outlook was extremely narrow.
So when Rome took over Greece, Greek education had lost its connection to everyday civic life, and the trendy individualistic philosophy schools couldn’t fill that gap. What was taken to Rome was an education that had largely lost its vital sources. In the early years of the republic, education in Rome was entirely based in family and community life. The father had complete authority over his son's life and faced public criticism if he didn't teach him the usual moral, civic, and religious responsibilities. However, it’s questionable if there were any schools (q.v.), and it’s clear there was no national literature to provide a means of cultural education. A Roman boy learned to honor the gods, read, handle himself well in physical activities, and understand enough of his country’s laws to guide his behavior. He learned about the laws directly by listening to his father resolve cases for his clients each morning in his hall. He picked up etiquette similarly by joining his father at the social events they were invited to. Thus, early Roman education was mainly practical, civic, and moral, but it had a very limited intellectual perspective.
When a wider culture was imported from Greece it was, however, the form rather than the spirit of true Hellenic education that was transferred. This was, indeed, to some extent inevitable from the decadent state of Greek Hellenized Roman education. education at the time, but it was accentuated by the essentially practical character of the Roman mind. The instrument of education first introduced was Greek literature, much of which was soon translated into Latin. In time the schools of the grammatici, teaching grammar and literature, were supplemented by schools of rhetoric and philosophy, though the philosophy taught in them was itself little more than rhetorical declamation. These furnished the means of higher culture for those youths who did not study at Alexandria or Athens, and were also preparatory to studies at those universities. Under the Empire the rhetorical schools were gradually organized into a state system, the general principles of administration being laid down by imperial decree, and even such details as the appointment and rate of payment of the professors, at first left to the municipalities, being in time assumed by the central government. There is no evidence of any state regulation or support of the lower schools. This widening of culture affected both boys and girls, the domestic education of the latter being supplemented by a study of literature. But it is the higher training in rhetoric which is especially characteristic of Hellenized Roman education.
When a broader culture was brought in from Greece, it was mainly the form, not the true essence, of Hellenic education that was transferred. This was somewhat unavoidable due to the decline of Greek education at the time, but it was made worse by the practical nature of the Roman mindset. The first educational tool introduced was Greek literature, much of which was soon translated into Latin. Over time, the schools of the grammatici, which taught grammar and literature, were joined by schools of rhetoric and philosophy, although the philosophy taught there was mostly just rhetorical public speaking. These institutions provided higher education for young people who didn’t study in Alexandria or Athens and also served as a groundwork for studies at those universities. Under the Empire, the rhetorical schools were gradually organized into a state system, with general administrative principles established by imperial decree. Even details like appointing professors and their pay, which were initially left to local governments, eventually came under central government control. There’s no evidence of any state oversight or support for lower schools. This expansion of culture impacted both boys and girls, with the latter's domestic education being complemented by literature studies. However, it is the advanced training in rhetoric that is particularly notable in Hellenized Roman education.
The conception of a rhetorical culture is seen at its best in Quintilian’s Institutio oratoria, the most systematic treatise on education produced by the ancient world. With Quintilian the ideal of an orator was a widely cultured, wise and honourable man. And at first the teaching of rhetoric undoubtedly made for higher and true culture. But with the autocracy, soon passing into tyranny, of the empire, rhetoric ceased to be a preparation for real life. The true function of oratory is to persuade a free people. When it cannot be applied to this purpose it becomes little more than a means of intellectual frivolity, or, at the best, an exhibition of cultured ingenuity. Under the empire a rhetorical training was, indeed, turned in not a few instances to practical but most unworthy uses by the delators; a result made possible by the legal system which rewarded delation with a considerable portion of the estate of the condemned. Even apart from this, the education in rhetoric had an increasingly evil effect both on the culture and on the character of the higher classes in the Roman empire. Out of real connexion with life as it was, it sought its subjects in the realms of the fanciful and the trivial, and with unreality of topic went of necessity deterioration of style. The vivid presentment of living thought gave way to that inflated and bombastic abuse of meretricious ornament and far-fetched metaphor in which human speech is always involved when it sets forth ideas, or shadows of ideas, which grow out of no conviction in the speaker and are expected to carry no conviction to the hearer. Imitation of the form of great models, without the substance of thought which underlay them, led to a general unreality and essential falseness of mental life. Further, the continual gazing with admiration on the productions of the past, and the conception of excellence as consisting in closeness of imitation, induced a servile attitude of mind towards authority in all too close agreement with the political servility which marked the Roman court. Such an attitude was essentially hostile to mental initiative, and thus rhetoric became not merely an art of expression but a type of character.
The idea of a rhetorical culture is best illustrated in Quintilian’s Institutio oratoria, the most comprehensive guide to education from the ancient world. For Quintilian, the ideal orator was a well-educated, wise, and honorable person. Initially, the study of rhetoric genuinely contributed to a higher, true culture. However, with the rise of autocracy and soon after tyranny in the empire, rhetoric stopped being a preparation for real-life situations. The true purpose of oratory is to persuade a free people. When it can't achieve this, it boils down to little more than intellectual showmanship or, at best, a display of cultured creativity. During the empire, rhetorical training was often misused for questionable purposes by the informants (delators); this was facilitated by a legal system that rewarded them with a substantial portion of the condemned person's estate. Moreover, even aside from this, education in rhetoric increasingly had a negative impact on both the culture and character of the upper classes in the Roman Empire. Detached from real life, it turned to subjects that were fanciful and trivial, resulting in a decline in style that matched the unreality of its topics. The vivid expression of genuine thought was replaced by an inflated, bombastic style filled with flashy ornamentation and convoluted metaphors. Human communication inevitably suffers when it presents ideas—or mere shadows of ideas—that lack conviction in the speaker and are unlikely to resonate with the audience. Mimicking the form of great models without the underlying substance of thought led to a general atmosphere of unreality and fundamental dishonesty in mental life. Additionally, the constant admiration for past works, with the notion of excellence defined by how closely one could imitate them, fostered a submissive mentality toward authority, mirroring the political servility prevalent in the Roman court. This mindset was fundamentally hostile to intellectual initiative, and rhetoric thus transformed into not just an art of expression but a reflection of character.
Nor was there anything in the general conditions of society to counterbalance the ill effects of school and university education. Quintilian lamented that, even in his time, the old Roman family education by example was corrupted; and the moral degradation of later times, though it has doubtless been exaggerated, was certainly real and widespread. Nor does the 954 religious revival of Paganism which synchronized with the early centuries of Christianity appear to have effected any reform in life. Alexandria, the birthplace of Neo-platonism and the intellectual centre of the later empire, was also a very sink of moral obliquity.
Nor was there anything in the overall state of society to balance out the negative impacts of school and university education. Quintilian pointed out that, even back then, traditional Roman family education through example was failing; and while the moral decline of later times has certainly been exaggerated, it was undeniably real and widespread. Additionally, the 954 religious revival of Paganism that coincided with the early centuries of Christianity didn't seem to bring about any positive changes in people's lives. Alexandria, the birthplace of Neo-platonism and the intellectual hub of the later empire, was also a major center of moral corruption.
It was into such a decaying civilization, which by its want of vitality sterilized education, oppressing it under the weight of a dead tradition, that Christianity brought new life. Of course, careful instruction in the Faith was given Christianity and Pagan education. in catechetical schools, of which that at Alexandria was the most famous. But the question as to the attitude of Christians towards the ordinary classical culture was important. On the one hand, literature was saturated with Paganism, and the Pagan festivals formed a regular part of school life. On the other hand, the Pagan education offered the only means of higher culture, and thus furnished the only weapon with which Christians could successfully meet their controversial antagonists. Quite at first, no doubt, when the converts to the new faith were few and obscure, the question scarcely arose; but as men of culture and position were attracted to the Church it became urgent. The answers given by the Christian leaders were various, and largely the outcome of temperament and previous training. The Greek Fathers, especially Clement of Alexandria (150-217) and Origen (185-253), regarded Christianity as essentially the culmination of philosophy, to which the way must be found through liberal culture. Without a liberal education the Christian could live a life of faith and obedience but could not attain an intellectual understanding of the mysteries of the Faith. On the other hand, Tertullian (160-240) was very suspicious of Pagan culture; though he granted the necessity of employing it as a means of education, yet he did so with regret, and would forbid Christians to teach it in the public schools, where some recognition of Paganism would be implied. The general practice of the Christians, however, did not conform to Tertullian’s exhortations. Indeed, many of the cultivated Christians of the 3rd and 4th centuries were little more than nominal adherents to the Faith, and the intercourse between Christian and Pagan was often close and friendly. The general attitude of Christians towards the traditional education is evidenced by the protest raised against the edict of Julian, which forbade them to teach in the public schools. The ultimate outcome seems to be fairly expressed in the writings of St Augustine (354-430) and St Jerome (346-420), who held that literary and rhetorical culture is good so long as it is kept subservient to the Christian life.
It was into such a declining civilization, which lacked vitality and hindered education under the weight of a lifeless tradition, that Christianity introduced new life. Naturally, thorough instruction in the Faith was provided in catechetical schools, with the one in Alexandria being the most renowned. However, the question of how Christians viewed regular classical culture was significant. On one hand, literature was filled with Paganism, and Pagan festivals were a standard part of school life. On the other hand, Pagan education presented the only path to advanced culture, supplying the only tool Christians had to effectively engage with their opponents in debate. Initially, when converts to the new faith were few and unremarkable, this issue hardly came up; but as educated individuals of stature began to join the Church, it became critical. The responses from Christian leaders varied widely, largely influenced by their individual temperaments and past experiences. The Greek Fathers, especially Clement of Alexandria (150-217) and Origen (185-253), viewed Christianity as the ultimate expression of philosophy, suggesting that the path to it should be through liberal education. Without a liberal education, a Christian could live a life grounded in faith and obedience but wouldn't achieve an intellectual grasp of the Faith’s mysteries. Conversely, Tertullian (160-240) was quite wary of Pagan culture; although he acknowledged the need to use it for educational purposes, he did so reluctantly, advocating that Christians should not teach it in public schools where acknowledgment of Paganism might be implied. However, the general practice of Christians did not align with Tertullian’s recommendations. In fact, many educated Christians of the 3rd and 4th centuries were barely more than nominal followers of the Faith, and interactions between Christians and Pagans were often close and amicable. The overall stance of Christians toward traditional education is reflected in their protest against Julian’s edict, which prohibited them from teaching in public schools. The eventual consensus seems to be well articulated in the writings of St. Augustine (354-430) and St. Jerome (346-420), who believed that literary and rhetorical culture is beneficial as long as it remains subordinate to the Christian life.
In another way Greek philosophy exercised an abiding influence over the culture of future ages. The early centuries of Christianity felt the need of formulating the Faith to preserve it from disintegration into a mass of fluid opinions, and such formulation was of necessity made under the influence of the philosophy in which the early Fathers had been trained—that Neo-platonism which was the last effort of Paganism to attain a conception of life and of God. In the West, this formulation had to be translated into Latin, for Greek was no longer generally understood in Italy, and thus the juristic trend of Roman thought also became a factor in the exposition of Christian doctrine. This formulation of the Faith was one of the chief legacies the transition centuries passed on to the middle ages.
In another way, Greek philosophy had a lasting impact on the culture of future ages. The early centuries of Christianity recognized the need to define the Faith to prevent it from breaking down into a collection of shifting opinions, and this definition had to be shaped by the philosophy that the early Fathers had been educated in—that Neo-Platonism, which was the final attempt of Paganism to reach a deeper understanding of life and God. In the West, this definition needed to be translated into Latin since Greek was no longer widely understood in Italy, and so the legal perspective of Roman thought also influenced the explanation of Christian doctrine. This definition of the Faith was one of the main legacies that the transitional centuries handed down to the Middle Ages.
Had classical culture been less formal than it was during the early centuries of Christianity, the innate antagonism of the Pagan and Christian views of life and character must have been so apparent that the education which prepared for the one could not have been accepted by the other. It was only because rhetorical culture was so emphatically intellectual, and so little, if at all, moral in its aims, that its inherent opposition to the Christian conception of character was not obvious. That its antagonistic influence was not inoperative is shown by the not infrequent perversions of cultured Christians to Paganism. But generally the opposition was so obscured that the ethical writings of St Ambrose (340-397) are largely Stoic in conception and reasoning. Yet the Pagan ideal of life, especially as it had been developed in the individualistic ethics which had prevailed for more than six centuries, was antithetical in essence to that of the Christian Church. The former was essentially an ethics of self-reliance and self-control showing itself in moderation and proportion in all expressions of life. An essential feature in such a character was high-mindedness and a self-respect which was of the nature of pride. On the contrary, Christian teaching exalted humility as one of the highest virtues, and regarded pride and self-confidence as the deadliest of sins. It recognized no doctrine of limitation; what was to be condemned could not be abhorred too violently, nor could what was good be too strongly desired or too ardently sought. The highest state attainable by man was absorption in loving ecstasy in the mystic contemplation of God. The practical attempt to realize this gave rise to monasticism, with its minutely regulated life expressing unlimited obedience and the renunciation of private will at every moment. The monastic life was regarded as the nearest approach to the ideal which a Christian could make on earth. Naturally, as this conception gathered strength in generations nurtured in it, the value of classical culture became less and less apparent, and by the time of St Gregory the Great (d. 604) the use of classical literature except as means of an education having quite another end than classical culture was discouraged.
Had classical culture been less formal than it was during the early centuries of Christianity, the fundamental conflict between the Pagan and Christian views of life and character would have been so clear that the education suited for one couldn’t have been accepted by the other. It was only because rhetorical culture was so heavily focused on intellectual pursuits and had little, if any, moral objectives, that its inherent opposition to the Christian idea of character wasn’t obvious. The fact that its antagonistic influence was still present is shown by the occasional shifts of educated Christians back to Paganism. However, generally, the opposition was so obscured that the ethical writings of St. Ambrose (340-397) are largely Stoic in their ideas and reasoning. Yet the Pagan ideal of life, especially as it had developed in the individualistic ethics that had dominated for more than six centuries, was fundamentally opposed to that of the Christian Church. The former was essentially about self-reliance and self-control, manifested in moderation and balance in all aspects of life. A significant trait of such a character was high-mindedness and a self-respect that bordered on pride. In contrast, Christian teachings elevated humility as one of the highest virtues, while viewing pride and self-confidence as the worst of sins. It recognized no doctrine of limitation; what was to be condemned couldn’t be abhorred too strongly, nor could what was good be desired or sought after too fiercely. The highest state attainable by humanity was complete absorption in loving ecstasy through the mystical contemplation of God. The practical effort to achieve this led to monasticism, with its strictly regulated lifestyle expressing total obedience and the renouncement of personal will at every moment. The monastic life was seen as the closest a Christian could come to the ideal on earth. Naturally, as this idea gained traction over generations, the value of classical culture became less and less noticeable, and by the time of St. Gregory the Great (d. 604), the use of classical literature, except as a means for an education with a completely different purpose than classical culture, was discouraged.
Of course, during these centuries, the gradual subjugation of the western empire by the barbarians had been powerfully operative in the obscuring of culture. Most of the public schools disappeared, and generally the light of Effect of barbarian inroads. learning was kept burning only in monasteries, and in them more and more faintly as they became more or less isolated units exposed to attack by ruthless foes or living in continual dread of such attack. Though the barbarians absorbed the old culture in various degrees of imperfection, yet the four centuries following the death of St Augustine were plunged in intellectual darkness, relieved by transitory gleams of light in Britain and by a more enduring flame in Ireland. The utmost that could be done was to preserve to some extent the heritage of the past. This, indeed, was essentially the work of men like Boethius, Cassiodorus, Isidore and Bede.
Of course, during these centuries, the gradual takeover of the western empire by the barbarians significantly contributed to the decline of culture. Most public schools vanished, and generally, the spark of learning was kept alive only in monasteries, where it flickered more and more as they became isolated units vulnerable to attacks by ruthless enemies or lived in constant fear of such attacks. Although the barbarians absorbed the old culture in various degrees of imperfection, the four centuries after St. Augustine's death were shrouded in intellectual darkness, occasionally brightened by fleeting flashes of light in Britain and a more steady flame in Ireland. The best that could be done was to preserve some aspects of the heritage of the past. This was primarily the work of individuals like Boethius, Cassiodorus, Isidore, and Bede.
During these same centuries another process had been advancing with accelerating steps. This was the modification of the Latin language. In the early centuries of Christianity literary Latin was already very different from colloquial Modification of Latin. Latin, especially in the provinces; and, as has been said, the literary output of the last age of Paganism was marked by sterility of thought and meretricious redundancy of expression. On the other hand, the writings of Christianity show a real living force seeking to find appropriate expression in new forms. Thus, with Christian writers, slavish imitation of the past gradually gave way to the evolution of a new and living Latin, which showed itself more and more regardless of classical models. To express the new ideas to which Christianity gave birth fresh words were coined, or borrowed from colloquial speech or from the Hebrew and Greek Scriptures. This Christian Latin was a real living instrument of expression, which conformed itself in its structure much more closely to the mode of thought and expression of actual life than did the artificial imitation of antiquity in which the literary productions of Paganism were clothed. It is the Latin in which St Jerome wrote the Vulgate. But with the obscuring of culture during the barbarian invasions this current Latin became more and more oblivious of even such elements of form as grammatical inflexions and concords.
During these same centuries, another process was moving forward at a faster pace. This was the change in the Latin language. In the early centuries of Christianity, literary Latin was already very different from everyday Latin, especially in the provinces. As mentioned, the literary works from the last age of Paganism were characterized by a lack of original thought and flashy but shallow expression. In contrast, Christian writings displayed a genuine vitality that sought to articulate new ideas in innovative ways. Thus, with Christian authors, rigid copying of the past slowly gave way to the development of a new and dynamic Latin, increasingly unconcerned with classical models. To express the new concepts birthed by Christianity, new words were created or borrowed from everyday language or from the Hebrew and Greek Scriptures. This Christian Latin became a real living means of expression, aligning its structure much more closely with contemporary thought and expression than the artificial mimicry of antiquity seen in Pagan literature. It is the Latin in which St. Jerome wrote the Vulgate. However, with the decline of culture during the barbarian invasions, this evolving Latin increasingly lost touch with even basic structural elements like grammatical inflections and agreements.
It was to the reformation of this corrupt Latin by a return to classical models, and to the more general spread of culture, especially among clergy and nobles, that the Carolingian revival addressed itself. The movement was essentially The Carolingian revival. practical and conservative. Alcuin (735-804), who was Charlemagne’s educational adviser and chief executive officer in scholastic matters, was probably the best scholar of his time, and himself loved the classical writings with which he was acquainted; but the text-books he wrote were but imperfect summaries of existing compendia, and the intellectual condition of his pupils forbade a very generous literary diet even had he thought it desirable, of which there is some doubt. The most valuable outcome of the movement was the establishment 955 of the palace school, and of bishops’ schools and monastic schools throughout the empire. Of these the latter were the most important, and each of the chief monasteries had from the time of Charlemagne an external school for pupils not proposing to enter the order as well as an internal school for novices. Thus, the educational system north of the Alps was pre-eminently ecclesiastical in its organization and profoundly religious in its aims. For two centuries the new intellectual life was obscured by the troubled times which followed the death of Charlemagne, but the learning which the Carolingian revival had restored was preserved here and there in cathedral and monastic schools, and the sequence of well-educated ecclesiastics was never altogether interrupted.
It aimed to reform this corrupt Latin by going back to classical models, as well as to promote culture more widely, especially among clergy and nobles. The Carolingian revival was primarily practical and conservative. Alcuin (735-804), who was Charlemagne’s educational adviser and the main person in charge of educational matters, was likely the best scholar of his time and really appreciated the classical writings he was familiar with. However, the textbooks he wrote were just imperfect summaries of existing works, and his students’ intellectual abilities limited any substantial literary content, even if he had considered it desirable, which is questionable. The most significant outcome of this movement was the creation of the palace school, along with bishops’ schools and monastic schools throughout the empire. The latter were the most crucial, and from Charlemagne’s era, each main monastery had a school for students who did not plan to join the order, as well as an internal school for novices. Therefore, the educational system north of the Alps was predominantly organized around the church and had deeply religious goals. For two centuries, the new intellectual life was overshadowed by the chaotic times following Charlemagne’s death, but the knowledge that the Carolingian revival had reestablished was maintained here and there in cathedral and monastic schools, and the flow of well-educated church leaders was never completely interrupted.
The scope of that learning was comprised within the seven liberal arts and philosophy, on the secular side, together with some dogmatic instruction in the doctrines of the Church, the early fathers, and the Scriptures. Theology The medieval curriculum. was as yet not organized into a philosophical system: that was the great work the middle ages had to perform. The seven liberal arts (divided into the Trivium—grammar, dialectic, rhetoric; and the more advanced Quadrivium—geometry, arithmetic, music, astronomy) were a legacy from old Roman education through the transition centuries. They appear in the Disciplinarum libri IX. of Varro in the 2nd century B.C., where are added to them the more utilitarian arts of medicine and architecture. But they reached the middle ages chiefly through the summaries of writers in the transition centuries, of which the best known were the De nuptiis Philologiae et Mercurii of the Neo-platonist Martianus Capella, who wrote probably early in the 5th century; the De artibus ac disciplinis liberalium litterarum of the Christian Cassiodorus (468-562); and the Etymologiarum libri XX. of St Isidore of Seville (570-636).
The focus of that learning included the seven liberal arts and philosophy on the secular side, along with some doctrinal teaching about the Church’s beliefs, the early church fathers, and the Scriptures. Theology was not yet organized into a philosophical system; that was a major task that the middle ages needed to tackle. The seven liberal arts (split into the Trivium—grammar, dialectic, rhetoric; and the more advanced Quadrivium—geometry, arithmetic, music, astronomy) came from ancient Roman education through the transition years. They appear in Varro's Disciplinarum libri IX. from the 2nd century B.C., where the more practical arts of medicine and architecture are also mentioned. However, they mostly reached the middle ages through summaries written in the transition centuries, the most notable being the De nuptiis Philologiae et Mercurii by the Neo-Platonist Martianus Capella, who probably wrote in the early 5th century; the De artibus ac disciplinis liberalium litterarum by the Christian Cassiodorus (468-562); and the Etymologiarum libri XX. by St. Isidore of Seville (570-636).
The scope of the arts was wider than their names would suggest in modern times. Under grammar was included the study of the content and form of literature; and in practice the teaching varied from a liberal literary culture to a dry and perfunctory study of just enough grammar to give some facility in the use of Latin. Dialectic was mainly formal logic. Rhetoric covered the study of law, as well as composition in prose and verse. Geometry was rather what is now understood by geography and natural history, together with the medicinal properties of plants. Arithmetic, with the cumbrous Roman notation, included little more than the simplest practical calculations required in ordinary life and the computation of the calendar. Music embraced the rules of the plain-song of the Church, some theory of sound, and the connexion of harmony and numbers. Astronomy dealt with the courses of the heavenly bodies, and was seldom kept free from astrology. In philosophy the current text-books were the De consolatione philosophiae of Boethius (470-524), an eclectic summary of pagan ethics from the standpoint of the Christian view of life, and the same writer’s adapted translations of the Categories and De interpretatione of Aristotle and of Porphyry’s Introduction to the Categories.
The scope of the arts was broader than their names might imply today. Grammar included the study of both the content and form of literature; in practice, teaching varied from a rich literary education to a bare minimum of grammar just enough to use Latin with some ease. Dialectic was mainly about formal logic. Rhetoric covered the study of law as well as writing in both prose and verse. Geometry encompassed what we now think of as geography and natural history, along with the medicinal uses of plants. Arithmetic, using the cumbersome Roman numerals, involved only the simplest practical calculations needed in everyday life and calendar calculations. Music included the rules for church plain-song, a bit of sound theory, and the relationship between harmony and numbers. Astronomy focused on the movements of heavenly bodies and was rarely free from astrology. In philosophy, the standard texts were Boethius’s De consolatione philosophiae (470-524), which offered an eclectic summary of pagan ethics from a Christian perspective, along with his adapted translations of Aristotle’s Categories and De interpretatione, as well as Porphyry’s Introduction to the Categories.
It is evident that though such a scheme of studies might in practice, during ages of intellectual stagnation and general ignorance, be arid in the extreme, it was capable in time of revival of giving scope to the widest extension of culture. It was, indeed, at once comprehensive and unified in conception, and well adapted to educate for the perfectly definite and clear view of life which the Church set before men.
It’s clear that while this study plan might have been really dry during times of intellectual stagnation and widespread ignorance, it had the potential to eventually promote a broadening of culture. It was, in fact, both comprehensive and cohesive in its idea, and it was well-suited to prepare individuals for the clear and definite perspective on life that the Church presented to people.
In the 11th century Europe had settled down, after centuries of war and invasion, into a condition of comparative political stability, ecclesiastical discipline, and social tranquillity: the barbarians had been converted, and, as in The scholastic revival. the case of the Normans, had pressed to the forefront of civilization; civic life had developed in the fortified towns of Italy, raised as defences against the pressure of Saracen and Hungarian invasions. Soon, communication with the East by trade and in the Crusades, and with the highly cultivated Moors in Spain, further stimulated the new burst of intellectual life. Arabic renderings of some of the works of Aristotle and commentaries on them were translated into Latin and exercised a profound influence on the trend of culture. A new translation of Aristotle’s Metaphysics appeared in 1167, and by the beginning of the 13th century all his physical, metaphysical and ethical treatises were available, and during the next half century the translations from Arabic versions were superseded by renderings direct from the original Greek. As expositions of the real doctrines of Aristotle the translations from the Arabic left much to be desired. Renan calls the medieval edition of the Commentaries of Averroës “a Latin translation of a Hebrew translation of a commentary made upon an Arabic translation of a Syriac translation of a Greek text.” The study of such works often led to the enunciation of doctrines held heretical by the theologians, and it was only when the real Aristotle was known that it was found possible to bring the Peripatetic philosophy into the service of theology.
In the 11th century, Europe had settled into a period of relative political stability, religious structure, and social peace after centuries of war and invasion. The barbarians had been converted, and, like the Normans, emerged as key players in civilization. Urban life grew in the fortified towns of Italy, built as defenses against the attacks of Saracens and Hungarians. Soon, trade and the Crusades opened up communication with the East, alongside the highly educated Moors in Spain, further stimulating a surge of intellectual activity. Arabic translations of some of Aristotle's works and commentaries were translated into Latin and had a significant effect on culture. A new translation of Aristotle’s Metaphysics was published in 1167, and by the beginning of the 13th century, all his physical, metaphysical, and ethical works were accessible. In the following fifty years, translations from Arabic versions were replaced by those directly from the original Greek. The Arabic translations of Aristotle's ideas were often lacking in accuracy. Renan described the medieval edition of the Commentaries by Averroës as “a Latin translation of a Hebrew translation of a commentary made upon an Arabic translation of a Syriac translation of a Greek text.” Studying such works often led to ideas that were considered heretical by theologians, and it was only when the true Aristotle was understood that the Peripatetic philosophy could be aligned with theology.
There were thus two broad stages in the educational revival commonly known as scholasticism. In the first the controversies were essentially metaphysical, and centred round the question of the nature of universals; the orthodox theological party generally supporting realism, or the doctrine that the universal is the true reality, of which particulars and individuals are only appearances; while the opposite doctrine of nominalism—that universals are “mere sounds” and particulars the only true existences—showed a continual disposition to lapse into heresies on the most fundamental doctrines of the Church. The second stage was essentially constructive; the opposition of philosophy to theology was negated, and philosophy gave a systematic form to theology itself. The most characteristic figure of the former period was Abelard (1079-1142), of the latter St Thomas Aquinas (1225-1274). The former knew little of Aristotle beyond the translations and adaptations of Boethius, but he was essentially a dialectician who applied his logic to investigating the fundamental doctrines of the Church and bringing everything to the bar of reason. This innate rationalism appeared to bring theology under the sway of philosophy, and led to frequent condemnations of his doctrines as heretical. With St Thomas, on the other hand, the essential dogmas of Christianity must be unquestioned. In his Summa theologiae he presents all the doctrines of the Church systematized in a mould derived from the Aristotelian philosophy.
There were two main stages in the educational revival known as scholasticism. In the first stage, the debates were mainly about metaphysics and focused on the nature of universals. The mainstream theological group generally supported realism, the idea that universals are the true reality, with particular individuals being mere appearances. In contrast, nominalism claimed that universals are just "mere sounds" and that particulars are the only real existences, leading to a recurring tendency to fall into heresies regarding the most fundamental Church doctrines. The second stage was more constructive; the opposition between philosophy and theology was resolved, and philosophy provided a systematic framework for theology. The most notable figure of the first period was Abelard (1079-1142), while St. Thomas Aquinas (1225-1274) represented the latter phase. Abelard had limited knowledge of Aristotle, mainly through Boethius's translations and adaptations, but he was a dialectician who used logic to explore the fundamental doctrines of the Church and subjected everything to reason. This inherent rationalism seemed to place theology under the influence of philosophy, leading to frequent condemnations of his ideas as heretical. On the other hand, St. Thomas asserted that the essential dogmas of Christianity must be accepted without question. In his Summa theologiae, he presents all the Church's doctrines organized according to Aristotelian philosophy.
It is evident, then, that during the period of the scholastic revival, men’s interests were specially occupied with questions concerning the spiritual and the unseen, and that the great instrument of thought was syllogistic logic, Scholastic education. by which consequences were deduced from premises received as unquestionably true. There was a general acceptance of the authority of the Church in matters of belief and conduct, and of that of Aristotle, as approved by the Church, in all that related to knowledge of this world.
It’s clear that during the time of the scholastic revival, people were particularly focused on questions about the spiritual and the unseen, and that the main tool for thinking was syllogistic logic, Schooling. This method was used to draw conclusions from premises accepted as absolutely true. There was a widespread acceptance of the Church's authority on matters of belief and behavior, as well as Aristotle's authority, which the Church endorsed, concerning all knowledge about the world.
Before the rediscovery of Aristotle exerted such a general influence on the form of education, there was a real revival of classical literary culture at Chartres and a few other schools, and John of Salisbury (d. 1182) in his Metalogicus advocated literature as an instrument of education and lamented the barrenness of a training confined to the subtleties of formal logic. But the recrudescence of Aristotle accelerated the movement in favour of dialectic, though at the same time it furnished topics on which logic could be exercised which only a bare materialism can esteem unimportant. The weaknesses of the general educational system which grew up within scholasticism were that haste to begin dialectic led to an undue curtailment of previous liberal culture, and that exclusive attention to philosophical and theological questions caused a neglect of the study of the physical world and a disregard of the critical functions of the intellect. Doubtless there were exceptions, of which perhaps the most striking is the work in physical science done at Oxford by Roger Bacon (1214-1294). But Albertus Magnus (1193-1280), the master of St Thomas, was also a student of nature and an authority for his day on both the natural and the physical sciences. And the work of Grosseteste (d. 1253), as chancellor of the university of Oxford, shows that care for a liberal literary 956 culture was by no means unknown. Always there were such examples. But too often boys hastened to enter upon dialectic and philosophy as soon as they had acquired sufficient smattering of colloquial Latin to engage in the disputes of the schools. A deterioration of Latin was the unavoidable consequence of such premature specialization. The seven liberal arts were often not pursued in their entirety, and students remained satisfied with desiccated compendia of accepted opinions. Thus the encyclopaedias of general information which were in general use during the middle ages show little or no advance in positive knowledge upon the treatment of similar subjects in Isidore of Seville.
Before the rediscovery of Aristotle had such a widespread impact on education, there was a genuine revival of classical literary culture at Chartres and a few other schools. John of Salisbury (d. 1182), in his Metalogicus, supported literature as a tool for education and regretted the emptiness of training that was limited to the complexities of formal logic. However, the resurgence of Aristotle sped up the movement favoring dialectic, while also providing topics for logical discussion that only a bare materialism could dismiss as unimportant. The weaknesses of the general educational system that developed within scholasticism were that the rush to start dialectic led to a significant reduction of earlier liberal culture, and that focusing only on philosophical and theological issues resulted in neglecting the study of the physical world and the critical functions of the intellect. There were certainly exceptions, with perhaps the most notable being Roger Bacon's (1214-1294) work in physical science at Oxford. But Albertus Magnus (1193-1280), St. Thomas's teacher, was also a naturalist and an authority in both natural and physical sciences at that time. The work of Grosseteste (d. 1253), as chancellor of the University of Oxford, shows that there was indeed a concern for a liberal literary culture. Such examples were always present. But too often, students rushed into dialectic and philosophy as soon as they had enough knowledge of colloquial Latin to participate in school debates. This rush led to a decline in their Latin skills due to such early specialization. The seven liberal arts were often not studied in full, and students were content with dry summaries of accepted views. Consequently, the encyclopedias of general information commonly used during the Middle Ages show little to no advancement in concrete knowledge compared to similar topics covered by Isidore of Seville.
The services of scholasticism to the cause of education, however, cannot well be overestimated, and the content of scholastic studies was in fundamental harmony with the intellectual interests of the time. Above all other The foundation of universities. benefits owed by future ages to scholasticism is the foundation of the universities of western Europe. The intellectual activity of the 11th century led everywhere to a great increase in the number of scholars attending the monastic and cathedral schools. Round famous teachers, such as Abelard, gathered crowds of students from every country. In the 12th century the need for organizing such bodies of teachers and students was imperative, and thus the earlier universities arose in Italy, France and England, not by deliberate foundation of secular or ecclesiastical ruler, but as spontaneous manifestations of the characteristic medieval impulse to organize into institutions. Afterwards, charters conferring powers and privileges were sought from both Church and state, but these only confirmed the self-governing character the universities had borne from the first. Each of the early universities was a specialized school of higher study: Salerno was a school of medicine; Bologna was the centre of that revival of Roman law which wrought so profound an effect upon the legal systems of France and Germany towards the close of the medieval period. But the greatest of medieval universities was that of Paris, emphatically the home of philosophy and theology, which was the model upon which many other universities, including Oxford and Cambridge, were organized.
The contributions of scholasticism to education can't be overstated, and the subjects studied through scholasticism were in basic alignment with the intellectual interests of the time. Among all the advantages future generations owe to scholasticism, the establishment of the universities of Western Europe stands out. The intellectual activity of the 11th century led to a significant rise in the number of students attending monastic and cathedral schools. Notable teachers like Abelard attracted students from all over the world. By the 12th century, the need to organize these groups of teachers and students became essential, leading to the creation of the first universities in Italy, France, and England. These weren’t founded through the decisions of secular or church leaders but emerged naturally as part of the medieval drive to create institutions. Later on, charters granting powers and privileges were sought from both the Church and the state, but these merely confirmed the self-governing nature that the universities had originally possessed. Each of the early universities specialized in higher education: Salerno focused on medicine, while Bologna was the hub of the revival of Roman law that significantly influenced the legal systems of France and Germany towards the end of the medieval era. However, the most significant medieval university was in Paris, which was heavily centered on philosophy and theology, serving as a model for many other universities, including Oxford and Cambridge.
The German universities were of later origin, the earliest being Prague (1348) and Vienna (1365). They indicate the more recognized position the movement had attained; for nearly all were founded by the civic authority, and then obtained the recognition of the Church and charters from the emperor.
The German universities started later, with the first ones being Prague (1348) and Vienna (1365). They show the more accepted status the movement had achieved; most were established by local authorities and then received acknowledgment from the Church and charters from the emperor.
The concentration of higher instruction in universities was not antagonistic to the medieval conception of the Church as the teacher of mankind. University life was modelled on that of the cloister, though the monastic ideal could not University work and life. be fully realized, and the scholars not infrequently exhibited considerable licence in life. This was inevitable with the very large numbers of the scholars and the great variations of age among them. Moreover students, and to a less extent teachers, passed from university to university, so that the universities of medieval Europe formed a free confederacy of learning in close relation to the Church but untrammelled by state control. Nevertheless, they were less definitely ecclesiastical than the cathedral seminaries which they largely supplanted, and the introduction of studies derived from the Greeks through the Arabians led to an increased freedom of thought, at first within authorized limits, but prepared, when occasion served, to transcend those limits.
The emphasis on higher education in universities didn’t conflict with the medieval view of the Church as the educator of humanity. University life was based on that of monasteries, although the monastic ideal couldn’t be completely achieved, and scholars often behaved quite freely. This was unavoidable due to the large number of students and the wide range of ages among them. Additionally, students, and to a lesser extent teachers, moved from one university to another, creating a collaborative network of learning across medieval Europe that was closely connected to the Church but not controlled by the state. However, they were less strictly religious compared to the cathedral seminaries they mostly replaced, and the introduction of studies from Greek sources via the Arab scholars led to greater freedom of thought, initially within acceptable boundaries but eventually willing to push those boundaries when the opportunity arose.
The scheme of instruction was arranged on the assumption that special studies should be based on a wide general culture. Thus of the four faculties into which university teaching was organized, that of arts, with its degrees of Baccalaureat and Magister, was regarded as propaedeutic to those of theology, law and medicine. It often included, indeed, quite young boys, for the distinction between grammar school and university was not clearly drawn. Attention was concentrated on those subjects which treat of man and his relations to his fellow-men and to God, and no attempt was made to extend the bounds of knowledge. The aim was to pass on a body of acquired knowledge regarded as embracing all that was possible of attainment, and the authority of Aristotle in physics as well as in philosophy, and of Galen and Hippocrates in medicine was absolute. The methods of instruction—by lecture, or commentary on received texts; and by disputation, in which the scholars acquired dexterity in the use of the knowledge they had absorbed—were in harmony with this conception, and were undoubtedly thoroughly well suited to the requirements of an age in which the ideal of human thought was not discovery but order, and in which knowledge was regarded as a set of established propositions, the work of reason being to harmonize these propositions in subordination to the authoritative doctrines of the Church.
The teaching plan was designed on the understanding that specialized studies should be built on a broad general education. So, among the four faculties in which university education was structured, the faculty of arts, with its degrees of Baccalaureat and Magister, was seen as a foundation for theology, law, and medicine. It often included quite young students, as the line between grammar school and university was not sharply defined. The focus was on subjects dealing with humanity and its relationships with others and with God, and there was no effort to expand the limits of knowledge. The goal was to pass down a body of established knowledge considered to encompass all that could be learned, with the authority of Aristotle in physics and philosophy, and of Galen and Hippocrates in medicine, being absolute. The teaching methods—through lectures, commentary on established texts, and debates, where students sharpened their skills using the knowledge they had gained—aligned with this view and were undoubtedly well-suited to an era where the goal of human thought was order rather than discovery, and where knowledge was seen as a collection of established statements, with reason’s role being to organize these statements in line with the Church’s authoritative teachings.
Such an extension of the means of higher education as was given by the universities was naturally accompanied by a corresponding increase in schools of lower rank. Not only were there grammar schools at cathedral and Medieval schools. collegiate churches, but many others were founded in connexion with chantries, and by some of the many gilds into which medieval middle-class life organized itself. The Dominican and Franciscan friars were enthusiastic promoters of learning both in universities and in schools, and in the Netherlands the Brethren of the Common Life, founded by Gerard Groote and approved by Eugenius IV. in 1431, regarded school teaching as one of their main functions, and the promotion of learning by the multiplication of manuscripts as another. The curriculum was represented broadly by the Trivium. The greatest attention was paid to grammar, which included very various amounts of reading of classical and Christian authors, the most commonly included being Virgil, parts of Ovid and Cicero, and Boethius. The text-books in grammar were the elementary catechism on the eight parts of speech by Donatus, a Roman of the 4th century, said to have been the tutor of St Jerome, and the more advanced treatise of Priscian, a schoolmaster of Constantinople about A.D. 500, which remained the standard text-book for over a thousand years. In rhetoric Cicero’s De oratore was read, and dialectic was practised, as in the universities, by means of disputations.
Such an expansion of higher education through universities was naturally matched by a corresponding rise in lower-level schools. Not only were there grammar schools at cathedral and collegiate churches, but many others were established in connection with chantries and by various gilds that medieval middle-class life created. The Dominican and Franciscan friars were passionate advocates for learning both in universities and schools. In the Netherlands, the Brethren of the Common Life, founded by Gerard Groote and endorsed by Eugenius IV in 1431, saw school teaching as one of their primary duties, along with promoting learning by increasing the number of manuscripts. The curriculum was broadly based on the Trivium. A lot of emphasis was placed on grammar, which included a diverse range of readings from classical and Christian authors, with Virgil, parts of Ovid and Cicero, and Boethius being the most commonly read. The grammar textbooks were the basic catechism on the eight parts of speech by Donatus, a Roman from the 4th century who was said to be the tutor of St. Jerome, and the more advanced work of Priscian, a schoolmaster from Constantinople around CE 500, which remained the standard textbook for over a thousand years. In rhetoric, Cicero’s De oratore was studied, and dialectic was practiced, as in the universities, through disputations.
In addition to the grammar schools were writing and song schools of an elementary type, in which instruction was usually in the vernacular. Girls were taught in women’s monasteries and in the home, and those of the upper classes at least very generally learned to read, write and keep accounts, as well as fine needlework, household duties and management, and such elementary surgery and medicine as served in cases of slight daily accidents and illnesses. Even those boys and girls who did not receive formal scholastic instruction were instructed orally by the parish priests in the doctrines and duties of the Faith; while the pictures and statues with which the churches were adorned aided the direct teaching of sermons and catechizing in giving a general knowledge of Bible history and of the legends of the saints.
Alongside grammar schools, there were writing and music schools that provided basic education, typically in the local language. Girls received their education in women’s monasteries and at home, and those from upper-class families generally learned to read, write, and manage accounts, as well as fine needlework, household chores, and basic surgery and medicine for minor daily accidents and illnesses. Even boys and girls who didn’t get formal schooling were taught orally by parish priests about the beliefs and responsibilities of their Faith; moreover, the pictures and statues decorating the churches helped with the direct teaching from sermons and catechism, giving a general understanding of Bible stories and saintly legends.
No doubt, in times of spiritual and intellectual lethargy, the practice fell short of the theory; but on the whole it may be concluded that in medieval times the provision for higher instruction was adequate to the demand, and that, relatively to the culture of the time, the mass of the people were by no means sunk in brutish ignorance. Indeed, especially when the paucity of books before the invention of printing is borne in mind, the number of people who could read the vernacular, as evidenced by the demand for books in the vulgar tongue as soon as printing made them available, is clear proof that the latter part of the middle ages was by no means a time of general illiteracy.
No doubt, during times of spiritual and intellectual stagnation, practice often fell short of theory; however, overall, it can be concluded that in medieval times, the provision for higher education was sufficient for the demand, and that, in relation to the culture of the era, the majority of people were not completely lost in ignorance. In fact, especially considering the scarcity of books before the invention of printing, the number of individuals who could read the local language, as shown by the demand for books in the common tongue once printing made them available, clearly indicates that the later part of the Middle Ages was far from a period of widespread illiteracy.
Feudalism, the other characteristic aspect of medieval society, had also its system of education, expressing its own view of life, and preparing for the adequate performance of its duties. This was the training in chivalry given to Education of chivalry. pages and squires in the halls and castles of the great. Hallam has well said: “There are, if I may so say, three powerful spirits which have from time to time moved over the face of the waters, and given a predominant impulse to the moral sentiments and energies of mankind. These are the spirits of liberty, of religion and of honour. It was the principal business of chivalry to animate and cherish the last of these.” And this was not in opposition to the spirit of religion which animated the scholastic education which went on side by side 957 with it. Throughout chivalry was sanctified by the offices of the Church. The education of chivalry aimed at fitting the noble youth to be a worthy knight, a just and wise master, and a prudent manager of an estate. Much was acquired by daily experience of a knightly household, but in addition the page received direct instruction in reading and writing; courtly amusements, such as chess and playing the lute, singing and making verses; the rules and usages of courtesy; and the knightly conception of duty. As a squire he practised more assiduously the knightly exercises of war and peace, and in the management of large or small bodies of men he attained the capacity of command.
Feudalism, another key feature of medieval society, had its own education system that reflected its worldview and prepared individuals for their responsibilities. This was the chivalric training provided to pages and squires in the halls and castles of the nobility. Hallam aptly stated: “There are, if I may say, three powerful spirits that have influenced humanity at different times, driving the moral sentiments and energies of people. These are the spirits of liberty, religion, and honor. Chivalry primarily aimed to inspire and uphold the latter.” This was not in conflict with the religious spirit that infused the scholastic education that occurred alongside it. Chivalry was throughout sanctified by the Church's activities. The aim of chivalric education was to prepare noble youth to become worthy knights, just and wise masters, and prudent estate managers. Much was learned through daily experiences in a knightly household, but in addition, the page received direct instruction in reading and writing; courtly pastimes like chess, playing the lute, singing, and composing poetry; the rules and customs of courtesy; and the knightly sense of duty. As a squire, he practiced the knightly skills of both war and peace more diligently, and through managing groups of various sizes, he developed his leadership abilities.
With the unification of existing knowledge and the systematization of theology the constructive work of scholasticism was done. At the same time the growth of national feeling was slowly but surely undermining feudalism. Decadence of scholasticism. Moreover, deep resentment was accumulating throughout western Europe against the practical abuses which had become prevalent in the Church, and especially in the court of Rome and in the prince-bishoprics of Germany. In short, Europe was out-growing medieval institutions, which appeared more and more as empty forms unable to satisfy the needs and longings of the human soul. In such conditions, the customary and traditional education of school and university tended to lose touch more and more completely with the new aspirations and views of life which were everywhere gathering adherents among the keenest and most active intellects. Had a new cultural movement not begun, the education of Europe threatened to become as arid as the rhetorical education of the last centuries of the Roman empire had been. From this it was saved by the renaissance of classical studies which began in the 14th century.
With the unification of existing knowledge and the organization of theology, the constructive work of scholasticism was completed. At the same time, the growth of national identity was gradually undermining feudalism. Fall of scholasticism. Additionally, there was a growing resentment across western Europe against the practical abuses that had become widespread in the Church, especially in the court of Rome and the prince-bishoprics of Germany. In short, Europe was outgrowing medieval institutions, which increasingly seemed like hollow structures that couldn't meet the needs and desires of the human spirit. In this context, the traditional education offered by schools and universities began to disconnect from the new aspirations and perspectives on life that were gaining support among the most insightful and proactive minds. If a new cultural movement had not emerged, the education of Europe risked becoming as sterile as the rhetorical education of the final centuries of the Roman Empire. This was avoided through the revival of classical studies that began in the 14th century.
Italy, by its greater wealth and its more intimate commerce with the eastern empire, was the seed-plot of this new tree of knowledge. Ever since the 11th century the cities of northern Italy had been in advance of Europe The Renaissance. beyond the Alps both in culture and in material progress. The old classical spirit and the feeling of Roman citizenship had never quite died out, and the Divina Commedia of Dante (1265-1321) furnishes evidence that the poet of the scholastic philosophical theology was also a keen student and lover of the old Latin poets. But the greatest impulse to the revived study of the classics was given by Petrarch (1304-1374) and Boccaccio (1313-1375). Generally throughout western Europe the 14th century, though full of war and political unrest, was a time of considerable intellectual activity, shown in the increase of schools and universities, as well as in the literary and artistic revival in Italy, in the social and theological movement in England and Bohemia associated with the names of Wycliffe and Huss, and in the more or less perfect substitution of Roman law everywhere except in England for the law of custom which had hitherto prevailed.
Italy, with its greater wealth and closer trade connections to the eastern empire, became the birthplace of this new tree of knowledge. Since the 11th century, the cities of northern Italy had been ahead of the rest of Europe The Renaissance. in both culture and material progress. The old classical spirit and a sense of Roman citizenship had never entirely faded, and Dante's Divina Commedia (1265-1321) shows that the poet, who was well-versed in scholastic theology, was also a passionate admirer of the old Latin poets. However, the biggest boost to the renewed study of the classics came from Petrarch (1304-1374) and Boccaccio (1313-1375). Overall, the 14th century in western Europe, despite being filled with wars and political turmoil, was a period of significant intellectual activity, evident in the rise of schools and universities, as well as in the literary and artistic revival in Italy, the social and theological movements in England and Bohemia related to Wycliffe and Huss, and the gradual replacement of Roman law for the customary law that had previously dominated, except in England.
But it was the literary movement which most affected education, and indeed the whole life of Europe. A decisive step was taken when Manuel Chrysoloras was invited to teach Greek in the university of Florence in 1397. The enthusiasm for classical culture, to which Petrarch had given so great an impetus, gathered force and extended over the whole of Italy, though, of course, felt only by a select few and leaving the mass of the people little, if at all, affected. From Italy it spread gradually to countries north of the Alps. In the old writers men found full expression of that new spirit of self-conscious freedom which was vaguely striving for expression throughout the whole of Christendom. In the free political atmosphere of the Italian communes, with their wealthy and leisured merchant class, that spirit could flourish much more readily than in the feudalized Europe across the Alps. Moreover, the antique spirit was in direct line of ancestry with that of medieval Italy. Thus, for a couple of centuries, Italy stood in the van of European culture.
But it was the literary movement that had the biggest impact on education and the entire life of Europe. A pivotal moment occurred when Manuel Chrysoloras was invited to teach Greek at the University of Florence in 1397. The excitement for classical culture, which Petrarch had strongly encouraged, gained momentum and spread across all of Italy, although it mainly reached only a select few and barely affected the majority of the population. From Italy, it gradually moved to countries north of the Alps. In the ancient writers, people discovered a full expression of a new spirit of self-aware freedom that was vaguely trying to emerge throughout all of Christendom. In the open political atmosphere of the Italian city-states, with their wealthy and leisurely merchant class, this spirit could thrive much more easily than in the feudalized Europe across the Alps. Plus, the ancient spirit had a direct lineage to that of medieval Italy. So, for a couple of centuries, Italy led the way in European culture.
The stages of the movement cannot be traced here: suffice it to say it showed itself especially in an enthusiastic search for manuscripts, followed by their multiplication and wider distribution; in an intense devotion to literary form; in a revival of classic taste in architecture; in a wonderful development of painting and sculpture from symbolism of spiritual qualities towards naturalism and romanticism; in a return to Platonism in philosophy; in a contempt, often unreasoning and wanting a foundation in knowledge, for the scholastic Aristotelian philosophy itself, and not simply for the trivialities into which its actual exercise had so commonly degenerated. The invention of printing necessarily gave the movement both a stronger and a wider influence than it could otherwise have attained. And in its search after knowledge it was in full harmony with the spirit of adventure which marked the age, and by the discovery of the New World wrought so profound a change in the relative importance and prosperity of the countries of western Europe.
The stages of the movement can't be detailed here, but it manifested particularly in a passionate pursuit of manuscripts, which led to their reproduction and broader distribution; in a deep commitment to literary style; in a revival of classical tastes in architecture; in an impressive evolution of painting and sculpture from symbolism of spiritual qualities towards naturalism and romanticism; in a return to Platonism in philosophy; and in a disdain, often irrational and lacking a solid knowledge base, for the scholastic Aristotelian philosophy itself, not just for the trivial matters into which its practical application had frequently fallen. The invention of printing naturally gave the movement both a stronger and broader impact than it could have otherwise achieved. In its quest for knowledge, it was fully aligned with the adventurous spirit of the time, which, along with the discovery of the New World, caused a significant shift in the relative importance and prosperity of the countries in Western Europe.
It is the spirit of the movement which is of interest to the student of education. And that spirit was essentially one of opposition to authority and of assertion of individual liberty, which worked itself out in various forms Influence of the Renaissance on education. among peoples of different temperaments. In Italy the form was literary and artistic, and the full development of the Renaissance spirit was seen in a practical Paganism which substituted the attractions of art for the claims of religion and morality, and eventuated in deep and widespread immorality and a contemptuous tolerance of the outward observances of religion without faith in the doctrines they symbolized. The movement became an attempt to reconstitute the past intellectual life of Italy, and, as such, was foredoomed to sterility as soon as the work of re-discovery was completed; for the revived forms were not inspired with the vital spirit which had once made them realities, and consequently men’s minds once again were occupied with mere verbal subtleties. The really valuable service of the Italian humanists to Europe was the restoration to man of the heritage of knowledge which he had allowed to slip from his grasp, and the leading the way to a freer intellectual atmosphere. In Germany the spirit manifested itself in a rebellion against the doctrinal system of the Church as the only effectual means of attaining reform of ecclesiastical abuses. The Protestant reformation of Luther was the real German outcome of the Renaissance. In no other country of Europe did the movement take so distinctive a form.
It’s the essence of the movement that matters to anyone studying education. This essence was primarily about opposing authority and promoting individual freedom, which showed itself in different ways among various cultures. In Italy, it took on a literary and artistic form, where the Renaissance spirit fully developed into a practical Paganism that replaced the allure of art with the demands of religion and morality. This led to widespread immorality and a dismissive tolerance for religious rituals without genuine belief in the doctrines they represented. The movement aimed to recreate Italy's past intellectual life, which was destined for emptiness as soon as the rediscovery was done; the revived ideas lacked the vital spirit that once made them real, causing people's minds to focus on trivial verbal tricks again. The true contribution of the Italian humanists to Europe was restoring the wealth of knowledge that had been lost and paving the way for a more open intellectual environment. In Germany, this spirit showed up as a rebellion against the Church’s doctrinal system, seen as the only effective way to reform ecclesiastical issues. Luther's Protestant Reformation was Germany’s real response to the Renaissance. No other European country reflected the movement in such a unique way.
It was, then, not merely the revival of interest in classical studies which so profoundly affected the life and education of western Europe. It was rather that in those literatures men found a response to intellectual and moral cravings which had been blindly gathering force for generations, and which found themselves formulated and objectified in the writings which set forth the Pagan view of life with its assumption of the essential worth and self-reliance of the individual and its frank delight in all the pleasures of existence. It was, in short, in proportion as men not only found delight in Pagan literature but returned in essence to the Pagan view of individual worth and the supremacy of the human intellect, that the Church realized the danger to herself which lurked in the new movement.
It wasn't just the renewed interest in classical studies that significantly impacted life and education in Western Europe. Instead, people discovered in those literatures a response to intellectual and moral needs that had been building up for generations, which were expressed and given form in the writings that presented the Pagan perspective on life, emphasizing the intrinsic value and independence of the individual and celebrating all the joys of existence. In short, as people not only took pleasure in Pagan literature but also embraced the Pagan belief in individual worth and the importance of human intellect, the Church became aware of the threat posed by this new movement.
At first the revival of interest in the classical literatures did not show any antagonism to Catholic faith and practice, and its warmest supporters were faithful sons of the Church. The view of the relation of classical literature to Christianity adopted by the great humanist schoolmaster Vittorino da Feltre (1378-1446) was broadly that of the early Fathers, and in his school at Mantua he showed that culture was not inconsistent with loyalty to the Church or with purity of life. With him classical literature was not the end and sum of education, but was a means of implanting ideas, of developing taste, and of acquiring knowledge, all as helps and ornaments of a Christian life. Though Pagan literature was the means of education, the Pagan spirit had not supplanted that of Christianity. The school at Mantua may, indeed, be said to have exhibited in practice a Christianized application of the doctrines of Quintilian and Plutarch.
At first, the renewed interest in classical literature didn’t clash with the Catholic faith and practices, and its most passionate supporters were devoted members of the Church. The perspective on the relationship between classical literature and Christianity, held by the prominent humanist teacher Vittorino da Feltre (1378-1446), was largely in line with that of the early Church Fathers. In his school in Mantua, he demonstrated that culture could coexist with loyalty to the Church and a pure lifestyle. For him, classical literature wasn't the ultimate goal of education, but rather a way to instill ideas, develop taste, and gain knowledge, all of which served to enhance a Christian life. While Pagan literature served as an educational tool, the Pagan ethos did not replace that of Christianity. The school in Mantua can indeed be seen as a practical example of a Christian interpretation of the teachings of Quintilian and Plutarch.
So was it in the other countries of Christendom. In the Netherlands the Brethren of the Common Life introduced humanistic studies into their schools side by side with definite religious teaching and observances and their work was always 958 dominated by the Christian spirit. The earlier German humanists, such as Nicholas de Cusa, Hegius, Agricola and Wimpheling, adopted the same attitude, and Erasmus himself, bitterly as he attacked the practical abuses of the Church, remained in communion with it, and aimed at harmonizing classical culture with the Christian life. In England the same love of culture combined with devotion to the Church was seen in Selling, prior of Christ Church, Canterbury, the first real English humanist, in Grocyn, Linacre, More, Fisher, Colet and many others whose enthusiasm for culture was as undoubted as was their loyalty to Catholicism. It seemed, then, at first as if the greatest educational effect of the classical revival would be the deepening of literary culture, and the substitution of real inquiry for dialectic subtleties in the courses of schools and universities, without any break with established religious teaching. It is true that the majority of schools were but little affected, and many of the universities had given but a half-hearted welcome to humanistic studies when the religious revolt in Germany under the leadership of Luther threw the whole of Europe into two hostile camps. But even the conservative university of Paris—the headquarters of scholastic philosophical theology—had permitted the teaching of Greek as early as 1458, and both Oxford and Cambridge had welcomed the new studies. That the influence of the new movement for classical study was gradually permeating the schools is shown not only by the practice of the Brethren of the Common Life but by the curriculum laid down by the statutes of the schools refounded by Wolsey at Ipswich and by Colet at St Paul’s.
So it was in other countries of Christendom. In the Netherlands, the Brethren of the Common Life brought humanistic studies into their schools alongside clear religious teachings and practices, and their work was always influenced by a Christian spirit. The earlier German humanists, like Nicholas de Cusa, Hegius, Agricola, and Wimpheling, had the same approach, and Erasmus, despite his strong criticism of the Church's practical abuses, stayed in communion with it and aimed to combine classical culture with Christian life. In England, this same appreciation for culture combined with devotion to the Church was evident in Selling, the prior of Christ Church, Canterbury, who was the first real English humanist, as well as in Grocyn, Linacre, More, Fisher, Colet, and many others whose passion for culture was as unquestionable as their loyalty to Catholicism. At first, it seemed that the biggest educational impact of the classical revival would be a deeper literary culture and a shift from complex dialectical subtleties to genuine inquiry in the curriculum of schools and universities, all without breaking away from established religious teachings. It's true that most schools were only slightly affected, and many universities welcomed humanistic studies with reluctance when the religious upheaval in Germany led by Luther split Europe into two opposing camps. However, even the conservative university of Paris—the center of scholastic philosophical theology—allowed the teaching of Greek as early as 1458, and both Oxford and Cambridge embraced the new studies. The gradually increasing influence of the classical study movement in schools is evidenced not only by the practices of the Brethren of the Common Life but also by the curriculum established by the statutes of the schools revived by Wolsey at Ipswich and by Colet at St Paul’s.
The immediate effect of the religious controversies of the 16th century on education was emphatically, if unintentionally, disastrous. The secularization of ecclesiastical property too often absorbed the endowments of the schools, Immediate influence of the Reformation on education. so that, both in Germany and in England, the majority of grammar schools either disappeared or continued a starved existence with diminished funds; the doctrine of salvation by faith alone and the futility of good works dried up the source from which such endowments had flowed; the violent fulminations of the German reformers against the universities as the homes of the hated scholastic theology and philosophy found an echo in minds fired with the renaissance enthusiasm for poetry and oratory, and correlative distaste for the more severe and abstract speculations of logic and philosophy, which expressed itself in abstention from those seats of learning; the preoccupation of men’s minds with theological speculations and quarrels led those few who did resort to the universities to neglect their appointed studies and to devote their energies to interminable wrangling over the points in dispute. This decadence in culture was attended by an outbreak of licence and immorality, especially among the young, which called forth violent denunciations from Luther and many of his followers in Germany, and from Latimer and other reformers in England. In some respects these results were only transitory. Humanism and Protestantism, which had so far diverged that Erasmus (1467-1536) had declared that where Lutheranism flourished learning decayed, were brought together again by Melanchthon (1497-1560) under whose influence universities were founded or reorganized and schools re-established in Protestant German states; and in England the reign of Elizabeth saw many new educational foundations. But this restoration of the means of education was only partial, and the doctrine of the worthlessness of “carnal knowledge,” which led the Barebones Parliament to propose the suppression of the English universities, was held by many fervent Protestants both in England and in Germany all through the 17th century.
The immediate impact of the religious controversies of the 16th century on education was clearly disastrous, even if unintentionally. The secularization of church property often drained the resources meant for schools, Immediate impact of the Reformation on education. which led to the disappearance of most grammar schools in both Germany and England or left them struggling with insufficient funds. The belief in salvation through faith alone, along with the idea that good works were futile, dried up the financial support for those schools. The harsh criticisms from German reformers against universities, which were seen as centers of the despised scholastic theology and philosophy, resonated with those inspired by the Renaissance’s enthusiasm for poetry and oratory, causing a growing dislike for the stricter and more abstract logic and philosophy. This resulted in a withdrawal from those places of learning; those who did attend the universities were so caught up in theological debates that they neglected their studies and focused on endless arguments over contentious issues. This decline in culture coincided with a rise in immorality, especially among the youth, provoking strong condemnations from Luther and his followers in Germany, as well as from Latimer and other reformers in England. In some ways, these outcomes were only temporary. Humanism and Protestantism, which had diverged to the extent that Erasmus (1467-1536) claimed that learning declined where Lutheranism thrived, were brought together again by Melanchthon (1497-1560), who helped establish or reorganize universities and re-establish schools in Protestant German states. Additionally, the reign of Elizabeth in England saw many new educational institutions emerge. However, this revival of educational resources was only partial, and the belief in the worthlessness of "carnal knowledge," which led the Barebones Parliament to suggest closing down English universities, was held by many devoted Protestants in both England and Germany throughout the 17th century.
Moreover, the schools established a tradition of curriculum and instruction which ignored the new directions of men’s thoughts and the new view of knowledge as something to be enlarged, and not merely a deposit to be handed down Protestant schools. from generation to generation. The later humanist theories of education, which the schools continued to follow generally for over two centuries, and in many cases for another hundred years after that, were drawn mainly from Erasmus and Melanchthon, who found in the classical languages and literatures, and especially in Latin, the only essential instruments of education. General knowledge of natural facts might be desirable to the cultured man as ornaments to his rhetoric, but it was to be sought in the writings of antiquity. Even so revolutionary a thinker on education as Rabelais (1495-1553) with all his demand for an encyclopaedic curriculum, held the writings of the ancients as authoritative on natural phenomena. Melanchthon, whose conception of instruction was much narrower, exercised enormous influence in the moulding of Protestant universities and secondary schools, both directly and through such disciples as Trotzendorf and Neander, but especially through his friend Sturm (1507-1589), whose Latin gymnasium at Strassburg became the model which the grammar schools of Protestant Europe strove to imitate. In this school nearly the whole of the energies of the boys was given to acquiring a mastery of the Latin language after the model of Cicero. Sturm, indeed, did not go to the extreme length of the Ciceronians, opposed and satirized by Erasmus, who would allow no word or construction which could not be found in the extant writings of their master, but a like spirit dominated him.
Moreover, the schools created a tradition of curriculum and teaching that overlooked the new directions of men's thoughts and the updated perspective of knowledge as something to be expanded, not just a collection to be passed down from generation to generation. The later humanist theories of education, which the schools largely followed for over two centuries and in many cases for another hundred years after that, were primarily based on the ideas of Erasmus and Melanchthon, who considered the classical languages and literatures, especially Latin, as the only essential tools of education. General knowledge of natural facts might be appealing to cultured individuals as enhancements to their rhetoric, but it was to be found in the writings of antiquity. Even a revolutionary thinker like Rabelais (1495-1553), with his call for a comprehensive curriculum, regarded ancient writings as definitive sources on natural phenomena. Melanchthon, whose view of instruction was much narrower, had a significant impact on shaping Protestant universities and secondary schools, both directly and through followers like Trotzendorf and Neander, but especially through his friend Sturm (1507-1589), whose Latin grammar school in Strassburg became the model that grammar schools across Protestant Europe aimed to replicate. In this school, nearly all the boys' efforts were focused on mastering the Latin language based on the model of Cicero. Sturm, however, did not go to the extreme lengths of the Ciceronians, who were criticized and satirized by Erasmus for allowing no word or construction that could not be found in the existing writings of their master, but he was influenced by a similar spirit.
In Catholic countries the Church retained control of education. The practical reformation of abuses by the Council of Trent, and the energy and skill of the Society of Jesus, founded by St Ignatius Loyola, in 1534, brought back most of The Society of Jesus. south Germany into the fold of the Church. Everywhere Catholic universities were mainly taught by Jesuit fathers; and under their influence, scholasticism, purged from the excretions which had degraded it, was restored, and continued to satisfy the longings of minds which felt the need of an authoritative harmonizing of faith and knowledge. Everywhere the society established schools, which, by their success in teaching and the mildness of their discipline, attracted thousands of pupils who came even from Protestant homes. Their curriculum was purely classical, but it was elaborated with much skill, and the methods of instruction and discipline were made the subject of much thought and of long-continued experiment. In the methods thus determined all Jesuit fathers were trained, so that the teachers in Jesuit schools attained a degree of skill in their art which was too generally wanting elsewhere.
In Catholic countries, the Church kept control of education. The practical reform of abuses by the Council of Trent, along with the energy and skill of the Society of Jesus, founded by St. Ignatius Loyola in 1534, brought most of Jesuits. southern Germany back into the Church. Catholic universities were primarily staffed by Jesuit fathers; and under their influence, scholasticism, cleared of the corruptions that had tainted it, was revived and continued to meet the needs of those who sought a solid integration of faith and knowledge. The society established schools everywhere, which, due to their success in teaching and their gentle discipline, attracted thousands of students, even from Protestant families. Their curriculum was strictly classical, but it was carefully designed, and the teaching and discipline methods received a lot of attention and long-term experimentation. All Jesuit fathers were trained in these methods, so teachers in Jesuit schools developed a level of skill in their craft that was generally lacking elsewhere.
So long as Latin remained the language of learning, and new fields of knowledge were not appropriated, the schools remained in harmony with the culture of their time, though, as Mulcaster (1530-1611) pointed out, such a training Early proposals for reform. was not of value to the majority of boys. For them he urged an elementary education in the vernacular; but neither in this nor in his advocacy of the training of teachers was his advice followed.
As long as Latin was the language of education and new areas of knowledge weren't embraced, schools stayed aligned with the culture of their time. However, as Mulcaster (1530-1611) noted, this kind of education wasn't beneficial for most boys. He recommended basic education in the local language for them, but his suggestions weren’t adopted, whether regarding this or his push for teacher training.
In the 17th century the dislocation between the Latin schools and the needs of life began to be accentuated as Latin gradually ceased to be the language of learning; and, as a consequence, the numbers attending the schools decreased, and the mass of the people sunk continually lower in ignorance. In vain Hoole urged the establishment of a universal system of elementary schools giving instruction in the vernacular, Petty put forth his plan for elementary trade schools, and Cowley proposed the establishment of a college devoted to research. Ideas of reform were in the air, but the main current of scholastic practice flowed on unaffected by them. Some attention was, indeed, paid to the conservative reforms advocated by the Port Royalists, of which the most important was the inclusion of the vernacular as a branch of instruction, but the cry for more fundamental changes based on the philosophy of Bacon was unheeded. Of these, none was a more active propagandist than Comenius (1571-1635). Unfortunately his Great Didactic, in which he set forth his general principles, attracted little attention and won less adherence, though his school books, in which he attempted with very little success to apply his principles, were widely used in schools. But these were little more than bald summaries of real and supposed facts, stated in Latin and the vernacular in parallel columns. In content they differed from such medieval summaries of knowledge as the well-known work of Bartholomew Anglicus, which had been 959 widely used since the 13th century, chiefly by their greater baldness and aridity of statement.
In the 17th century, the gap between Latin schools and real-life needs became more pronounced as Latin slowly faded as the language of education. As a result, fewer students attended these schools, and the general population continued to fall further into ignorance. Despite Hoole's efforts to promote a universal system of elementary schools teaching in the local language, Petty's proposal for elementary trade schools, and Cowley's suggestion for a research-focused college, ideas for reform circulated without making a significant impact on the established academic practices. While some attention was given to conservative reforms suggested by the Port Royalists, particularly the inclusion of the vernacular in the curriculum, the call for more fundamental changes influenced by Bacon's philosophy was largely ignored. Among the active proponents of reform was Comenius (1571-1635). Unfortunately, his Great Didactic, which outlined his general principles, received little attention and even less support, though his school books, which attempted to apply his principles with minimal success, were widely used. However, these were merely basic summaries of real and imagined facts presented in Latin and the local language side by side. In terms of content, they differed from well-known medieval summaries of knowledge, like Bartholomew Anglicus's work, which had been 959 widely used since the 13th century, mainly due to their lack of depth and dryness.
In the universities, too, the 16th and 17th centuries saw a continuous decadence. The 16th century was not ripe for real intellectual freedom; and Protestantism, having based its revolt on the right of private judgment, Decadence of universities. soon produced a number of conflicting theological systems, vying with each other in rigidity and narrowness, which, as Paulsen says, “nearly stifled the intellectual life of the German people.” Further, the idea of national autonomy, which exercised so great an effect on the politics of the time, included the universal adherence of the citizens to the religion of the state. Hence, till the end of the 17th century the universities of Protestant Europe were regarded mainly as instruments for securing adhesion to the national theological system on the part of future clergy and officials, and the state interfered more and more with their organization and work. Theology occupied the most important place in the higher studies pursued, which for the rest differed little in content and less in spirit from those of preceding centuries, except that more attention was paid to the study of classical literature. Even that decayed into formal linguistics as the Renaissance enthusiasm for poetry and oratory died out, and interest in logical and philosophical questions, fostered by the dominance of dogmatic controversial theology, again became dominant. In Paris, on the other hand, the faculty of theology had decayed through the withdrawal of those preparing for the priesthood into episcopal seminaries, and the higher studies pursued were mainly law and medicine. Thus, generally, the universities were less and less fulfilling the function of providing a general liberal education. Another change, due to the same causes and making for the same results, was the isolation of universities, often directly fostered by the state governments, which for the universal interchange of medieval thought substituted a narrow provincial culture and outlook. It is no wonder that numbers everywhere decayed and that complaints as to the habits of the students were loud and frequent.
In the universities, the 16th and 17th centuries experienced ongoing decline. The 16th century was not ready for true intellectual freedom; Protestantism, having launched its revolt on the basis of individual judgment, Decline of universities. quickly generated numerous conflicting theological systems, each competing with the others in rigidity and narrowness, which, as Paulsen notes, “nearly stifled the intellectual life of the German people.” Additionally, the concept of national autonomy, which had a significant impact on the politics of the era, required all citizens to adhere to the state religion. Thus, until the end of the 17th century, the universities of Protestant Europe were primarily seen as tools for ensuring that future clergy and officials remained loyal to the national theological system, and the state increasingly intervened in their organization and activities. Theology held the most prominent position in higher studies, which otherwise differed little in substance and even less in spirit from those of previous centuries, except that there was more focus on studying classical literature. Yet, even that devolved into mere formal linguistics as the Renaissance enthusiasm for poetry and oratory waned, and interest in logical and philosophical issues, spurred by the rise of dogmatic controversial theology, regained dominance. In Paris, however, the faculty of theology had diminished due to the migration of those training for the priesthood into episcopal seminaries, with higher studies now primarily focused on law and medicine. Overall, the universities increasingly failed to provide a broad liberal education. Another shift, stemming from the same factors and leading to similar outcomes, was the isolation of universities, often directly encouraged by state governments, which replaced the universal exchange of medieval thought with a narrow provincial culture and perspective. It’s no surprise that enrollment numbers everywhere declined and complaints about student behavior were loud and frequent.
At the close of the 17th century, then, universities as well as schools had reached a very low level of efficiency and were held in little respect by the cultured. Indeed, from the middle of the century, the main current of intellectual Education of the higher classes. life had drifted away from the orthodox centres of learning. The formation of the Berlin Academy in Germany and of the Royal Society in England, and the refusal of Leibnitz to accept a chair in any German university, were signs of the times. In France, and later in Germany, the education of the noble youth was increasingly carried on apart from the schools, and was really an outgrowth from the education of chivalry. In the 16th century Castiglione and Montaigne had advocated a training directly adapted to prepare for polite life, and Elyot wrote on similar lines. But the most important movement in this direction was the formation of the courtly academies which flourished in France in the 17th century, and were soon imitated in the Ritterakademien of Germany. In these schools of the nobility French was more honoured than classics, and the other subjects were chosen as directly adapted to prepare for the life of a noble at the court. Milton in his Tractate advocated the foundation of such academies in England, though he proposed a curriculum far more extensive than had ever been found possible. More and more, too, foreign travel had, from the middle of the 16th century, been looked upon as a better mode of finishing the education of a gentleman than a course at a university.
At the end of the 17th century, both universities and schools had become quite ineffective and were not respected by the educated population. In fact, since the middle of the century, the main flow of intellectual life had moved away from traditional centers of learning. The establishment of the Berlin Academy in Germany and the Royal Society in England, along with Leibnitz's refusal to take a position at any German university, were indications of the changing times. In France, and later in Germany, the education of young nobles increasingly took place outside of schools, evolving from the education of knighthood. In the 16th century, Castiglione and Montaigne promoted a training designed specifically for polite society, and Elyot wrote in a similar vein. However, the most significant development in this direction was the creation of courtly academies that thrived in France during the 17th century and were soon copied in the Ritterakademien of Germany. In these schools for the nobility, French was prioritized over classical studies, and the other subjects were selected to directly prepare students for a noble life at court. Milton, in his Tractate, supported the establishment of such academies in England, although he suggested a curriculum that was much broader than what had been deemed feasible. Furthermore, by the middle of the 16th century, traveling abroad was increasingly seen as a better way to complete a gentleman's education than attending a university.
The later years of the 17th century saw a revival of university life in Cambridge, through the work of Newton and the increasing attention paid to mathematics and the physical sciences, though the number of students continued Revival of university life. very small. In Germany, also, a new era opened with the foundation of the universities of Halle (1694) and Göttingen (1737), which from the first discarded the old conception that the function of a university is to pass on knowledge already complete, and so opened the door of the German universities to the new culture and philosophy. It was soon seen that students could thus be attracted, and the influence spread to the other German universities, which by the end of the 18th century had regained their position as homes of the highest German thought.
The later years of the 17th century saw a revival of university life in Cambridge, driven by the work of Newton and the growing focus on mathematics and the physical sciences, even though the number of students remained very small. In Germany, a new era began with the founding of the universities of Halle (1694) and Göttingen (1737), which from the start rejected the old idea that a university's role is simply to relay completed knowledge, thus opening the German universities to new culture and philosophy. It quickly became clear that this approach could attract more students, and the influence spread to other German universities, which by the end of the 18th century had regained their status as centers of the highest German thought.
At Halle, too, was set the example by Francke of providing for the education of the children of the poor, and to his disciple Hecker Germany owes the first Realschule. Simultaneous Education of the poor. movements for the education of the poor were made by St Jean-Baptiste de la Salle and the Brothers of the Christian Schools in France, and by the Society for the Promotion of Christian Knowledge in England. But the total results were not great; the mass of the people in every European country remained without schooling throughout the 18th century.
At Halle, Francke set the standard for educating poor children, and to his student Hecker, Germany owes the first Realschule. Simultaneous efforts to educate the poor were made by St. Jean-Baptiste de la Salle and the Brothers of the Christian Schools in France, as well as by the Society for the Promotion of Christian Knowledge in England. However, the overall impact was limited; the majority of people in every European country continued to lack schooling throughout the 18th century.
The intellectual movements of that century were, indeed, essentially aristocratic. Voltaire and the Encyclopaedists aimed at the enlightenment of the select few, and Rousseau declared baldly that the poor need no education. 18th-century thought and education. That these movements influenced education profoundly is undoubted. The individualistic and abstract rationalism of Voltaire, derived from the sensationist philosophy of Locke through the more thorough-going Condillac, and finding its logical outcome in the materialistic atheism of La Mettrie and the refined selfishness of Rochefoucault, infected the more cultured classes. In Lord Chesterfield’s Letters to his Son is shown its educational outcome—a veneer of superficial culture and artificial politeness covering, but not hiding, the most cold-blooded selfishness. Against this fashionable artificiality, as well as against the obvious social and political abuses of the time, Rousseau’s call for a return to nature was a needed protest.
The intellectual movements of that century were certainly aristocratic. Voltaire and the Encyclopaedists focused on enlightening a select few, while Rousseau bluntly stated that the poor don’t need education. 18th-century ideas and education. There's no doubt that these movements had a profound impact on education. The individualistic and abstract rationalism of Voltaire, influenced by Locke's sensationist philosophy through the more thorough Condillac, culminated in the materialistic atheism of La Mettrie and the refined selfishness of Rochefoucauld, affecting the more educated classes. In Lord Chesterfield’s Letters to his Son, you can see its educational result—a surface-level culture and fake politeness hiding, but not concealing, the most ruthless selfishness. In response to this trendy artificiality, as well as the clear social and political issues of the time, Rousseau’s call to return to nature was a much-needed protest.
Rousseauism, however, was not merely a transitory revolt against a conventionality of life that had become unbearable; it was emphatically the voicing of a view of life and of education which has profoundly influenced Europe Rousseauism. ever since. In that Rousseau (1712-1778) attempted to look at life as a whole he was on truer ground than were the intellectualists of the “Enlightenment”; but in that he found the essence of life in the gratification of the desires and impulses of the moment, he enunciated a doctrine which banished high principle and strenuous effort from life and consequently from education. In the Émile is presented a purely fantastic scheme of education based on a psychology of development so crude as to be absolutely false, and producing a young man utterly unable to guide his own life or to control his emotions and impulses. Rousseauism is, indeed, in its essence the application to education of the doctrines of naturalism—the philosophy which regards human life as a mere continuation of physical process, and consequently as determined wholly by environment. So Rousseau would abolish all moral training and leave the child to the reactions of the physical world upon his actions.
Rousseauism, however, wasn’t just a temporary rebellion against a way of life that had become unbearable; it was clearly an expression of a perspective on life and education that has had a deep impact on Europe Rousseau's philosophy. ever since. In trying to see life as a whole, Rousseau (1712-1778) was on more solid ground than the intellectuals of the “Enlightenment.” However, by finding the essence of life in immediate pleasures and desires, he put forth a doctrine that eliminated high ideals and hard work from life—and, by extension, from education. In the Émile, he presents a completely unrealistic educational model based on a very simplistic understanding of development, resulting in a young man who is completely unable to navigate his own life or manage his emotions and impulses. At its core, Rousseauism is the application of naturalistic doctrines to education—the philosophy that views human life as simply a continuation of physical processes, thus entirely shaped by the environment. Therefore, Rousseau would do away with all moral education and leave the child to respond solely to the physical world’s effects on his actions.
Against this position the educational teaching of Kant (1724-1804), influenced though he was by the Émile, is essentially a protest. The most necessary element in education, Kant. according to Kant, is constraint, which by the formation of habit prepares the young to receive as principles of conduct the laws at first imposed upon them from without. And the supreme guide of life is the law of duty which is always more or less opposed to the promptings of inclination. Kant exaggerates the dualism: Rousseau would abolish it by ignoring the more important of the two antitheses.
Against this view, Kant's approach to education (1724-1804), although influenced by the Émile, essentially stands as a protest. According to Kant, the most essential aspect of education is discipline, which, through the development of habits, prepares young people to accept external laws as principles for behavior. The ultimate guide for life is the law of duty, which is often in conflict with one's natural inclinations. Kant amplifies this dualism; Rousseau seeks to eliminate it by overlooking the more significant of the two opposing ideas.
The French Revolution—the natural outcome of the teachings of Voltaire and of Rousseau—was the second stage in the movement of which the Reformation was the first. It was essentially the assertion of the natural rights of Educational outcome of the Revolution. man, and, as a logical sequence, of the right of every child to be properly trained for life. The reaction due to the excesses of the revolutionists no doubt delayed the acknowledgment for a time, but its gradual recognition is emphatically the characteristic mark of the educational history of the 19th century.
The French Revolution—the natural result of the ideas of Voltaire and Rousseau—was the second phase of a movement that began with the Reformation. It was fundamentally about asserting the natural rights of Education results of the Revolution. people and, as a logical follow-up, the right of every child to receive proper education for life. The backlash against the radical actions of the revolutionaries certainly postponed the recognition of this right for a while, but its slow acceptance is clearly a defining feature of educational history in the 19th century.
Preached and practised by Pestalozzi (1746-1827) in Switzerland, the general education of the poor was first made a reality by Prussia after the crushing defeat of Jena. In France and England it remained for nearly three-quarters State education. of the century the work of the Church and other voluntary agencies, though aided by the state. Finally a state system of schools has been more or less fully set up in every state of western Europe and in America, and subjected to more or less state regulation and control. Equally marked has been the growing care for the scholastic education of girls as well as boys, though only in America are the two regarded as practically identical in form and content.
Preached and practiced by Pestalozzi (1746-1827) in Switzerland, the general education of the poor was first made a reality by Prussia after the crushing defeat at Jena. In France and England, it remained for almost three-quarters of the century the responsibility of the Church and other voluntary organizations, although supported by the state. Eventually, a state system of schools has been established in nearly every western European country and in America, subject to varying degrees of state regulation and oversight. There has also been a noticeable increase in attention to the education of girls as well as boys, though only in America are the two considered practically identical in format and content.
Thus the 19th century saw the final working out of the idea that the state should be substituted for the Church as the official agent of education, an idea which had its roots in the Renaissance conception of the right of man to direct his life apart from theological determinations. The more direct outcome of the same idea is apparent in the absolute liberty with which the presuppositions of knowledge are questioned, and the maxim of Descartes—to prove everything by the reason and to accept nothing which fails to stand the test—is acted upon. No greater contrast is possible than that between the medieval student and the modern searcher after truth.
Thus, the 19th century saw the final development of the idea that the state should replace the Church as the official authority on education, an idea rooted in the Renaissance belief in a person's right to live their life independently of religious dictates. The more immediate result of this idea is evident in the absolute freedom with which the assumptions of knowledge are challenged, and the principle of Descartes—to prove everything through reason and to accept nothing that doesn't stand up to scrutiny—is put into practice. There's no greater contrast than that between the medieval student and the modern truth seeker.
The influence of the same spirit has wrought an equally momentous change in the methods of instruction. The impetus given by the exaggerated doctrine of Rousseau to the view that the nature of the child should determine Methods of instruction. the means of education, led to more thorough-going attempts than had hitherto been made to base educational method on a knowledge of child psychology. Pestalozzi and Froebel (1782-1852), by their insistence on the need of educating a child through his own activity, and by their widespread influence, made the new view of method an actuality. The influence of Rousseau has, thus, passed into modern educational practice in a form that, in its essence, is true, though in practice it has shown itself apt to run into the same excess of emphasis on impulse and feeling which vitiated the teaching of Rousseau himself. The influence of Herbart (1776-1841) has tended to counteract this. The essence of Herbartianism is that mental life consists of presentations, or reactions of the mind on the environment, and that will springs from the circle of thought thus developed. The emphasis is therefore placed on intellect and instruction while in Froebelianism it is placed on spontaneous activity and on the arrangement of the environment. Each exaggerates the function of the one factor in concrete experience which it makes the centre of interest, and each is tinged with the individualistic conception of life which characterized the 18th and early 19th century.
The influence of the same spirit has caused a significant change in teaching methods. The momentum created by Rousseau's extreme views fostered the idea that a child's nature should determine educational approaches, leading to more serious attempts than ever before to base teaching methods on an understanding of child psychology. Pestalozzi and Froebel (1782-1852), through their emphasis on the necessity of educating a child through their own activities and their extensive influence, turned this new approach to teaching into a reality. Rousseau's influence has, therefore, shaped modern educational practices in a way that is fundamentally correct, although in practice it has tended to lean too much on impulse and emotion, similar to the issues that flawed Rousseau's own teaching. Herbart's (1776-1841) influence has worked to counterbalance this. The core of Herbartianism is that mental life consists of perceptions, or the mind's reactions to the environment, and that will emerges from the circle of thoughts developed in this way. Therefore, the focus is on intellect and instruction, while Froebelianism emphasizes spontaneous activity and the organization of the environment. Each approach tends to exaggerate the role of one factor in concrete experience that it highlights, and both are influenced by the individualistic views of life that marked the 18th and early 19th centuries.
The most marked change in the outward aspect of education has been the modification of the curriculum of school and university by the introduction of various branches of natural science. Conjointly with this has been much increase Curriculum of instruction. of specialization, and that not only in the university but in the school. There is no longer a universally recognized circle of knowledge constituting a liberal education preparatory to specialist studies, as there was in the middle ages. Nor is there general agreement as to what such educational institutions as schools and universities should attempt to do, or even as to the end that should be sought by education as a whole. Nor can agreement on such points be expected while men differ widely as to the meaning and purpose of life. The work of the organization of the material means of education has largely been accomplished by the civilized world: that of determining the true theory and practice of the educative process itself is still incomplete. To that, both discussion of the philosophy of life and of the relative values in life, of various kinds of experience and experiment in the light of the conclusions reached, are needed. The problem will never be absolutely solved, for that would imply an absolutely best education irrespective of conditions, but its practical solution will be reached when a true adjustment is made between the process of education and the life for which that education is intended to be a preparation.
The biggest change in the way education looks today is the shift in school and university curricula with the addition of various branches of natural science. Along with this, there has been a significant increase in specialization, not just at the university level but also in schools. There’s no longer a universally accepted set of knowledge that makes up a liberal education meant to prepare students for specialized studies, like there was during the Middle Ages. There’s also no common agreement on what schools and universities should aim to achieve or even on the overall goals of education. We can’t expect agreement on these issues while people have such different views on the meaning and purpose of life. The civilized world has mostly sorted out the material aspects of education, but figuring out the true theory and practice of the educational process itself is still a work in progress. This requires discussions about the philosophy of life and evaluating the relative values of various types of experiences and experiments based on the conclusions we come to. The problem will never be completely solved, as that would imply there’s a perfect education that works in all circumstances, but we can find a practical solution when we create a real connection between the education process and the life that education is meant to prepare us for.
See also the articles Academies; Classics; Co-education; Examinations; Polytechnic; Schools; Technical Education; Universities; Women; &c.
See also the articles Academies; Classics; Co-education; Examinations; Polytechnic; Schools; Technical Education; Universities; Women; etc.
II. National Systems of Public Education
II. National Systems of Public Education
A statement of the principles commonly recognized by modern communities as governing the action of the state in relation to education may facilitate at the outset a clearer understanding of the problems which the organization of public education presents. The cardinal doctrine of state interference in the educational domain is universally accepted by all the great nations of the modern world; and in regard to its extent and limits a large measure of agreement has now been reached.
A statement of the principles widely acknowledged by today's communities as guiding the government's actions regarding education can help clarify the issues surrounding the organization of public education. The main principle of government involvement in education is accepted by all major nations in the modern world, and there is now significant consensus on its scope and limitations.
In the first place, it is recognized as the duty of the state to insist upon a certain minimum of education for every future citizen. This does not necessitate a monopoly of education on the part of the state, such as was claimed Principles of state interference. by the Napoleonic despotism under the traditional influence (it would seem) of the old authoritative Gallo-Roman tradition, transformed in its outward manifestation but not in its inward spirit by the French Revolution. Such a monopoly would be plainly repugnant to the spirit of Anglo-Saxon individualism, and it is interesting to note that attempts to reassert it have in recent times been repudiated in republican France by some of the best exponents of modern free thought, as an infringement of personal liberty not calculated to justify itself by any corresponding public gain. Nevertheless, the recognition of this primary duty of the state plainly implies a state system of at least elementary education. The masses of the industrial population cannot afford the necessary minimum of instruction which the public interest demands, and private and voluntary effort cannot efficiently supply the want resulting from the unequal distribution of wealth. But it is in the nature of things that, so far as private effort attempts anything in this direction, it should be motived in the main by religion and associated with the great historical religious organizations; thus it comes about that the moment the state steps in to make good the deficiency of voluntary effort a fruitful and embittering source of difficulty and friction is disclosed. Hence, in England, the history of public elementary education since the beginning of the 19th century has been very largely the history of what is called the religious difficulty. Here we find ourselves in the region of acute controversy in which it is useless to do more than note empirically the various solutions adopted by different states. Perhaps all that can safely be indicated as commanding universal acceptance is the principle that the state must not impose upon an individual citizen in the person of his child any form of religious instruction to which he conscientiously objects. Modern controversies show the difficulty of applying even this rudimentary principle to the complicated circumstances of a free community split up into a number of groups differing profoundly in religious sentiment, and zealous each for the recognition of its own ideal within the common system. So far, however, as secular instruction (i.e. the teaching of other subjects than religion) is concerned it is now generally accepted that the elementary minimum must be both compulsory and free for every individual child whose parents will not or cannot (as the case may be) provide such instruction for it efficiently elsewhere than in the state-supported schools.
In the first place, it is acknowledged that the state has the responsibility to ensure a minimum level of education for every future citizen. This doesn't mean that the state needs to have a monopoly on education, as was claimed by Napoleon’s regime, influenced by the old Gallo-Roman tradition, which was superficially changed but not fundamentally altered by the French Revolution. Such a monopoly would clearly go against the spirit of Anglo-Saxon individualism, and it’s noteworthy that recent attempts to reinforce it have been rejected in modern republican France by some of the leading advocates of free thought, seeing it as a violation of personal freedom that cannot be justified by any corresponding public benefit. Nonetheless, recognizing this primary duty of the state clearly indicates the need for a state system of at least basic education. The working-class population cannot afford the necessary minimum level of education that the public interest requires, and private and voluntary efforts cannot effectively address the gap caused by the unequal distribution of wealth. However, it is natural that any private initiatives in this area are mainly driven by religious motivations and connected to major historical religious organizations; this leads to significant challenges and tensions when the state intervenes to compensate for the lack of voluntary efforts. Consequently, in England, the history of public elementary education since the early 19th century has largely revolved around what is known as the religious difficulty. Here, we enter a realm of intense debate where it is unproductive to do anything more than observe the various solutions adopted by different states. Perhaps the only principle that is universally accepted is that the state must not subject any citizen, in the person of their child, to any form of religious education that they sincerely oppose. Modern debates reveal the complexities of implementing even this basic principle in a free community divided into many groups with deeply differing religious beliefs, all eager for their own ideals to be recognized within the shared system. So far as secular instruction (i.e., teaching subjects other than religion) is concerned, it is now widely accepted that the basic minimum should be both mandatory and free for every child whose parents are unable or unwilling to provide such instruction effectively elsewhere outside of state-supported schools.
Next, the action of the modern state cannot stop short at elementary education. The principle of “the career open to talent” is no longer a matter of abstract humanitarian theory, a fantastical aspiration of revolutionary dreamers; for the great industrial communities of the modern world it is a cogent practical necessity imposed by the fierce international competition which prevails in the arts and industries of life. The nation that is not to fail in the struggle for commercial success, with all that this implies for national life and civilization, must needs see that its industries are fed with a constant supply of workers adequately equipped in respect both of general intelligence and technical training.
Next, the actions of the modern state can't stop at basic education. The idea of “the career open to talent” isn't just some abstract humanitarian theory or a wild dream of revolutionary thinkers; for the large industrial communities in today’s world, it’s a vital practical necessity driven by the fierce international competition in various fields and industries. A nation that doesn’t want to fail in the race for commercial success—along with everything that means for its national life and civilization—must ensure that its industries have a steady supply of workers who are well-equipped in terms of both general knowledge and technical skills.
On political grounds too, the increasing democratization of 961 institutions renders a wide diffusion of knowledge and the cultivation of a high standard of intelligence among the people a necessary precaution of prudent statesmanship, especially for the great imperial states which confide the most momentous issues of world policy to the arbitrament of the popular voice. The state then must satisfy itself that the means of education are placed within the reach of all, in grades adapted to the varying degrees of intelligence and educational opportunity to be found among a community upon the majority of whose members is imposed the necessity of entering upon the practical business of life at a more or less early age. The organization of the higher grades of education constitutes a task of less formidable magnitude than the organization of elementary education, for the reason that, at any rate in the prevailing social conditions, it is only a minority who can benefit by it, and that of this minority a large proportion can afford the whole or a considerable portion of the cost in each individual case. The class, however, whose education must needs be assisted by the state if it is not to remain inefficient must always be considerable; and account must be taken also of the necessities of the further class whose exceptional mental development is such as to make it worth while for the state to bestow gratuitously an education higher than elementary at the public expense. University education is distinguished from education of the lower grades by the fact that, being necessarily restricted to an élite of intellect or birth, it cannot, save in very exceptional circumstances, usefully be organized locally. Although universities are the necessary complement of a public educational system they do not in strictness or necessity form part of such a system, and in so far as they are brought within the purview of public authority it must be as a matter of national, rather than municipal or provincial, concern. Accordingly university education is separately treated (see Universities), and will not be referred to, save incidentally, in the present article.
On political grounds, the growing democratization of institutions makes it essential to spread knowledge and foster a high level of intelligence among the public. This is especially crucial for major imperial states that rely on popular opinion for significant world policy decisions. The state must ensure that educational opportunities are accessible to everyone, tailored to the different levels of intelligence and education found within a community where most people need to start working at a relatively young age. Organizing higher education is less challenging than setting up elementary education since, under current social conditions, only a small number can take advantage of it, and many in that group can cover most or all of their expenses. However, there will always be a significant portion of the population that requires state support for their education; moreover, the state should also consider the needs of those few whose exceptional intelligence justifies providing a higher education at public expense. Unlike lower-level education, university education is limited to a select group based on intellect or privilege and cannot typically be organized locally except in rare circumstances. While universities are essential components of a public education system, they are not strictly part of that system. When they fall under public authority, it is primarily a matter of national concern rather than local or provincial. Therefore, university education is discussed separately (see Universities) and will only be mentioned occasionally in this article.
Reserving to a final section the history of education in the United States of America, a brief description is given here of the educational systems of the leading European countries by way of introduction to a more detailed, but still summary, historical sketch of public education in England. The highly organized educational systems of France and Prussia (as representing Germany) are manifestly suitable for the purposes of a general study of the principles of educational polity as worked out upon logical and consistently thought-out plans by highly centralized states. As to other European countries, a brief mention must suffice of certain features of special interest presented by smaller progressive states of such different types as Switzerland, Belgium and Holland. Similarly, in the case of the United Kingdom, considerations of space forbid more than a brief notice of the educational systems of Scotland (q.v.) and Ireland (q.v.). For other countries see the sections in the articles under the headings of the respective states.
Reserving the history of education in the United States for the final section, this introduction provides a brief overview of the educational systems in the leading European countries, paving the way for a more detailed yet still concise historical summary of public education in England. The well-structured educational systems of France and Prussia (representing Germany) are clearly suited for a general study of educational principles developed through logically thought-out plans by highly centralized governments. Regarding other European countries, a brief mention will highlight certain interesting features of smaller, progressive nations like Switzerland, Belgium, and Holland. Likewise, in the case of the United Kingdom, space constraints limit the discussion to a short overview of the educational systems in Scotland (q.v.) and Ireland (q.v.). For information on other countries, see the sections in the articles under the respective state headings.
France.
France.
France (q.v.) presents the most complete type of a state system of education organized under a strongly centralized administration in all grades. This centralized administration in education, as in other departments, represents the Napoleonic heritage of the Republic, and, although there has been an increasing tendency of recent years to study local conditions in the internal organization of schools, anything approaching to local autonomy is unknown in educational affairs. The necessary checks upon bureaucracy are supplied not by popularly elected municipal bodies but by a strong infusion of the pedagogic element in the administrative machinery. The pedagogic element in turn does but represent another side of the collective activities of the state. The teaching profession both in the primary and higher spheres—and the two are sharply marked off from one another—consists of a highly organized body of state functionaries, united by a strong esprit de corps and actuated by ideals and aims which are inspired by the state. The importance of this condition of things lies in the fact that the Republic is something more than a form of government: it is the social and moral expression of the democratic ideal as conceived by a people profoundly imbued by tradition with the sense of social solidarity, or collectivism; and nowhere has this expression been more characteristic or more complete than in the domain of public education. Yet the educational system of modern France is by no means exclusively the creation of the Third Republic, and the main stages in its development deserve to be traced historically.
France (q.v.) showcases the most comprehensive example of a state education system organized under a strongly centralized administration across all levels. This centralized education system, as in other sectors, reflects the Napoleonic legacy of the Republic. While there has been a growing inclination in recent years to consider local conditions in the internal organization of schools, any form of local autonomy in education is essentially absent. The necessary checks on bureaucracy do not come from locally elected municipal bodies but rather from a significant presence of educational professionals within the administrative framework. This educational component, in turn, represents another aspect of the state's collective activities. The teaching profession, both in primary and higher education—and the two are distinctly separated—comprises a highly organized group of state officials, bonded by a strong sense of unity and driven by ideals inspired by the state. The significance of this situation lies in the fact that the Republic is more than just a governmental structure: it embodies the social and moral expression of the democratic ideal as understood by a people deeply rooted in a sense of social cohesion, or collectivism; and nowhere has this expression been more distinctive or complete than in the realm of public education. However, the educational system of modern France is not solely the result of the Third Republic, and the key stages in its development merit a historical examination.
No historical sketch, however slight, of French education can ignore the great Catholic religious educator of the 18th century, Jean Baptiste de la Salle, the founder of Les Frères de la Doctrine chrétienne, commonly known as the Frères de la Doctrine chrétienne. “Christian Brothers.” The Brothers were not merely pioneers of elementary education, they may also be regarded (as M. Buisson, formerly director of public instruction, has shown) as the originators of higher primary instruction. Under the Restoration they upheld the method of simultaneous teaching against the partisans of the mutual (or monitorial) method, successfully demonstrating the superiority of the trained teacher. The unfortunate effects of the monitorial system upon English education show the reality of the service which this religious congregation rendered to the national pedagogy in France.
No brief overview of French education can overlook the significant Catholic educator of the 18th century, Jean Baptiste de la Salle, who founded Les Frères de la Doctrine chrétienne, commonly known as the Brothers of the Christian Doctrine. “Christian Brothers.” The Brothers were not only pioneers of elementary education; they can also be seen (as M. Buisson, a former director of public instruction, pointed out) as the creators of higher primary education. During the Restoration, they defended the method of simultaneous teaching against supporters of the mutual (or monitorial) method, effectively proving the advantages of a trained teacher. The negative effects of the monitorial system on English education highlight the important contribution this religious group made to national pedagogy in France.
The Constitution of 1791 decreed that primary instruction should be compulsory and gratuitous. (It may be explained that the term “free education,” instruction libre, does not bear the same meaning in France as in England. In The Revolution and Napoleon. France a free school means a school not under state control and not forming part of the state system.) In this as in much else the Revolution was powerless to do more than enunciate general principles which it left for later generations, in the present instance after the lapse of nearly a century, to carry into effect. True to its theories of individualistic liberty, the Revolution admitted liberty of teaching. Napoleon, on the other hand, by the law of 1806, centralized all forms of education in one official teaching body under the name of the Imperial University, thus securing a monopoly of teaching to the state. The Napoleonic idea of the university, doubtless because a true expression of the national genius, has never ceased to exert a profound influence upon French education, an influence which of late years has been revivified and reinforced by the modern ideal of social solidarity.
The Constitution of 1791 stated that primary education should be mandatory and free. (It's important to note that the term “free education,” instruction libre, doesn't mean the same thing in France as it does in England. In France, a free school refers to a school that isn’t controlled by the state and isn’t part of the state system.) In this area, as in many others, the Revolution could only declare general principles and left it to later generations—in this case, nearly a century later—to put them into practice. Staying true to its beliefs in individual freedom, the Revolution allowed freedom in teaching. Napoleon, however, through the law of 1806, centralized all forms of education under one official teaching body called the Imperial University, thus giving the state a monopoly on education. The Napoleonic concept of the university, likely reflecting the national spirit, has continued to have a significant impact on French education, an influence that has recently been revived and strengthened by the modern idea of social solidarity.
Under the Restoration education fell inevitably under the control of the church, but under the Liberal Monarchy Guizot in 1833 passed a law which laid the foundations of modern primary instruction, obliging the communes to maintain Reforms of Guizot. schools and pay the teachers. It is also to the credit of Guizot as an educational reformer that he perceived the necessity for the higher primary as distinct from the secondary school. The higher primary schools which he founded were unfortunately suppressed by the Loi Falloux; their restoration constitutes one of the great positive services rendered by the Third Republic to the cause of popular education.
Under the Restoration, education inevitably fell under the church's control, but during the Liberal Monarchy, Guizot passed a law in 1833 that established the foundations of modern primary education, requiring local governments to maintain schools and pay teachers. Guizot is also credited as an educational reformer for recognizing the need for higher primary education as separate from secondary schooling. Unfortunately, the higher primary schools he established were later abolished by the Loi Falloux; their revival represents one of the significant contributions of the Third Republic to the advancement of public education.
The Loi Falloux of 1850, passed by the Second Republic under the influence of the prince president, is chiefly memorable for its restoration of the liberty of teaching, which in a Catholic country means in effect free scope for priestly Loi Falloux. schools. This law also made provision for separate communal schools for girls, for adult classes and for the technical instruction of apprentices. In 1854 France was divided for purposes of educational administration into sixteen academies, each administered by a rector with an academy inspector under him for each department. This organization survives to-day, with the difference that for each academy (except Chambéry) there is now a local teaching university.
The Loi Falloux of 1850 was enacted by the Second Republic, influenced by the prince president, and is mainly remembered for restoring the freedom to teach, which in a predominantly Catholic country essentially means allowing for priest-run schools. This law also included provisions for separate community schools for girls, adult classes, and vocational training for apprentices. In 1854, France was divided into sixteen academies for educational administration, each overseen by a rector and an academy inspector for each department. This structure still exists today, with the exception that now each academy (except Chambéry) has a local teaching university.
The ministry of the well-known educationist M. Duruy (1865-1869), corresponding to the period of the Liberal Empire, was notable for marked administrative progress. A permanent Ministry of M. Duruy. memorial of this epoch is the enactment rendering primary schools for girls obligatory in communes of over 500 inhabitants. Duruy also provided for the introduction of gratuitous instruction at the option of the commune.
The time when the well-known educator M. Duruy was in charge (1865-1869), during the Liberal Empire, saw significant administrative progress. A lasting achievement from this period is the law making primary schools for girls mandatory in towns with more than 500 residents. Duruy also allowed for free education if the town chose to implement it.
The task of educational reform imposed itself upon the republic by a twofold necessity. The wars of 1866 and 1870 were victories for the Prussian schoolmaster, and aroused all western Europe to the national importance of popular The Third Republic. education. For France then the reform of popular education was an essential part of the work of national restoration. For the republic too, menaced by older and hostile traditions, the creation of a national system of education inspired by its own spirit was an essential condition of the permanence and security of its government and the social ideals of which that government was the expression. Hence the energy with which the republican state addressed itself to the organization of primary instruction, “obligatory, gratuitous, secular.”
The need for educational reform became clear to the republic for two main reasons. The victories in the wars of 1866 and 1870 highlighted the importance of public education across Western Europe, especially for the Prussian model. For France, reforming public education was crucial for national restoration. Additionally, as the republic faced threats from older, opposing traditions, creating a national education system that reflected its own values was vital for the stability and security of its government and the social ideals it represented. This is why the republican state vigorously pursued the establishment of a primary education system that was "mandatory, free, and secular."
By the law of June 1, 1878, there was imposed upon the communes the obligation of acquiring their school buildings; and as a grant in aid a sum of £2,400,000 was set aside for this purpose by the state. In 1879 a law was passed Acquisition of elementary school buildings and organization of teaching profession. compelling every department to maintain a training college for male and female teachers respectively. The two higher normal schools of Fontenay and St Cloud were also founded to supply the training colleges with professors. During the same period, among other certificats or professional diplomas, there were established the certificat d’aptitude pédagogique, which qualifies probationer-teachers (stagiaires) for appointment as teachers in full standing (titulaires), and the certificat d’aptitude for primary inspectors and heads of normal schools. The law of June 16, 1881, rendered obligatory for all teachers, whether public or private, the brevet de capacité. It was found impracticable to carry this law into immediate effect, and as late as 1902 only about 60% of the men and 52% of the women were provided with the professional certificate necessary for becoming titulaires.
By the law of June 1, 1878, communes were required to acquire their school buildings, and the state allocated £2,400,000 to assist with this. In 1879, a law was enacted Acquisition of elementary school buildings and organization of the teaching profession. that mandated each department to maintain a training college for male and female teachers. The two higher normal schools of Fontenay and St. Cloud were also established to provide professors for the training colleges. During this time, among other certificats or professional diplomas, the certificat d’aptitude pédagogique was created to officially qualify trainee teachers (stagiaires) for full teaching positions (titulaires), and the certificat d’aptitude was designated for primary inspectors and heads of normal schools. The law of June 16, 1881, made the brevet de capacité mandatory for all teachers, whether public or private. However, it proved impractical to implement this law immediately, and as late as 1902, only about 60% of men and 52% of women had obtained the professional certificate required to become titulaires.
The laws making primary education gratuitous, compulsory and secular, are indissolubly associated with the name of Jules Ferry. The law of June 16, 1881, abolished fees in all primary schools and training colleges, the law of Reforms of Jules Ferry. Laicization. 1882 established compulsory attendance, and finally the law of October 30, 1886, enacted that none but lay persons should teach in the public schools, and abolished in those schools all distinctively religious teaching. In the boys’ schools members of religious communities were to be displaced within five years, but in girls’ schools the religieuses might remain till death or resignation.
The laws that made primary education free, mandatory, and non-religious are closely linked to Jules Ferry. The law passed on June 16, 1881, eliminated fees in all primary schools and training colleges. The law of 1882 required compulsory attendance, and finally, the law of October 30, 1886, stated that only non-religious individuals could teach in public schools, removing all specifically religious instruction from those schools. In boys’ schools, members of religious communities were to be removed within five years, but in girls’ schools, the religieuses could stay until they died or resigned.
Religious teaching was replaced in the state schools under the Ferry law by moral instruction according to official curricula, a change which has been described by M. Séailles (Éducation ou révolution) as a revolution of the profoundest Moral instruction. philosophical meaning. The difficult and delicate topics of the relation of the state school to religion and the value of the substituted moral instruction have recently received illuminating and objective treatment from different points of view in the series of reports on Moral Instruction and Training in Schools, edited by Professor M.E. Sadler (1908, vol. ii.); the barest reference to the questions at issue must here suffice. As regards the character of the moral instruction, it would appear to have shifted from a Kantian to a purely sociological basis. Roman Catholic opinion is at least not unanimous in regarding the “lay” or neutral school as essentially or necessarily anti-religious, and plainly there is no inherent reason why the neutrality should not be a real neutrality, but with the existing relations between the Catholic Church and modern thought in France the influence of the Normalist teachers is in fact apt to be anti-religious, and moreover no system of independent moral doctrine, whether based upon a priori or inductive reasoning, can be acceptable to the Roman Catholic Church. In whatever degree the blame may be rightly apportionable between church and state, the fact is that the two find themselves in acute conflict, and that from the conflict there has resulted a certain moral confusion which Christian and non-Christian moralists alike view with alarm. It may be that the mischief would have been mitigated had more moderate counsels prevailed at the time of the Ferry law, and had the church been willing to accept (as the Republic might then have been willing to concede) right of entry for the clergy into the schools. But the real causes of the trouble lie deep in the philosophical and religious problems of our time, and in the constant and self-sacrificing devotion of the French to logical ideals on either side. Perhaps it is not too sanguine to discern in the growing tendency to idealism in French philosophy, and to liberal ideas in French and Catholic religious thought, the promise of a happier state of things. In the meantime, the religious difficulty in the schools divides the nation into two hostile camps (les deux Frances, as a Swiss Protestant writer puts it) in the shape of the state secular schools on the one side and the private religious schools on the other.
Religious teaching was replaced in state schools under the Ferry law by moral instruction based on official curricula, a change that M. Séailles has referred to as a revolution of deep philosophical significance. The complex and sensitive issues regarding the relationship between state schools and religion, as well as the value of the moral instruction that replaced it, have recently been explored thoughtfully and objectively from various perspectives in the series of reports on Moral Instruction and Training in Schools, edited by Professor M.E. Sadler (1908, vol. ii.); a brief mention of the relevant questions will suffice here. Concerning the nature of moral instruction, it seems to have shifted from a Kantian framework to a purely sociological one. Roman Catholic viewpoints are at least not unanimous in perceiving the “lay” or neutral school as inherently or necessarily anti-religious. Clearly, there is no inherent reason why neutrality cannot be genuine; however, given the existing dynamics between the Catholic Church and modern thought in France, the influence of Normalist teachers tends to be anti-religious. Additionally, no system of independent moral doctrine, whether grounded in a priori or inductive reasoning, can be accepted by the Roman Catholic Church. Regardless of how blame may be assigned between church and state, it is evident that they are in sharp conflict, resulting in a certain moral confusion that both Christian and non-Christian moralists regard with concern. It’s possible that the issues could have been lessened if more moderate approaches had been taken during the time of the Ferry law, and if the church had been willing to accept (as the Republic might then have been prepared to offer) the right for clergy to enter schools. Nonetheless, the root causes of the conflict lie deep within the philosophical and religious challenges of our time and in the unwavering commitment of the French to logical ideals from both sides. Perhaps it’s not too optimistic to see in the growing trend towards idealism in French philosophy and liberal ideas in both French and Catholic religious thought the potential for a more harmonious future. In the meantime, the religious issue in schools divides the nation into two opposing factions (les deux Frances, as noted by a Swiss Protestant writer), represented by the secular state schools on one side and the private religious schools on the other.
In the year 1903-1904 the total number of pupils in private primary schools was 1,298,591, as against 4,935,000 in the public primary schools, but these figures were liable to be materially affected by the rigorous enforcement of the laws against the religious orders.
In 1903-1904, the total number of students in private primary schools was 1,298,591, compared to 4,935,000 in public primary schools, but these numbers could be significantly impacted by the strict enforcement of laws against religious organizations.
In 1889 an important change was made in educational finance by transferring the cost of teachers’ salaries in primary schools from the communes to the state, a right consequence of the changes which made the teacher a state official. Financial reform of 1889. Thus the state assumed the greater part of the burden of primary instruction, leaving to the communes merely the cost of fabric, and to the department the maintenance of the fabric of the normal schools and certain expenses of inspection.
In 1889, a significant change was made in educational funding by shifting the responsibility for primary school teachers' salaries from local governments to the state, which was a natural result of making teachers state employees. 1889 financial reform. This meant that the state took on most of the financial responsibility for primary education, while local governments were only left with the costs related to buildings, and the departments were responsible for maintaining normal school facilities and some inspection expenses.
At this point it will be convenient to describe shortly the various central and local authorities that constitute the official machine. The minister, the head of the entire hierarchy, is assisted by a conseil supérieur consisting of Administrative machinery. Minister and conseil supérieur. fifty-seven members, of whom the majority are elected by the higher teaching profession, while a few are nominated by the president, including a small number to represent private schools, and a few are elected by the primary teachers. Practically the ordinary work of the council is carried on by a sub-committee consisting of the nine nominees of the president and six others designated for this purpose by the minister. The council has administrative, judicial and disciplinary, as well as advisory, powers which enable it to exert a direct influence upon the internal organization of schools. There is also a pedagogic comité consultatif and a legal comité contentieux, whose respective functions are purely advisory.
At this point, it makes sense to briefly describe the various central and local authorities that make up the official system. The minister, who is at the top of the entire hierarchy, is supported by a conseil supérieur made up of fifty-seven members. Most of these members are elected by those in the higher teaching profession, while a few are appointed by the president, including a small number representing private schools, and a few are elected by primary teachers. The everyday work of the council is primarily handled by a sub-committee consisting of nine appointees from the president and six others chosen for this role by the minister. The council has administrative, judicial, and disciplinary powers, as well as advisory powers that allow it to directly influence the internal structure of schools. There is also a pedagogic comité consultatif and a legal comité contentieux, whose roles are purely advisory.
The inspecteurs généraux “act,” says Mr Brereton in his official report to the English Board of Education, “as the eyes and ears of the central authority.” Their duties are: Inspecteurs généraux. first to inspect the normal schools; next to supervise the work of the ordinary inspectorate; lastly to give general and comparative information on the progress of primary instruction in the various parts of France. For the purpose of general inspection France is divided into seven districts.
The inspecteurs généraux “act,” says Mr. Brereton in his official report to the English Board of Education, “as the eyes and ears of the central authority.” Their duties are: Inspectors general. first to inspect the normal schools; next to supervise the work of the regular inspectors; and finally to provide general and comparative information about the progress of primary education in different parts of France. For the purpose of general inspection, France is divided into seven districts.
As already indicated, for the purpose of educational administration, the departments of France are grouped in seventeen divisions called academies. At the head of each academy is the rector. He is appointed directly by the Rector and council of academy. president and must hold the doctor’s degree. He is not only the head of the local teaching university, but is also charged in a general way with the oversight of all three departments of education, superior, secondary and primary; in regard to the last, however, his functions are confined to the pedagogic side. The direct share of the rector in administration is mainly confined to the normal schools and the higher primary schools. The rector is assisted by an academic council composed almost exclusively of pedagogic elements.
As mentioned earlier, for the purpose of educational administration, France's departments are organized into seventeen divisions called academies. Each academy is led by a rector, who is directly appointed by the Rector and academy council. president and must hold a doctorate. The rector is not only in charge of the local teaching university but also has general oversight of all three education levels: higher education, secondary education, and primary education. However, for primary education, his role is mainly focused on the pedagogical aspects. The rector's involvement in administration is mainly limited to normal schools and higher primary schools. He is supported by an academic council that consists almost entirely of educational professionals.
Each department of France has an academy inspector appointed by the minister. The duties of the academy inspector embrace both higher and primary education. In the The academy inspector. latter sphere he is the real head of the local administration, and the primary inspectors are his subordinate officers. He appoints the probationer-teachers and nominates the regular teachers for appointment by the préfet.
Each department in France has an academy inspector assigned by the minister. The academy inspector's responsibilities cover both higher and primary education. In the The school inspector. primary education area, he is essentially the leader of the local administration, with the primary inspectors working under him. He hires the probationary teachers and nominates the permanent teachers for appointment by the préfet.
The préfet, the chief administrative officer of each department, not only appoints the teachers upon the proposition of the academy inspector, he is also as president of the conseil départemental concerned generally with the Préfet and conseil départemental. externa of school administration, including the supply of schools. The conseil départemental with respect to its powers corresponds in some degree to our own local education authorities, but as regards its constitution it is in no sense a municipal body, the representatives of the conseil général of the department (which corresponds to the county council) being greatly outnumbered by the pedagogical members.
The préfet, the main administrative officer of each department, not only appoints teachers based on the recommendation of the academy inspector, but also serves as the president of the conseil départemental, which handles the overall management of school administration, including the provision of schools. The conseil départemental somewhat corresponds to our local education authorities in terms of its responsibilities, but it is not a municipal body in terms of its structure; the representatives of the conseil général of the department (similar to a county council) are significantly outnumbered by the educational members.
The inspectors of primary schools, as has already been stated, act under the academy inspector. They are appointed upon the result of examination and not by direct nomination Primary inspectors. as in England. The examination is severe, and it is from the body of the professors of the normal schools rather than from the ranks of the primary teachers that the successful candidates are chiefly drawn.
The inspectors of primary schools, as mentioned before, operate under the academy inspector. They are appointed based on the results of an examination rather than direct nomination, like in England. The examination is rigorous, and most of the successful candidates come from the body of professors at the normal schools rather than from the primary teachers. Lead inspectors.
Very limited powers are entrusted to certain communal and cantonal authorities. The commission scolaire is a committee organized in each commune for the purpose of improving school attendance, to which end they administer Minor local authorities. a caisse des écoles or school fund for supplying clothing and meals to needy children. The maire of the commune has the right of visiting the schools, but neither he nor any of the minor local authorities can interfere with the teaching. Similar duties are assigned to the délégués cantonaux, who are appointed by the conseil départemental for each canton (a wider area than the commune), and can best be described as local visitors or visiting committees rather than managers in our sense of the word. “All this hierarchy of central and local officials,” says Mr Brereton, “will doubtless seem complicated to English minds. The extraordinary thing is that, so far as I could learn, the machine, for all its complexity, works smoothly enough. The truth is that the province of each particular functionary is so clearly defined that there is no debateable ground over which ambitious rival authorities can wrangle.”
Very limited powers are given to certain local and regional authorities. The commission scolaire is a committee set up in each municipality to improve school attendance. To achieve this, they manage a Local authorities. caisse des écoles or school fund that provides clothing and meals for needy children. The maire of the municipality has the right to visit the schools, but neither he nor any of the local authorities can interfere with the teaching. Similar responsibilities are assigned to the délégués cantonaux, who are appointed by the conseil départemental for each canton (which covers a larger area than the municipality) and are better described as local visitors or visiting committees rather than managers in the conventional sense. “All this hierarchy of central and local officials,” says Mr. Brereton, “might seem complicated to English minds. The remarkable thing is that, as far as I could tell, the system, despite its complexity, operates quite smoothly. The reality is that the role of each specific official is so clearly defined that there’s no contentious ground for ambitious rival authorities to dispute.”
In proceeding to sketch the French system of higher primary and secondary schools, it may be observed that European systems of higher education have generally been framed upon the view that the divisions of education Conception of secondary education. are longitudinal, not latitudinal, and that secondary education is a training complete in itself from the preparatory stage to the university, with aims and ideals of general culture which differentiate it radically and at the very outset from education of the elementary type. On the other hand, in the United States the view has prevailed that the divisions of education must be latitudinal, that the secondary school must be complementary to the elementary school, in which even the élite must receive their preparatory or elementary training. At any rate down to the reform of 1902, which will presently be explained, the French system could be regarded as a typical and even extreme example of the European theory, little consistent as this might seem to be with the broader principles of democracy. This view of the matter is expressed by the French terminology, by which what in England is called “elementary” is in France termed “primary” education.
In outlining the French system of higher primary and secondary schools, it's important to note that European educational systems are generally structured on the belief that the divisions of education are longitudinal rather than latitudinal. This means that secondary education is seen as a complete training path from the preparatory stage to the university level, with aims and ideals of general culture that clearly separate it from elementary education from the beginning. In contrast, in the United States, the prevailing view is that educational divisions should be latitudinal, with secondary schools serving as a complement to elementary schools, where even the elite must receive their foundational training. Up until the reform of 1902, which will soon be discussed, the French system exemplified this European theory, even if it seems somewhat inconsistent with broader democratic principles. This perspective is reflected in the French terminology, where what is called “elementary” in England is referred to as “primary” education in France.
The thoroughness with which the principle of the autonomous character of the two divisions of education was carried out undoubtedly favoured in a special degree the complete organization given to higher primary instruction in Higher primary schools. the écoles primaires supérieures under the Third Republic. The aim of these schools is to fill the void which must otherwise exist for those who need a higher education than the primary school can give, but for whose subsequent careers secondary education would be ill-adapted and injudicious. Throughout the organization of primary education the French have kept steadily in view the danger of creating an intellectual proletariate. “Nous poursuivons la culture générale du caractère et de l’esprit, mais nous cherchons en même temps à orienter l’enfant vers la vie pratique,” says an official report. The aim of the higher primary school is to continue education in this spirit up to the age of sixteen so as to prepare the scholar to take an honourable place in the higher ranks of skilled industry rather than to deflect him towards a professional career or intellectual pursuits for which he is unfitted, not so much by the accidents of birth and social circumstance as by his own natural aptitudes. Within the limits necessarily marked out for them the higher primary schools of France have aimed at imparting what may be termed a general culture as distinct from purely technical or trade teaching, and this development has been greatly furthered by the separate organization given to the latter teaching in the écoles professionnelles. At the same time, prominence is given in the higher primary schools to practical training of an educational character with special reference to the industries and circumstances of the locality, and in the rural districts a special agricultural bias is imparted to the curriculum. It is interesting to note that the institution of the higher primary schools was due in large part to the spontaneous initiative of the municipalities, and that in the later phases of state organization special care has been taken to avoid anything in the nature of a rigid uniformity in these schools.
The thoroughness with which the principle of the independent nature of the two branches of education was implemented undoubtedly significantly contributed to the complete organization of higher primary education in the Upper primary schools. The écoles primaires supérieures under the Third Republic aim to address the gap for those who need a higher education than what primary school can offer, but for whom secondary education would be unsuitable and impractical. Throughout the organization of primary education, the French have consistently recognized the risk of creating an intellectual underclass. "We pursue the general development of character and intellect, but we also aim to guide the child toward practical life," states an official report. The purpose of the higher primary school is to continue education in this spirit until the age of sixteen, preparing students to take an honorable place in the higher levels of skilled industry rather than steering them toward a professional career or intellectual pursuits for which they are ill-suited, not simply due to birth and social circumstances, but by their own natural abilities. Within the necessary boundaries set for them, the higher primary schools in France have sought to provide what can be called a general education, distinct from purely technical or vocational training, and this has been significantly advanced by the separate structure established for such training in the écoles professionnelles. Additionally, there is an emphasis on practical educational training in higher primary schools, particularly related to the local industries and circumstances, and in rural areas, there is a special agricultural focus in the curriculum. It's worth noting that the establishment of higher primary schools was largely the result of spontaneous initiatives by municipalities, and in the later stages of state organization, special care has been taken to avoid any rigid uniformity in these schools.
A wider extension has been given to higher primary instruction by the establishment of cours complémentaires in certain schools, at centres at which it would be impossible to organize separate higher primary schools. A similar solution Supplementary courses. of the continuation school problem has recently commended itself to the consultative committee of the Board of Education for England.
A broader approach to higher primary education has been implemented through the establishment of cours complémentaires in certain schools, at locations where it would be impossible to set up separate higher primary schools. A similar solution to the continuation school issue has recently been favored by the consultative committee of the Board of Education for England.
Admission to the higher primary schools in France is only accorded to those who have obtained the elementary school leaving certificate, certificat d’études primaires. A feature of importance for continuation work in rural districts is the provision made for boarding scholars in attendance at these schools. The boarding arrangements are generally, as in the case of the secondary schools, left to the head teacher, but in some instances municipal hostels have been provided. No fees may be charged for higher primary instruction, and scholarships (bourses) are provided to a certain extent in the form either of boarding scholarships or maintenance allowances to compensate the parent for the loss of the child’s labour. The number of scholars in the public higher primary schools for the year 1903-1904 was 34,084, and in cours complémentaires 21,777, making a total of 55,861. In addition there were 8891 scholars in receipt of higher primary instruction in private schools.
Admission to higher primary schools in France is only granted to those who have earned the elementary school leaving certificate, certificat d’études primaires. An important aspect for ongoing education in rural areas is the provision made for boarding students attending these schools. The boarding arrangements are generally managed by the head teacher, similar to secondary schools, but in some cases, municipal hostels have been set up. No fees can be charged for higher primary instruction, and scholarships (bourses) are available to some degree in the form of either boarding scholarships or maintenance allowances to offset the parent's loss of the child's labor. The number of students in public higher primary schools for the year 1903-1904 was 34,084, and in cours complémentaires 21,777, totaling 55,861. Additionally, there were 8,891 students receiving higher primary instruction in private schools.
French secondary education is given in the lycées which are first-grade schools maintained and controlled by the state, and the collèges, which are schools of the second grade maintained partly by the state and partly by the Secondary schools, lycées and collèges. municipality. A considerable number of scholars pass annually from the collèges to the lycées. In both grades of schools the teachers are paid by the state and nominated directly or indirectly by the minister of education. They are required to possess certain specified academic qualifications which can only be obtained from the université, but failing teachers with the prescribed qualifications the classes are taught by teachers styled chargés de cours as distinct from professors.
French secondary education takes place in the lycées, which are state-run first-level schools, and the collèges, which are second-level schools funded partly by the state and partly by the municipality. Each year, a significant number of students move from the collèges to the lycées. In both types of schools, the teachers are paid by the state and appointed either directly or indirectly by the minister of education. They must hold specific academic qualifications that can only be earned from the université, but when qualified teachers are not available, classes are taught by teachers known as chargés de cours, as opposed to professors.
With a view to supplying teachers for the secondary schools, the state maintains the École Normale Supérieure, a college in which instruction, board and lodging are given free to a number of scholars selected by competition École Normale Supérieure. from the best secondary school boys, though residence in the institution is no longer compulsory. By the decrees of November 10, 1903, and May 10, 1904, the École Normale became practically the College of Pedagogy of the University of Paris. Its students are entered as students of the university, and study for their qualifying examination as teachers in secondary schools (agrégation) under university professors, partly at the Sorbonne, partly at the École Normale, while their professional preparation is entrusted solely to the latter institution.
To provide teachers for secondary schools, the state operates the École Normale Supérieure, a college that offers free instruction, meals, and housing to a select group of students chosen through a competitive process from the top secondary school boys. However, living on campus is no longer mandatory. Due to the decrees of November 10, 1903, and May 10, 1904, the École Normale effectively became the College of Pedagogy of the University of Paris. Its students are enrolled as university students and prepare for their qualifying examination to become secondary school teachers (agrégation) under university professors, partly at the Sorbonne and partly at the École Normale, while their professional training is exclusively handled by the latter institution.
The Republic has not reorganized secondary education by a comprehensive law; it has, however, introduced by decree, under parliamentary authority, an important reform in the internal organization of the schools which marks a notable Classical and modern education. Reform of 1902. 964 departure from the traditional view of secondary education as a self-contained whole. Article 1 of the decree of May 31, 1902, declares that secondary education is co-ordinated with primary education in such a way as to constitute a continuation of a course of primary studies of a normal duration of four years. The decree goes on to provide for a full course of secondary studies of seven years’ duration, divided into two cycles of four and three years respectively. In the first cycle the scholar has two options. In section 1 Latin is obligatory and Greek optional from the beginning of the third year (classe iv.). In section 2 there is no Latin. At the end of the first cycle the state grants a certificat d’études secondaires du premier degré. In the second cycle one of four courses may be taken; section 1 with Latin and Greek continues the old classical education; section 2 with Latin and modern languages corresponds to the German Realgymnasium; section 3 with Latin and science, and section 4 with modern languages and science, to the Oberrealschule. The baccalauréat, or secondary school-leaving examination, conducted by the university, is adapted to all the courses on the principle that courses of study of equal length, whether classical or modern, literary or scientific, are entitled to equal advantages. This system of alternative courses with leaving examinations of equal value is mainly German in origin, and may be said to represent the results of the best European thought upon the problem of the organization of secondary education.
The Republic hasn't reorganized secondary education through a comprehensive law; however, it has introduced an important reform in the internal organization of schools through a decree under parliamentary authority, marking a significant shift from the traditional view of secondary education as a complete entity. Article 1 of the decree from May 31, 1902, states that secondary education is coordinated with primary education, effectively serving as a continuation of a standard four-year primary course. The decree further outlines a full secondary education program lasting seven years, divided into two cycles of four and three years, respectively. In the first cycle, students have two options. In section 1, Latin is mandatory, and Greek is optional from the start of the third year (classe iv.). In section 2, Latin is not included. At the end of the first cycle, students receive a certificat d’études secondaires du premier degré from the state. In the second cycle, students can choose from four courses: section 1 continues the traditional classical education with Latin and Greek; section 2 includes Latin and modern languages, similar to the German Realgymnasium; section 3 covers Latin and science; and section 4 focuses on modern languages and science, akin to the Oberrealschule. The baccalauréat, or secondary school-leaving exam, administered by the university, is tailored to all courses based on the principle that courses of equal length—whether classical, modern, literary, or scientific—should have equal recognition. This system of alternative courses with equivalent leaving exams is largely derived from German practices and can be seen as reflecting the best European perspectives on the organization of secondary education.
It is remarkable in view of the thoroughness with which the principle of laicization has been applied to the primary schools that the lycées still retain their chaplains (aumôniers) for the purpose of giving religious instruction. This Religious instruction in lycées. difference of treatment is apparently based upon the consideration that the gratuitous and compulsory character of primary education demanded a much stricter interpretation of the principle of the neutrality of the state than was necessary in the case of secondary education, which is neither compulsory nor gratuitous.
It’s notable, given how thoroughly the principle of laicization has been applied to primary schools, that the lycées still have their chaplains (aumôniers) for religious instruction. ThisReligious education in high schools. difference in treatment seems to stem from the idea that the free and mandatory nature of primary education required a much stricter interpretation of the principle of state neutrality than what was needed for secondary education, which is neither mandatory nor free.
In addition to the state schools there have until lately been in France a large number of private secondary schools, the most important of which have been associated with the Catholic religious orders. The enforcement of the laws Private secondary schools. against these communities has resulted in the closure of a number of these schools, and in the reorganization of others under a lay teaching staff. It is conceivable that the action of the Republic may largely forward the movement, otherwise perceptible in the Roman Catholic Church, to transfer education, even when combined with specific religious teaching, from ecclesiastical to lay hands. Evidence of this tendency is to be found in the boarding-schools (some four in number) founded upon the plan of M. Demolins (author of A quoi tient la supériorité des Anglo-Saxons) after the English public school model, but with a distinctly Catholic colouring.
In addition to the state schools, there have recently been many private secondary schools in France, with the most notable ones tied to Catholic religious orders. The enforcement of laws against these communities has led to the closure of several of these schools and the restructuring of others with a lay teaching staff. It’s possible that the Republic's actions may significantly boost the trend, already observable in the Roman Catholic Church, to move education, even when it includes specific religious teachings, from ecclesiastical to lay control. Evidence of this shift can be found in the boarding schools (about four in total) established based on the model by M. Demolins (author of A quoi tient la supériorité des Anglo-Saxons), following the English public school model but with a distinctly Catholic influence.
Apart from the position of the religious orders, the future of private education in France is far from secure at the present time. The liberty of teaching secured by the Loi Falloux is regarded as a pseudo-liberty by the advanced republican educationists, and the principle that education is a function of the state and not a matter of supply and demand is deeply rooted in the public mind. Proposals have been mooted for making the baccalauréat strictly a school leaving examination attached to the state schools. The adoption of any such measure would practically destroy liberty of teaching by reason of the power which the baccalauréat secures to the state as the key to the professions.
Aside from the role of religious orders, the future of private education in France is quite uncertain right now. The freedom to teach established by the Loi Falloux is seen as a fake freedom by progressive republican educators, and the belief that education is a state responsibility rather than just a market issue is strongly ingrained in the public's mindset. There's been discussion about making the baccalauréat a strict graduation exam only for state schools. If such a measure were adopted, it would essentially eliminate teaching freedom because of the control that the baccalauréat gives the state over access to professional paths.
The foundation of secondary schools for girls in connexion with the educational reform of Jules Ferry is in its way one of the most notable achievements of the republic. There is little doubt that the expulsion of the religious orders is Secondary education for girls. destined to exercise a profound influence upon the education of women in France. The place of the closed convent schools is being taken either by new state schools or by Catholic schools under lay teachers, and the number of scholars affected by this process of laicization is far larger in the case of girls than of boys. This change is calculated to produce far-reaching effects in the social and religious order, by no means necessarily, however, of an anti-Catholic or irreligious kind.
The establishment of secondary schools for girls, linked to Jules Ferry's educational reforms, is one of the most significant accomplishments of the republic. There's no doubt that the removal of religious orders is set to have a major impact on women's education in France. The closed convent schools are being replaced either by new state schools or by Catholic schools run by lay teachers, and the number of girls affected by this process of secularization is much higher than that of boys. This shift is expected to have far-reaching effects on social and religious structures, which are not necessarily anti-Catholic or irreligious.
For an account of the resuscitation by the Republic of the local universities under the one great state teaching body collectively known as the University, see Universities.
For an overview of the revival of local universities under the unified state education system referred to as the University, see Universities.
Germany.
Germany.
Under the German empire education is left to the exclusive control of each of the federated states. The only point of direct contact between the Empire and education lies in the mutual undertaking of the federated states to bring the law of compulsory school attendance to bear upon all subjects of the empire resident within their respective borders. Of far greater moment is the moral influence exerted upon the other states by the Prussian hegemony, in virtue of which the Prussian educational system comes to be in all essential characteristics typical and representative of Germany as a whole. It is remarkable that though, as Matthew Arnold was able to report to the Schools Inquiry Commission in 1866, “the school system of Germany in its completeness and carefulness is such as to excite the foreigner’s admiration,” neither Prussia herself, nor Bavaria, nor several other of the principal states of the Empire, have found it practicable to pass a comprehensive education law, owing to the religious and political difficulties with which any general legislative assertion of principle is attended in Germany as in England. The consequence is that the Prussian system in particular is the result of a long and complicated series of special laws, decrees and administrative regulations. In such circumstances it is inevitable that, especially in secondary education, some considerable local variations and anomalies should remain, but the centralized authority of the state has confined these to questions of patronage and external administration, and even within this sphere has successfully asserted its own ultimate supremacy as the guardian of the educational interests of its citizens. A detailed historical study would bring out clearly the intimate connexion between the development of the educational system and the growth of the Prussian state, and again between these and the expansion of the national life of the German people; incidentally it would exhibit the supremacy of Prussia in the modern Empire as the inevitable result not merely of military force but of a genuine hegemony of intellect and culture.
Under the German Empire, education is solely managed by each of the federal states. The only direct connection between the Empire and education is the mutual commitment of the federal states to enforce compulsory school attendance for all subjects of the empire living within their borders. Much more significant is the moral influence that Prussia has on the other states, whereby the Prussian educational system essentially becomes representative of Germany as a whole. It is notable that, although Matthew Arnold reported to the Schools Inquiry Commission in 1866 that “the school system of Germany in its completeness and carefulness is such as to excite the foreigner’s admiration,” neither Prussia, Bavaria, nor several other major states in the Empire have managed to implement a comprehensive education law, due to the religious and political challenges that any broad legislative assertion of principle faces in Germany, just as it does in England. The result is that the Prussian system specifically consists of a long and complex series of special laws, decrees, and administrative regulations. Given these circumstances, it is inevitable that, especially in secondary education, there will be significant local variations and anomalies. However, the centralized authority of the state has limited these to issues of patronage and external administration, and even within this area, it has maintained its ultimate authority as the protector of the educational interests of its citizens. A thorough historical analysis would clearly reveal the close relationship between the development of the educational system and the growth of the Prussian state, as well as their connection to the broader national life of the German people; it would also demonstrate that Prussia's dominance in the modern Empire is the inevitable outcome not just of military might but also of a genuine leadership in intellect and culture.
Stress is rightly laid by all educational writers upon Luther’s famous letter to the German municipalities in 1524, urging upon them the duty of providing schools and upon parents the duty of sending their children to school. An Influence of Luther. attempt to give effect to this teaching was at once made by the electoral government of Saxony, which by a school ordinance of 1528 provided for the establishment in every town and village of Latin schools, for in Germany as in England the influence of the Protestant reformers was solidly on the side of classical education as the key to the study of the Scriptures and theological learning. All the more remarkable, therefore, was the initiative of the electorate of Württemberg, whose school ordinance of 1559 represents the first systematic attempt to make provision for both elementary and higher education, directing that elementary schools should be set up throughout the country, and Particularschulen or Latin schools in every considerable centre of population. The educational efforts both of the early Reformers and of the remarkable Jesuit educationists, who contributed so largely to the partial reconquest of south Germany for the Catholic Church, were brought to naught amid the troublous times of the Thirty Years’ War, and the desolation and national decadence which that calamity brought in its train. To this result the aridity of the Protestant scholastics who succeeded Luther and Melanchthon, and the frivolity, incompetence and petty despotism of the small German courts, contributed in no slight measure. The permanent and positive value of Luther’s pronouncement of 1524 consists not so much in the direct effects which it produced as in the hallowed association which it established for Protestant Germany between the national religion and the educational duties of the individual and the state, and doubtless this association largely contributed to the creation of 965 that healthy public opinion which in Prussia rendered the principle of compulsory school attendance easy of acceptance at a much earlier date than in England and elsewhere, save only Scotland, where a similar historical religious influence was supplied by John Knox.
Stress is rightly placed by all education writers on Luther’s famous letter to the German municipalities in 1524, urging them to provide schools and parents to send their children to school. An Luther's Influence. effort to implement this teaching was immediately made by the electoral government of Saxony, which, through a school ordinance in 1528, mandated the establishment of Latin schools in every town and village. In Germany, just like in England, the influence of the Protestant reformers strongly favored classical education as the key to studying the Scriptures and understanding theological concepts. Therefore, the initiative of the electorate of Württemberg is even more remarkable; their school ordinance of 1559 represents the first organized effort to ensure both elementary and higher education, stating that elementary schools should be established across the country, and Particularschulen or Latin schools in every significant population center. The educational efforts of both the early Reformers and the innovative Jesuit educators, who played a significant role in the partial recovery of southern Germany for the Catholic Church, were ultimately thwarted during the troubled times of the Thirty Years’ War, along with the devastation and national decline that followed. The dryness of the Protestant scholastics who came after Luther and Melanchthon, coupled with the silliness, incompetence, and petty tyranny of the small German courts, significantly contributed to this outcome. The lasting value of Luther’s pronouncement in 1524 lies not just in the immediate effects it had but in the sacred connection it established for Protestant Germany between national religion and the educational responsibilities of individuals and the state. This connection likely played a major role in creating 965 the strong public opinion that in Prussia made the principle of mandatory school attendance more readily accepted much earlier than it was in England and other places, except for Scotland, where a similar historical religious influence was provided by John Knox.
State interference in education is almost coincident with the rise of the Prussian state. Already in 1717 Frederick William I. ordered all children to attend school where schools existed, and fixed the fee at 5 pf. (½d.) a week. This Early Prussian measures. was followed in 1736 by edicts for the establishment of schools in certain provinces and by a royal grant of 50,000 thalers for that purpose in the following year. In 1763 the General Landschulreglement of Frederick the Great laid down the broad lines upon which the Prussian state has since proceeded, asserting the principle of compulsory school attendance, fixing the fees, with provision for the assistance of very poor children, prescribing the course of instruction, and giving directions for the examination and supervision of teachers. Much progress was made, more especially in the organization of higher education, under Baron von Zedlitz, who was appointed minister for Lutheran church and school affairs by Frederick the Great in 1771, and retired under Frederick William II. in 1788. The last-mentioned year saw the establishment of the Abiturientenexamen, or leaving examinations, which form the determining element in the state organization of secondary education in Germany. As in England, the fear of the French Revolution produced a corresponding reaction in educational affairs, and the policy of Frederick William II. was to bind ever closer school and church in a system practically independent of state control. The first departure from this policy was marked by the Allgemeines Landrecht of 1794, which boldly proclaims that schools and educational institutions may be founded only with the knowledge and consent of the state, and must always be under its supervision and subject to its examination and control. This law also laid upon heads of families in every place the duty of providing and maintaining schools.
State involvement in education began around the same time as the rise of the Prussian state. In 1717, Frederick William I ordered that all children must attend school where schools were available and set the fee at 5 pf. (½d.) a week. This was followed in 1736 by decrees to establish schools in specific provinces and a royal grant of 50,000 thalers for that purpose the next year. In 1763, the General Landschulreglement of Frederick the Great outlined the framework for the Prussian education system, establishing compulsory school attendance, setting the fees, providing for very poor children, specifying the curriculum, and giving instructions for the examination and oversight of teachers. Significant progress was made, especially in higher education, under Baron von Zedlitz, who was appointed by Frederick the Great in 1771 to oversee Lutheran church and school affairs and retired under Frederick William II in 1788. That same year saw the creation of the Abiturientenexamen, or leaving examinations, which became central to the state organization of secondary education in Germany. Similar to England, the fear of the French Revolution led to a significant reaction in education, and Frederick William II's policy aimed to closely link school and church in a system largely independent of state control. The first shift from this policy occurred with the Allgemeines Landrecht of 1794, which boldly states that schools and educational institutions can only be established with the state's knowledge and consent and must always be under its oversight and subject to its examination and control. This law also imposed a duty on heads of families in every locality to provide and maintain schools.
It was not till the disaster of Jena and the prostration of Prussia at the feet of Napoleon awoke the dormant spirit of patriotism, and concentrated all the intellectual forces of north Germany upon the task of national regeneration, Reconstruction after Jena. that the principles of the Allgemeines Landrecht of 1794 bore full fruit. “The organization of the Prussian school system,” says Dr James E. Russell in his work on German Higher Schools, “waited on the reorganization of the Prussian State.” One of the first acts of the great patriotic minister von Stein, upon his assuming control of the civil administration in 1807, was to abolish the semi-ecclesiastical Oberschulkollegium which had been set up as the central authority under the churchly policy of Frederick William II., and to place education under the Ministry of the Interior as a special section. Wilhelm von Humboldt was placed at the head of this section in 1809, and the work which this “great master of the science and art of education” (as Professor Seeley terms him in his Life of Stein) inaugurated in his one year of office entitles him to be ranked among the founders of German unity. Humboldt’s greatest positive achievements—the foundation of the university of Berlin and its organization under a professorial staff which included Fichte, Schleiermacher, Savigny, Wolf and Niebuhr, as also the internal reform of secondary schools undertaken with the pedagogical assistance of Wolf and under the inspiration of Fichte—lie beyond the scope of this article. It may, however, be observed that Humboldt’s policy in secondary education represents a compromise between the narrow philological pedantry of the old Latin schools and the large demands of the new humanism of the period; and the recent reform of the Prussian secondary schools may be said to represent a return to the spirit of Humboldt in this respect. The measure introduced by Humboldt in 1810 for the state examination and certification of teachers checked the then common practice of permitting unqualified theological students to teach in the schools, and at once raised the teaching profession to a high level of dignity and efficiency which of itself sufficed to place Prussia in the forefront of educational progress. It was due also to the initiative of Humboldt that the methods of Pestalozzi were introduced into the teachers’ seminaries, through them to vitalize the elementary schools. To the period of the national struggle belong the revival in 1812 of the Abiturientenexamen which had fallen into abeyance, and the institution about the same time of the local authorities called Schulvorstände for the country and Schuldeputationen for the towns.
It wasn't until the disaster at Jena and Prussia's defeat by Napoleon stirred the sleeping spirit of patriotism, uniting all the intellectual forces of northern Germany around the task of national renewal, Rebuilding after Jena. that the principles of the Allgemeines Landrecht from 1794 truly flourished. “The organization of the Prussian school system,” says Dr. James E. Russell in his book on German Higher Schools, “depended on the reorganization of the Prussian State.” One of the first actions of the great patriotic minister von Stein when he took charge of civil administration in 1807 was to dismantle the semi-ecclesiastical Oberschulkollegium, which had been set up as the central authority under Frederick William II's church-oriented policies, and to put education under the Ministry of the Interior as a specific section. Wilhelm von Humboldt was appointed to lead this section in 1809, and the work he initiated during his single year in office qualifies him as one of the founders of German unity, as noted by Professor Seeley in his Life of Stein, who called him “the great master of the science and art of education.” Humboldt’s significant achievements—the founding of the University of Berlin and its organization with a faculty that included Fichte, Schleiermacher, Savigny, Wolf, and Niebuhr, along with the internal reform of secondary schools led with pedagogical support from Wolf and inspired by Fichte—extend beyond the focus of this article. However, it’s worth mentioning that Humboldt's approach to secondary education represented a balance between the narrow philological focus of the old Latin schools and the broad ideals of the emerging humanism of his time; the recent reform of Prussian secondary schools can be seen as a return to Humboldt's spirit in this regard. The measure introduced by Humboldt in 1810 requiring state examinations and certification for teachers ended the common practice of allowing unqualified theology students to teach, immediately raising the teaching profession’s status and effectiveness, placing Prussia at the forefront of educational advancement. It was also due to Humboldt's initiative that Pestalozzi's methods were introduced in teacher training colleges, which helped invigorate elementary schools. During this national struggle era, the Abiturientenexamen was revived in 1812, which had previously lapsed, and around the same time, local authorities known as Schulvorstände for rural areas and Schuldeputationen for urban areas were established.
Though the period which succeeded the peace of 1815 was one of political reaction, the cabinet order of Frederick William III. in 1825 strengthened the law of compulsory attendance and carried on the work of administrative Reforms of 1825 and 1834. Abiturientenexamen. organization by defining the duties of the Provinzial-Schul-Kollegium and the Regierung. In 1834 an important development was given to secondary education by making it necessary for candidates for the learned professions as well as for the civil service, and for university studies, to have passed the leaving examination of the gymnasia. Thus through the leaving examination the state holds the key to the liberal careers, and has thereby been able to impose its own standard upon all secondary schools. Apart from the privileges relative to professional studies, the system of leaving examinations has exerted a wide influence upon popular education in connexion with the institution of compulsory military service, in virtue of a regulation which entitles those who pass the leaving examination of any of the recognized kinds of secondary schools to the much-coveted privilege of service for one year as a “volunteer” instead of two years as an ordinary conscript.
Though the period after the peace of 1815 was one of political backlash, the cabinet order of Frederick William III in 1825 reinforced the law of mandatory school attendance and continued the administrative organization work by clarifying the responsibilities of the Provinzial-Schul-Kollegium and the Regierung. In 1834, a significant advancement in secondary education occurred when it became necessary for candidates for professional fields, the civil service, and university studies to have passed the gymnasium's leaving examination. This way, the state controls access to liberal careers through the leaving examination, allowing it to set standards for all secondary schools. Besides the advantages related to professional studies, the leaving examination system has had a broad impact on public education in connection with compulsory military service, due to a rule that allows those who pass the leaving examination at any recognized secondary school to enjoy the much-desired option of serving for one year as a "volunteer" instead of the usual two years as a standard conscript.
The revolutionary and national movement of 1848 was followed by a period of further educational activity. The Act of Constitution of 1850 declared teachers civil servants and elementary education free. In practice, the abolition of school fees did not become general until 1888. Since then the view has more and more prevailed that elementary education must be free,2 and, broadly speaking, fees in elementary schools are now charged only for children attending from another school district.
The revolutionary and national movement of 1848 was followed by a period of increased educational activity. The Constitution Act of 1850 declared teachers as civil servants and made elementary education free. However, in practice, the elimination of school fees didn't become widespread until 1888. Since then, the belief has increasingly gained traction that elementary education should be free, and generally speaking, fees in elementary schools are now only charged for children coming from another school district.
In connexion with the Kulturkampf, or struggle between the state and the Roman Catholic Church, the Schulaufsichtsgesetz of 1872 reasserted the absolute right of the state alone to the supervision of the schools; but the severity Kulturkampf and the confessional system. of this law as a measure against Roman Catholic clerical education was considerably modified as a result of the subsequent reconciliation with the papacy under Leo XIII., and the Prussian system remains to-day both for Catholics and Protestants essentially denominational. All schools, whether elementary or secondary, are Evangelical, Catholic, Jewish or mixed. In the elementary sphere, in particular, recourse is only had to the mixed school (Simultanschule or paritätische Schule), where the creeds are so intermingled that a confessional school is impracticable. In all cases the teachers are appointed with reference to religious faith; religious instruction is given compulsorily in school hours and is inspected by the clergy. The general purport of the Prussian school law of 1906 is to strengthen the system of separate confessional schools, which it extends to certain provinces where it had not previously been in operation.
In connection with the Kulturkampf, or the struggle between the state and the Roman Catholic Church, the Schulaufsichtsgesetz of 1872 reaffirmed the state's exclusive right to oversee the schools; however, the strictness of this law as a measure against Roman Catholic clerical education was greatly softened following the later reconciliation with the papacy under Leo XIII. Today, the Prussian system remains essentially denominational for both Catholics and Protestants. All schools, whether elementary or secondary, are Evangelical, Catholic, Jewish, or mixed. In the elementary sector, particularly, mixed schools (Simultanschule or paritätische Schule) are only used when the beliefs are so intertwined that a confessional school is not feasible. In all cases, teachers are appointed based on their religious faith; religious instruction is mandatory during school hours and is overseen by the clergy. The main goal of the Prussian school law of 1906 is to reinforce the system of separate confessional schools, which it expands to certain provinces where it hadn't been previously implemented.
In financial respects the last-mentioned law effected some readjustment of burdens by charging a proportion of the expenditure upon landed property. Other recent changes relate to the reform of secondary education referred to below. The system of educational administration as it stood in 1909 may shortly be described as follows.
In financial terms, the law mentioned above adjusted some burdens by placing part of the expenses on real estate. Other recent changes involve the reform of secondary education mentioned below. The educational administration system as it was in 1909 can be briefly described as follows.
Under the ministerium in Berlin stands the Provinzial-Schul-Kollegium, the chairman of which is the Ober-Präsident of the province, composed of four or five Räte or Administrative machinery. councillors, generally selected from the directors of training colleges and gymnasia. This body is concerned mainly with higher education.
Under the ministry in Berlin, there is the Provincial School Board, led by the Ober-President of the province. It consists of four or five councillors, usually chosen from the directors of training colleges and high schools. This group mainly focuses on higher education.
Each province is divided for purposes of general administration into two Regierungen or governments, and in each Regierung 966 there is a section of usually three or four Schulräte, which controls the elementary schools. This council is usually recruited from the ranks of directors of training colleges and from the inspectorate. The Regierung is divided into Kreise or districts, and in each district an administrative officer, called the Landrat, represents the government. The Landrat is concerned with the provision and repair of elementary school buildings; as regards internal organization, the elementary schools are under the Kreisschulinspektor.
Each province is split into two Regierungen or governments for general administration, and in each Regierung 966 there's typically a section of three or four Schulräte, which oversee the elementary schools. This council is usually made up of directors from training colleges and members of the inspectorate. The Regierung is divided into Kreise or districts, and in each district, an administrative officer known as the Landrat represents the government. The Landrat handles the provision and repair of elementary school buildings; concerning internal organization, the elementary schools report to the Kreisschulinspektor.
In the Protestant districts the inspectors (Kreisschulinspektoren) are usually Evangelical clergymen holding the position of superintendent in the Lutheran Church. In the Catholic and certain other exceptional districts Inspection. inspectors with pedagogical qualifications and the status of full government inspectors are appointed. Every candidate for Lutheran ordination is required to spend six months at a training college, but pedagogical opinion is hostile to the system, which must be regarded as a survival of the traditional union of church and state in educational affairs, retained at the present day from motives of economy and a desire to conciliate the church.
In the Protestant areas, the inspectors (Kreisschulinspektoren) are usually Evangelical pastors who serve as superintendents in the Lutheran Church. In Catholic and some other unique regions, Check-up. inspectors with teaching qualifications and full government inspector status are appointed. Every candidate for Lutheran ordination must spend six months at a training college, but educators generally oppose this system, viewing it as a leftover from the traditional union of church and state in education, maintained today for economic reasons and to keep the church on side.
For every school there is an Ortsschulinspektor, usually the clergyman of the parish, who discharges the duties of local manager and correspondent. This local inspector is also chairman of the Schulvorstand or committee, elected by the Schulgemeinde, and charged with questions of attendance and maintenance rather than with internal affairs. The Schulgemeinde need not coincide with the civil parish. Parishes may unite to provide one school, or within one parish different religious communities may form separate school “parishes.”
For every school, there is a local school inspector, usually the parish clergyman, who serves as the local manager and contact person. This inspector also chairs the school committee, which is elected by the school community, and is responsible for matters like attendance and facility upkeep rather than internal affairs. The school community does not have to match the civil parish. Parishes can join together to fund a single school, or within one parish, different religious groups can establish separate school communities.
Thus the administrative system of Prussia in education as in other matters may be described in general as a decentralized bureaucracy. This bureaucracy is somewhat checked by the rights of patronage attaching to the local boards in certain cases, but the exercise of such rights is in all cases subject to government approval. As regards higher-grade elementary and secondary schools, the local boards in the towns (Schuldeputationen) are able to exert a considerable influence in the way of selection of the type of school, and even of suggestion for the modification of recognized types, as is shown by the cases of the famous “reformed” secondary curricula of Altona and Frankfort. Still, the legal powers of the local board are restricted to the establishment of an approved type of school, the control of externa, and the right of nominating teachers.
Thus, the administrative system of Prussia in education, like in other areas, can generally be described as a decentralized bureaucracy. This bureaucracy is somewhat limited by the rights of patronage held by the local boards in certain cases, but the use of these rights is always subject to government approval. Regarding higher-grade elementary and secondary schools, the local boards in the towns (Schuldeputationen) can have a significant influence on the type of school selected, and even suggest modifications to established types, as seen in the well-known "reformed" secondary curricula of Altona and Frankfort. However, the legal powers of the local board are confined to establishing an approved type of school, overseeing external examinations, and the right to nominate teachers.
Elementary Schools.—The single-class school (Einklassige Schule) and the half-day school (Halbtagsschule) are features of the Prussian elementary system which require notice. The Einklassige Schule is a school taught by a single Peculiarities of elementary education. teacher, who may teach a maximum number of eighty children. The Halbtagsschule is a single-class school of which half the children are taught in the morning and half in the afternoon. During the summer months, owing to the exigencies of agricultural labour, many single-class schools are taught as half-day schools. The system of course is regarded as a makeshift, but in this, as in the matter of buildings for rural elementary schools, the Prussian administration attaches great weight to the consideration of financial economy. As regards staff, a large measure of economy is rendered possible by the high average standard of merit reached by German elementary teachers, whose powers of oral exposition have struck English observers as specially remarkable, and again by the national readiness to be content with a moderate salary in return for official status. A survival of the old close connexion between church and school is to be found in the Kirchendienste, the duties of training the choir, playing the organ, &c., which are attached in many cases to the post of schoolmaster, and afford an additional source of emolument, rendered feasible by the practical absence of religious dissent.
Elementary Schools.—The single-class school (Einklassige Schule) and the half-day school (Halbtagsschule) are important aspects of the Prussian elementary system that deserve attention. The Einklassige Schule is a school led by one teacher, who can instruct a maximum of eighty students. The Halbtagsschule is a single-class school where half the students are taught in the morning and the other half in the afternoon. During the summer months, many single-class schools operate as half-day schools due to the demands of agricultural work. This system is seen as a temporary solution, but the Prussian administration prioritizes financial efficiency when it comes to the construction of rural elementary schools. In terms of staff, the high average quality of German elementary teachers allows significant cost savings. Their ability to communicate effectively has particularly impressed English observers, and there is a national willingness to accept modest salaries in exchange for official positions. A remnant of the historical close relationship between church and school is found in the Kirchendienste, which involve duties like training the choir and playing the organ that are often associated with the role of schoolmaster, providing an additional income stream, made possible by the minimal presence of religious dissent.
For the preliminary training of elementary teachers there are special schools called Präparanden-Anstalten, of which most are state institutions, some are municipal, and a few are private. The training colleges themselves are provided by the state and have a three years’ course.
For the initial training of elementary teachers, there are special schools called Präparanden-Anstalten, most of which are state institutions, some are municipal, and a few are private. The training colleges themselves are funded by the state and offer a three-year program.
Continuation Schools (Fortbildungsschulen).—Germans have been foremost to realize the truth which is gradually being brought home to English educationists, that adequate value for the heavy expenditure of public funds upon Continuative education. education can only be obtained by providing for the continued education for two or three years of the children of the working classes who leave school at fourteen years of age. One of the educational results of the war of 1870, with its great lesson of the importance of national education, was the Saxon law of 1873 making attendance at continuation schools compulsory for three years (i.e. up to seventeen) in that kingdom: The Saxon law appears to have been justified by the experience of nearly a generation. It must suffice here to note the following features of its working. (1) The schools are taught by the primary teachers, supplemented in the towns by some technical instructors. (2) The school session may be either for the whole year or for only half the year, and may also be held on Sunday, like the old English secular Sunday schools. (3) The schools are brought into close relation with trades, not only for purposes of curriculum, but also with a view to considering the exigencies and meeting the convenience of employers with respect to hours of attendance. (4) The discipline of the continuation school is extended to supervision out of school hours. “Visits to dancing-halls and all such exhibitions as are dangerous to uprightness and purity are forbidden to scholars of continuation schools.” Further, useful institutions such as savings banks, and also associations for social intercourse and the promotion of esprit de corps, are organized in connexion with continuation schools. There is no doubt that in this matter of continuation schools, as in so many other fields of social organization, the adoption of compulsion has been facilitated by the habituation of the working classes to compulsory military service, which has made the German workman more disciplined, more “organizable” as a social unit, more accustomed to subordinate the principle of individual freedom and self-will to the collective claims of the state, than the workman reared in the traditions of Anglo-Saxon individualism.
Continuation Schools (Fortbildungsschulen).—Germans have been at the forefront of recognizing the truth that is gradually becoming clear to English educators: that getting good value from the significant investment of public funds in education can only be achieved by ensuring continued education for two or three years for the children of the working classes who leave school at the age of fourteen. One of the educational outcomes of the 1870 war, with its important lesson about the necessity of national education, was the Saxon law of 1873 that made attendance at continuation schools compulsory for three years (i.e. until seventeen) in that region. The Saxon law seems to have been validated by nearly a generation's worth of experience. It is sufficient to note the following features of its operation. (1) The schools are staffed by primary teachers, with some technical instructors in urban areas. (2) The school year can either last the entire year or only half a year and can also be held on Sundays, similar to the old English secular Sunday schools. (3) The schools are closely linked to various trades, not just for curriculum purposes but also to consider employers' needs regarding attendance hours. (4) The discipline of the continuation school extends to supervision during out-of-school hours. “Visits to dance halls and other events that could harm students' integrity and purity are prohibited for continuation school scholars.” Additionally, useful institutions like savings banks and associations for social interaction and fostering esprit de corps are established in connection with continuation schools. There is no doubt that in the case of continuation schools, as in many other areas of social organization, compulsion has been made easier by the working class's familiarity with compulsory military service, which has led German workers to be more disciplined, more “organizable” as a social unit, and more willing to prioritize the collective needs of the state over individual freedom and self-will compared to workers raised in the traditions of Anglo-Saxon individualism.
Attendance at continuation schools is now compulsory by state law in 12 states, including (besides Saxony) Baden, Württemberg and Bavaria. The city of Munich is notable for its highly organized system of technical continuation schools for apprentices. In Prussia compulsory attendance is still the exception (save in the provinces of Posen and West Prussia, where it is enforced by state law), but the permissive act is being rapidly adopted by the great cities, including Berlin.
Attendance at continuation schools is now mandatory by state law in 12 states, including Baden, Württemberg, and Bavaria, in addition to Saxony. The city of Munich stands out for its well-organized system of technical continuation schools for apprentices. In Prussia, mandatory attendance is still the exception (except in the provinces of Posen and West Prussia, where it is enforced by state law), but the permissive act is being quickly adopted by major cities, including Berlin.
Secondary Education.—The official classification or grading according to the type of curriculum of secondary schools in Prussia (and indeed throughout Germany) is very precise. The following are the officially recognized Grading of secondary schools. types. I. Classical schools: (a) Gymnasium, with nine years’ course; (b) Progymnasium, with six years’ course. II. Modern schools: (a) with Latin (semi-classical)—(i.) Realgymnasium (nine years’ course), (ii.) Realprogymnasium (six years’ course); (b) without Latin (non-classical)—(i.) Oberrealschule (nine years’ course), (ii.) Realschule (six years’ course). The six-year classical and semi-classical schools are comparatively unimportant subdivisions in smaller towns.
Secondary Education.—The official classification or grading based on the type of curriculum for secondary schools in Prussia (and actually all over Germany) is very specific. The following are the officially recognized High school ratings. types. I. Classical schools: (a) Gymnasium, with a nine-year program; (b) Progymnasium, with a six-year program. II. Modern schools: (a) with Latin (semi-classical)—(i.) Realgymnasium (nine-year program), (ii.) Realprogymnasium (six-year program); (b) without Latin (non-classical)—(i.) Oberrealschule (nine-year program), (ii.) Realschule (six-year program). The six-year classical and semi-classical schools are relatively minor subdivisions in smaller towns.
Lower-grade Secondary Education.—Inasmuch as French is taught in the lowest class of the Realschule under the official curriculum (English, on the other hand, beginning in Tertia, the fourth class from the lowest), it follows Co-ordination of elementary and secondary education. that this, the lowest type of secondary school, is not directly co-ordinated with the elementary school. The Realschulen of Berlin, however, form an important exception to the general rule; their curriculum, sanctioned by the ministry at the instance of the Berlin municipality, provides for the beginning of French in Quarta (the third class from the bottom) and English in Secunda. The consequence is that in Berlin a very large number of pupils pass from the elementary schools to the Realschulen, which take the place of the Mittelschulen or higher-grade elementary schools that 967 are to be found in some towns, though something in the nature of higher elementary education is afforded by the top sections of the elementary schools.
Lower-grade Secondary Education.—Since French is taught in the lowest class of the Realschule according to the official curriculum (while English starts in Tertia, the fourth class from the bottom), it follows that this, the lowest type of secondary school, isn't directly linked to the elementary school. However, the Realschulen in Berlin are a significant exception to this general rule; their curriculum, approved by the ministry at the request of the Berlin municipality, begins French in Quarta (the third class from the bottom) and English in Secunda. As a result, a large number of students in Berlin move from elementary schools to the Realschulen, which replace the Mittelschulen or higher-grade elementary schools that are found in some towns, although something similar to higher elementary education is provided by the upper sections of the elementary schools.
First-grade Schools.—One of the most striking features of German secondary education is the careful differentiation of schools according to the type of curriculum adopted. Thus, every German school is a homogeneous unit First grade secondary schools. with a definite educational aim and organization, conforming to a common standard approved by public authority for the particular type to which it belongs. Hence the importance attached by the Germans to nomenclature; so that in selecting a Gymnasium, a Realgymnasium or an Oberrealschule, the parent knows exactly the type of education he is going to secure for his son. In England, on the other hand, as has often been observed, a great school tends to multiply within itself different types of curricula in a haphazard way according to the demand of parents, whose original choice of school is based rather on social than on educational grounds. Modern sides, army classes and engineering classes grow up as excrescences upon an originally classical type, with the waste of power that results from loss of consistency and concentration of purpose. The difference between the English and German systems is due ultimately to the adoption in Germany of the day-school system and the absence, very remarkable in an otherwise aristocratically governed country, of the caste spirit in education above the elementary level, thanks to which the nobly born are not ashamed to sit on the school bench side by side with the children of the trading classes. On the other hand, the English boarding-school system, despite all the want of social solidarity, and all the class jealousy and exclusiveness with which it is inevitably associated, has admittedly favoured those ideals of the cultivation of character as distinct from book-learning which give a special value to what is in England called a public school education.
First-grade Schools.—One of the most noticeable aspects of German secondary education is the clear differentiation of schools based on their specific curriculums. Each German school operates as a cohesive unit with a defined educational goal and organization, adhering to a common standard approved by public authorities for its particular type. This is why Germans place great importance on naming; when choosing a Gymnasium, Realgymnasium, or Oberrealschule, parents know exactly what kind of education their child will receive. In contrast, in England, as has often been noted, a large school tends to develop various types of curricula in a random way based on parental demand, with the initial choice of school being influenced more by social status than educational focus. Modern programs, military classes, and engineering courses emerge as offshoots of an originally classical model, leading to inefficiencies due to a lack of consistency and focus. The difference between the English and German systems stems mainly from Germany's adoption of the day-school system and, notably for an otherwise aristocratically governed country, the absence of a caste mentality in education beyond the elementary level, allowing noble students to sit alongside children from the trading classes without shame. On the other hand, the English boarding-school system, despite its lack of social unity and the class envy and exclusivity it entails, has undeniably promoted ideals of character development separate from academic knowledge, which adds a unique value to what is termed a public school education in England.
The present differentiation of first-grade schools in Prussia is the result of a natural educational development corresponding with the economic changes which have transformed Prussia and the empire from an agricultural to an Rise of semi-classical schools. industrial state. It was in 1855 that semi-classical schools (teaching Latin without Greek) were first recognized for a nine years’ course under the title of Realschule I. Ordnung, and in 1871 pupils possessing their leaving certificates were admitted to mathematical studies in the universities. The Latinless Realschule II. Ordnung is the direct product of the great industrial development of the modern empire. In 1882 the Realschule I. Ordnung received the title of Realgymnasium, and the Realschule II. Ordnung that of Oberrealschule, both types being at the same time admitted to certain privileges in the universities, schools of technology and civil service.
The current distinction of first-grade schools in Prussia is the outcome of a natural evolution in education that aligns with the economic shifts that have changed Prussia and the empire from an agricultural society to an Rise of semi-classical schools. industrial state. In 1855, semi-classical schools (which taught Latin but not Greek) were officially recognized for a nine-year program called Realschule I. Ordnung, and in 1871, students with their graduation certificates were allowed to study math at universities. The Latin-less Realschule II. Ordnung emerged directly from the significant industrial growth of the modern empire. In 1882, the Realschule I. Ordnung was renamed Realgymnasium, while the Realschule II. Ordnung was called Oberrealschule, with both types gaining access to certain privileges in universities, technical schools, and civil service.
About the same period official recognition was obtained for reformed secondary curricula, first at Altona and afterwards (1892) at Frankfort. These two types differ from each other in detail, but the feature which distinguishes The “reform school” movement. both from the older types is the postponement of Latin to Untertertia. The design is to secure for all types of secondary education a common non-classical base coextensive with the first three years of school life, followed by a trifurcation or threefold choice between the classical, semi-classical and non-classical types. The principle of the “reform-school” has been adopted in a considerable number of German (chiefly Prussian) schools, but it would be premature to see in it at present more than a new variety of Realgymnasium or semi-classical school; it can hardly be said as yet to have affected the course of classical studies in the full sense. The widespread sentiment of discontent with the old philological type of classical school was vigorously expressed in a private letter written by the emperor William II. as crown prince of Prussia in 1885, but not published until some-years later. In December 1890 the Prussian ministry convoked a conference at Berlin of secondary school experts, and the emperor presided in person at the opening session. His majesty delivered a speech criticizing the Gymnasia as wanting a national basis. “It is our duty to educate young men to become young Germans and not young Greeks or Romans” was the keynote of the imperial discourse. The outcome of the conference was a shortening of the hours allowed to Latin in the Gymnasia, a reduction of the hours of study in view of over-pressure, and an expression of official opinion adverse to the Realgymnasium. These changes, introduced in 1892, did not go far enough to satisfy the reformers, whilst the reduction of the hours allowed for Latin caused misgivings among the upholders of the traditional Gymnasium. Moreover, the Realgymnasium showed greater vitality among the large towns than its official critics anticipated. The ensuing decade witnessed a certain reaction in favour of the classical humanities as a barrier against the materialistic influences of the new industrialism. At the same time the protagonists of the classics came to recognize that side by side with the old humanities there must be accorded to modern and scientific subjects that place in the high-grade schools which the practical exigencies of industrial life demanded. Thus, the opinion grew that the best line of defence for the classical schools lay in the concession of equal privileges to the non-classical types; in this way only could the classical schools be kept safe from demands upon their time that could not be conceded without endangering their proper work. It was upon this basis that an agreement was reached between the contending parties at a second school conference that met in Berlin in June 1900. As the result of this conference there was issued a royal decree laying down certain general principles, of which the following are the most important. (1) There must be equality of privileges as between classical, semi-classical and non-classical first-grade schools. The decree recognizes, however, that this principle must be applied with a certain elasticity and with due regard to the necessity for training in particular branches of knowledge as a preliminary to certain lines of university study and certain professional pursuits. Consequently the Prussian system of privileges has become extremely complicated, and it is truer to speak, as the decree goes on to do, of an extension of the privileges of the non-classical schools, rather than of absolute equality. (2) “In thus acknowledging the equality of the three types of higher institutions, it will be possible more thoroughly to strengthen the special characteristics of each type. In this connexion,” the royal decree proceeds, “I shall offer no objection to an increase in the number of hours devoted to Latin in the Gymnasium and Realgymnasium.” Thus, both as to the place of Latin in the curriculum of classical schools and as to the status of semi-classical schools, the decree of 1900 involves a reversal of the policy of 1890. (3) The decree expresses approval of the reformed curricula of Altona and Frankfort, and a desire for an extension of the experiment where the conditions are suitable.
Around the same time, official recognition was gained for reformed secondary curricula, first in Altona and then in Frankfort (1892). These two types differ in detail, but what sets them apart from the older types is that Latin is now postponed to Untertertia. The goal is to provide all kinds of secondary education with a common non-classical foundation that covers the first three years of schooling, followed by a choice between classical, semi-classical, and non-classical paths. The principle of the “reform school” has been adopted by a significant number of German (mainly Prussian) schools, yet it’s still too early to see it as more than just a new variation of the Realgymnasium or semi-classical school; it hasn’t yet greatly influenced classical studies in a true sense. The widespread dissatisfaction with the traditional philological model of classical schools was strongly voiced in a private letter from Emperor William II, written as the crown prince of Prussia in 1885 but not published until a few years later. In December 1890, the Prussian ministry called a conference in Berlin with secondary school experts, and the emperor personally presided over the opening session. His majesty delivered a speech criticizing the Gymnasia for lacking a national basis. “It is our duty to educate young men to become young Germans, not young Greeks or Romans” was the main theme of his address. The outcome of the conference was a reduction of Latin hours in the Gymnasia, a cut in study hours to address overburdening, and an official stance against the Realgymnasium. These changes, introduced in 1892, didn’t go far enough to satisfy the reformers, while cutting Latin hours raised concerns among supporters of the traditional Gymnasium. Moreover, the Realgymnasium proved to be more resilient in larger towns than its critics expected. The following decade saw a slight shift back toward classical humanities as a defense against the materialistic influences of emerging industrialism. At the same time, supporters of the classics recognized the need to include modern and scientific subjects in high-grade schools to meet the practical demands of industrial life. As a result, the belief emerged that the best way to protect classical schools was to grant equal privileges to non-classical types; only in this way could classical schools be kept secure from time demands that could jeopardize their essential work. It was on this basis that an agreement was reached at a second school conference held in Berlin in June 1900. Following this conference, a royal decree was issued outlining several general principles, the most important being: (1) There must be equal privileges among classical, semi-classical, and non-classical first-grade schools. The decree acknowledges, however, that this principle has to be applied with flexibility and with consideration for the necessary training in specific knowledge areas that are prerequisites for certain university studies and professional paths. Consequently, the Prussian system of privileges has grown quite complex, and it’s more accurate to say, as the decree continues, that there’s an extension of privileges for non-classical schools rather than absolute equality. (2) “By acknowledging the equality of the three types of higher institutions, it will be possible to further strengthen the unique characteristics of each type. In this context,” the royal decree states, “I will not object to an increase in the number of hours dedicated to Latin in the Gymnasium and Realgymnasium.” Thus, the decree of 1900 reverses the policies established in 1890 regarding Latin's role in the curricula of classical schools and the status of semi-classical schools. (3) The decree approves the reformed curricula from Altona and Frankfort and expresses a desire to extend the experiment where conditions allow.
Notwithstanding the growing official encouragement of education upon semi-classical or non-classical lines, the upper and professional classes of Germany continue to show a marked preference for the fully classical Gymnasium; hence, in Germany as in England, the tendency for a widening gulf to disclose itself between the education of the directing classes in politics and administration and the bulk of the industrial population, which suggests that the problem of combining in just proportions the liberal and practical elements in a thoroughly national system of education has not yet reached the solution that the needs of the age require.
Despite the increasing official support for education along semi-classical or non-classical paths, the upper and professional classes in Germany still show a strong preference for the fully classical Gymnasium. As a result, in Germany, just like in England, there is a noticeable growing divide between the education of the ruling classes in politics and administration and the majority of the working population. This indicates that the issue of balancing the liberal and practical components in a truly national education system has not yet found the solution that modern demands require.
Switzerland.
Switzerland.
Switzerland affords perhaps the best type of a democratic system of local authorities. The central authority is the canton, not the federation. The interference of the federal authority is confined to the imposition of certain broad Educational influence of federal constitution. principles by the constitution, to the indirect influence exerted by the examination of recruits for the national army, and to financial grants for technical instruction, its most important direct educational work being the support of the technological university at Zurich. The federal constitution (1) states that primary instruction must be under 968 the control of the canton (an important point in view of the strength of ecclesiastical influence in some of the Catholic cantons), and must be compulsory and gratuitous; (2) declares that it must be possible for the public schools to be attended by the adherents of all creeds without hurting their freedom of conscience; (3) forbids the employment of child labour before completion of the fourteenth year, with a provision that in the fifteenth and sixteenth years factory work, together with the time given to school and religious instruction, must not exceed eleven hours a day. (4) All recruits for the federal army (in which service is compulsory on a militia basis) are examined in their twentieth year, and the results are published. This examination affords an instructive index to the state of education in the several cantons and promotes a healthy emulation among them.
Switzerland offers one of the best examples of a democratic system of local governments. The central authority is the canton, not the federation. The federal authority's involvement is limited to establishing some broad principles through the constitution, the indirect influence exerted by the examination of recruits for the national army, and financial support for technical education. Its most significant direct educational contribution is funding the technological university in Zurich. The federal constitution (1) states that primary education must be controlled by the canton (an important point considering the strong influence of religious institutions in some Catholic cantons), and that it must be compulsory and free; (2) declares that public schools must be accessible to students of all beliefs without compromising their freedom of conscience; (3) prohibits child labor before the age of fourteen, with a stipulation that for those aged fifteen and sixteen, the combined time spent working in factories and attending school or religious education must not exceed eleven hours a day; (4) All recruits for the federal army (which operates on a compulsory militia basis) are assessed at age twenty, and the results are made public. This evaluation serves as an informative indicator of the educational standards in the various cantons and encourages healthy competition among them.
The cantonal organization of education presents the variety which the extraordinary diversity of race, language, religion and physical conditions of the component states of the federation would lead one to expect. The large canton Cantonal organization. of Bern may be instanced as the type of a strong central authority. The commune or parish is the unit for elementary education. The communal council nominates a school board of at least five members, whose function is to spend the money voted for school purposes by the general communal council. Several communes in combination form a district authority for the support of what are in reality higher primary schools, though called in Switzerland Sekundarschulen, maintained by the district. The maintenance both of the primary and higher primary schools is aided by grants from the central authority. The true secondary schools, called middle or higher schools, are maintained and controlled by the central or cantonal authority. The existence of separate local authorities for each grade of education is characteristic of Switzerland generally, this system being the opposite to that adopted in England in 1902.
The cantonal organization of education showcases the variety that you'd expect from the incredible diversity of race, language, religion, and physical conditions in the different states of the federation. The large canton of Bern serves as an example of a strong central authority. The community or parish is the basic unit for elementary education. The community council appoints a school board with at least five members, whose job is to manage the funds allocated for school purposes by the general community council. Several communities come together to form a district authority for the support of what are essentially higher primary schools, although they are referred to in Switzerland as Sekundarschulen, maintained by the district. Both primary and higher primary schools receive support from grants provided by the central authority. The actual secondary schools, known as middle or higher schools, are maintained and regulated by the central or cantonal authority. The presence of separate local authorities for each level of education is a hallmark of Switzerland as a whole, which is quite different from the system established in England in 1902.
The central grants in Switzerland always take the form of payments to the local authorities of a proportion of the teachers’ salaries; they are never, as in England, assessed upon the number of children in attendance, nor are they dependent, as was formerly the case in England, upon the results of examination, nor again are grants made in respect of particular subjects as is the case with the grants for special, i.e. practical, instruction in England.
The main grants in Switzerland are always paid to local authorities as a percentage of teachers' salaries. Unlike in England, they aren't based on the number of students attending, nor are they tied to exam results like they used to be in England. Additionally, grants aren't provided for specific subjects, as is done in England for special, mostly practical, instruction.
Religious instruction in the Swiss communal schools generally follows the faith of the majority; in a few cantons separate schools being provided for minorities if sufficiently numerous. In the town of Lucerne, Catholic instruction is given in school hours and Protestant instruction is provided out of school and out of hours for the Protestant minority.
Religious education in Swiss public schools typically aligns with the belief system of the majority. In some cantons, separate schools are available for minority groups if they are large enough. In the town of Lucerne, Catholic teaching takes place during school hours, while Protestant education is offered outside of school hours for the Protestant minority.
In 19 out of the 25 cantons attendance at continuation schools is compulsory (at least in some districts) for boys up to 17, and in 3 cantons it is compulsory also wholly or in part for girls.
In 19 out of the 25 cantons, attending continuation schools is mandatory (at least in some districts) for boys up to 17, and in 3 cantons, it is also mandatory either fully or partially for girls.
Belgium.
Belgium.
The interesting feature in Belgian education is the treatment Belgian treatment of religious question. of the religious question in successive laws.
The interesting aspect of Belgian education is how the religious question is addressed in various laws. Belgium's approach to religious issues.
1. The law of 1842 obliged the communes to provide primary instruction, which was to be free in the case of poor children. The state made grants in aid, subject to inspection. Subject to a conscience clause, religious instruction was obligatory, and was placed under ecclesiastical inspection.
1. The law of 1842 required the towns to offer primary education, which had to be free for underprivileged children. The state provided funding, but it was subject to inspections. With a conscience clause in place, religious education was mandatory and was overseen by church authorities.
2. The law of 1879 removed religious instruction from the curriculum, and provided for facilities to the clergy to give such instruction outside school hours. This law furnishes a striking instance of the futility of a parliamentary majority legislating in a sense opposed to the convictions of a considerable section of the community. The law evoked a storm of opposition in the country, still profoundly Catholic and attached to ecclesiastical traditions, and within eighteen months the Catholics founded private elementary schools with 455,000 scholars. In 1883 the Catholic private schools numbered 622,000 scholars, whilst the attendance at the communal schools had sunk to 324,000. Their doctrinaire treatment of the education question resulted in the political annihilation of the Belgian Liberals, and was responsible for the strongest and most persistent Roman Catholic reaction that has been witnessed in western Europe since the beginning of the 19th century.
2. The law of 1879 took religious instruction out of the curriculum and allowed clergy to provide that instruction outside of school hours. This law is a clear example of how a parliamentary majority can push legislation that goes against the beliefs of a significant part of the community. It sparked a huge backlash in a country that was still largely Catholic and valued its religious traditions, leading to the establishment of private elementary schools by Catholics within eighteen months, enrolling 455,000 students. By 1883, the number of students in Catholic private schools had risen to 622,000, while attendance at public schools dropped to 324,000. Their rigid approach to the education issue led to the political downfall of the Belgian Liberals and triggered a strong and lasting Roman Catholic response not seen in western Europe since the early 19th century.
3. The law of 1884 was the work of the moderate Catholic party. It did not make religious instruction obligatory, but it gave liberty to the communes to provide for the giving of religious and moral instruction at the beginning or end of school hours, subject to a conscience clause. Power was given to the communes to “adopt” private confessional schools and maintain them. Provision was further made entitling any twenty parents of children of school age to demand a school of the normal communal type as against a proposal to adopt a confessional school. Power was also given to a like number of parents to compel the adoption of a confessional school in the case of the commune refusing to provide religious instruction of the type demanded by them, or putting obstacles in the way of its being given by the clergy or their representatives.
3. The law of 1884 was created by the moderate Catholic party. It didn’t make religious education mandatory, but it allowed local communities to provide religious and moral instruction at the beginning or end of school hours, with a conscience clause. Local communities were authorized to “adopt” private confessional schools and support them. Additionally, any group of twenty parents with school-aged children could request a regular community school instead of a confessional school. Also, a similar group of parents could force the adoption of a confessional school if the community refused to offer the religious instruction they wanted or created barriers to its delivery by the clergy or their representatives.
4. The law of 1895 is the work of the more authoritarian Catholics, and makes religious instruction obligatory, placing it directly under the control of the clergy. It also increased the subsidies to private schools. This law was passed in face of opposition from the moderate section, who saw in it an exaltation of state authority which might be turned by opponents to the disadvantage of the religious interest. It is by no means clear that Belgium has yet attained a final solution of the religious difficulty; the life of the present law is probably to be measured by that of the Catholic political majority.
4. The law of 1895 was created by the more authoritarian Catholics and makes religious education compulsory, putting it directly under the control of the clergy. It also increased funding for private schools. This law was enacted despite opposition from the moderate group, who viewed it as an elevation of state power that could be exploited by opponents to undermine religious interests. It's not at all clear that Belgium has found a definitive resolution to the religious conflict; the longevity of the current law will likely depend on the Catholic political majority.
Holland.
Holland.
The outstanding feature of public education in Holland is the strength of the private primary schools. Under the law of 1857 secular teaching alone was provided in the primary schools at the public cost. The law of 1878 allowed communes to make grants to private schools on condition of their becoming neutral in the matter of religion. The law of 1889 allowed private denominational schools to receive government grants while retaining their denominational character, but forbade further grants to such schools by the communes.
The standout aspect of public education in Holland is the strength of private primary schools. According to the law from 1857, only secular teaching was funded in public primary schools. The law passed in 1878 permitted local governments to provide financial support to private schools as long as they remained neutral regarding religion. The 1889 law allowed private religious schools to receive government funding while keeping their religious identity, but it prohibited local governments from granting additional funds to those schools.
In 1905 there were 566,460 children in the public and 278,632 in the private schools.
In 1905, there were 566,460 children in public schools and 278,632 in private schools.
Scotland.
Scotland.
The diverse religious and social conditions of the three constituent parts of the United Kingdom must necessarily cause the education problem to assume a different shape and to receive different solutions in England, Scotland and Ireland respectively; latterly also the special conditions obtaining in Wales have received partial recognition at the hands both of the legislature and the executive. In Scotland the conditions have been less complex than in England. The practical unanimity of the people in religious faith, which has remained undisturbed by the institutional divisions of recent times, the wider diffusion of a sense of the value of education, the greater simplicity of life which has rendered all classes largely content to avail themselves of the preparatory education afforded by the common school and favoured the development in the secondary sphere of day rather than boarding schools, are among the causes which have contributed to the early building up of a national system which in some respects resembles the continental rather than the English type.
The different religious and social conditions of the three parts of the United Kingdom mean that the education issue will take on different forms and solutions in England, Scotland, and Ireland. Recently, the unique conditions in Wales have also been partially acknowledged by both the government and lawmakers. In Scotland, the situation has been simpler than in England. The general agreement among the people in their religious beliefs, which has remained intact despite recent institutional divisions, the broader appreciation for the value of education, and the simpler way of life have led all classes to largely embrace the basic education provided by common schools. This has also encouraged the growth of day schools over boarding schools in the secondary education sector, contributing to the early development of a national education system that, in some ways, resembles the continental model more than the English one.
The national appreciation of education is found marked already before the Reformation in a statute of James IV. (1494) requiring all freeholders of substance to send their heirs to school and to keep them there until they had Historical development. perfect Latin. The Reformation, asserting itself by common consent under one ecclesiastical form, and free from the divisions of religious organization which tended to neutralize it as an educational force in England, put fresh life into the educational aspirations of the people. As early as 1560 the Church Assembly, largely under the influence of John Knox, put 969 forth the Book of Discipline, providing that “every several kirk” in a town “of any reputation” was to have its Latin school, that the “upaland” or country parts were to have a teacher of the “first rudiments” in every parish, and that each “notable” town was to have “a college for logic, rhetoric and the tongues.” Practical effect was later given to this scheme by an act of the Scottish parliament in 1696, under which parish schools were set up in connexion with the Established Church of Scotland. This system was extended by an act of 1803, which made better provision for teachers’ salaries and also confirmed the position of the parish school as an adjunct of the parish church. The system of inspection and state aid introduced in England in 1839 was made applicable to Scotland, thus grafting upon Scotland the English system of voluntary state-aided schools. At the same period another new factor was imported into Scottish education by the ecclesiastical disruption of 1843. As a result of these changes in 1861 a new act was passed which relaxed, though it did not sever, the ties which bound the parish school to the church.
The national value placed on education was already evident before the Reformation with a law enacted by James IV in 1494. This law required all wealthy landowners to send their children to school and keep them there until they became proficient in Latin. The Reformation, gaining traction under a unified church structure and free from the religious conflicts that diluted its educational impact in England, revitalized the people's educational ambitions. As early as 1560, the Church Assembly, largely influenced by John Knox, published the Book of Discipline, stating that "every single church" in a town "of any standing" was to have its own Latin school, that rural areas were to have a teacher for "basic education" in every parish, and that each "notable" town was to establish "a college for logic, rhetoric, and languages." This initiative was later implemented through a Scottish parliament act in 1696, which set up parish schools in association with the Established Church of Scotland. The system was expanded by an act in 1803, which improved teachers' salaries and reinforced the parish school's status as part of the parish church. The inspection and state funding system introduced in England in 1839 was also applied to Scotland, incorporating the English model of voluntary state-aided schools into Scotland. At the same time, a new element was introduced into Scottish education due to the church split in 1843. As a result of these developments, a new act was passed in 1861 that loosened, but did not completely separate, the connection between parish schools and the church.
The Education (Scotland) Act of 1872 set up elective school boards for parishes and boroughs, and vested in them the existing parish and burgh schools. Long prior to the act it had been the practice of the Church of Scotland Scottish school boards and school attendance law. to allow exemption in the schools from religious instruction; consequently in imposing a compulsory conscience clause the act did little more than confirm existing usage. The school boards were left full liberty as to the religious instruction to be given in their schools, and in practice school boards universally adopt the Shorter Catechism, which is acceptable to all denominations of Presbyterians. The act made the school boards responsible for the supply of school accommodation, and introduced compulsory attendance, for which opinion in England was not at that time ripe. By the act of 1901, the age of compulsory attendance was raised to fourteen, with provision for exemption after twelve.
The Education (Scotland) Act of 1872 established elected school boards for parishes and boroughs and transferred the existing parish and burgh schools to them. Long before this act, the Church of Scotland Scottish school boards and laws regarding school attendance. had allowed exemptions from religious instruction in schools; therefore, by implementing a mandatory conscience clause, the act simply confirmed what was already in practice. The school boards were given full freedom to decide on the religious instruction in their schools, and in practice, they almost always adopted the Shorter Catechism, which is accepted by all Presbyterian denominations. The act made the school boards responsible for providing school facilities and introduced mandatory attendance, which was an idea not yet widely accepted in England at that time. The 1901 act raised the age for compulsory attendance to fourteen, with the option for exemption after age twelve.
The experience of the Scottish Education Department, like that of the English, has led to the gradual abandonment of individual examination as the basis for the payment of grants. The institution of the merit certificate is Administrative progress. one of the features in which the Scottish system differs from the English. Prior to the code of 1903 the merit certificate, awarded on examination after the age of twelve, was properly described as the leaving certificate of the elementary school. Under the more recent codes merit certificates are awarded under a system designed to encourage the transference of promising pupils at an early age to supplementary courses or higher-grade departments. Under this system the fitness of the pupil to enter upon a course of higher studies is determined not solely by the results of a single examination, but by the whole character of his work during the preceding school course.
The experience of the Scottish Education Department, similar to that of the English, has led to gradually moving away from using individual exams as the basis for granting payments. The merit certificate is one of the aspects that sets the Scottish system apart from the English. Before the 1903 code, the merit certificate, given after an exam at age twelve, was basically considered the leaving certificate for elementary school. With the newer codes, merit certificates are awarded through a system that encourages transferring promising students to supplementary courses or higher-grade departments at an earlier age. In this system, a student's readiness for higher studies is assessed not just by the results from a single exam, but by their overall performance throughout the preceding school years.
A notable factor historically in Scottish education was the extent to which the parish schools supplied their best pupils with higher or further education. The administrative changes last mentioned have led to a remarkable Higher-grade schools. development of organized higher-grade schools and departments. These departments have now been organized upon the lines of the higher primary schools of France, “to continue a stage further” (says the report of the Scottish Education Department) “the general education of that considerable body of pupils who, under new conditions, may be expected to remain at school till fifteen or sixteen.” The function “of giving something of the nature of a specialized education to pupils who will leave school at a comparatively early age” is now discharged by the supplementary courses.
A significant aspect of Scottish education in the past was how much the parish schools provided their top students with access to higher education. The recent administrative changes have led to a remarkable development of organized higher-grade schools and departments. These departments have now been structured like the higher primary schools in France, “to continue a stage further” (as stated in the report from the Scottish Education Department) “the general education of that significant group of students who, under new conditions, may be expected to stay in school until they are fifteen or sixteen.” The role “of providing a kind of specialized education to students who will leave school at a relatively young age” is now fulfilled by the supplementary courses.
Elementary education has generally been rendered free by the fee grants under the parliamentary vote, and by the sums accruing under the Local Taxation (Customs Free education. and Excise) Act 1890 and the Education and Local Taxation (Scotland) Act 1892.
Elementary education has generally been made free through the grants provided by the parliamentary vote and the funds obtained from the Local Taxation (Customs and Excise) Act of 1890 and the Education and Local Taxation (Scotland) Act of 1892.
Voluntary schools are not numerous, being chiefly those of the Roman Catholic Church. The average cost of maintenance per child in average attendance in public schools (according to the official report 1907-1908) was £3, 11s. 1¼d., of which £2, 4s. 4½d. was met by government grants for elementary education. In voluntary schools the average cost of maintenance was £2, 15s. 1¾d., of which £2, 2s. 7d. was met by elementary grants, including a special aid grant of 3s. per head under the Education (Scotland) Act 1897.
Voluntary schools are not very common, mostly being those run by the Roman Catholic Church. The average cost of maintaining each child in public schools (based on the official report for 1907-1908) was £3, 11s. 1¼d., with £2, 4s. 4½d. covered by government grants for elementary education. In voluntary schools, the average cost of maintenance was £2, 15s. 1¾d., with £2, 2s. 7d. funded by elementary grants, which included a special aid grant of 3s. per student under the Education (Scotland) Act 1897.
The total number of children (1907-1908) in average attendance in grant-earning schools was 712,076, and the percentage of attendances to numbers on the register was 87.66%. As regards teaching power, 81.52% of the male teachers and 56.71% of the female teachers in the elementary teachers had been trained in training colleges.
The total number of children in average attendance at grant-earning schools during 1907-1908 was 712,076, and the attendance rate compared to the registered numbers was 87.66%. In terms of teaching staff, 81.52% of male teachers and 56.71% of female teachers in elementary schools had received training from training colleges.
Certain miscellaneous additional powers are conferred upon school boards by the Education (Scotland) Act 1908, including powers to provide school meals; in outlying parts, to provide means of conveyance, or pay travelling expenses Education (Scotland) Act 1908. of teachers or pupils, or defray the cost of lodging pupils in convenient proximity to a school; to provide for medical inspection; and as to children neglected by reason of the ill-health or poverty of the parent, to supply food, clothing and personal attention.
Certain additional powers are given to school boards by the Education (Scotland) Act 1908, including the ability to provide school meals; in remote areas, to arrange transportation or cover travel expenses for teachers or students, or to help pay for students' lodging near a school; to facilitate medical inspections; and for children neglected due to their parents' ill-health or poverty, to provide food, clothing, and personal care. Education (Scotland) Act 1908.
Perhaps the most noteworthy provision in the act of 1908 is that which enables (not obliges) school boards to make bye-laws requiring attendance at continuation classes up Compulsory continuation classes. to the age of seventeen years. Apart from compulsory attendance, the act lays upon school boards the duty of making suitable provision of continuation classes with reference to the crafts and industries practised in the district.
Perhaps the most significant part of the 1908 act is the one that allows (but doesn't require) school boards to create bylaws mandating attendance at continuation classes until the age of seventeen. Besides the mandatory attendance, the act requires school boards to ensure that there are appropriate continuation classes relevant to the trades and industries in the area.
The Scottish Education Act of 1872 distinguished certain burgh and parish schools as “higher class public” or secondary schools. The act of 1908 deals in some detail with secondary education, modifying and strengthening Secondary education. the framework in various ways, but without introducing organic changes. “Secondary” schools are distinguished from “intermediate,” the former being defined as providing at least a five years’ course; the latter as providing at least a three years’ course in languages, mathematics, science and such other subjects as may from time to time be deemed suitable for the instruction of pupils who have reached a certain standard of attainment in elementary subjects under the code. Intermediate and secondary schools may be provided and maintained either by school boards or otherwise, and provision is contained in the act for the transfer of endowed schools to the school board. Thus secondary (as well as elementary and continuative) education is organized upon the basis of the parish or burgh; it receives, however, grants in aid through the agency of county (or large urban) authorities (called district committees) constituted under schemes of the Scottish Education Department. For the purpose of such grants in aid the funds available under the various local taxation acts, together with parliamentary grants, other than a fee grant at the rate of 12s. per child in average attendance, form a fund called the Education (Scotland) Fund. After provision has been made for (inter alia) grants for universities, higher technical education and training colleges, the fund is allocated to the district committees according to a scheme laid before parliament and approved by the king in council. Out of the “district education fund” the school board receives (ordinarily) a sum equal to one-half of the amount by which the net cost to the school board (after deducting income from grants made by the department and from fees) exceeds the amount which would be produced by such rate per pound upon the district of the school board as the committee may determine, not being more than a rate of twopence in the pound. Important powers are also conferred upon the district committee for organizing and aiding within their district the provision by the school boards of medical examination and supervision of school children, the supply of bursaries for purposes of all forms of higher education, and the provision of instruction in special subjects, such as agriculture, &c.
The Scottish Education Act of 1872 identified certain municipal and community schools as “higher class public” or secondary schools. The 1908 act addresses secondary education in detail, modifying and enhancing the existing framework in several ways, but without making fundamental changes. “Secondary” schools are defined as offering at least a five-year program, while “intermediate” schools provide a minimum of a three-year program in languages, mathematics, science, and other subjects deemed appropriate for students who have achieved a certain level in elementary studies according to the standards. Both intermediate and secondary schools can be established and funded by school boards or other means, and the act includes provisions for transferring endowed schools to the school board. Therefore, secondary (as well as elementary and continuing) education is organized based on the parish or municipality; it, however, receives additional funding through county (or large urban) authorities (called district committees) set up under plans by the Scottish Education Department. For these funding purposes, the resources available under various local taxation acts, along with parliamentary grants—except for a fee grant of 12s. per child in average attendance—form the Education (Scotland) Fund. After allocating funds for grants to universities, higher technical education, and training colleges, the remaining funds are distributed to the district committees according to a plan submitted to parliament and approved by the king in council. From the “district education fund,” the school board typically receives an amount that is half the difference between the net costs to the school board (after subtracting income from departmental grants and fees) and the revenue that would be generated by a rate per pound set by the committee, which cannot exceed two pence in the pound. The district committee is also granted significant powers to organize and assist in providing for medical examinations and oversight of school children, supplying scholarships for various forms of higher education, and offering instruction in specialized subjects, such as agriculture, etc.
Ireland.
The full development of a system of public education in Ireland has been hampered and retarded by the general difficulties inherent in the problem of Irish government. In consequence of the fundamentally different social, Special difficulties of Irish education. religious and political conditions in the two countries, the English and Irish systems have developed down to the present time upon divergent lines. In England, popular education was founded in the first instance upon individual initiative combining in organized voluntary effort, and, though the voluntary agencies have been first supplemented and latterly to a large extent supplanted by public action, the tendency has been in the direction of municipalization rather than in that of central state control. In Ireland, on the other hand, education has suffered in the past from the general absence of individual initiative and local interest almost as seriously as from the mistakes of the English government. These causes, more directly perhaps than the prevailing poverty of the country, made it necessary to throw the burden of supporting the schools to an increasing extent upon the state, while the want of local self-government precluded any devolution of powers and duties upon municipal authorities.
The complete development of a public education system in Ireland has been hindered by the overall challenges of Irish governance. Because of the fundamentally different social, religious, and political conditions in the two countries, the education systems in England and Ireland have evolved along separate paths. In England, public education was initially based on individual initiative, which came together in organized voluntary efforts. While these voluntary organizations have been increasingly supplemented and, to a great extent, replaced by public action, the trend has leaned more towards municipal control rather than centralized state control. In contrast, education in Ireland has struggled due to a lack of individual initiative and local interest, just as much as it has suffered from the errors of the English government. These factors, perhaps even more than the widespread poverty in the country, made it necessary to shift the burden of school funding more onto the state, while the lack of local self-governance prevented any transfer of powers and responsibilities to local authorities.
State intervention is actually of earlier date in Ireland than in England. From the reign of Elizabeth onwards, English Protestant schools were founded by the government in a sporadic and intermittent fashion in pursuance Historic retrospect. of its Anglicizing policy. To mention briefly one or two historical features, the great religious educational enterprise of Edmond Rice in founding the well-known Irish Catholic order of the Christian Brothers in 1802 forms an exception to the general lack of initiative among the people themselves. About the same period the Kildare Place Society (founded in 1811 while the first commission of inquiry into Irish education was sitting) attempted to grapple with the peculiar difficulties of the religious situation upon lines somewhat similar to those just laid down by Lancaster and his followers in England. This organization comprised both Roman Catholic and Protestant schools upon a common religious basis of Bible reading without note or comment, and received government grants which rose to £30,000 a year before they were discontinued in 1833. The religious compromise which the system embodied broke down in consequence of Catholic dissatisfaction, and that it was at first fairly successful may seem extraordinary in view of the later attitude of the Catholic Church towards the question of common schools and combined religious instruction.
State intervention in Ireland actually started earlier than in England. Since Queen Elizabeth's reign, the English government established Protestant schools in a haphazard way as part of its policy to anglicize the country. To highlight a couple of historical points, the significant educational initiative by Edmond Rice, who founded the well-known Irish Catholic order of the Christian Brothers in 1802, stands out against the general lack of effort from the local population. Around the same time, the Kildare Place Society (established in 1811 while the first inquiry into Irish education was underway) tried to address the unique challenges of the religious situation, following an approach similar to that of Lancaster and his followers in England. This organization included both Roman Catholic and Protestant schools that shared a common approach of Bible reading without notes or commentary. It received government funding that peaked at £30,000 per year before it was stopped in 1833. The religious compromise within this system collapsed due to Catholic dissatisfaction, and the initial success of the initiative seems remarkable considering the later stance of the Catholic Church on the issue of shared schools and combined religious instruction.
In 1833, as the result of a second commission of inquiry (1824) and a select committee of the House of Commons (1828), Mr Stanley inaugurated the national system of elementary schools under a board of commissioners nominated The national system. from the different religious denominations. The government appears from the outset to have aimed at combined secular and separate religious instruction for Roman Catholics and Protestants. At the same time, an attempt was inconsistently made to provide an ethical basis for the secular instruction by means of Bible extracts. The story of the preparation of these extracts by an ingenious compound of the Protestant Authorized and Douai versions of Scripture is in its way one of the curiosities of religious history. The extracts were designed to meet the recognized Catholic objection to the indiscriminate reading of the Bible without note or comment. In practice they were chiefly used in the Protestant schools (in which their use is now practically extinct), and the growing Catholic objection to the policy of the National Board in this respect found authoritative, though somewhat cautiously worded, expression in a decree of the Roman Congregation De Propaganda Fide of January 11, 1846, declaring that non-sectarian religious instruction was dangerous to youth. “Tutius multo esse ut literarum tantummodo humanarum magisterium fiat in scholis promiscuis, quam ut fundamentales, ut aiunt, et communes religionis Christianae articuli restricte tradantur, reservata singulis sestis peculiari seorsum eruditione. Ita enim cum pueris agere periculosum valde videtur.” The religious difficulty in Irish elementary education may be said to have been solved in process of time by the conversion of the national system in practice, though not in theory, into a system strongly denominational and therefore widely different from the design of its founders, combined Biblical instruction being discarded, and separate schools for the most part taking the place of common schools for the two creeds. In the latter respect the like tendency has been noted in the case of Germany.
In 1833, following a second inquiry (1824) and a select committee from the House of Commons (1828), Mr. Stanley launched the national system of elementary schools, overseen by a board of commissioners appointed from various religious denominations. From the beginning, the government seemed to aim for both combined secular and separate religious education for Roman Catholics and Protestants. At the same time, there was an inconsistent effort to provide an ethical foundation for secular teaching through Bible excerpts. The preparation of these excerpts, which blended the Protestant Authorized and Douai versions of Scripture, is a notable aspect of religious history. These excerpts were meant to address the well-known Catholic concern about reading the Bible without any guidance. In practice, they were mostly used in Protestant schools (where their use has since nearly disappeared). The increasing Catholic objection to the National Board's approach was officially expressed, albeit cautiously, in a decree from the Roman Congregation De Propaganda Fide on January 11, 1846, stating that non-sectarian religious instruction posed a danger to youth. “It is much safer that only the teaching of human letters is done in mixed schools than to restrict the fundamental and common articles of the Christian religion, reserving special education for each denomination. It seems very dangerous to engage with the children in this way.” The religious issue in Irish elementary education gradually evolved into a system that, in practice though not in theory, became heavily denominational, significantly diverging from its original design, with combined Biblical instruction being abandoned and separate schools largely replacing common schools for the two faiths. A similar trend has been observed in Germany.
The following are the chief specific points upon which the Irish system of elementary education differs from the English.
The following are the main specific ways in which the Irish system of basic education differs from the English.
Finance.—The state still makes building grants to the extent of two-thirds of the cost. Such grants are only made to what are called vested schools, that is to say, schools of which the premises are vested in trustees or in the Irish elementary education. commissioners themselves. The state further pays in the case of all national schools the entire cost of maintenance except only the upkeep of the building, and the provision of books after the exhaustion of a first free grant.
Finance.—The government still provides building grants covering up to two-thirds of the cost. These grants are only available to what are known as vested schools, which are schools where the property is owned by trustees or the Irish primary education. commissioners themselves. Additionally, the government covers the full maintenance cost for all national schools, except for the building's upkeep and the provision of books after the initial free grant has been used up.
Appointment and Payment of Teachers.—For the purpose of promotion the state through its inspectors undertakes the duty of classifying the individual teachers in four grades, passage from one grade to another being secured by examination. Appointments of teachers to schools are made by the school managers subject to the approval of the commissioners. Rights of dismissal are reserved to the local managers and also to the commissioners independently. Lastly, the teachers’ salaries are now paid directly by the state. The old system of payment by results was abandoned in 1900, and the teacher is paid (a) a fixed salary according to grade, (b) a continued good service salary which may be increased triennially, (c) a capitation payment.
Appointment and Payment of Teachers.—To promote teachers, the state assigns inspectors to categorize them into four grades, with progression between grades determined by examination. School managers appoint teachers, but these appointments need approval from the commissioners. The local managers and the commissioners have the authority to dismiss teachers independently. Lastly, teachers' salaries are now paid directly by the state. The previous system of payment based on results was discontinued in 1900. Teachers receive (a) a fixed salary based on their grade, (b) a continued good service salary that can be increased every three years, and (c) a per-student payment.
Convent Schools.—In addition to the national schools supported as above, there are a considerable number of convent or monastery schools which receive capitation grants after the English plan, but not direct salaries. There were 308 such schools in 1908, with an average attendance of 70,003. There were also 83 other convent or monastery schools paid by personal salaries, with an average attendance of 11,075.
Convent Schools.—Along with the national schools mentioned earlier, there are many convent or monastery schools that get funding based on enrollment numbers, but not direct salaries. In 1908, there were 308 of these schools, with an average attendance of 70,003. Additionally, there were 83 other convent or monastery schools that were funded through personal salaries, with an average attendance of 11,075.
School Attendance and Free Education.—The Irish Education Act 1892 provided for compulsory attendance in towns and for the adoption of compulsion in other districts. In virtue of the financial sections of this act, which provided an increased grant for salaries, most national schools have become free.
School Attendance and Free Education.—The Irish Education Act of 1892 made school attendance mandatory in towns and allowed for it to be required in other areas. Due to the financial provisions of this act, which increased funding for salaries, most national schools have become free.
General Elementary-School Statistics.—In 1908 the average number of scholars on the rolls of all the schools was 708,992, and the average daily attendance was 494,662, or 69.8% as compared with the number on the rolls. As regards religious denomination, 74.42% of the scholars on the rolls were Roman Catholics; 28.6% were in schools attended by both Roman Catholic and Protestant children and 71.4% in schools attended solely by Roman Catholics or solely by Protestants. The total expenditure on the schools and teaching staffs was £1,591,214, of which £1,451,139, equivalent to £2, 19s. 3d. per scholar, was contributed from state grants, and £140,074, equivalent to 5s. 9d. per scholar, from local (i.e. voluntary) sources, the rate per scholar from all sources being £3, 5s.
General Elementary-School Statistics.—In 1908, the average number of students enrolled in all schools was 708,992, and the average daily attendance was 494,662, which is 69.8% of those enrolled. In terms of religious affiliation, 74.42% of the enrolled students were Roman Catholics; 28.6% were in schools that included both Roman Catholic and Protestant children, while 71.4% attended schools exclusively for either Roman Catholics or Protestants. The total spending on schools and teaching staff was £1,591,214, of which £1,451,139, or £2, 19s. 3d. per student, came from state grants, and £140,074, or 5s. 9d. per student, was sourced from local (i.e. voluntary) contributions, with the total per student from all sources being £3, 5s.
Training of Teachers.—Salaried monitors are employed in the Irish schools, but, unlike the English pupil teachers, are not explicitly recognized as forming part of the school staff. There are now seven training colleges, viz. one undenominational college maintained by the commissioners, five Roman Catholic colleges, and one college in connexion with the Protestant Episcopal Church of Ireland. Of the scholars in the undenominational college, 73 out of 312 were Roman Catholics. The total number of students in training was 1189, viz. 514 men and 675 women. The percentage of trained teachers to the total number of teachers was 64.7. A special training college for the instruction of teachers in Irish has been recognized.
Teacher Training.—Paid monitors are employed in Irish schools, but, unlike the English pupil teachers, they are not formally acknowledged as part of the school staff. Currently, there are seven training colleges: one non-denominational college run by the commissioners, five Roman Catholic colleges, and one college associated with the Protestant Episcopal Church of Ireland. Of the students in the non-denominational college, 73 out of 312 were Roman Catholics. The total number of students in training was 1,189, consisting of 514 men and 675 women. The percentage of trained teachers compared to the total number of teachers was 64.7%. A special training college has been approved for teaching teachers in Irish.
One of the chief desiderata in Irish education is a single central authority for all branches of education, elementary, secondary (or “intermediate”) and technical. There are two 971 central authorities dealing with secondary education, viz. the Secondary education. Intermediate Education Board and the Department for Agriculture and Technical Instruction. The Intermediate Board administers sums available under the Intermediate Education Act of 1878 from the Irish Church Surplus, and also the sum allocated under the Local Taxation Act 1890. The vice of the system in the opinion of educational experts lies in the statutory obligation to award grants on the result of an individual examination of the scholars. As a result of the vice-regal commission of 1898, power was taken to introduce a system of school inspection, though not to dispense with the individual examination as the basis for the award of the grants; this measure of reform was ultimately carried out in 1909. The sum distributed in result grants is about £50,000 per annum.
One of the main goals in Irish education is to have a single central authority for all areas of education: elementary, secondary (or “intermediate”), and technical. Currently, there are two 971 central authorities overseeing secondary education: the High school. Intermediate Education Board and the Department for Agriculture and Technical Instruction. The Intermediate Board handles funds available under the Intermediate Education Act of 1878 from the Irish Church Surplus, as well as the amounts allocated under the Local Taxation Act of 1890. Experts in education argue that the flaw in the system is the legal requirement to grant funds based on individual student examination results. Following the vice-regal commission of 1898, the authority was given to implement a system of school inspections, but this did not remove the requirement for individual examinations as the basis for granting funds; this reform was finally implemented in 1909. The total amount distributed in result grants is about £50,000 per year.
Prior to the Agriculture and Technical Instruction (Ireland) Act 1899, science and art grants were administered by the Science and Art Department in England; by this act they were transferred to the new Irish Department for Agriculture and Technical Instruction. This department makes block grants to secondary schools in respect of science and art teaching, and manual instruction or domestic economy. Measures have been taken for the co-ordination of the duties of the Technical Department and the Intermediate Board, and the impetus given to the teaching of experimental science by grants for the erection of laboratories represents a reform of undoubted value for higher education in Ireland, especially when considered in connexion with the enlistment of the local interest of the technical education committees in the intermediate schools. Nevertheless, in the absence of a reform of the results system of intermediate grants, the special subsidizing of science teaching has tended to put an undue premium upon this subject to the detriment of the rest of the curriculum.
Prior to the Agriculture and Technical Instruction (Ireland) Act of 1899, science and art grants were managed by the Science and Art Department in England. This act transferred those responsibilities to the new Irish Department for Agriculture and Technical Instruction. This department provides block grants to secondary schools for science and art education, as well as manual instruction or domestic economics. Steps have been taken to coordinate the roles of the Technical Department and the Intermediate Board, and the boost given to teaching experimental science through grants for building laboratories represents a significant reform for higher education in Ireland, especially when viewed alongside the involvement of local technical education committees in intermediate schools. However, without a reform of the results system for intermediate grants, the specialized funding for science teaching has inadvertently placed too much emphasis on this subject, which negatively impacts the rest of the curriculum.
Ireland possesses no such system of scholarships for assisting the passage of scholars from the elementary to the secondary school as England enjoys as a result of the municipalization of the educational system. Nevertheless, Irish children as a fact pass much more freely from the elementary to the secondary school than is the case in England where social prejudices are stronger. The schools of the Christian Brothers are usually organized in two departments, primary and intermediate, and thus supply for the Roman Catholic population the demand for the cheap type of secondary day school represented by the municipal schools in England. It must be added that the Irish intermediate schools are purely denominational. The widespread demand for secondary education among the people, to which the report of Messrs Dale and Stephens bears witness, is a gratifying feature of Irish life, while the recent establishment (1908) of the long-deferred national university, and the perceptible quickening of intellectual interests throughout the country in connexion with the Celtic revival, point to better conditions for higher education and to the development of a wider, deeper and truer, because more national, culture.
Ireland doesn't have a scholarship system to help students transition from elementary to secondary school like England does, thanks to the municipalization of its educational system. However, Irish children actually move from elementary to secondary school more easily than their English counterparts, where social biases are stronger. The schools run by the Christian Brothers typically have two divisions: primary and intermediate, which meet the needs of the Roman Catholic community for affordable secondary day schools similar to the municipal schools in England. It's important to note that Irish intermediate schools are entirely denominational. The widespread desire for secondary education among the population, highlighted in the report by Messrs Dale and Stephens, is a positive aspect of Irish life. Additionally, the recent establishment (1908) of the long-awaited national university, along with the noticeable increase in intellectual interests across the country linked to the Celtic revival, suggests improved conditions for higher education and the growth of a broader, deeper, and more authentic culture that is more national in nature.
England.
England.
It was justly observed by Sir Joshua Fitch (Ency. Brit., 10th ed., xxvii. p. 655) that “the public provision for the education of the people in England is not the product of any theory or plan formulated beforehand by statesmen or philosophers; it has come into existence through a long course of experiments, compromises, traditions, successes, failures and religious controversies. What has been done in this department of public policy is the resultant of many diverse forces and of slow evolution and growth rather than of pure purpose and well-defined national aims. It has been effected in different degrees by philanthropy, by private enterprise, by religious zeal, by ancient universities and endowed foundations, by municipal and local effort, and only to a small extent by legislation. The genius—or rather characteristic habit—of the English people is averse from the philosophical system, and is disposed to regard education, not as a science, but as a body of expedients to be discovered empirically and amended from time to time as occasion may require.” Clearly, then, the English system of public education, as it results from successive acts of the administration and the legislature, is one which can only adequately be appreciated in the light of an historical survey of the various stages which have led up to it and the social conditions by which they were determined. The history of state education in England begins tardily in 1832, when after a generation of hesitation and controversy a beginning was made upon an exceedingly modest scale with the system of treasury grants in aid of elementary schools. The diverse forces which were at that date at work in the education of the nation as a whole, retarding state interference and marking out the limits within which it was long to be confined, derive their origin from a much remoter period.
It was rightly pointed out by Sir Joshua Fitch (Ency. Brit., 10th ed., xxvii. p. 655) that “the public funding for education in England isn't the result of any theory or plan created in advance by politicians or philosophers; it has emerged through a long history of experiments, compromises, traditions, successes, failures, and religious debates. What has been accomplished in this area of public policy is the outcome of many different forces and a gradual evolution and growth rather than of clear intentions and well-defined national goals. It has been shaped in various ways by philanthropy, private initiatives, religious passion, ancient universities, endowed institutions, municipal and local efforts, and only to a small degree by legislation. The characteristic trait of the English people tends to reject philosophical systems and views education not as a science but as a collection of practical methods to be discovered and improved as needed.” Clearly, then, the English public education system, as it has developed through successive actions of the administration and the legislature, can only be fully understood in light of a historical overview of the various stages that led to it and the social conditions that shaped them. The history of state education in England starts rather slowly in 1832, when, after years of hesitation and debate, a beginning was made on a very modest scale with the introduction of treasury grants to support elementary schools. The different forces that were at play in the education of the nation at that time, which slowed down state involvement and defined the boundaries within which it would be limited for a long time, actually have their roots in a much earlier period.
The apprenticeship laws of Henry VIII. contain the earliest germ of state interference. These laws obliged children between five and thirteen years of age who were found begging or idle to be bound apprentices to some handicraft. If the immediate Influence of the English Reformation. object was the prevention of crime rather than education as such, this early legislation is at least significant of the primary and intimate connexion that exists between popular education and industrial and economic needs. Yet in the shaping of the educational system the original influences were religious rather than economic; hence the importance of the canons of 1604, which secured the control of education to the Established Church. This of course was no novel doctrine, but merely the reaffirmation by the Reformed Church of the Catholic tradition of religious exclusiveness, presenting itself to the mind of contemporaries rather as the recognition of a national, that was also a religious, duty than as the assumption of an ecclesiastical privilege. Whatever mischief the Tudor statesmen wrought by indiscriminate destruction of chantries and other foundations which combined educational work with observances that the new religion branded as superstitions, however far the English Reformation fell short of the organized enthusiasm for popular education and culture that marked the first most vigorous and constructive period of Lutheranism in Germany, the Protestant, and especially the Puritan, spirit unquestionably inspired a considerable volume of individual educational effort during the latter half of the 16th and the first half of the 17th centuries. Here, as in Germany, the influence of the Reformation was wholly on the side of classicism, the dead languages being the key to the theological learning which was of primary concern to the men of that theological age. The conception of elementary education as a system complete in itself and adapted to the needs of the masses of the people was unfamiliar at this date. The earliest elementary schools were petits schools, which (as the name implies) were really preparatory departments of the grammar-schools. Education in fact was still regarded as the privilege of an élite, but, as in the middle ages, the élite for whom it was sought to provide a ladder to the university by means of the endowed schools so numerously founded about this time was an élite of intellect and not of mere wealth; the class feeling which became so marked a feature of English higher education was of much later growth.
The apprenticeship laws of Henry VIII contain the earliest signs of government interference. These laws required children between the ages of five and thirteen who were found begging or being idle to be bound as apprentices to some craft. While the main goal was to prevent crime rather than education itself, this early legislation highlights the important connection between public education and industrial and economic needs. However, when it came to shaping the educational system, the initial influences were religious rather than economic; hence, the significance of the canons of 1604, which ensured that education remained under the control of the Established Church. This was not a new idea but rather the Reformed Church reaffirming the Catholic tradition of religious exclusiveness, viewed by contemporary society more as recognizing a national, and simultaneously a religious, duty, than as claiming ecclesiastical privilege. Regardless of the damage the Tudor statesmen caused by indiscriminately destroying chantries and other institutions that combined educational work with what the new religion labeled as superstitions, and despite the English Reformation not reaching the organized enthusiasm for popular education and culture seen in the first vigorous and constructive period of Lutheranism in Germany, the Protestant, especially Puritan, spirit undeniably inspired significant individual educational efforts during the latter half of the 16th century and the first half of the 17th century. Here, as in Germany, the influence of the Reformation was entirely aligned with classicism, where dead languages were essential for theological learning, which was the main concern of that theological age. The idea of elementary education as a complete system tailored to the needs of the masses was not common at this time. The earliest elementary schools were *petits* schools, which, as the name suggests, were basically preparatory departments for grammar schools. Education was still seen as a privilege for an elite group, but similar to the Middle Ages, the elite for whom a path to university was created through the many endowed schools founded around this time was an elite based on intellect, not just wealth; the class distinctions that later became a significant aspect of English higher education developed much later.
Towards the end of the 17th century elementary education began to differentiate itself, partly by way of reaction against the unnatural classicism of the preceding age, but more especially as the result of the growth of towns and the Rise of elementary education. creation of a considerable industrial population. At the close of the century the moral evils attendant upon industrialism alarmed the religious conscience and prompted one of the great educational movements that stand to the credit of the national church. In 1699 Dr Bray founded the Society for Promoting Christian Knowledge, and the movement thereby initiated may be traced in the numerous “charity” or “Blue Coat” schools scattered plentifully throughout the country and especially in the great centres of population. The foundation of these schools, which was pushed forward with vigour during the early years of the 18th century, represents an energetic and well-planned attempt to cope with the social evil of poverty by educational means. The instruction was elementary, the scholars were clothed as well as taught free, and the schools in the first instance were supported not so much by permanent endowment 972 as by voluntary effort, so that with this movement the voluntary system may be said to make its appearance. Lastly, all these philanthropic efforts were inspired by a solid but sober piety nurtured by a church which came nearer than at any other period of its history to enjoying the undivided allegiance of the people. Another notable movement in connexion with the church was one confined to Wales, that of the Welsh “circulating schools” established by Griffith Jones about 1730, consisting of an organized staff of schoolmasters who went round teaching adults to read the Bible in Welsh. In the English rural parishes the comparative religious unanimity favoured the quiet development of elementary education in a small way upon less specifically religious lines. Numerous small endowments for the elementary education of poor children were provided by well-to-do parishioners; indeed to such an extent did the practice of making charitable (and largely educational) bequests increase that the legislature intervened in the interest of private inheritance by reviving the law of mortmain in an act of 1736. The village schoolmaster became a feature of rural life, frequently enjoying a schoolhouse provided sometimes by endowment and sometimes even directly by the parishioners at the cost of the rate levied by the vestry, but more often aided only by a little stipend from an endowment for teaching poor children, and eking out an always scanty subsistence by the fees of such paying scholars as he could succeed in getting together.
Towards the end of the 17th century, elementary education started to set itself apart, not just as a response to the artificial classicism of the previous era but primarily due to the growth of towns and the emergence of a significant industrial population. By the end of the century, the moral issues associated with industrialism worried the religious community and sparked one of the major educational movements credited to the national church. In 1699, Dr. Bray established the Society for Promoting Christian Knowledge, and the resulting movement can be seen in the many “charity” or “Blue Coat” schools found throughout the country, especially in large population centers. The establishment of these schools, which was vigorously promoted during the early years of the 18th century, represents a proactive and well-organized effort to tackle the social problem of poverty through education. The instruction provided was basic, and students were both clothed and educated for free. Initially, these schools were supported not primarily by permanent endowments 972 but by voluntary contributions, marking the beginning of the voluntary system. Lastly, all these charitable efforts were driven by a sincere but moderate piety fostered by a church that, more than at any other time in its history, came close to having the unwavering support of the people. Another significant movement related to the church, though specific to Wales, involved the Welsh “circulating schools” set up by Griffith Jones around 1730. This initiative included a team of teachers who traveled around teaching adults to read the Bible in Welsh. In the English rural parishes, the general religious agreement encouraged the gradual development of elementary education in a more informal way. Many prosperous parishioners provided small endowments for the elementary education of poor children; indeed, the trend of making charitable (and largely educational) bequests increased to such an extent that the legislature intervened to protect private inheritance by reviving the law of mortmain in a 1736 act. The village schoolmaster became a staple of rural life, often enjoying a schoolhouse funded sometimes by endowment and sometimes directly by parishioners through local taxes; more often, however, they were supported only by a small stipend for teaching poor children, supplementing their always limited income with fees from any paying students they could attract.
Towards the end of the 18th century the emergency of the industrial revolution evoked a fresh religious effort upon a more highly organized scale in the shape of the Sunday-school movement, which may be said to represent the The Sunday-school movement. educational contribution of the Evangelical revival Robert Raikes, the founder of the Sunday School Union, established his first Sunday school in 1782. The idea of the Sunday school did not originate with Raikes; among earlier pioneers in this field were John Wesley, who held Sunday classes at Savannah in 1737; Theophilus Lindsey at Catterick in the North Riding of Yorkshire, about 1769; Hannah Ball at High Wycombe in 1769; and Jenkin Morgan near Llanidloes in 1770. Sunday schools, too, had been founded in England by Joseph Alleine, the Puritan Father, in the 17th century, and in Catholic Italy and France by St Charles Borromeo and Jean Baptiste de la Salle in the 16th and 17th centuries respectively. Nevertheless, in virtue of his achievement in organization, Raikes is rightly regarded as the founder of the English Sunday school. The peculiar value of the Sunday-school system in its early days lay in the combination of secular with religious instruction; in many cases the school was held on Saturday as well as Sunday, and its restriction to the one day or two days was due to the prevalence of child labour under stress of the great industrial expansion. With better economic conditions and with the development of day schools the Sunday schools gradually became restricted in function to purely religious instruction. Even with this limitation there is no doubt that the great Sunday-school organizations of the various churches still deserve to be reckoned among the educational assets of the nation, and as agencies both of religious instruction and of general culture they may tend, under modern educational and religious developments, to play an increasingly important part.
Towards the end of the 18th century, the rise of the industrial revolution sparked a renewed religious effort on a more organized scale in the form of the Sunday school movement, which is often seen as the educational contribution of the Evangelical revival. Robert Raikes, the founder of the Sunday School Union, set up his first Sunday school in 1782. The concept of the Sunday school didn’t start with Raikes; earlier pioneers in this area included John Wesley, who led Sunday classes in Savannah in 1737; Theophilus Lindsey in Catterick, North Riding of Yorkshire, around 1769; Hannah Ball in High Wycombe in 1769; and Jenkin Morgan near Llanidloes in 1770. Sunday schools were also established in England by Joseph Alleine, the Puritan Father, in the 17th century, and in Catholic Italy and France by St. Charles Borromeo and Jean Baptiste de la Salle in the 16th and 17th centuries, respectively. However, due to his success in organizing, Raikes is rightly seen as the founder of the English Sunday school. The unique importance of the Sunday school system in its early days was in combining secular and religious education; in many cases, classes were held on both Saturday and Sunday, and the limitation to just one or two days was due to the widespread child labor during the industrial expansion. As economic conditions improved and day schools developed, Sunday schools increasingly shifted to focus solely on religious instruction. Even with this limitation, there’s no doubt that the major Sunday school organizations across various churches continue to be considered valuable educational resources for the nation, and as institutions of religious teaching and general culture, they may play a more significant role in light of modern educational and religious developments.
At the end of the 18th century the development of industry and the social unrest which followed the French Revolution combined to bring home to the public mind the need of a national system of day schools. Unfortunately, Movements of Lancaster and Bell, and rise of the religious controversy. just at this moment the revival of Nonconformity as the result of the religious vitality of the Evangelical movement shattered the religious peace of the early Hanoverian period and divided the nation once more into hostile camps, to which class distinctions lent additional bitterness. The famous controversy between Andrew Bell and Joseph Lancaster and their respective followers in the opening years of the 19th century served to define the religious difficulty substantially in the form in which it exists after the lapse of a century for the present generation. Both these remarkable men conceived independently the idea of a national system of popular education upon a voluntary basis; both concurred in extolling the merits of the monitorial system, which each claimed to have originated. The controversy between them, begun upon personal grounds, resolved itself into a national contest of rival principles of religious teaching. Lancaster as a young Quaker schoolmaster, confronted with pupils drawn from various religious bodies, planned his religious instruction upon the lines of doctrine common to all the orthodox Christian denominations. Thus he is the father of the undenominational religious teaching which later formed the basis of the Cowper-Temple compromise. But whereas the Cowper-Temple clause is purely negative in form and so seems to point to an undogmatic religion, the Lancasterian teaching was essentially positive and dogmatic within its limits. In 1805 Mrs Trimmer opened the attack upon Lancaster’s system with a work bearing the expressive title of A Comparative View of the New Plan of Education promulgated by Mr Joseph Lancaster and of the System of Christian Instruction founded by our Forefathers for the initiation of the young members of the Established Church in the Principles of the Reformed Religion. The church as a whole refused to co-operate in religious teaching upon the basis of a common Christianity, and joined issue with Lancaster and his Whig and Nonconformist following not merely upon the question of the exclusion of dogmatic formularies, but also upon the question of the control of whatever religious teaching should be given. In fact the vital question at this period was whether the clergy of the Established Church were to control the national education. The religious issue was prominent in connexion with the remarkable attempt at legislation made by the Whig statesman Mr Whitbread in his Parochial Schools Bill of 1807. As originally introduced, the bill proposed to make it compulsory on parochial vestries to levy rates for the support of schools for teaching reading, writing and arithmetic. The compulsory provisions were dropped in the House of Commons, but the bill was rejected by the Lords, mainly on the ground that it did not place education on a religious basis or sufficiently secure control to the minister of the parish.
At the end of the 18th century, the growth of industry and the social unrest that followed the French Revolution highlighted the public's need for a national system of day schools. Unfortunately, Movements by Lancaster and Bell, and the emergence of the religious debate. around this time, the revival of Nonconformity due to the religious energy of the Evangelical movement disrupted the religious harmony of the early Hanoverian period, dividing the nation again into opposing camps, with class distinctions adding more resentment. The well-known conflict between Andrew Bell and Joseph Lancaster and their followers in the early 19th century helped to shape the religious challenges that persist today for the current generation. Both of these influential figures independently envisioned a national system of public education on a voluntary basis; they both praised the benefits of the monitorial system, each claiming to have invented it. Their conflict, which began for personal reasons, evolved into a national debate over competing principles of religious education. Lancaster, a young Quaker schoolmaster, faced students from diverse religious backgrounds and designed his religious instruction based on doctrines shared by all mainstream Christian denominations. As such, he became the pioneer of non-denominational religious education, which later became the foundation of the Cowper-Temple compromise. However, while the Cowper-Temple clause is entirely negative in form and seems to suggest an undogmatic religion, Lancaster's approach was fundamentally positive and dogmatic within its scope. In 1805, Mrs. Trimmer launched her critique of Lancaster’s system with a book titled A Comparative View of the New Plan of Education promulgated by Mr Joseph Lancaster and of the System of Christian Instruction founded by our Forefathers for the initiation of the young members of the Established Church in the Principles of the Reformed Religion. The church collectively refused to participate in religious education based on a common Christianity and opposed Lancaster and his Whig and Nonconformist supporters not only on the exclusion of dogmatic statements but also regarding who should control any religious teaching provided. Ultimately, the key question during this time was whether the clergy of the Established Church would oversee national education. The religious issue was significant in relation to the notable legislative effort by Whig statesman Mr. Whitbread with his Parochial Schools Bill of 1807. Initially, the bill aimed to require parochial vestries to collect rates to fund schools for teaching reading, writing, and arithmetic. The mandatory provisions were removed in the House of Commons, but the bill was rejected by the Lords mainly because it did not place education on a religious foundation or provide enough control to the parish minister.
The failure of the liberal proposals of Whitbread, and the strength of the Dissenting opposition to any settlement on purely church lines (such as that advocated by Bell in 1808 for establishing schools under the control of the Foundation of voluntary schools. parochial clergy), rendered recourse to voluntary effort inevitable. In 1808 the Royal Lancasterian Society was formed to carry on the work of Lancaster, the name being afterwards changed, owing to personal difficulties due to the wayward character of Lancaster, to the British and Foreign School Society. In the following year the National Society for Promoting the Education of the Poor in the Principles of the Established Church throughout England and Wales was formed, with Bell as its superintendent. In voluntary effort on a grand scale the church easily outdistanced her opponents, and in 1831 the National Society was able to show that there were in all over 13,000 schools in connexion with the church, of which 6470 were both day and Sunday schools, having a total attendance of 409,000.
The failure of Whitbread's liberal proposals and the strong opposition from Dissenters to any settlement based solely on church principles (like the one proposed by Bell in 1808 for establishing schools under the control of the Foundation of private schools. parochial clergy) made it clear that voluntary efforts were necessary. In 1808, the Royal Lancasterian Society was formed to continue Lancaster's work, but the name was later changed to the British and Foreign School Society due to personal issues stemming from Lancaster's unpredictable nature. The following year, the National Society for Promoting the Education of the Poor in the Principles of the Established Church throughout England and Wales was established, with Bell as its leader. In the realm of large-scale voluntary efforts, the church easily surpassed its rivals, and by 1831, the National Society reported having over 13,000 schools associated with the church, including 6,470 that operated both as day and Sunday schools, with a total attendance of 409,000.
The rapid development of the voluntary school system was no doubt greatly facilitated by the monitorial plan of teaching, upon which Bell and Lancaster equally relied. Probably the first idea of utilizing the older pupils Monitorial system. to teach the younger presented itself independently to Lancaster in the Borough Road and to Bell in Madras. The monitorial plan never rested upon any educational theory; it was simply a makeshift, a rough-and-ready expedient for overcoming the practical difficulty caused by the dearth of competent teachers. Historically it is important as the precursor of the pupil-teacher system which so long formed the exclusive basis of the English elementary system.
The quick growth of the voluntary school system was clearly boosted by the monitorial teaching method that both Bell and Lancaster used. The idea of having older students teach younger ones likely came to Lancaster in Borough Road and Bell in Madras independently. The monitorial method wasn't based on any educational theories; it was a practical solution, a straightforward way to tackle the shortage of qualified teachers. Historically, it’s significant as the forerunner of the pupil-teacher system, which served as the main foundation of the English elementary education system for a long time.
Meantime a further political move was attempted by Brougham, who included educational reform among his multifarious activities. In 1816 he procured the appointment of a general commission of inquiry into endowed charities. The Activities of Brougham. labours of this great inquisition lasted for twenty years and led 973 to the reformation of many cases of abuse or waste of wealthy endowments, and eventually to the establishment of the Charity Commission in 1853. In 1820 Brougham introduced a remarkable bill which proposed to make the magistrates in quarter sessions the rating authority, to require teachers to be members of the Church of England and to be appointed upon a certificate from the parochial clergyman, and on the other hand to prohibit religious formularies and to confine religious instruction to Bible reading without comment. The bill naturally failed through the opposition cf the Dissenters, and served only to accentuate the religious impasse.
Meanwhile, Brougham attempted another political move by adding educational reform to his many activities. In 1816, he got the appointment of a general commission to investigate endowed charities. The Brougham's Activities. work of this large inquiry lasted twenty years and led 973 to the reform of many cases of misuse or waste of wealthy endowments, ultimately resulting in the establishment of the Charity Commission in 1853. In 1820, Brougham introduced a notable bill that proposed making the magistrates in quarter sessions the rating authority, requiring teachers to be members of the Church of England and to be appointed based on a certificate from the local clergyman, while simultaneously prohibiting religious formularies and limiting religious instruction to Bible reading without comment. The bill naturally failed due to opposition from the Dissenters and only highlighted the religious deadlock.
In 1832 the Whig government which passed the Reform Bill placed on the Estimates a sum of £20,000 for public education, thus initiating the system of the annual grant voted by parliament and dispensed under regulations framed Treasury grants. by administrative act. The grant of 1832 was administered by the treasury and not by a special department, under certain conditions laid down by treasury minute of August 30, 1833. The chief of these were that grants were confined to the erection of school buildings, and were to be administered only through the National and the British and Foreign School societies; there was a provision for audit, but no condition of inspection.
In 1832, the Whig government that passed the Reform Bill allocated £20,000 for public education in the Estimates, marking the start of an annual grant voted by Parliament and managed under regulations established Government grants. by administrative action. The 1832 grant was managed by the Treasury instead of a special department, following specific conditions outlined in the Treasury minute from August 30, 1833. The main conditions were that grants were limited to the construction of school buildings and could only be administered through the National and the British and Foreign School societies; there was a requirement for auditing, but no inspection conditions.
In 1839 Lord Melbourne’s government by means of an order in council established a separate education office under the style of the Committee of Council on Education, and the sum voted by parliament was increased to £39,000. Establishment of State-aided system. The original intention of the government was to establish a state normal school or training college as the foundation of a national system of education. Unfortunately this design had to be abandoned in view of the religious difficulty, with the result (so fruitful in controversy at the present time) that the training of elementary teachers was left in private hands and became a stronghold of the voluntary and denominational interests. In view of the limited resources placed at their disposal by parliament, the Committee of Council were at first compelled to confine their assistance to capital grants in aid of the provision of school buildings, but in the distribution of the money three important conditions were at once imposed. In the first place, the continuing right of inspection was required in all cases; secondly, promoters were obliged to conform to a fixed standard of structural efficiency; thirdly, the building must be settled upon trusts permanently securing it to the education of poor children.
In 1839, Lord Melbourne's government, through an order in council, set up a separate education office known as the Committee of Council on Education, and the amount allocated by parliament was raised to £39,000. Creation of a state-supported system. The government's original goal was to create a state normal school or training college as the basis for a national education system. Unfortunately, this plan had to be scrapped due to religious conflicts, leading to the training of elementary teachers being left in private hands, which turned into a stronghold for voluntary and denominational interests. Because of the limited resources provided by parliament, the Committee of Council initially had to limit their support to capital grants for building school facilities, but they imposed three important conditions on the distribution of funds. First, they required ongoing inspection rights in all cases; second, promoters had to meet a set standard of structural efficiency; and third, the buildings had to be placed in trusts that permanently ensured they would serve the education of poor children.
By the minute of August 10, 1840, the Committee of Council concluded what came to be known as the concordat with the church. Under this minute no appointment was to be made of any person to inspect schools in connexion Concordat with the church. with the Church of England without the concurrence of the archbishop of the province, and, what seems still more extraordinary to modern ideas, any such appointment was to be revoked should the archbishop at any time withdraw his concurrence. The inspectors were charged with the duty of inspecting religious teaching, but under instructions to be framed by the archbishop, and their reports were to be transmitted in duplicate to the archbishop and the bishop for the information of these authorities. Further, the general instructions of the Committee of Council themselves were to be communicated to the archbishop before being finally sanctioned. The march of events, and in particular the altered financial relations between the state and the voluntary managers brought about by the institution of maintenance grants, soon rendered this concordat obsolete, but it remains historically important as showing how at the outset the denominational principle was recognized and fostered by the state.
By August 10, 1840, the Committee of Council finalized what became known as the concordat with the church. According to this decision, no one could be appointed to inspect schools affiliated with the Church of England without the approval of the archbishop of the province. Even more remarkably by today’s standards, any such appointment would be revoked if the archbishop ever withdrew his approval. The inspectors were tasked with overseeing religious teaching but had to follow guidelines set by the archbishop, and their reports were to be sent in duplicate to both the archbishop and the bishop for their review. Additionally, the Committee of Council's general instructions were to be shared with the archbishop before receiving final approval. However, changes in circumstances, particularly the new financial relationship between the state and voluntary managers due to the introduction of maintenance grants, quickly made this concordat outdated. Still, it is historically significant as it illustrates how the state initially recognized and supported the denominational principle.
Among the first acts of the Committee of Council was the promulgation of a set of model trusts deeds, one or other of which applicants for building grants were required to adopt for the settlement of their school premises. The Trust deeds. necessary conditions were the permanent appropriation of the site to purposes of education, and the permanent right of government inspection; it must, however, be noted that this latter right was generally limited in terms to the inspection provided for by the minute of August 10, 1840. A conscience clause was not obligatory, and indeed was only offered in the limited form of exemption from instruction in formularies and attendance at Sunday school or public worship. A more systematic attempt to promote public control by means of trust deeds in 1846 led the Committee of Council into a controversy with the National Society which extended over a period of three years, turning chiefly upon the management clauses and the question of appeals, and resulting in compromises which constituted a fresh concordat with the church. In point of fact, the management clauses proved to be of little practical consequence, save in a few controversial cases, until the act of 1902, which had the effect of bringing them once more into prominence in connexion with the constitution of statutory bodies of foundation managers. The act of 1902 also dealt specifically with two other points arising upon the old trust deeds, viz. the control of religious instruction and the appeal to the bishop in religious questions. Special facilities for the conveyance of land for school purposes were afforded to limited owners by the School Sites Acts of 1841 and subsequent years. The landed gentry responded with great public spirit to the call thus made upon their generosity by the state, with the result that the vast majority of rural, and many urban, parishes were freely endowed with sites for elementary schools.
Among the first actions of the Committee of Council was the introduction of a set of model trust deeds, which applicants for building grants were required to adopt for establishing their school premises. The necessary conditions included the permanent allocation of the site for educational purposes and the enduring right for government inspection; however, it should be noted that this right was generally limited to the inspection outlined in the minute from August 10, 1840. A conscience clause was not mandatory and was only provided in the limited form of exemption from instruction in formularies and participation in Sunday school or public worship. A more organized effort to encourage public control through trust deeds in 1846 led the Committee of Council into a dispute with the National Society that lasted three years, mainly focusing on the management clauses and the appeals process, resulting in compromises that created a new agreement with the church. In fact, the management clauses turned out to be of little practical importance, except in a few controversial instances, until the 1902 act, which made them relevant again in relation to the establishment of statutory bodies of foundation managers. The 1902 act also specifically addressed two other issues related to the old trust deeds: the control of religious instruction and the appeal to the bishop in religious matters. Special provisions for transferring land for school purposes were made available to limited owners through the School Sites Acts of 1841 and subsequent years. The landed gentry responded with significant public spirit to the call for generosity from the state, resulting in the majority of rural, and many urban, parishes being generously provided with sites for elementary schools.
The Grammar Schools Act of 1840, which was passed to deal with the case of the decayed “grammar” (i.e. classical) schools which abounded throughout the country, belongs to the history of elementary rather than secondary education. Grammar Schools Act 1840. It expressly empowered the Court of Chancery, where the endowment was insufficient for a classical school, to substitute subjects of useful learning analogous to those contained in the original trusts. As a result of this act a considerable number of ancient endowments were reorganized so as to afford an improved elementary instead of an inefficient classical education, and the schemes made under the act constituted an early, but not very successful, experiment in the direction of higher elementary schools.
The Grammar Schools Act of 1840 was passed to address the issue of deteriorating "grammar" (i.e., classical) schools that were widespread across the country. It is more relevant to the history of elementary education than secondary education. Grammar Schools Act 1840. The act allowed the Court of Chancery, in cases where the funding was insufficient for a classical school, to replace classical subjects with more practical subjects related to the original trusts. As a result, many old endowments were reorganized to provide better elementary education instead of ineffective classical education, and the plans created under the act were an early, though not very successful, attempt at establishing higher elementary schools.
In 1843 the Committee of Council decided to make grants in aid of the erection of normal schools or training colleges Training-college grants. in connexion with the National Society and the British and Foreign School societies, thus marking the definite abandonment of the provision of training colleges to voluntary effort.
In 1843, the Committee of Council decided to provide funding to support the establishment of normal schools or training colleges Training grants. in partnership with the National Society and the British and Foreign School societies, clearly indicating the complete shift away from relying solely on voluntary efforts for training colleges.
In 1846 an important step forwards was taken in the foundation of the pupil-teacher system. The regulations of this year inaugurated annual maintenance grants in the form of stipends for apprenticed pupil teachers receiving a Pupil-teacher system. prescribed course of instruction under the head teacher, and a lower grade of stipendiary monitors in schools where such instruction could not be provided. These regulations inaugurated the system of Queen’s Scholarships to assist pupil teachers to proceed to a training college; they also established capitation grants for the support of such colleges, and annual grants to elementary schools under government inspection of from £15 to £30 in aid of the salary of every trained teacher employed. Provision was at the same time made for retiring pensions to elementary teachers.
In 1846, an important step forward was made in the establishment of the pupil-teacher system. The regulations introduced this year initiated annual maintenance grants in the form of stipends for apprentice pupil teachers who were undergoing a prescribed course of instruction under the head teacher, as well as a lower level of paid monitors in schools where such instruction couldn't be offered. These regulations also launched the system of Queen’s Scholarships to help pupil teachers continue their education at a training college. Additionally, they set up capitation grants to support these colleges and provided annual grants ranging from £15 to £30 to elementary schools under government inspection to aid the salary of each trained teacher employed. At the same time, provisions were made for retirement pensions for elementary teachers.
Down to 1847 state aid was confined to two religious categories of schools: those giving specifically Church of England teaching, and those in connexion with the British and Foreign School Society giving simple Bible teaching. To Extension of state aid to Wesleyans, Roman Catholics and Jews. facilitate the recognition of other denominational schools the Committee of Council in 1847 issued a minute dispensing schools not connected with the Established Church from inquiries concerning their religious condition, and in the same year state aid was extended to Wesleyan and Roman Catholic schools. The settlement of model trust deeds gave occasion for each of these two great religious bodies to negotiate a kind of concordat with respect to school management, and the Roman Catholic deed was only settled after a controversy, similar to that which had arisen 974 with the National Society, as to the rights of ecclesiastical authority. Jewish schools received recognition in 1851 upon condition that the Scriptures of the Old Testament should be daily read in them.
Until 1847, government support was limited to two types of religious schools: those that specifically taught the Church of England and those associated with the British and Foreign School Society that provided basic Bible instruction. To provide state assistance to Wesleyans, Roman Catholics, and Jews. allow for the recognition of other religious schools, the Committee of Council issued a directive in 1847 exempting schools not linked to the Established Church from inquiries about their religious practices. That same year, state support was also expanded to include Wesleyan and Roman Catholic schools. The establishment of model trust deeds allowed these two major religious groups to negotiate an agreement on school management, and the Roman Catholic deed was only finalized after a dispute similar to one that had previously occurred 974 with the National Society regarding the authority of the church. Jewish schools gained recognition in 1851, provided that the Old Testament Scriptures were read daily in them.
During the middle years of the century various unsuccessful legislative attempts were made to establish a national system of elementary schools upon the basis of rate-aid. These attempts began with the education clauses of Sir Robert Bills of 1842-57. Peel’s Factory Bill of 1842, and were renewed in a series of bills from 1853 to 1857, of which one set was introduced by Lord John Russell on behalf of the Whig government, whilst a second was promoted by an organization called the Manchester and Salford Committee on Education, in the denominational interest, and a third set by an organization called the Lancashire (afterwards the National) Public Schools Association, in the secular interest. The only one of these attempts which calls for notice here is the bill introduced by Lord John Russell (called the Borough Bill, on account of its being restricted to municipal boroughs) in 1853, and forming part of a comprehensive scheme of legislative and administrative reform of which a portion was actually carried into effect. The bill as a measure for elementary education was supplemented by an administrative system of capitation grants for rural areas. The government scheme also comprised a measure dealing with the administration of charitable trusts (which took shape as the Charitable Trusts Act 1853), the constitution of the Department of Science and Art, and university reform upon the lines recommended by the Oxford and Cambridge commissions. The Borough Bill left it optional with municipalities to adopt the act. It provided for the appointment of a school committee, one half of whose members might be non-members of the council. The school committee was merely given power to assist existing voluntary schools out of the rates. No provision was made for public control beyond the requirement of audit; the sole condition as to religious instruction was the acceptance of a conscience clause.
In the middle years of the century, several unsuccessful legislative attempts were made to create a national system of elementary schools funded by local taxes. These efforts began with the education clauses of Sir Robert Peel’s Factory Bill of 1842 and continued with a series of bills from 1853 to 1857. One set was introduced by Lord John Russell on behalf of the Whig government, while another was driven by a group known as the Manchester and Salford Committee on Education, representing denominational interests, and a third set was promoted by a group called the Lancashire (which later became the National) Public Schools Association, advocating for secular interests. The only attempt worth noting here is the bill introduced by Lord John Russell in 1853, known as the Borough Bill because it was limited to municipal boroughs. This bill was part of a broader plan for legislative and administrative reform, some of which was actually implemented. As part of elementary education, the bill included a system for capitation grants for rural areas. The government’s plan also included a measure for managing charitable trusts (which became the Charitable Trusts Act 1853), the establishment of the Department of Science and Art, and university reform based on recommendations from the Oxford and Cambridge commissions. The Borough Bill allowed municipalities to opt into the act. It called for the creation of a school committee, half of whose members could be non-council members. The school committee was only authorized to support existing voluntary schools using local funds. There were no requirements for public oversight apart from an audit; the only stipulation regarding religious instruction was the acceptance of a conscience clause.
The failure of the Borough Bill did not affect the new system of capitation grants which was introduced by minute of the Committee of Council dated April 2, 1853. These grants were fixed at a scale varying from 3s. to 6s. per head, Capitation grants. payable upon certain conditions, of which the most important were that the school must be under a certificated teacher, and that three-fourths of the children must pass a prescribed examination. In consequence of the failure of the several fresh bills introduced in 1855 by the government, the church party and the secular party respectively amplifying the proposals previously brought forward, the capitation grant was, by minute of January 26, 1856, extended to urban areas. As in the case of all the early grants, the regulations governing the distribution of the capitation grants were framed upon the principle that subventions of public money must be met by local funds derived from voluntary contributions, endowments and school fees; thus the basis of the denominational system as fostered by the state at this stage was one of financial partnership.
The failure of the Borough Bill didn’t impact the new system of capitation grants introduced by a Committee of Council memo on April 2, 1853. These grants were set at a scale ranging from 3s. to 6s. per person, Per capita funding. paid out under certain conditions, the most important being that the school must have a certified teacher, and that three-fourths of the children must pass a set examination. Due to the failure of several new bills proposed by the government in 1855, which the church and secular parties expanded upon, the capitation grant was, by a memo dated January 26, 1856, extended to urban areas. As with all the early grants, the rules for distributing the capitation grants were based on the idea that public funding must be matched by local funds from voluntary contributions, endowments, and school fees; thus, at this stage, the foundation of the denominational system supported by the state was one of financial partnership.
In 1856 a purely administrative bill was passed, establishing the office of vice-president of the Committee of Council Education minister, 1856. on Education as a minister responsible to parliament. At the same time, the Science and Art Department was transferred from the Board of Trade to the Committee of Council.
In 1856, a purely administrative bill was passed, creating the role of vice-president of the Committee of Council Education minister, 1856. on Education as a minister accountable to parliament. At the same time, the Science and Art Department was moved from the Board of Trade to the Committee of Council.
The progress of state-aided education during this period may be measured by the increase of the annual parliamentary grant, which rose from £30,000 in 1839 to £100,000 in 1846, £150,000 in 1851, £396,000 in 1855, and £663,400 in 1858. This expansion was viewed with misgiving Newcastle Commission. by the friends of the denominational system, and by the strong individualist school of that day, who upon wider grounds clung to the old ideal of voluntary initiative. These sections combined with the advocates of further state intervention to press for a commission of inquiry, and at the instance of Sir John Pakington (the eminent Conservative educationist who was responsible for the denominational bills of the ’fifties) a royal commission was appointed in 1858, under the chairmanship of the duke of Newcastle, to inquire into the state of popular education in England, and to consider and report what measures, if any, were required for the extension of sound and cheap elementary instruction to all classes of the people. The Report of the Newcastle Commission, issued in 1861, contains an exhaustive account of the existing condition of elementary education, and, with due allowance for the grave defects revealed, and in particular the glaring inefficiency of the numerous little private-venture schools kept by “dames” and others, the graphic picture drawn by the commissioners constitutes a striking tribute to the sterling qualities of self-help and religious earnestness which were so characteristic of the early Victorian period. It was found that in round numbers about 2,500,000 children were attending day schools, the proportion to population being 1 in 7, as compared with 1 in 9 in France, 1 in 8 in Holland, and 1 in 6 in Prussia, where education was compulsory. On the other hand, of this number only 1,675,000 were in public schools of all kinds, only 1,100,000 in schools liable to inspection, and 917,000 in schools receiving annual grant. The result was that only one child in every twenty was attending a school whose efficiency could be in any way guaranteed by the state. In the constructive portion of their work the comments and recommendations of the commissioners reflected the prevailing perplexity of the public mind. A consistent individualistic minority considered that the annual grant should be withdrawn altogether, and that any further state aid should be confined to building grants, which they would concede not as desirable in themselves but as necessitated out of considerations of fairness to the parishes that had not yet received such aid. The commissioners as a body rejected free and compulsory education in view of the religious difficulty and upon general grounds of individualistic principle. Of the religious difficulty itself the commissioners had some wise words to say which hold good in substance at the present time. In their judgment the considerable evidence they had amassed conclusively proved that the religious difficulty originated with the managers, promoters and organizers of the schools, and not with the parents themselves; yet the indifferent or comparatively passive attitude of the people nowise materially diminished the practical difficulty of introducing a comprehensive system, since it was not with the body of the people but with the founders and supporters of schools that legislators would always have to deal. In view of the solution adopted in 1902 it is of interest to note that the Newcastle Commissioners deliberately rejected the parish as unfit to be taken as the unit of elementary education upon the ground that management by parochial ratepayers must tend to be illiberal and niggardly, bent upon economy of the rates to the detriment of educational interests; accordingly they recommended the constitution of county boards (which in the absence of elective councils must needs originate with quarter sessions) clothed with power to levy a rate for the aid of existing voluntary schools.
The growth of state-supported education during this time can be seen in the increase of the annual parliamentary grant, which grew from £30,000 in 1839 to £100,000 in 1846, £150,000 in 1851, £396,000 in 1855, and £663,400 in 1858. This expansion was met with concern by supporters of the denominational system and by those who believed strongly in individualism at the time, who still held on to the old ideal of voluntary initiative. These groups, along with advocates for more state involvement, pushed for a commission of inquiry. At the request of Sir John Pakington (the well-known Conservative educationist responsible for the denominational bills of the 1850s), a royal commission was established in 1858, headed by the Duke of Newcastle, to investigate the state of popular education in England and to consider what measures, if any, were needed to provide quality and affordable elementary education to all classes of people. The Report of the Newcastle Commission, published in 1861, offers a thorough account of the current state of elementary education. Taking into account the serious issues highlighted, especially the glaring inefficiency of the many small private schools run by “dames” and others, the detailed picture painted by the commissioners serves as a powerful recognition of the strong qualities of self-help and sincere religious commitment that characterized the early Victorian era. It was determined that approximately 2,500,000 children were attending day schools, with a ratio of 1 in 7 to the population, compared to 1 in 9 in France, 1 in 8 in Holland, and 1 in 6 in Prussia, where education was mandatory. However, only 1,675,000 of these children were in public schools of any kind, just 1,100,000 were in schools subject to inspection, and 917,000 were in schools receiving annual grants. As a result, only one child in every twenty attended a school whose effectiveness could be guaranteed by the state. In the constructive part of their work, the remarks and recommendations of the commissioners reflected the public's ongoing confusion. A consistent individualistic minority believed that the annual grant should be completely cut off, arguing that any further state support should only be for building grants, which they would see as necessary not because they were preferable, but to ensure fairness for parishes that had not yet received such support. The commissioners as a group rejected the idea of free and compulsory education due to the religious issues and general individualistic principles. The commissioners offered some insightful words on the religious issue that are still relevant today. They believed the substantial evidence they gathered clearly showed that the religious difficulty came from the managers, promoters, and organizers of the schools, rather than the parents themselves. However, the indifferent or relatively passive attitude of the public did not significantly lessen the practical challenge of implementing a comprehensive system, since legislators would have to deal primarily with the founders and supporters of schools, not the general populace. Considering the solution adopted in 1902, it's worth noting that the Newcastle Commissioners intentionally rejected the parish as an unsuitable unit for elementary education because management by local ratepayers would likely be narrow-minded and focused on cutting costs to the detriment of educational interests. Therefore, they recommended creating county boards (which would have to originate with quarter sessions in the absence of elected councils) with the authority to impose a rate to support existing voluntary schools.
The one definite achievement of the Newcastle Commission was the famous system of payment by results, which may be said to have excited a keener and more prolonged controversy than any other measure of a purely Payment by results. educational character. Impressed by the defects of the existing teaching, the commissioners reported that there was only one way of securing efficiency, and that was to institute a searching examination by competent authority of every child in every school to which grants were to be paid, with the view of ascertaining whether the indispensable elements of knowledge were thoroughly acquired, and to make the prospects and position of the teacher dependent to a considerable extent upon the results of this examination. Thus the commissioners hoped to counteract what appeared to them to be the crying defect of the existing training college system, viz. that it tended mainly to adapt the young schoolmaster to advance his higher, rather than to thoroughly ground his junior, pupils. They recognized that to raise the character of the children, both morally and intellectually, was and must always be the highest aim of education, and they were far from desiring to supersede this by any plan of a mere examination into the more mechanical 975 work of elementary education, the reading, writing and arithmetic of young children; but they thought that the importance of this training, which must be the foundation of all other teaching, had been lost sight of, and that there was justice in the common complaint that while a fourth of the scholars were really taught, three-fourths after leaving school forgot everything they had learnt there.
The one clear achievement of the Newcastle Commission was the well-known system of payment by results, which sparked a more intense and longer debate than any other purely educational initiative. Concerned about the flaws in the current teaching methods, the commissioners reported that the only way to ensure efficiency was to conduct a thorough examination by qualified authorities of every child in every school receiving grants. This was meant to determine whether the essential elements of knowledge were fully understood, and to make the future and status of teachers largely dependent on the outcomes of these exams. In this way, the commissioners hoped to address what they saw as a significant flaw in the current training college system: that it primarily prepared young teachers to elevate their careers rather than ensure a solid foundation for their younger students. They understood that improving the character of children, both morally and intellectually, should always be the ultimate goal of education. They did not wish to replace this goal with any system focused solely on the more mechanical aspects of basic education, like reading, writing, and arithmetic for young kids. However, they believed that the importance of this foundational training had been overlooked, and that the common concern was valid: while a quarter of the students were genuinely educated, three-quarters forgot everything they learned after leaving school.
Mr Lowe (Lord Sherbrooke) as vice-president of the Committee of Council (1859-1864) adopted the system of payment by results in what became famous in history as the Revised Code, issued in 1862 and so called because it was a revision Revised Code. of the minutes and regulations of the Committee of Council, which were first collected and issued in the form of a code in 1860. The Revised Code provided for the payment of a grant of 4s. upon the old principle and a further grant of not more than 8s. upon the result of examination. Mr Lowe declared of the system in the House of Commons that “if it was costly it should at least be efficient; and if it was inefficient it should at least be cheap.” In fact, it proved to be cheap; the giant fell from £813,400 in 1861 to £636,800 in 1865. The upholders of the existing system denounced the Revised Code as an undeserved slight upon the voluntary managers, and even as a breach of faith with the great religious denominations. On purely educational grounds, which need not be here re-capitulated, it was at once viewed with misgiving by many authorities, including Matthew Arnold. To meet objections, some modifications were introduced in the code under the Conservative government in 1867. The system of paying grant upon the result of individual examination of the scholars was not finally abolished till 1904.
Mr. Lowe (Lord Sherbrooke), as vice president of the Committee of Council (1859-1864), implemented a pay-by-results system that became known in history as the Revised Code, released in 1862 and named so because it was a revision Updated Code. of the minutes and regulations of the Committee of Council, which were first collected and issued as a code in 1860. The Revised Code allowed for a payment of 4s. based on the old principle and an additional payment of no more than 8s. based on examination results. Mr. Lowe stated in the House of Commons that “if it was costly, it should at least be efficient; and if it was inefficient, it should at least be cheap.” In reality, it turned out to be cheap; spending dropped from £813,400 in 1861 to £636,800 in 1865. Supporters of the existing system criticized the Revised Code as an unjust slight against voluntary managers and even as a betrayal of major religious groups. For purely educational reasons, which don’t need to be reiterated here, it was immediately met with skepticism by many authorities, including Matthew Arnold. To address the objections, some changes were made to the code under the Conservative government in 1867. The practice of paying grants based on the individual examination results of students wasn't fully abolished until 1904.
The years immediately preceding 1870 were occupied with discussion and preparation for the great legislative measure for which the time was now felt to have arrived. Good work was done in this direction by the Select Committee Proceedings preliminary to the act of 1870. of the House of Commons in 1866, over which Sir John Pakington presided. For reasons connected with the political situation of the moment this committee never reported, but the minutes of evidence and the draft report prepared by Sir John Pakington contained much valuable material in the way of criticism of the existing system and suggestion for the coming settlement; in particular the draft report insisted upon the inevitableness of an education rate. In 1868 the Conservative government brought in, but did not proceed with, an education bill deliberately discarding the principle of rate-aid on the ground that it would destroy voluntary contributions and gradually starve out the denominational schools. In 1867 and again in 1868 Mr Bruce (afterwards Lord Aberdare), Mr W.E. Forster and Mr Algernon Egerton introduced a bill which formed the basis of the measure of 1870. As redrafted in 1868 the bill of Mr Bruce and his coadjutors proposed a universal system of municipal and parochial rating with liberty for voluntary schools to unite themselves to the rate-aided system under their existing management, subject to the acceptance of a conscience clause. The bill also proposed to empower town councils to co-opt outsiders upon their education committees. Thus both in the principle of co-optation and in the extension of rate aid to schools not under public control the bill of these Liberal statesmen in 1868 anticipated certain controverted features of Mr Balfour’s Education Act of 1902. In the meantime, in the country the Education League, originated at Birmingham, was carrying on a propaganda in favour of free secular schools, whilst the Education Union, formed to counteract the influence of the league, urged a settlement upon the old lines. As a concession to the popular feeling against secularism, the league proposed to allow Bible reading without doctrinal exposition. Thus opinion was sufficiently focussed to enable Mr Gladstone’s administration in 1870 to undertake the comprehensive measure of educational reform for which the country had had to wait so long.
The years just before 1870 were filled with discussions and preparations for the significant legislation that was now seen as necessary. The Select Committee of the House of Commons in 1866, led by Sir John Pakington, did great work in this area. However, due to the political situation at the time, this committee never submitted a report. Nonetheless, the minutes of evidence and the draft report created by Sir John Pakington included much valuable feedback on the current system and suggestions for future improvements; notably, the draft report emphasized the inevitability of an education rate. In 1868, the Conservative government introduced an education bill but chose not to move forward with it, intentionally discarding the principle of rate-aid because they believed it would undermine voluntary donations and gradually eliminate denominational schools. In 1867 and again in 1868, Mr. Bruce (later Lord Aberdare), Mr. W.E. Forster, and Mr. Algernon Egerton presented a bill that became the foundation for the 1870 measure. Rewritten in 1868, Mr. Bruce and his colleagues' bill proposed a universal system of municipal and local rating, allowing voluntary schools to join the rate-aided system under their existing management, as long as they accepted a conscience clause. The bill also aimed to let town councils include outsiders on their education committees. Thus, in both the principle of co-optation and the extension of rate aid to schools not under public control, the proposals from these Liberal leaders in 1868 foreshadowed some controversial aspects of Mr. Balfour’s Education Act of 1902. Meanwhile, across the country, the Education League, founded in Birmingham, was promoting free secular schools, while the Education Union, established to counteract the league's influence, pushed for a return to traditional methods. To address public concerns about secularism, the league suggested allowing Bible reading without doctrinal interpretation. As a result, public opinion became focused enough for Mr. Gladstone’s government in 1870 to take on the comprehensive educational reform that the country had long awaited.
The Elementary Education Act of 1870 bore in every respect the marks of compromise. As Mr Forster explained in introducing the bill, the object of the government was “to complete the voluntary system and to fill up gaps,” not to supplant it. Act of 1870. To this end the Education Department was charged with the duty of ascertaining whether or not there was in every parish a deficiency of public school accommodation, and provision made for the formation of school boards in every school district (i.e. parish or municipal borough) requiring further public school accommodation. Such accommodation might consist either of public elementary schools as defined by the act, or other schools giving efficient and suitable elementary education. The definition of public elementary school contained in section 7 of the act is still in force. Shortly, a public elementary school is a school subject to a conscience clause entitling scholars to complete exemption from all religious instruction and observance whatsoever. Any religious instruction or observance in the school must be either at the beginning or the end of the school meeting. The school must also be open at all times to the government inspectors and must be conducted in accordance with the conditions required to be fulfilled in order to obtain an annual parliamentary grant. In the same connexion an important change was made in the conditions of inspection by declaring that it should be no part of the duties of the inspector to inquire into religious instruction, whilst a later section of the act provided that no parliamentary grant should be made in respect of any religious instruction.
The Elementary Education Act of 1870 showed signs of compromise in every way. As Mr. Forster explained while introducing the bill, the government's goal was “to enhance the voluntary system and fill in the gaps,” not to replace it. Act of 1870. To achieve this, the Education Department was tasked with determining if there was a lack of public school options in every parish, and provisions were made for the creation of school boards in any school district (i.e., parish or municipal borough) needing more public school options. This could include either public elementary schools as defined by the act, or other schools that provided effective and suitable elementary education. The definition of public elementary school in section 7 of the act is still applicable today. In summary, a public elementary school is one that operates under a conscience clause allowing students to be fully exempt from all religious education and activities. Any religious instruction or observance in the school must occur either at the beginning or the end of the school day. The school must also always be accessible to government inspectors and must be run in accordance with the conditions needed to receive an annual parliamentary grant. Additionally, a significant change was made regarding inspection procedures, stating that it was not the inspector's role to inquire about religious instruction, while a later section of the act affirmed that no parliamentary grant would be given for any religious instruction.
Three important changes were made in the measure during its passage through parliament. As at first proposed, (1) the school boards were not to be directly elected by the ratepayers, but were to be appointed by the town council or the vestry. (2) These nominated boards were empowered either to provide schools themselves or to assist existing public elementary schools, provided that such assistance was granted on equal terms to all such schools, upon conditions to be approved by the Education Department. Thus the school board, if it exercised the option of assisting denominational schools, would have been obliged to assist all or none. (3) With regard to its own schools, the school board was to settle the form of religious instruction. These proposals raised serious opposition in the country, and when the committee stage of the bill was reached two fundamental changes were made in the policy of the bill. In the first place, as Mr Gladstone put it, the government had decided “to sever altogether the tie between the local board and the voluntary schools.” In lieu of the suggested rate-aid they proposed an increased grant from the treasury, that is to say, the voluntary schools were left standing as state-aided schools under private management, side by side with the new rate-supported schools.
Three significant changes were made to the measure as it moved through parliament. Initially, (1) the school boards were not going to be directly elected by the taxpayers, but instead would be appointed by the town council or the vestry. (2) These appointed boards were allowed to either set up schools themselves or support existing public elementary schools, as long as this support was provided on equal terms to all such schools, with conditions approved by the Education Department. Therefore, if the school board chose to support denominational schools, it would have had to assist all of them or none at all. (3) Regarding its own schools, the school board was responsible for determining the type of religious instruction. These suggestions led to considerable opposition throughout the country, and by the time the committee stage of the bill was reached, two major changes were made to the bill's policy. Firstly, as Mr. Gladstone stated, the government decided “to completely sever the connection between the local board and the voluntary schools.” Instead of the proposed rate-aid, they suggested an increased grant from the treasury, meaning the voluntary schools would remain as state-supported schools under private management, alongside the new rate-funded schools.
Next, the character of the religious instruction in the board schools was determined upon an undenominational basis by a provision which has become known to history after the name of its author, then Mr Cowper-Temple, Cowper-Temple clause. as the Cowper-Temple clause (section 14 of the act), directing that “no religious catechism or religious formulary which is distinctive of any particular denomination shall be taught in the school.” The clause was not intended to exclude doctrinal exposition, and was in fact a compromise not merely between absolute secularism and denominationalism, but between denominationalism and the view of those who would have the Bible read without note or comment. The Apostles’ Creed as a symbol common to all denominations of Christians was held by Mr Forster (at the suggestion of Mr Gladstone) not to be excluded under the Cowper-Temple clause. The result was the establishment in the schools, upon the lines laid down by Joseph Lancaster at the beginning of the 19th century, of what may be termed the common Protestantism of the English nation; and though Mr Disraeli urged that a religion without formularies was in fact a new religion, and that in leaving its exposition to the teachers we were creating a new sacerdotal class, the Cowper-Temple compromise, notwithstanding its inherent want of logic, stood the test of experience for more than a generation against the consistent denominationalists on the one hand and the party of secular education on the other. It is important to observe that the act of 1870 left the giving of 976 religious instruction, whether in voluntary schools (in which its inclusion might be assumed as of course) or in board schools, purely permissive. In practice it was only in Wales that school boards availed themselves to any extent of the liberty to abstain from giving religious instruction, and this comparative secularism of Wales certainly argued no lack of religious life among the people.
Next, the nature of religious instruction in the board schools was established on a non-denominational basis through a provision that has become historically known after its author, Mr. Cowper-Temple, Cowper-Temple provision. This is referred to as the Cowper-Temple clause (section 14 of the act), which stated that “no religious catechism or religious formulary distinctive of any particular denomination shall be taught in the school.” The clause wasn't meant to exclude doctrinal teaching; it was actually a compromise between pure secularism and denominationalism, as well as between denominationalism and those who wanted the Bible read without interpretation. Mr. Forster, at Mr. Gladstone's suggestion, believed that the Apostles’ Creed, as a symbol shared by all Christian denominations, could be included under the Cowper-Temple clause. This led to the establishment in the schools, based on principles set by Joseph Lancaster at the start of the 19th century, of what might be called the common Protestantism of the English nation. Although Mr. Disraeli argued that a religion without specific formularies was essentially a new religion, and that by leaving its interpretation to the teachers we were forming a new priestly class, the Cowper-Temple compromise, despite its logical inconsistencies, successfully endured for over a generation against consistent denominationalists on one side and supporters of secular education on the other. It's important to note that the act of 1870 made religious instruction in both voluntary schools (where its inclusion could be assumed) and board schools purely optional. In practice, only in Wales did school boards significantly take advantage of the option to refrain from religious instruction, and this relative secularism in Wales certainly did not indicate a lack of religious vitality among the people.
The third change in the bill was the substitution of the ad hoc school board for the municipally appointed board originally proposed, a change which commended itself in view of the special difficulty presented by the case of London. These boards were elected by the system of cumulative voting under which each elector had as many votes as there were candidates to be elected, with liberty to give all his votes to one candidate or to distribute them amongst the candidates as he thought fit. This system was much criticized as being unduly favourable to minorities, whose representation it was devised to secure; it continued, however, until the supersession of the ad hoc authorities by committees of the county and urban councils under the act of 1902.
The third change in the bill was replacing the ad hoc school board with the originally proposed municipally appointed board, a shift that was appropriate given the unique challenges posed by the case of London. These boards were elected using a cumulative voting system where each voter had as many votes as there were candidates to be elected, allowing them to give all their votes to one candidate or spread them among the candidates as they chose. This system faced a lot of criticism for being overly favorable to minorities, which was its intended purpose. However, it remained in place until the ad hoc authorities were replaced by committees of the county and urban councils under the act of 1902.
School boards were empowered not only to acquire sites for schools under powers of compulsory purchase, but also to take transfers of existing voluntary schools from their managers. The section which enables managers to transfer schools to the school board or local education authority for the purpose of board or council schools freed from religious trusts unquestionably marks an important inroad by the state upon the sanctity of trusts. Thus though the act of 1870 did not itself introduce the principle of compulsory transfer, it formed the point of departure for the proposals in this direction which were the basis of the unsuccessful bills of 1906 and 1908. The act of 1870 did not introduce either direct compulsory attendance or free education, but it took a distinct step forward in each direction by enabling school boards to frame by-laws rendering attendance compulsory, and also to pay the school fees in the case of poverty of the parent.
School boards were given the authority not only to acquire land for schools through compulsory purchase but also to accept transfers of existing voluntary schools from their managers. The provision that allows managers to transfer schools to the school board or local education authority for the purpose of establishing board or council schools free from religious trusts clearly represents a significant intervention by the state into the integrity of trusts. While the act of 1870 did not itself establish the principle of compulsory transfer, it laid the groundwork for the proposals in this direction, which became the basis of the unsuccessful bills of 1906 and 1908. The act of 1870 did not implement direct compulsory attendance or free education, but it made a notable advancement in both areas by allowing school boards to create by-laws that require attendance and also by enabling them to cover school fees for families in financial hardship.
The policy of compromise between the two systems of voluntary and rate-established schools was carried out in the provisions relating to the future supply of schools. On the one hand, building grants were continued temporarily for the benefit of those who applied (as voluntary managers alone could apply) before the 31st of December 1870. On the other hand, the Education Department was authorized to refuse parliamentary grants to schools established in school board districts after the passing of the act if they thought such schools unnecessary.
The compromise between voluntary and rate-established schools was implemented in the plans regarding future school supply. On one hand, building grants were temporarily extended for those who applied (since only voluntary managers could apply) before December 31, 1870. On the other hand, the Education Department was given the power to deny parliamentary grants to schools set up in school board districts after the law was passed if they deemed those schools unnecessary.
The following figures are of interest as showing the progress made under the act of 1870. In the year 1870 there was accommodation in inspected day schools for about 2,000,000 children; the average attendance was 1,168,000, and Progress under the act of 1870. the number on the books about 1,500,000. It was computed, however, that there were, exclusive of the well-to-do classes, at least 1,500,000 children who attended no school at all or schools not under inspection. In 1876 accommodation had been provided for nearly 3,500,000, and of the 1,500,000 new places nearly two-thirds were provided by voluntary agencies. “These voluntary agencies,” says Sir H. Craik, “had received grants in aid for about one-third of the schools they had built, the grants defraying about one-fifth of the cost of the aided schools.” On the other hand, the growth of school boards was rapid and continuous, notwithstanding the permissive character of the act and the strenuous efforts of the voluntaryists to keep pace with the new demands. In 1872, 9,700,000 of the population were under school boards, and of these 8,142,000 were under by-laws; in 1876 the numbers were respectively 12,500,000 and 10,400,000. In the same period the annual grants increased from £894,000 in 1870 to £1,600,000 in 1876.
The following figures are important as they show the progress made under the act of 1870. In 1870, there was space in inspected day schools for about 2,000,000 children; the average attendance was 1,168,000, and the number on the books was about 1,500,000. However, it was estimated that there were, excluding the well-off classes, at least 1,500,000 children who attended no school at all or schools that weren't inspected. By 1876, nearly 3,500,000 school spots had been provided, and of the 1,500,000 new places, nearly two-thirds were provided by voluntary agencies. “These voluntary agencies,” says Sir H. Craik, “had received grants to support about one-third of the schools they built, with the grants covering about one-fifth of the cost of the assisted schools.” On the other hand, the growth of school boards was fast and ongoing, despite the optional nature of the act and the strong efforts of the voluntaryists to keep up with the new demands. In 1872, 9,700,000 of the population were under school boards, and of these, 8,142,000 were under by-laws; by 1876, the numbers were 12,500,000 and 10,400,000, respectively. During the same period, annual grants increased from £894,000 in 1870 to £1,600,000 in 1876.
The development evidenced by the above figures, and in particular the fact that 52% of the population were subject to by-laws, enabled Mr Disraeli’s government in 1876 to take a notable step forward in the direction of universal Act of 1876. direct compulsion. The act of 1876 embodied the declaration that “it shall be the duty of the parent of every child to cause such child to receive efficient elementary instruction in reading, writing and arithmetic, and if such parent fail to perform such duty he shall be liable to such orders and penalties as are provided by the Act”; next, it rendered an employer liable to a penalty who took into his employment a child under the age of ten years, or a child between the ages of ten and fourteen years who had not obtained the required certificate of proficiency in reading, writing and arithmetic, or of previous attendance at a certified efficient school. In order to complete the machinery for compulsion, the act directed that, in every district where there was no school board, a school attendance committee should be appointed by the local authority. The law as to school attendance, resting upon this and subsequent enactments, is complicated and in some details obscure. The subject was dealt with in the report of an inter-departmental committee in 1909, who recommended the abolition of the partial exemptions permitted, and the raising of the age of exemption to 13.
The development shown by the figures above, especially the fact that 52% of the population were subject to by-laws, allowed Mr. Disraeli’s government in 1876 to make a significant move towards universal direct compulsion. The Act of 1876 stated that “it is the duty of every parent to ensure their child receives proper elementary education in reading, writing, and arithmetic, and if a parent fails to fulfill this duty, they will face the orders and penalties outlined in the Act.” Additionally, it held employers accountable and imposed penalties on those who employed a child under the age of ten or a child between ten and fourteen who did not have the required certificate proving proficiency in reading, writing, and arithmetic, or proof of previous attendance at a certified efficient school. To complete the system of compulsion, the Act mandated that, in every district without a school board, a school attendance committee should be appointed by the local authority. The laws on school attendance, based on this and later legislation, are complex and somewhat unclear in certain aspects. This issue was addressed in a report by an inter-departmental committee in 1909, which recommended eliminating the partial exemptions allowed and raising the age of exemption to 13.
In 1880 Mr Mundella, as vice-president of the Council in Mr Gladstone’s administration, passed a short act which made the framing of by-laws compulsory upon school boards and school attendance committees, thus completing the Act of 1880. system of universal direct compulsion. Under the acts of 1876 and 1880 the average attendance increased from 2,000,000 in 1876 to 3,500,000 in 1878 and 4,000,000 in 1881; in terms of percentage to population, 8.06 in 1876, 9.60 in 1878, and 10.69 in 1881. In the last-mentioned year the annual grant rose to £2,200,000, having more than doubled in the decade.
In 1880, Mr. Mundella, as vice-president of the Council in Mr. Gladstone’s administration, passed a brief act that made it mandatory for school boards and school attendance committees to create by-laws, thus completing the Act of 1880. system of universal direct enforcement. Under the acts of 1876 and 1880, the average attendance increased from 2,000,000 in 1876 to 3,500,000 in 1878 and 4,000,000 in 1881; in terms of percentage of the population, it was 8.06 in 1876, 9.60 in 1878, and 10.69 in 1881. In the last mentioned year, the annual grant rose to £2,200,000, having more than doubled in the decade.
With the passing of the Elementary Education Act 1880 the education question entered upon a new phase. The country was now possessed of a national system of elementary education, in the sense that provision was made for Development of public opinion. the supply of efficient schools and for compulsory attendance. The question of free education was brought within the range of practical politics by the adoption of universal compulsion, but as yet it was advocated only by a small political group of pronounced collectivist tendencies. Whilst opinion was maturing on this topic, there began to force itself upon the public mind the vastly more difficult problem of combining the two systems of voluntary, denominational, state-aided schools on the one hand, and public, undenominational, rate-supported schools on the other. From the denominational point of view the problem presented itself as that of a burden imposed and a danger threatened in ever-increasing degree by the competition of the board schools, a competition that was felt not so much by direct rivalry of school with school as indirectly by the steady raising of the standard of efficiency with respect to buildings, equipment, salaries of teachers and educational attainment which inevitably resulted from the establishment of authorities with power to draw upon the rates. On the other hand, from the purely educational point of view, it was seen that the dual system tended in practice to an illicit but almost inevitable recognition of two standards of efficiency, the lower being conceded to voluntary schools in consideration of their comparative poverty. Experience, too, of the shortcomings of small country school boards was beginning to confirm the misgivings entertained long before by the Newcastle Commissioners as to the wisdom of entrusting autonomous powers to the parish, when the reform of local government by the creation of popularly elected county authorities turned attention once more to the question of organizing education upon a county basis.
With the passing of the Elementary Education Act 1880, the education issue entered a new phase. The country now had a national system of elementary education, meaning there were provisions for efficient schools and mandatory attendance. The topic of free education started to become relevant in practical politics due to universal compulsion, but it was mostly pushed by a small political group with strong collectivist views. As opinions developed on this matter, the much more challenging issue of merging the two systems of voluntary, denominational, state-supported schools on one side, and public, non-denominational, rate-supported schools on the other, began to emerge in the public consciousness. From the denominational perspective, the issue appeared as a burden imposed and a threat increasingly posed by the competition from board schools. This competition was felt more by the steady rise in standards of efficiency related to buildings, equipment, teacher salaries, and educational attainments, rather than direct rivalry between schools, which was driven by the establishment of authorities able to utilize local taxes. Conversely, from a purely educational standpoint, it was observed that the dual system tended to lead to an unspoken but almost unavoidable acknowledgment of two levels of efficiency, with the lower standard being accepted for voluntary schools due to their relative lack of resources. Additionally, experiences highlighting the shortcomings of small country school boards were beginning to affirm the concerns previously raised by the Newcastle Commissioners about the wisdom of granting autonomous powers to parishes when local government reform through the establishment of popularly elected county authorities once again focused attention on organizing education at the county level.
In 1887 a royal commission under the presidency of Viscount Cross was appointed to inquire into the working of the education acts. The labours of this commission produced a thorough discussion of the educational problem in all Cross Commission, 1887. its aspects, political, administrative, scholastic and religious. For any clear recommendations with regard to the reorganization of education generally the moment was not opportune, inasmuch as the commission just preceded the establishment of the new county authorities and the powers with respect to instruction other than elementary which parliament was shortly to confide to them under the Technical Instruction Acts. Nevertheless the report of the majority of the 977 commissioners pointed unmistakably towards the solution adopted in the act of 1902, and their definite recommendation that voluntary schools should be accorded rate-aid without the imposition of the Cowper-Temple clause, served as the basis of that legislation. The commission brought into strong relief the opposing currents of thought in educational politics, the majority report, representing the principles of denominationalism, being balanced by a strong minority report embodying the views of those who looked for progress along the lines of the school-board system. Taken together, the two reports form a comprehensive survey of the difficulties which still in the main beset public education in this country.
In 1887, a royal commission led by Viscount Cross was set up to look into how the education acts were functioning. The work of this commission led to an extensive discussion of the educational issue from all angles: political, administrative, academic, and religious. It wasn’t a good time for clear recommendations regarding the overall reorganization of education, as the commission was formed just before the creation of new county authorities and the powers that Parliament was about to grant them concerning education beyond elementary levels under the Technical Instruction Acts. However, the majority report from the commissioners clearly indicated the direction that the 1902 act would take, and their strong recommendation for voluntary schools to receive rate-aid without the Cowper-Temple clause became the foundation for that legislation. The commission highlighted the conflicting ideas in educational politics, with the majority report reflecting the principles of denominationalism and a strong minority report representing those looking for progress through the school-board system. Together, the two reports provide a thorough overview of the ongoing challenges facing public education in this country.
Of the developments which followed the Cross report, it is convenient to mention in the first place, out of chronological sequence, the practical establishment of free education by the act of 1891, not by the absolute prohibition of Elementary Education Act 1891. school fees but by the device of a special grant payable by parliament in lieu of fees, called the fee grant. The result of this legislation and of subsequent administrative action was to place free education within the reach of every child, fees being retained (with few exceptions) only where some instruction of a higher elementary type was given.
Of the developments that followed the Cross report, it’s worth mentioning first, even if it’s out of order, the practical establishment of free education through the act of 1891, not by completely banning school fees but by implementing a special grant from Parliament in place of fees, known as the fee grant. The outcome of this legislation and later administrative actions made free education available to every child, with fees being kept (with a few exceptions) only for higher elementary instruction.
The establishment of county councils by the Local Government Act 1888 introduced a new factor which was destined to exert a determining influence upon subsequent developments of public education. In the first place, it at once Education other than elementary. rendered possible the partial and experimental provision for higher education attempted by the Technical Instruction Acts, which affected secondary education as well as technical education in the proper sense of the term. In order to understand the state of secondary education at this period, it is necessary to refer back to the first attempts made to deal with secondary education a generation earlier.
The creation of county councils by the Local Government Act of 1888 introduced a new factor that would significantly influence the future of public education. Firstly, it made it possible to partially and experimentally provide for higher education through the Technical Instruction Acts, which impacted both secondary education and technical education in its true sense. To understand the state of secondary education during this time, we need to look back at the initial efforts made to address secondary education a generation earlier.
In 1861, that is to say, nearly thirty years after the state began to concern itself with elementary education, the first step in the way of intervention in what is now called secondary or intermediate education was taken by the appointment Public Schools Commission, 1861. of a royal commission, presided over by Lord Clarendon, to inquire into the condition of nine of the chief endowed schools in the country, viz. Eton, Winchester, Westminster, Charterhouse, St Paul’s, Merchant Taylors, Harrow, Rugby and Shrewsbury. The report of this commission led to a statute, the Public Schools Act of 1864, which introduced certain reforms in the administration of seven of these schools, leaving the two great London day schools, St Paul’s and Merchant Taylors, outside its operation. The results achieved were seen to be important enough to call for a further and much wider inquiry.
In 1861, nearly thirty years after the state started focusing on elementary education, the first move toward intervening in what we now refer to as secondary or intermediate education was made with the appointment of a royal commission led by Lord Clarendon. This commission was tasked with investigating the condition of nine major endowed schools in the country: Eton, Winchester, Westminster, Charterhouse, St Paul’s, Merchant Taylors, Harrow, Rugby, and Shrewsbury. The findings of this commission resulted in the Public Schools Act of 1864, which implemented certain reforms in the administration of seven of these schools, while leaving the two top London day schools, St Paul’s and Merchant Taylors, out of its scope. The outcomes were significant enough to warrant a broader and more extensive inquiry.
Accordingly in 1864 the Schools Inquiry Commission was appointed under the presidency of Lord Taunton to inquire into all the schools which had not been included either in the commission of 1861 or the Popular Education Commission Schools Inquiry Commission, 1864-68. of 1858. It included several men of eminent distinction, such as Dr Temple (afterwards archbishop of Canterbury), Mr W.E. Forster, Dean Hook, and Sir Stafford Northcote; and it was singularly fortunate in its staff of assistant commissioners, among whom were numbered Mr James Bryce, Mr Matthew Arnold, and Mr (afterwards Sir Joshua) Fitch. It thoroughly explored the field of secondary education, discussing all the problems, administrative and pedagogic, which the subject presents, and “its luminous and exhaustive report” (to quote the words of Mr Bryce’s Commission of 1894) remains the best introduction to the problem of public secondary education in England. The existence of numerous and frequently very wealthy endowments arising from private benefactions and bequests has at all times been a feature in education as in other departments of English social life. In the organization of secondary education in particular, private endowments have played and continue still to play a part which cannot be paralleled in any other country. This circumstance has undoubtedly resulted in a great economy of resources, though in numerous instances the difficulties occasioned by the haphazard distribution of endowments and the local jealousies invariably aroused by any attempt to readjust their areas to modern conditions have obstructed useful reform and proved a source of misdirected and wasted effort. At the date of the Schools Inquiry Commission the state of the ancient endowments was largely one of abuse. Very many endowments intended for advanced education were applied for instruction of a purely elementary character, and that of an inferior kind; indeed the possession of an endowment in a rural locality not infrequently operated to prevent the establishment of an efficient state-aided school. The evidence showed that the proportion of scholars in the country grammar-schools who were receiving some tincture of the classical education intended by the founders was steadily decreasing, and nothing had been done to bring the curriculum into harmony with the actual needs of the time. No doubt a small élite of classical scholars were sent to the older universities by these schools, but in the main they were in a feeble and decadent state, giving, more or less inefficiently, an education wholly unsuited to the wants of the class to whom they ministered. In addition to the general inelasticity of the curriculum, the special evils from which the grammar-schools suffered were the want of effective governing bodies and the freehold tenure of the headmasterships.
In 1864, the Schools Inquiry Commission was set up under the leadership of Lord Taunton to investigate all the schools that weren’t included in either the 1861 Commission or the Popular Education Commission of 1858. It featured several distinguished individuals, such as Dr. Temple (who later became the Archbishop of Canterbury), Mr. W.E. Forster, Dean Hook, and Sir Stafford Northcote. It was particularly fortunate to have a strong team of assistant commissioners, including Mr. James Bryce, Mr. Matthew Arnold, and Mr. (later Sir Joshua) Fitch. The commission thoroughly examined secondary education, discussing all the administrative and educational issues it presented, and “its clear and comprehensive report” (as stated by Mr. Bryce’s Commission of 1894) remains the best introduction to the issue of public secondary education in England. The existence of many, often very wealthy, endowments from private donations and bequests has always been a significant aspect of education as well as other areas of English social life. In the organization of secondary education specifically, private endowments have played a role that is unmatched in any other country. This situation has certainly led to a significant saving of resources, although in many cases, the problems caused by the random distribution of endowments and the local rivalries sparked by efforts to adjust their areas to modern needs have hindered useful reforms and created a lot of wasted efforts. By the time of the Schools Inquiry Commission, many ancient endowments were being misused. A lot of endowments meant for advanced education were being used for purely basic and often inferior instruction; in fact, having an endowment in a rural area often made it harder to set up an efficient state-supported school. The evidence indicated that the number of students in country grammar schools receiving any form of classical education as intended by the founders was steadily decreasing, and no steps had been taken to align the curriculum with the current needs of the time. While a small elite of classical scholars were sent to older universities from these schools, overall, they were in a weak and declining state, providing an education that was largely ineffective and not suited to the needs of the community they served. In addition to the overall rigidity of the curriculum, specific problems facing grammar schools included a lack of effective governing bodies and the freehold tenure of headmaster positions.
The commission was singularly successful in bringing about the reform of these abuses, its report being immediately followed in 1869 by the Endowed Schools Act, which was based upon its recommendations and conferred upon a special Endowed Schools Acts 1869-74. commission (united in 1874 with the Charity Commission) very wide and drastic powers of reorganizing ancient endowments. A direction for extending the benefits of endowments to girls did much to assist the movement for the secondary education of girls. The Endowed Schools Acts 1869-1874 introduced modifications of importance and general interest into the law of trusts. Under the existing rules of the court of chancery, which rules were also binding upon the Charity Commissioners, educational endowments were generally treated, in the absence of evidence to the contrary, as subject to a trust for instruction in the doctrines of the Church of England. Under the Endowed Schools Acts the presumption is reversed, and ancient trusts are treated as free from denominational restrictions, save in virtue of express conditions imposed by or under the authority of the founder. The result was that in framing schemes for the reorganization of ancient endowed schools the commissioners found themselves able to treat the majority of cases as undenominational. In such cases the general practice was to direct that instruction should, subject to a strict conscience clause, be given in the principles of the Christian faith; this provision corresponded in a way to the Cowper-Temple clause in elementary education, with the important distinction that it was positive, not negative, and did not exclude special doctrinal instruction.
The commission was incredibly successful in addressing these abuses, and its report was quickly followed in 1869 by the Endowed Schools Act, which was based on its recommendations. This act gave a special Endowed Schools Acts 1869-74. commission (which merged with the Charity Commission in 1874) extensive and powerful authority to reorganize old endowments. A directive to extend the benefits of endowments to girls significantly supported the movement for girls' secondary education. The Endowed Schools Acts 1869-1874 made important and widely relevant changes to trust law. Under the existing rules of the court of chancery, which also applied to the Charity Commissioners, educational endowments were generally assumed to be meant for teaching the doctrines of the Church of England unless proven otherwise. The Endowed Schools Acts reversed this assumption, treating ancient trusts as free from religious restrictions, except where explicitly stated by the founder. As a result, when creating plans to reorganize old endowed schools, the commissioners could treat most cases as non-denominational. In these cases, the common practice was to require that instruction be given in the principles of the Christian faith, subject to a strict conscience clause; this provision was similar to the Cowper-Temple clause in elementary education, with the key difference that it was affirmative, not negative, and did not exclude specific doctrinal teaching.
Besides the recommendations for the reform of endowed schools, to which substantial effect was given directly or indirectly by means of the Endowed Schools Acts, the Schools Inquiry Commission also submitted proposals Schools Inquiry Commission’s proposals for reform of secondary education. for the general administrative organization of a system of secondary education. They recommended the establishment of three authorities—(1) a central authority; (2) a local or provincial authority, representing the county or a group of counties, with a certain jurisdiction both in proposing schemes for the reform of endowed schools in their area (such as that afterwards conferred upon the joint education committees under the Welsh Intermediate Education Act), and in administering these schools; and (3) a central council of education charged with examination duties. Further, it was proposed to raise the level of proprietary and private schools by offering them inspection and examination and by establishing a system of school registration. Lastly, in order that the supply of public secondary schools might not be dependent upon endowments, it was proposed to confer upon towns and parishes powers of rating for the establishment of new schools. For these proposals as a whole the time was not ripe. The bill of 1869 as originally introduced in the House of Commons attempted to give effect, with some variations, 978 to one of these suggestions, namely, that for the creation of a central council, but exigencies of parliamentary time made it necessary to drop this part of the measure; the result was that the plan of the commissioners was only half carried out. Nevertheless, owing to the multiplicity and wealth of endowments, the work accomplished was sufficient to exert a considerable influence upon the secondary education of the country. Thus in 1895 Mr Bryce’s Commission was able to report that schemes under the Endowed Schools Acts had been made for 902 endowments in England, excluding Wales and Monmouth, leaving only 546 endowments out of the total of 1448 endowments in England known to be subject to the Endowed Schools Acts, which had not felt the reforming hand of the commissioners. The total income of the endowments known to be Subject to the Endowed Schools Acts, and therefore available for purposes of secondary education, according to the estimate of the Secondary Education Commission (still in 1909 the latest available source of complete information), was in 1895 about £735,000 gross.
In addition to the recommendations for reforming endowed schools, which were significantly acted upon through the Endowed Schools Acts, the Schools Inquiry Commission also put forward proposals for the overall administrative organization of a system of secondary education. They suggested creating three authorities: (1) a central authority; (2) a local or provincial authority representing the county or a group of counties, with the ability to propose reforms for endowed schools in their area (similar to what was later given to joint education committees under the Welsh Intermediate Education Act) and to manage these schools; and (3) a central council of education responsible for examination duties. Furthermore, it was suggested to improve proprietary and private schools by providing inspection and examination services and establishing a school registration system. Lastly, to ensure that the availability of public secondary schools wasn't solely reliant on endowments, it was proposed that towns and parishes be given the power to levy rates for the creation of new schools. However, the overall timing for these proposals wasn't right. The bill introduced in the House of Commons in 1869 aimed to implement, with some adjustments, one of these recommendations, specifically the establishment of a central council, but due to parliamentary scheduling pressures, this part of the measure was dropped, resulting in only a partial realization of the commissioners' plan. Still, due to the abundance and richness of endowments, the work that was achieved had a significant impact on the secondary education system in the country. By 1895, Mr. Bryce’s Commission reported that schemes under the Endowed Schools Acts had been created for 902 endowments in England, excluding Wales and Monmouth, leaving only 546 endowments out of a total of 1,448 known to be covered by the Endowed Schools Acts that had not yet been reformed by the commissioners. The total income from the endowments subject to the Endowed Schools Acts, and thus available for secondary education, was estimated by the Secondary Education Commission (which was still in 1909 the latest available source of complete information) to be about £735,000 gross in 1895.
Twenty years after the Schools Inquiry Commission the creation by the Local Government Act in 1888 of the representative and popular county authorities of which the need had been felt by reformers alike in secondary and Technical Instruction Acts 1889, &c. elementary education, rendered the first step in the direction of the municipalization of secondary instruction at last possible. In 1889 the Technical Instruction Act (extended in some particulars by an act of 1891) empowered the councils of counties, boroughs and urban districts to levy a rate (not exceeding a penny in the pound) for the support or aid of technical or manual instruction. Comparatively few councils were prepared to resort to their rating powers, but progress under these acts was greatly facilitated by the Local Taxation (Customs and Excise) Act of 1890, which mentioned technical instruction as one of the purposes to which the imperial contribution paid to local authorities in respect of the beer and spirit duties might be applied. By virtue of the very liberal interpretation given to technical instruction by these acts the financial assistance afforded under them was extended to cover the whole field of mathematical and physical science, as well as modern languages.
Twenty years after the Schools Inquiry Commission, the Local Government Act of 1888 established the representative and popular county authorities that reformers in both secondary and elementary education had long recognized as necessary. This made the first step towards the municipalization of secondary education finally possible. In 1889, the Technical Instruction Act (expanded in some aspects by an act in 1891) allowed county, borough, and urban district councils to impose a rate (not exceeding a penny per pound) to support or fund technical or manual instruction. Although relatively few councils were ready to use their rating powers, progress under these acts was significantly aided by the Local Taxation (Customs and Excise) Act of 1890, which included technical instruction as one of the purposes for which the government contributions from beer and spirit duties could be allocated to local authorities. Due to the broad interpretation of technical instruction in these acts, the financial support provided under them was expanded to include the entire scope of mathematical and physical sciences, as well as modern languages.
The Department of Science and Art acted as an agency in the development of secondary education upon the same lines as the Technical Instruction Acts, administering a parliamentary grant which was gradually extended with a Grants of science and art department. view to encouraging literary studies as well as the scientific and mathematical subjects to the promotion of which it was primarily directed. Thus the combined effect of the local resources available under the Technical Instruction Act and the imperial grant administered by the department was gradually to develop a national system of secondary education with a marked bias on the side of physical science.
The Department of Science and Art served as a body in the growth of secondary education, similar to the Technical Instruction Acts, managing a parliamentary grant that was slowly expanded with a Grants from the science and art department. goal of promoting not only literary studies but also scientific and mathematical subjects, which was its main focus. As a result, the combined impact of local resources available through the Technical Instruction Act and the imperial grant managed by the department gradually aimed to create a national system of secondary education with a strong emphasis on physical science.
An undoubted stimulus was given to secondary education in the great centres of industry during the last quarter of the 19th century by the rise of the new university colleges, Influence of new university colleges. among which must be reckoned those established expressly for women. In the main the influence of these new institutions made for a non-classical and scientific type of curriculum in the popular secondary schools.
An undeniable boost was given to secondary education in the major industrial centers during the last quarter of the 19th century with the emergence of new university colleges, Impact of new university colleges. This includes those that were specifically created for women. Overall, the impact of these new institutions leaned towards a non-classical and scientific curriculum in the popular secondary schools.
At the same time, the pressure of the school boards influenced secondary education in two ways. In the first place, the elementary schools were found to act as feeders for schools of a higher type, and the idea of the “educational Influence of school boards. ladder” began to play a leading part in plans for the organization of national education. It was seen that there must be schools to which the more advanced scholars could pass from the public elementary schools, and scholarships to assist such scholars to continue their education in this way. In the next place, it was recognized that to provide adequately for the further education of public elementary scholars a new type of school was required. Thus there came into being through the initiative of the great school boards what were known as higher-grade elementary schools. These were really secondary schools of the third grade, and, as the Commission on Secondary Education observed, the school boards simply stepped in to fill the educational void which the Schools Inquiry Commissioners had proposed to fill by schools of that name. The happy obscurity of the legal definition of elementary education left these schools free to develop during the long years of the neglect of secondary education by the state, and when in 1901 the famous judgment in the test case of Rex v. Cockerton pronounced them to be illegal, it was at once recognized that the legislature must without delay step in to secure the educational work which the undoubtedly correct principles of judicial interpretation had placed in jeopardy.
At the same time, the influence of school boards impacted secondary education in two main ways. First, elementary schools functioned as pathways to higher-level schools, and the concept of the “educational ladder” started to play a crucial role in planning for national education. It became clear that there needed to be schools where more advanced students could transition from public elementary schools, along with scholarships to help those students continue their education in this way. Second, it was acknowledged that to adequately support the further education of public elementary students, a new type of school was necessary. This led to the establishment of what were known as higher-grade elementary schools, initiated by the large school boards. These schools were essentially secondary schools of the third grade, and as noted by the Commission on Secondary Education, the school boards filled the educational gap that the Schools Inquiry Commissioners had aimed to address with such institutions. The vague legal definition of elementary education allowed these schools to grow during the long neglect of secondary education by the state, and when in 1901 the landmark ruling in the case of Rex v. Cockerton declared them illegal, it was immediately recognized that lawmakers needed to intervene quickly to secure the educational progress that the correct legal interpretations had put at risk.
Such were the agencies at work in the domain of secondary education when in 1894 a royal commission was appointed under the presidency of Mr Bryce to inquire into this branch of education. The terms of reference excluded Secondary Education Commission, 1894. elementary education, and the report may be taken as embodying the views of that school of educational statesmen who held that progress would best be attained by keeping elementary and secondary education entirely separate for purposes of local administration, the parish being regarded as the natural unit for elementary and the county for secondary education, a topic to which it will be necessary to revert in connexion with the act of 1902. The principal recommendations of the commission were: (1) the unification of the existing central authorities, viz. the Department of Science and Art, the Charity Commission (so far as it dealt with educational endowments), and the Education Department, in one central office, and the establishment of an educational council to advise the minister of education in certain professional matters; (2) the establishment of local authorities, to consist of committees of the county councils with co-opted elements; (3) the formation of a register of teachers with a view to the encouragement of professional training, and a system of school registration upon the basis of inspection and examination. The first of these recommendations was carried out by the Board of Education Act 1899, as mentioned below, and under the same act an attempt was made to give some effect to the third-named object, which, though it unfortunately fell short of success, may serve as a point of departure for further efforts. The realization of the second, and the most important, of the recommendations was deferred till 1902, when it was brought about as a part of a wider reorganization of the educational system.
These were the factors influencing secondary education when, in 1894, a royal commission was appointed, led by Mr. Bryce, to investigate this area of education. The commission's terms of reference excluded elementary education, and its report reflects the beliefs of a group of educational leaders who thought that progress would be best achieved by keeping elementary and secondary education completely separate for local administration. They viewed the parish as the natural unit for elementary education and the county for secondary education, a point we will need to revisit in connection with the act of 1902. The main recommendations from the commission were: (1) to unify the existing central authorities, namely, the Department of Science and Art, the Charity Commission (as it pertained to educational endowments), and the Education Department into one central office, along with the creation of an educational council to advise the minister of education on certain professional matters; (2) to create local authorities composed of committees from the county councils with additional co-opted members; (3) to establish a teachers' register aimed at promoting professional training and implementing a system of school registration based on inspection and examination. The first of these recommendations was implemented by the Board of Education Act 1899, as mentioned below, and under the same act, an effort was made to address the third objective, which, although it unfortunately did not achieve full success, can serve as a starting point for future efforts. The realization of the second and most crucial recommendation was postponed until 1902, when it was achieved as part of a broader reorganization of the educational system.
The religious difficulty in elementary education during the period immediately succeeding the report of Mr Bryce’s Commission in 1895 once more reached an acute stage, and this circumstance was immediately unfavourable to a Agitation on behalf of voluntary schools. resolute handling of educational problems as such, public attention being largely concentrated upon the demand of the supporters of voluntary schools for relief from the growing financial burden which was laid upon them by that steady raising of the standard to which reference has been made above. In 1896 an endeavour was made to meet the demands of the voluntary managers by means of a bill introduced by Sir John Gorst on behalf of the Conservative government. This bill with its provision for a special aid grant to be administered by county education authorities, which were to exist side by side with the school boards, represented a kind of compromise between the systems of 1870 and 1902. It encountered opposition in all quarters and was withdrawn. In 1897, however, the position of the denominational schools was strengthened by the Voluntary Schools Act, which provided for a special aid grant of five shillings per head of the scholars in average attendance in these schools.
The religious issues in elementary education right after Mr. Bryce’s Commission report in 1895 became a major problem again, and this situation made it difficult to effectively address educational challenges. The public was mainly focused on what supporters of voluntary schools were asking for—relief from the increasing financial pressure resulting from the continuous rise in educational standards mentioned earlier. In 1896, there was an attempt to address the needs of voluntary managers through a bill introduced by Sir John Gorst for the Conservative government. This bill, which included a provision for a special aid grant to be managed by county education authorities that would operate alongside the school boards, was a compromise between the systems from 1870 and 1902. It faced opposition from all sides and was eventually withdrawn. However, in 1897, the situation for denominational schools improved with the Voluntary Schools Act, which offered a special aid grant of five shillings for each student in average attendance at these schools.
In view of the difficulties which beset any comprehensive treatment of the education question, partial effect was given to the recommendations of the Secondary Education Commission by the Board of Education Act of 1899, Board of Education Act 1899. which abolished the office of vice-president of the council, united the Department of Science and Art with the Education Department in one central office under the title of the Board of Education, with a president and parliamentary 979 secretary; and provided for the transfer to this board of the powers of the Charity Commissioners in relation to educational endowments; also for the association with the board of a consultative committee, consisting as to not less than two-thirds of persons qualified to represent the views of university and other bodies interested in education, for the purpose (1) of framing a register of qualified teachers, and (2) of advising the Board of Education upon any matters referred to the committee by the board. The administrative reorganization of the Education Office was completed shortly after the passing of the act of 1902, when a tripartite division was adopted to correspond with the three branches of education with which the Board of Education is concerned, viz. elementary, secondary and technological.
Given the challenges that come with fully addressing the education issue, the Board of Education Act of 1899 partially implemented the recommendations of the Secondary Education Commission, Board of Education Act 1899. This act eliminated the position of vice-president of the council, merged the Department of Science and Art with the Education Department into a single central office known as the Board of Education, headed by a president and parliamentary 979 secretary. It also allowed this board to take over the powers of the Charity Commissioners related to educational endowments and established a consultative committee associated with the board, comprising at least two-thirds of members who represent the views of universities and other educational stakeholders. The purpose of this committee is (1) to create a register of qualified teachers and (2) to advise the Board of Education on any matters referred to them by the board. The administrative restructuring of the Education Office was finalized shortly after the enactment of the 1902 law, which established a three-part division aligned with the three areas of education the Board of Education addresses: elementary, secondary, and technological.
No law of recent years has excited an acuter or more prolonged controversy than the Education Act of 1902, and amid the dust of religious and political strife it is not easy for contemporaries to view it objectively and in its true Act of 1902, general principles. proportions. Nevertheless, considered historically, the act becomes intelligible as the product of the forces, partly religious and partly educational, which have been already described. The immediate impulse for this measure must be sought in the agitation that during the preceding decade had been gathering force among the adherents of the Established and Roman Catholic churches for equality of financial treatment as between voluntary and board schools. It must be placed to the credit of the constructive statesmanship of the Conservative party that it availed itself of an ecclesiastical agitation to take an important step forward in the organization of national education. The difficulty inherent in such a measure was the admitted difficulty of securing public control, as a necessary concomitant of public maintenance, without jeopardizing or destroying the special religious character of the voluntary schools. The act of 1902 sought to solve this problem, so difficult of solution under democratic conditions, upon the principle of a division of financial responsibility justifying a corresponding division of control between the voluntary managers and the local authority. The constitution of the local authority to be charged not only with the delicate duty of participating in the dual control of the voluntary public elementary schools, but also with the responsible task of co-ordinating public higher with public elementary education, presented features of controversy only less formidable than the purely religious question itself. Boldly reversing the settlement of 1870, the act of 1902 abolished the parochial school boards, and with them the system of ad hoc election, and made the county councils, already seised of technical and secondary education under the Technical Instruction Acts, the local authorities for all forms of education, thus reverting to the solution propounded by Conservative statesmanship in the middle period of the 19th century and endorsed by an important memorandum contributed by Lord Sandford (formerly permanent secretary of the Education Department) to the report of the Cross Commission. The unquestionable niggardliness and inefficiency of many small country school boards, which had been foretold by the prescience of the Newcastle Commissioners, constituted the chief educational argument for the selection of the wider area so far as the interests of elementary education alone were concerned. On the other hand, experience has shown that in the rural districts against the undoubted gain in general efficiency there must be set a certain loss on account of the decay of local and personal interest consequent upon the centralization of authority in the hands of the county councils. Account, too, must be taken of the comparative heaviness with which a uniform county rate is apt to press upon sparsely populated agricultural parishes, especially in counties which include considerable industrial districts. Notwithstanding these minor drawbacks, it may be said that upon the whole the best opinion has endorsed the policy of 1902 with respect to the area of administration. At any rate it has been necessary to recognize the impracticability of disestablishing the strongly organized provincial authorities which the act brought into being, and proposals for amendment in this particular have been confined to schemes, favoured in principle by all parties, for securing some measure of decentralization and delegation of powers calculated to restore and stimulate local interest without derogating from the financial and administrative responsibility of the county council.
No law in recent years has sparked a more intense or lasting debate than the Education Act of 1902. In the midst of religious and political conflicts, it’s not easy for people today to see it clearly and fairly. However, when looked at historically, the act makes sense as a result of the forces—partly religious and partly educational—already discussed. The immediate motivation for this legislation came from the growing demand over the last decade from the supporters of the Established and Roman Catholic churches for equal financial treatment between voluntary and board schools. The Conservative party deserves credit for using this church-based agitation to make significant progress in organizing national education. The challenge of this legislation was the recognized difficulty in ensuring public control as a necessary aspect of public funding, without undermining or destroying the unique religious character of voluntary schools. The act of 1902 aimed to tackle this complex problem under democratic conditions by establishing a division of financial responsibility that justified a corresponding division of control between the voluntary managers and the local authority. The makeup of the local authority, which was tasked not only with the sensitive duty of sharing control of the voluntary public elementary schools but also with the significant responsibility of coordinating public higher education with public elementary education, presented contentious issues that were almost as challenging as the purely religious debate itself. By boldly overturning the settlement of 1870, the act of 1902 eliminated the parish school boards along with the system of ad hoc elections, and designated the county councils—already handling technical and secondary education under the Technical Instruction Acts—as the local authorities for all educational forms. This marked a return to the solution proposed by Conservative leaders in the mid-19th century and supported by an important memorandum from Lord Sandford (former permanent secretary of the Education Department) in the report of the Cross Commission. The undeniable stinginess and inefficiency of many small country school boards, which had been predicted by the Newcastle Commissioners, represented the main educational argument for selecting a broader area, focusing solely on the interests of elementary education. On the flip side, experience has shown that in rural areas, while there is a clear increase in general efficiency, there is also a certain loss due to the decline of local and personal interest that comes with the centralization of authority in the county councils. Additionally, it must be noted that a uniform county rate can weigh heavily on sparsely populated agricultural parishes, especially in counties that also have sizable industrial regions. Despite these minor drawbacks, it can be said that overall, the prevailing opinion has supported the 1902 policy regarding the area of administration. At the very least, it has been recognized as impractical to disband the well-organized provincial authorities created by the act, and proposals for change in this regard have been limited to plans—endorsed in principle by all parties—that aim to secure some degree of decentralization and delegation of powers designed to restore and encourage local interest without reducing the financial and administrative responsibilities of the county council.
The principal provisions of the act of 1902 may be summarized as follows:—
The main points of the 1902 act can be summarized as follows:—
Part I. Local Education Authority. The council of every county and of every county borough is the local education authority for the purposes of the act, i.e. for both higher and elementary education, but for the purpose of elementary Act of 1902, summary of provisions. education autonomous powers are conferred upon boroughs with a population of over 10,000, and urban districts with a population of over 20,000 (§ 1).
Part I. Local Education Authority. The council of each county and every county borough is the local education authority for the purposes of the act, i.e. for both higher and elementary education. However, for elementary education, independent powers are granted to boroughs with a population of over 10,000 and urban districts with a population of over 20,000 (§ 1).
Part II. Higher Education. “The L.E.A. (local education authority) shall consider the educational needs of their area and take such steps as seem to them desirable, after consultation with the Board of Education, to supply or aid the supply of education other than elementary, and to promote the general co-ordination of all forms of education.” For this purpose the application of the money received by the local authority under the Local Taxation (Customs and Excise) Act 1890, heretofore optional, is made compulsory, and power is given to levy a rate which in the case of a county is not to exceed two pence in the pound, or such higher rate as the county council with the consent of the Local Government Board may fix (§ 2). Concurrent powers are given to the councils of non-county boroughs and urban districts, with the limit of a penny rate (§ 3). A council must not require any particular form of religious instruction or observance, but the usual conscience clause in schools, colleges, or hostels provided by the council is modified by a provision for facilities for any particular religious instruction to be given at the request of parents of scholars at such times and under such conditions as the council think desirable, otherwise than at the cost of the council (§ 4).
Part II. Higher Education. “The local education authority (L.E.A.) will assess the educational needs in their area and take necessary steps, after consulting with the Board of Education, to provide or support education beyond elementary levels and promote the overall coordination of all types of education.” To achieve this, the use of funds received by the local authority under the Local Taxation (Customs and Excise) Act 1890, which was previously optional, is now mandatory, and they are authorized to impose a rate that, for counties, cannot exceed two pence per pound, or a higher rate as determined by the county council with the approval of the Local Government Board (§ 2). Similar powers are granted to the councils of non-county boroughs and urban districts, with a cap of a penny rate (§ 3). A council cannot mandate any specific type of religious instruction or observance, but the typical conscience clause in schools, colleges, or hostels run by the council is adjusted to provide options for specific religious instruction at the request of parents of students, at times and under conditions deemed appropriate by the council, without incurring costs to the council (§ 4).
Part III. Elementary Education. (1) Powers and duties. School boards and school attendance committees are abolished and their powers and duties are transferred to the L.E.A., who are also to be responsible for and have the control of all secular instruction in public elementary schools not provided by them (§ 5).
Part III. Elementary Education. (1) Powers and duties. School boards and school attendance committees are eliminated, and their powers and responsibilities are handed over to the L.E.A., which will also be in charge of and oversee all secular instruction in public elementary schools that are not provided by them (§ 5).
(2) Management of schools. (a) For public elementary schools provided by the L.E.A. (now officially styled “council schools”): (1) in counties, there is to be a body of six managers, viz. four appointed by the county council and two by the borough or urban district council, or parish council or parish meeting as the case may be, called in the act the minor local authority; (2) in non-county areas, the L.E.A. (being the borough or urban district council) may, if they think fit, appoint a body of managers consisting of such number as they may determine (§ 6 [1]).
(2) School Management. (a) For public elementary schools provided by the local education authority (now officially called “council schools”): (1) in counties, there will be a group of six managers, specifically four appointed by the county council and two by the borough or urban district council, or parish council or parish meeting, depending on the situation, referred to in the act as the minor local authority; (2) in non-county areas, the local education authority (which is the borough or urban district council) may, if they choose, appoint a group of managers consisting of whatever number they decide (§ 6 [1]).
(b) For schools not provided by the L.E.A. (voluntary schools) the act directs that there shall be a body of six managers, of whom four are to be “foundation managers,” and two are to be appointed as follows: in counties, one by the L.E.A. and one by the minor local authority, and in autonomous boroughs or urban districts both by the borough or urban district council (§ 6 [2]). Directions for the appointment of foundation managers are given by § 11, which in effect declares that, unless the trust deed of the school provides for the appointment of the required number, the foundation managers must be appointed under an order of the Board of Education, in making which the board are to have regard to the ownership of the school building and to the principles on which the education given in the school had been conducted in the past. It was found necessary for the board to make over 11,000 of these orders, a heavy task which was rendered the more formidable by the controversial character of the questions arising upon trust deeds as to the mode of appointment and the qualifications of managers.
(b) For schools that are not provided by the L.E.A. (voluntary schools), the act states that there will be a group of six managers, with four being “foundation managers.” The other two will be appointed as follows: in counties, one by the L.E.A. and one by the minor local authority; in autonomous boroughs or urban districts, both will be appointed by the borough or urban district council (§ 6 [2]). Instructions for appointing foundation managers are outlined in § 11, which essentially states that if the trust deed of the school does not specify the required number of appointments, the foundation managers must be appointed through an order from the Board of Education. In making these appointments, the board will consider who owns the school building and the educational principles that have been followed in the past. The board found it necessary to issue over 11,000 of these orders, which was a significant challenge, made even more difficult by the contentious nature of the issues surrounding trust deeds, particularly regarding how managers are appointed and their qualifications.
(3) Maintenance of schools (§ 7). (a) Powers. The L.E.A. are required to maintain and keep efficient all public elementary schools which were necessary (i.e. which, as defined by § 9, have an average attendance of not less than thirty), under certain specified conditions, of which the most material are as follows. The managers must carry out the directions of the L.E.A. as to the secular instruction to be given in the school, including any directions with respect to the number and educational qualifications of the teachers, and for the dismissal of any teacher on educational grounds (§ 7 [1] [a]). The consent of the L.E.A. is required to the appointment of teachers, but that consent may not be withheld except on educational grounds; and the consent of the authority is also required to the dismissal of a teacher unless the dismissal is on grounds connected with the giving of religious instruction (§7 [1] [c]).
(3) Maintenance of schools (§ 7). (a) Powers. The L.E.A. is required to maintain and ensure the efficiency of all public elementary schools that are necessary (i.e. as defined by § 9, with an average attendance of at least thirty), under certain specified conditions, with the most significant being as follows. The managers must follow the L.E.A.'s directions regarding the secular instruction provided in the school, including any instructions about the number and qualifications of teachers, and for the dismissal of any teacher on educational grounds (§ 7 [1] [a]). The L.E.A.'s approval is needed for the appointment of teachers, but that approval cannot be withheld unless there are educational reasons; and the authority's approval is also needed for dismissing a teacher unless the dismissal is related to the provision of religious instruction (§7 [1] [c]).
(b) Liabilities. The managers are required to provide the school premises to the L.E.A. for use as a public elementary school free of charge, except that a rent is payable for the teacher’s residence where one exists; and the managers are further required out of funds provided by them to keep the school premises in good repair and to make such alterations and improvements in the buildings as might reasonably be required by the L.E.A. On the other hand, the L.E.A. are required to make good such damage as they consider to be due to fair wear and tear of rooms used by them (§ 7 [1] [d]). 980 Thus, by virtue of the teacher’s house rent and the wear-and-tear allowance the voluntary managers secured a valuable set-off against the cost of ordinary repairs.
(b) Liabilities. The managers must provide the school premises to the L.E.A. for use as a public elementary school at no cost, except that there is a rent for the teacher’s residence if one is available; and the managers must also use their funds to keep the school premises in good condition and to make any necessary changes and improvements to the buildings as requested by the L.E.A. On the other hand, the L.E.A. is responsible for covering any damage they determine is due to normal wear and tear of the rooms they use (§ 7 [1] [d]). 980 Thus, due to the teacher’s house rent and the wear-and-tear allowance, the voluntary managers obtained a valuable offset against the costs of routine repairs.
Any question arising under this section (§ 7) between the L.E.A. and the managers of a voluntary school is to be determined by the Board of Education (§ 7 [3]).
Any question that comes up under this section (§ 7) between the L.E.A. and the managers of a voluntary school will be resolved by the Board of Education (§ 7 [3]).
It is further provided with respect to teachers in voluntary schools that assistant teachers and pupil teachers may be appointed “if it is thought fit” without reference to religious creed and denomination, and in any case in which there are more candidates for the post of pupil teacher than there are places to be filled, the appointment is to be made by the L.E.A. (§ 7. [5]).
It is also stated regarding teachers in voluntary schools that assistant teachers and pupil teachers can be appointed "if deemed appropriate" without considering religious beliefs and affiliations. In any situation where there are more candidates for the role of pupil teacher than available positions, the appointment is to be handled by the L.E.A. (§ 7. [5]).
A provision, § 7 (6), known from the name of its author (d. 1908), Colonel Kenyon Slaney, M.P., as the Kenyon-Slaney clause, attracted considerable attention and formed the subject of much ecclesiastical controversy during the passage of the bill through parliament. The Kenyon-Slaney clause requires the religious instruction in voluntary schools to be in accordance with the provisions (if any) of the trust deed, but also to be under the control of the managers as a whole, whereas the common form of trust deed of the National Society reserves the control of religious instruction to the clergyman, whilst the clause was equally in conflict with the well-known sacerdotal principles of the Roman Catholic Church. Thus the clause represented a revival, as did the questions with respect to foundation managers, of the early controversy over the management clauses of the Committee of Council on Education. Its special interest lies, not so much in its intrinsic importance, as in the precedent it affords, specially notable as emanating from a Conservative source, for the overruling of trust deeds upon grounds of public policy. By way of saving another familiar provision of the trust deeds, a proviso to the Kenyon-Slaney clause reserves the existing trust-deed rights of appeal to the bishop or other denominational authority as to the character of the religious instruction.
A section, § 7 (6), named after its author (d. 1908), Colonel Kenyon Slaney, M.P., known as the Kenyon-Slaney clause, gained significant attention and sparked a lot of debate within the church while the bill was being discussed in parliament. The Kenyon-Slaney clause mandates that religious instruction in voluntary schools must align with the terms (if any) of the trust deed, but it also needs to be under the overall control of the managers. In contrast, the standard trust deed form from the National Society gives control of religious instruction to the clergyman, and the clause also conflicted with the established principles of the Roman Catholic Church. Therefore, the clause signified a revival, similar to the discussions regarding foundation managers, of the early debate about the management regulations from the Committee of Council on Education. Its particular significance lies not so much in its inherent importance but in the precedent it sets, especially notable for coming from a Conservative source, regarding the overriding of trust deeds based on public policy. To preserve another common provision of the trust deeds, a proviso to the Kenyon-Slaney clause maintains the existing rights of appeal to the bishop or other denominational authority regarding the nature of religious instruction.
Provision of New Schools.—New schools may be provided either by the L.E.A. or any other persons, subject to the issue of three months’ public notice, and to a right of appeal on the part of the managers of any existing school, the L.E.A. (in the case of proposed voluntary schools) or any ten ratepayers of the district, to the Board of Education on the ground that the proposed school is not required, or that a school provided by the L.E.A., or not so provided, as the case might be, is better suited to meet the wants of the district than the proposed school. Any enlargement of a public elementary school which in the opinion of the Board of Education is such as to amount to the provision of a new school is to be so treated for the purposes of the section, and any transfer of a school to or from the L.E.A. must be treated as the provision of a new school. In deciding appeals as to new schools and in determining a case of dispute whether a school was necessary or not, the board are directed to have regard to the interest of secular instruction, the wishes of parents as to the education of children, and the economy of the rates, but existing schools are not to be considered unnecessary if the average attendance is not less than thirty (§§ 8-9). The last-mentioned canons have played a prominent part in subsequent discussions. Experience of these sections has shown that though it is extremely difficult to set up new voluntary schools in face of opposition from the L.E.A., such opposition is rarely offered or pressed where any really strong local demand is shown to exist.
Provision of New Schools.—New schools can be established either by the L.E.A. or by others, provided there is a public notice of three months and an appeal right for the managers of any existing school, the L.E.A. (for proposed voluntary schools), or any ten ratepayers from the district. This appeal can be made to the Board of Education on the basis that the proposed school is not needed or that a school provided by the L.E.A. or not provided, as applicable, better meets the needs of the district than the proposed school. Any expansion of a public elementary school that the Board of Education believes effectively creates a new school will be treated as such for this section, and any transfer of a school to or from the L.E.A. will also be treated as creating a new school. In making decisions about new schools and resolving disputes over their necessity, the board is instructed to consider the importance of secular education, parents' preferences for their children's education, and the financial implications for the rates. Existing schools will not be deemed unnecessary if their average attendance is thirty or more (§§ 8-9). These guidelines have played a significant role in later discussions. Experience with these sections has demonstrated that while it is very challenging to establish new voluntary schools when facing opposition from the L.E.A., such opposition is seldom raised or enforced when there is clear local demand.
Aid Grant.—Section 10 provides a new aid grant payable to the L.E.A. in respect of the number of scholars in average attendance in schools maintained by them. This new grant, calculated by an elaborate method which need not here be set out, took the place of the grants under the Voluntary Schools Act 1897, and § 97 of the act of 1870 as amended by the Elementary Education Act 1897.
Aid Grant.—Section 10 introduces a new aid grant paid to the L.E.A. based on the average number of students attending the schools they maintain. This new grant, calculated using a detailed method that we won't explain here, replaces the grants from the Voluntary Schools Act of 1897 and § 97 of the 1870 act as updated by the Elementary Education Act of 1897.
Education Committees.—The constitution of education committees is dealt with by § 17. All councils having powers under the act, except those having concurrent powers as to higher education only, must establish education committees in accordance with schemes made by the councils and approved by the Board of Education (§ 17 [1]). A scheme may provide for more than one education committee under a single council, but before approving such a scheme the board must satisfy themselves that due regard is paid to the importance of the general co-ordination of all forms of education (§ 17 [6]). All matters relating to the exercise by a council of their powers under the act, except the power of raising a rate or borrowing money, stand referred to the education committee; the council may also delegate to the education committee any of their powers other than financial powers as above (§ 17 [2]). Every scheme must provide (a) for the appointment of a majority of the committee by the council, the persons so appointed to be persons who are members of the council unless in the case of a county the council otherwise determine; (b) for the appointment by the council, on the nomination or recommendation, where it appears desirable, of other bodies (including associations of voluntary schools) of persons of experience in education, and of persons acquainted with the needs of the various kinds of schools in the area of the council; (c) for the inclusion of women. Provision was also made (d) for the representation in the first instance of members of existing school boards (§ 17 [3]).
Education Committees.—The formation of education committees is covered by § 17. All councils with authority under the act, except those with only shared powers regarding higher education, must set up education committees according to plans created by the councils and approved by the Board of Education (§ 17 [1]). A plan can allow for multiple education committees under one council, but before approving such a plan, the board must ensure that sufficient attention is given to the overall coordination of all types of education (§ 17 [6]). All issues relating to the council's exercise of their powers under the act, except for the authority to raise a rate or borrow money, are referred to the education committee; the council can also delegate any of their powers to the education committee, except for the financial powers mentioned above (§ 17 [2]). Every plan must provide (a) for the council to appoint a majority of the committee, with the appointed members being council members unless the council decides otherwise for a county; (b) for the appointment by the council, based on the nomination or recommendation when appropriate, of individuals with educational experience and those familiar with the needs of various types of schools in the council's area; (c) for the inclusion of women. There was also a provision (d) for the initial representation of members from existing school boards (§ 17 [3]).
Expenses.—All parliamentary grants are made payable to the L.E.A. instead of as previously to the managers (§ 18 [2]). The county council must charge a proportion of all capital expenditure and liabilities, including rent, on account of the provision or improvement of any public elementary school on the parish or parishes which in the opinion of the council are served by the school, such proportion to be not less than one-half or more than three-fourths as the council think fit (§ 18 [1] [c] [d]). The county council may also if they think fit charge on the parishes benefited any expenses incurred with respect to education other than elementary (§ 18 [1] [a]).
Expenses.—All parliamentary grants are now paid to the L.E.A. instead of, as before, to the managers (§ 18 [2]). The county council must allocate a share of all capital expenses and debts, including rent, related to the establishment or improvement of any public elementary school in the parish or parishes that, in the council's view, are served by that school. This share should be no less than one-half and no more than three-fourths, as the council sees fit (§ 18 [1] [c] [d]). The county council can also charge any costs related to education beyond elementary to the benefiting parishes if they choose to do so (§ 18 [1] [a]).
Endowments.—The act introduced a new principle into the administration of endowments by directing that their income so far as necessarily applicable in any case for those purposes of a public elementary school for which the local authority are liable must be paid to that authority for the relief of the parochial rate (§ 13). As the result of technicalities of legal interpretation the section has been found to have in practice a narrower scope than had been generally anticipated.
Endowments.—The act introduced a new principle into the management of endowments by stating that their income, to the extent that it must be used for the purposes of a public elementary school for which the local authority is responsible, must be paid to that authority to help reduce the parochial rate (§ 13). Due to the technicalities of legal interpretation, this section has turned out to have a narrower scope in practice than was generally expected.
The act of 1902 was extended to London by a separate act in 1903, containing certain special provisions of only minor importance.
The 1902 act was extended to London by a separate act in 1903, which included some special provisions that were only of minor importance.
The hostility of Nonconformists to the extension of rate-aid to denominational schools led to the organization upon a considerable scale of what became known as the “Passive Resistance” movement, a number of Nonconformist “Passive resistance” to 1902 act. Default Act 1904. rate-payers refusing to pay the education rate on the ground that their consciences forbade their supporting the religious teaching in denominational schools; and their willingness to become subject to distraint and consequent inconveniences rather than pay the rates became the foundation of a widespread political campaign. In Wales, where in the rural districts the schools were commonly Anglican whilst the population was Nonconformist, particular difficulties arose in administering the act in consequence of the hostile attitude of the county authorities. Friction likewise manifested itself in one or two English areas, which reflected militant Nonconformist views. Accordingly the government passed the Local Education (Local Authority Default) Act 1904, empowering the Board of Education, in the case of default by the local authority, to make payments direct to the managers of the school and to deduct the amount from the sums payable to the defaulting authority on account of parliamentary grants.
The hostility of Nonconformists towards extending rate-aid to denominational schools led to the widespread organization of what became known as the “Passive Resistance” movement. Many Nonconformist ratepayers refused to pay the education rate, claiming their consciences prevented them from supporting religious teaching in denominational schools. Their readiness to face distraint and the resulting inconveniences instead of paying the rates became the basis of a major political campaign. In Wales, where Anglican schools were common in rural areas but the population was Nonconformist, specific challenges arose in implementing the act due to the county authorities' hostile attitude. Tension also emerged in a few English areas that reflected strong Nonconformist views. As a result, the government passed the Local Education (Local Authority Default) Act 1904, which allowed the Board of Education, in cases of local authority default, to make payments directly to the school managers and deduct the amount from the funds payable to the defaulting authority from parliamentary grants.
When the liberal party came into power again in 1906, Mr Birrell as president of the Board of Education in Sir Henry Campbell-Bannerman’s administration introduced a bill to amend the Education Acts 1902-1903, with Bill of 1906. the object of securing full public control of all rate-aided schools and the appointment of teachers without reference to religious belief. The bill was of a highly complex character; its principal features were,—compulsory transfer of existing voluntary schools to the local authority, facilities for the giving of denominational instruction in transferred schools out of school hours by persons other than the regular teachers, and the recognition in populous districts, upon the demand of parents, of special publicly maintained schools in which denominational teaching could be included in the curriculum; the latter schools might (according to the bill as finally amended) in the last resort, i.e. if the local authority refused to maintain them, be recognized as state-aided schools. The bill encountered strong opposition from Anglicans and Catholics (though the Catholic Irish members finally voted for it as amended); it passed the House of Commons by a large majority, but after unavailing attempts at compromise upon the amendments introduced in the House of Lords, the two Houses failed to agree and the measure was lost.
When the Liberal Party came back to power in 1906, Mr. Birrell, as president of the Board of Education in Sir Henry Campbell-Bannerman’s administration, introduced a bill to revise the Education Acts of 1902-1903, with the aim of ensuring complete public control over all rate-aided schools and the appointment of teachers without considering their religious beliefs. The bill was quite complex; its main features included the mandatory transfer of existing voluntary schools to the local authority, provisions for denominational instruction in transferred schools outside of school hours by individuals other than regular teachers, and the acknowledgment in populous areas, at the request of parents, of special publicly funded schools where denominational teaching could be part of the curriculum. According to the final amendments to the bill, these schools could ultimately be recognized as state-aided schools if the local authority refused to maintain them. The bill faced significant opposition from Anglicans and Catholics (though the Catholic Irish members eventually voted for it in its amended form); it passed the House of Commons by a large majority, but after unsuccessful attempts to reach a compromise on the amendments made in the House of Lords, the two Houses could not agree, and the measure was lost.
Mr Birrell was soon transferred to another office, and nothing more was done to amend the act of 1902 till early in the session of 1908, his successor Mr McKenna introduced a bill based on what was known as “contracting out.” In Bills of 1908. single-school parishes the existing schools were to be compulsorily transferred, subject to the grant of denominational facilities out of school hours; elsewhere a sufficiency of places in schools with Cowper-Temple teaching, which the bill proposed to make compulsory in all provided schools, must be supplied by the local authority, while existing voluntary schools might become state-aided schools upon terms of receiving a grant of 47s. per head. The bill was accompanied by a financial scheme for a new system of allocating the parliamentary grant. In view of the improbability of its passing into law the bill was 981 not pressed beyond the stage of second reading. Meanwhile, when Mr Asquith reorganized the cabinet, Mr Runciman succeeded Mr McKenna at the education office, and in the autumn he introduced a fresh measure framed as the result of negotiations between the government and the archbishop of Canterbury (Dr Randall Davidson) and designed to be passed rapidly through parliament by consent of all parties. Mr Runciman’s bill, like his predecessor’s, was based upon the principle of compulsory transfer in single-school parishes and contracting out elsewhere, but it gave a right of entry for denominational teaching on two days a week during school hours in all council schools whether transferred voluntary schools or otherwise, with liberty to employ for this purpose assistant teachers, but not (save temporarily at first in transferred schools) head teachers. Provision was also made for the payment of a small rent which would be applicable for or towards the cost of the denominational instruction. Unfortunately, the compromise failed at the last moment for want of agreement as to the financial terms of “contracting out,” the government offering 50s. per head and the Church demanding 7s. more. It is obvious that “contracting out” is open to serious objection upon educational and economic grounds, and that if resorted to upon any very considerable scale it would involve a disruption of the public elementary system, and a duplication of schools which would constitute a wasteful drain upon the national exchequer. Upon such a system, therefore, some check is necessary, and, once decided that the check should take the form of financial pressure, rather than request of parents as in Mr Birrell’s bill, or some form of administrative control, the question of pecuniary terms became one of principle and not merely of financial detail. Moreover, the difficulty of adjusting differences was intensified by the opposition of the extremists on either side, which daily gathered force, and the bill was withdrawn by the government when in committee of the House of Commons. The conciliatory efforts of Mr Runciman and Dr Randall Davidson revealed the existence of a considerable body of influential opinion among all schools of thought in favour of a national compromise, and the proposals embodied in the bill marked on the part both of Churchmen and Nonconformists important concessions to each other’s views, engendering reasonable hopes of an ultimate settlement being reached at no distant date.
Mr. Birrell was soon moved to a different office, and nothing was done to change the act of 1902 until early in 1908, when his successor, Mr. McKenna, introduced a bill based on what was known as “contracting out.” In 1908 bills. single-school parishes, the existing schools were to be compulsorily transferred, provided there were denominational facilities offered after school hours. In other areas, the local authority had to ensure there were enough places in schools that provided Cowper-Temple teaching, which the bill proposed to make mandatory in all state schools. Existing voluntary schools could become state-aided schools if they accepted a grant of 47s. per head. The bill came with a financial plan for a new way to allocate the parliamentary grant. Considering the likelihood of it becoming law was low, the bill was 981 not pushed beyond the second reading stage. Meanwhile, when Mr. Asquith reshuffled the cabinet, Mr. Runciman took over from Mr. McKenna at the education office and introduced a new measure in the autumn. This was the result of discussions between the government and the archbishop of Canterbury (Dr. Randall Davidson) and aimed to be quickly passed through parliament with everyone's agreement. Like his predecessor’s bill, Mr. Runciman’s was based on compulsory transfer in single-school parishes and contracting out elsewhere. However, it allowed for denominational teaching two days a week during school hours in all council schools, whether they were transferred voluntary schools or not, and permitted the hiring of assistant teachers for this purpose, though not (except temporarily in transferred schools) head teachers. A small rent was also stipulated for covering the cost of denominational instruction. Unfortunately, at the last minute, the compromise fell through due to a disagreement over the financial terms of “contracting out,” with the government offering 50s. per head, while the Church demanded 7s. more. It’s clear that “contracting out” has significant educational and economic objections, and that if implemented on a large scale, it would disrupt the public elementary system, leading to a duplication of schools that would waste national resources. Thus, some form of check on the system is necessary, and once it was decided that this should take the form of financial pressure rather than asking parents as in Mr. Birrell’s bill, or some form of administrative control, the issue of financial terms became a matter of principle, not just of financial detail. Furthermore, the challenge of bridging differences was made harder by the strong opposition from extremists on both sides, which was growing daily, leading the government to withdraw the bill when it was in the committee of the House of Commons. The efforts by Mr. Runciman and Dr. Randall Davidson showcased that there was a significant amount of influential opinion from all perspectives in favor of a national compromise. The proposals in the bill represented major concessions by both Churchmen and Nonconformists towards each other’s views, creating reasonable hopes for a potential resolution in the not-so-distant future.
Two subsidiary points as regards educational machinery have to be noted. The Education (Provision of Meals) Act 1906 enabled local education authorities to aid voluntary agencies in the provision of meals for children attending Feeding of school children. public elementary schools, and in certain cases with the consent of the Board of Education to defray the cost of the food themselves. In 1907-1908 forty, and in 1908-1909 seventy-five authorities in England and Wales were authorized by the board to expend moneys from the rates on food under this act. In addition, a number of authorities expended funds on equipment and service.
Two additional points regarding the education system need to be mentioned. The Education (Provision of Meals) Act 1906 allowed local education authorities to support voluntary organizations in providing meals for children attending School meal program. public elementary schools, and in some cases, with the approval of the Board of Education, to cover the cost of the food themselves. In 1907-1908, forty authorities, and in 1908-1909, seventy-five authorities in England and Wales were authorized by the board to use funds from local taxes for food under this act. Additionally, several authorities spent money on equipment and services.
In 1907 an uncontroversial act entitled the Education (Administrative Provisions) Act, besides dealing with various matters of technical and administrative detail, laid upon local education authorities the new duty of providing for Medical inspection. the medical inspection of all children attending public elementary schools. In connexion with this act the Board of Education established a medical department to advise and assist them in supervising local education authorities in carrying out their statutory duties in this regard. The whole departure is significant of the new sense of the importance of physical culture and hygiene which has been one of the remarkable features in recent educational developments.
In 1907, a straightforward law called the Education (Administrative Provisions) Act, in addition to addressing various technical and administrative details, required local education authorities to provide for the health check. of all children attending public elementary schools. In relation to this act, the Board of Education set up a medical department to advise and help them oversee local education authorities in fulfilling their legal responsibilities regarding this matter. This whole change reflects a new recognition of the importance of physical health and hygiene, which has been one of the notable aspects of recent developments in education.
Sir Joshua Fitch, in his article on education in the 10th edition of this work, describes how experience had led the Education Department to abandon the system of payment by results, to establish “in place of testing General progress in elementary education. the proficiency of individual scholars, ... one summary estimate of the work of the school; in place of an annual examination, occasional inspection without notice; in place of a variable grant dependent on a report in detail on the several subjects of instruction and on particular educational merits and defects, one block grant payable to all schools alike.” He at the same time expressed some misgiving as to the effect of “so large a relaxation of the conditions by which it had hitherto been sought to secure accuracy and thoroughness in teaching.” The act of 1902, by placing secular education in public elementary schools under the control of strongly organized local education authorities may be said to have largely removed such dangers as were to be apprehended from the relaxation in question. Thus it was possible for the Board of Education in the code of 1904 to abolish the last traces of the system of payment by results, by setting forth (in the language of their report for 1903-1904) “a properly co-ordinated curriculum suitable to the needs of the children, with an indication of the relation which the various subjects of instruction should bear to each other, in place of the relatively haphazard list of possible branches of knowledge which were formerly presented to the choice of individual schools or authorities.” In the new code also the board for the first time endeavoured to state for the guidance of teachers and parents the proper aim of the public elementary school, laying stress upon that element of the training of character which the system of payment by results had so unfortunately obscured. The new spirit was strikingly manifested in the volume of Suggestions for the Considerations of Teachers, issued by the Board of Education in 1905. This volume represented a notable attempt to connect administration with educational theory, without in any way seeking to crush individual initiative, or to impose a bureaucratic uniformity of method upon those engaged in the actual work of the schools. Apprehension of the true aim of elementary education as essentially and primarily a preparation for practical life has led to a corresponding development of instruction of a practical character, observation lessons and nature study being treated as a necessary element in the curriculum, while handicraft and gardening, and domestic subjects (for girls), are encouraged by special grants. Particular attention has been bestowed both by the central and local authorities upon the problem of rural instruction, and much has been done in many areas to bring the schools into closer relations with the needs of agricultural and rural life generally. In this way the old and perhaps not altogether ill-founded distrust of popular education as tending to unfit the working classes for industrial pursuits is being broken down and a public opinion more favourable to educational progress in the widest sense is being created.
Sir Joshua Fitch, in his article on education in the 10th edition of this work, explains how experience led the Education Department to move away from the system of payment based on results. Instead of testing individual students' proficiency, they opted for one overall evaluation of the school's performance. Instead of an annual exam, they introduced occasional surprise inspections. Rather than having variable grants dependent on detailed reports about specific subjects and educational strengths and weaknesses, there’s now a single block grant paid to all schools equally. At the same time, he expressed some concern about the impact of such a significant relaxation of the standards that were previously aimed at ensuring accuracy and thorough teaching. The 1902 act, which placed secular education in public elementary schools under the control of well-organized local education authorities, largely addressed these concerns. This shift allowed the Board of Education, in the 1904 code, to eliminate the last remnants of the payment-by-results system, outlining “a properly coordinated curriculum that meets the needs of the children, showing how the various subjects relate to one another” instead of the previously random list of subjects available for schools to choose from. In the new code, for the first time, the board also aimed to clarify the objective of public elementary schools for teachers and parents, emphasizing the importance of character training, which the payment-by-results system had unfortunately obscured. This renewed focus was clearly evident in the volume of Suggestions for the Considerations of Teachers, published by the Board of Education in 1905. This publication aimed to connect administration with educational theory without stifling individual initiative or enforcing a bureaucratic uniformity in teaching methods. Recognizing that the primary goal of elementary education is to prepare students for practical life led to increased emphasis on practical subjects, with observation lessons and nature study included as essential elements of the curriculum. Handicraft, gardening, and domestic subjects (for girls) are encouraged through special grants. Both central and local authorities have paid special attention to rural education, and many areas have worked to align schools more closely with the needs of agricultural and rural communities. This approach is helping to overcome the old, perhaps not entirely unfounded, skepticism about popular education making working-class individuals less suited for industrial work, fostering a more positive public opinion towards educational progress in its broader sense.
According to the official returns for 1907-1908, the total number of scholars on the registers (England only) was as follows:—council schools, 2,991,741; voluntary schools, 2,566,030; total, 5,557,771, and the total attendance upon which grant was paid was 4,928,659. The percentage of actual average attendance to average number on the registers was 88.50%. The parliamentary grant (England and Wales) for elementary schools, other than higher elementary, amounted to £11,023,433.
According to the official records for 1907-1908, the total number of students registered in England was as follows: council schools had 2,991,741 students; voluntary schools had 2,566,030 students; making a total of 5,557,771 students. The total attendance for which grants were provided was 4,928,659. The percentage of actual average attendance compared to the average number registered was 88.50%. The parliamentary grant for elementary schools in England and Wales, excluding higher elementary schools, amounted to £11,023,433.
The development of higher elementary education in England is now proceeding very much upon the lines that have been noted in France. The old higher-grade board-schools (declared illegal under the Elementary Education Acts Higher elementary schools. by the judgment in the case of Rex v. Cockerton in 1901, and legalized temporarily by an act passed for the purpose in the same year) were mostly converted into municipal secondary schools under the act of 1902. In the succeeding years provision was made in the code for higher elementary schools of a specialized and technical type intended only for industrial districts. In 1906, as the result of the recommendations of the Consultative Committee, a new type of higher elementary school was admitted for children over twelve, corresponding generally to the French école primaire supérieure, described as having “for its object the development of the education given in the ordinary public elementary school, and the provision of special instruction bearing on the future occupations of the scholars, whether boys or girls.” It may be possible to supplement this system in the rural areas to some extent by “higher tops” to the ordinary elementary schools in cases 982 where it is not practicable to establish a fully organised higher elementary school; but for such “higher tops” no central grant is available. The total number of scholars upon the registers of higher elementary schools (England) in 1907-1908 was: New Type, 3178 (against 2715 in the previous year); Old Type, 4492 (against 5866 in the previous year).
The development of higher elementary education in England is now following a similar path to that of France. The old higher-grade board schools (which were made illegal under the Elementary Education Acts by the ruling in the case of Rex v. Cockerton in 1901, and temporarily legalized by an act passed that same year) were mostly transformed into municipal secondary schools under the 1902 act. In the years that followed, the code provided for higher elementary schools of a specialized and technical type meant exclusively for industrial areas. In 1906, following the recommendations of the Consultative Committee, a new type of higher elementary school was introduced for children over twelve, generally aligning with the French école primaire supérieure. This school type aims to enhance the education provided in regular public elementary schools and offer specialized instruction related to the future jobs of the students, whether they are boys or girls. It might be possible to add some “higher tops” to regular elementary schools in rural areas where setting up a fully organized higher elementary school isn't feasible; however, there is no central funding available for these “higher tops.” The total number of students registered at higher elementary schools (England) in 1907-1908 was: New Type, 3,178 (compared to 2,715 in the previous year); Old Type, 4,492 (down from 5,866 in the previous year).
The total expenditure (exclusive of capital outlay) of the local authorities (1906-1907) in England only upon elementary education, including “industrial” and “special” schools, was £19,776,733, of which (a) £10,408,242 Expenditure on elementary education. was met by the ordinary parliamentary grant, and (b) £8,930,468 was the balance required to be met by rates, the difference being represented by receipts from various sources. The average cost per child of elementary schools in England and Wales (excluding London) may be taken at £3 (including London £3, 4s. 10d.), and the average central grant (excluding grants for special purposes) at 41s., leaving 19s. to be raised locally.
The total spending (not including capital costs) by local authorities in England on elementary education (1906-1907), which covers "industrial" and "special" schools, was £19,776,733. Out of this, (a) £10,408,242 was covered by the standard parliamentary grant, and (b) £8,930,468 had to be funded by local rates, with the remaining amount coming from various receipts. The average cost per child in elementary schools in England and Wales (excluding London) was about £3 (including London it was £3, 4s. 10d.), while the average central grant (not including special grants) was 41s., leaving 19s. to be raised locally.
The training of teachers for the two great branches of public education, elementary and secondary respectively, is an important part of the general administrative problem. Since the middle of the 19th century there has been Preliminary training of elementary teachers. a great development of public opinion with regard to their professional qualifications. Sir Joshua Fitch (Ency. Brit. 10th ed.) pointed out that the full appreciation of the importance of training began at the lower end of the social scale. Shuttleworth and Tufnell in 1846 urged the necessity of special training for the primary teacher, and hoped to establish State Training Colleges to supply this want; but the one college at Battersea which was founded as an experiment was soon transferred to the National Society (the “National Society for educating the poor in the principles of the Established Church”: founded in 1811). Before this, Bell and Lancaster had made arrangements in their model schools for the reception of a few young people to learn the system by practice. In Glasgow, David Stow, who founded in 1826 the Normal Seminary which afterwards became the Free Church College, was one of the first to insist on the need of systematic professional preparation. The religious bodies in England, notably the Established Church, availed themselves promptly of the failure of the central government, and a number of diocesan colleges for men, and separately for women, were gradually established. In 1854 the British and Foreign School Society (founded 1808) placed their institutes at the Borough Road and Stockwell on a collegiate footing, and subsequently founded other colleges at Swansea, Bangor, Darlington and Saffron Walden; the Roman Catholic Church provided two for women and one for men; and the Wesleyans two, one for each sex. The new provincial colleges of university rank were invited by the Education Department to attach normal classes to their ordinary course and to make provision for special training and suitable practice in schools for those students who desired to become teachers. Thus the government came to recognize two kinds of training schools—the residential colleges of the old type and the day colleges attached to institutions of university rank; both were subsidized by grants from the Treasury, and regularly inspected. As the need of special training for teachers became further recognized by the consideration of the same question as regards teachers in higher and intermediate schools (Cambridge instituting in 1879 examinations for a teacher’s diploma, and other universities providing courses for secondary as well as primary teachers, and establishing professorships of education), the attitude of the government, i.e. the Board of Education, towards the problem gradually became more and more a subject of controversy and of public interest, as indicated by the clause in the Act of 1899 providing for a public registration of qualified teachers and for the gradual elimination from the profession of those who were unqualified. And meanwhile the increased solidarity of the National Union of Teachers (founded in 1870), the trade union, so to speak, of the teachers, brought an important body of professional opinion to bear on the discussion of their own interests.
The training of teachers for the two main areas of public education, elementary and secondary, is a key part of overall administrative issues. Since the mid-19th century, there has been a significant change in public opinion regarding their professional qualifications. Sir Joshua Fitch (Ency. Brit. 10th ed.) noted that the recognition of the importance of training started at the lower end of the social spectrum. In 1846, Shuttleworth and Tufnell emphasized the need for specific training for primary teachers and aimed to set up State Training Colleges to meet this need; however, the only college started in Battersea as an experiment was quickly shifted to the National Society (the “National Society for educating the poor in the principles of the Established Church”: founded in 1811). Before this, Bell and Lancaster had arranged in their model schools for a few young people to learn the system through experience. In Glasgow, David Stow, who established the Normal Seminary in 1826 that later became the Free Church College, was among the first to stress the necessity of systematic professional training. Religious organizations in England, particularly the Established Church, quickly took advantage of the central government's shortcomings, leading to the gradual establishment of several diocesan colleges for men and women separately. In 1854, the British and Foreign School Society (founded in 1808) placed their institutes at Borough Road and Stockwell on a collegiate level, later founding additional colleges in Swansea, Bangor, Darlington, and Saffron Walden; the Roman Catholic Church set up two colleges for women and one for men; and the Wesleyans established two, one for each gender. The new provincial colleges of university status were encouraged by the Education Department to add normal classes to their regular courses and to provide special training and appropriate practice in schools for those students who wished to become teachers. This led the government to acknowledge two types of training schools—the traditional residential colleges and the day colleges linked to university-level institutions; both received funding from the Treasury and were regularly inspected. As the necessity for specialized training for teachers became further recognized regarding educators in higher and intermediate schools (Cambridge initiating teacher diploma examinations in 1879, and other universities offering courses for both secondary and primary teachers, as well as establishing chairs of education), the government’s stance, namely that of the Board of Education, gradually became more controversial and drew public interest, as indicated by the clause in the Act of 1899 that mandated public registration for qualified teachers and aimed for the gradual removal of unqualified individuals from the profession. Meanwhile, the increased unity of the National Union of Teachers (founded in 1870), which functions as a trade union for teachers, brought significant professional opinions into the conversation regarding their interests.
The question of the preliminary education of elementary teachers had after some years of discussion reached a critical stage in 1909. The history of pupil teachership as a method of concurrent instruction and employment shows that it was in its inception something in the nature of a makeshift; the ideal placed before local education authorities in the recent regulations and reports of the Board of Education is the alternative system whereby with the aid of national bursaries (instituted in 1907) “the general education of future teachers may be continued in secondary schools until the age of seventeen or eighteen, and all attempts to obtain a practical experience of elementary school work may be deferred until the training college is entered, or at least until an examination making a natural break in that general education and qualifying for an admission to a training college has been passed.” Under the revised pupil-teacher system established by the regulations of 1903 provision is made for the instruction of pupil teachers in centres which as far as possible are attached to secondary schools receiving grants from the Board of Education under the regulations for secondary schools, about two-thirds of the secondary schools on the grant list undertaking this work. Accordingly, the result of recent changes is to modify the old system in two ways: first by providing the alternative of a full course of secondary education, secondly by associating pupil teachership itself as far as possible with part-time attendance at a secondary school. The total number of pupil teachers recognized during the year 1907-1908 was 20,571, and of these 9770 were in centres forming integral parts of secondary schools. The number of bursars who passed the leaving examination was 1486.
The topic of the initial education of elementary teachers had, after several years of discussion, reached a critical point in 1909. The history of pupil teaching as a method of simultaneous instruction and employment shows that it started out as somewhat of a temporary solution; the ideal presented to local education authorities in the recent regulations and reports from the Board of Education is the alternative system where, with the help of national bursaries (established in 1907), “the general education of future teachers may continue in secondary schools until the age of seventeen or eighteen, and all efforts to gain practical experience in elementary school work may be postponed until entering training college, or at least until passing an examination that provides a natural break in that general education and qualifies for admission to a training college.” Under the revised pupil-teacher system introduced by the 1903 regulations, there is provision for instructing pupil teachers in centers that are, as much as possible, affiliated with secondary schools receiving funding from the Board of Education under the regulations for secondary schools, with about two-thirds of the secondary schools on the funding list participating in this work. As a result, the recent changes modify the old system in two ways: first, by offering the option of a complete secondary education course, and second, by linking pupil teaching as closely as possible with part-time attendance at a secondary school. The total number of pupil teachers recognized during the 1907-1908 year was 20,571, of which 9,770 were in centers that were integral parts of secondary schools. The number of bursars who passed the leaving examination was 1,486.
One of the principal difficulties which confronted the state and the local authorities in their task of organizing an improved system of public education under the act of 1902 lay in the deficiency of training colleges in view of Training colleges. the increased number of teachers. Local authorities naturally hesitated to burden themselves with the cost of providing such institutions in view of the fact that there is nothing to prevent teachers trained at great expense by one authority taking service under a less public-spirited authority who had contributed nothing to such training; hence a widespread feeling that the provision of training colleges should be undertaken by the state as a matter of national concern. Under these circumstances a new system of building grants in aid of the establishment of training colleges was instituted in 1905. In 1906 these grants were raised from 25 to 75% of the capital expenditure, but were limited to colleges provided by local authorities. A further difficulty in view of the municipalization of education arose from the fact that the majority of the residential colleges were in the hands of denominational trusts which did not admit a conscience clause. Under the presidency of Mr McKenna in 1907, the Board of Education, in regulations which excited much controversy, “with a view to throwing open as far as possible the advantages of a course of training in colleges supported mainly by public funds to all students who are qualified to profit by it irrespective of religious creed or social status,” laid down that the application of a candidate might in no circumstances be rejected on any religious ground, nor on the ground of social antecedents or the like. The same regulations provided that no new training colleges would be recognized except on terms of compliance with certain conditions as to freedom from denominational restrictions or requirements. The obligation as to religious exemptions has since been limited to 50% of the admissions. There were in attendance (Statistics, England, 1907-1908) in the various colleges, 6561 women and 2835 men, of whom 1619 women and 335 men were in colleges provided by local education authorities. The grants made by the Board of Education for training colleges were as follows: maintenance grants £383,851; building grants £45,000. These figures include Wales.
One of the main challenges faced by the state and local authorities in their efforts to organize an improved public education system under the 1902 act was the lack of training colleges due to the rising number of teachers. Local authorities were understandably reluctant to bear the costs of providing such institutions, especially since there was nothing stopping teachers, trained at significant expense by one authority, from working for a less committed authority that contributed nothing to their training. This led to a widespread belief that the establishment of training colleges should be handled by the state as a national priority. Given these circumstances, a new system of building grants to support the establishment of training colleges was introduced in 1905. In 1906, these grants were increased from 25% to 75% of the capital expenditure but were limited to colleges set up by local authorities. Another issue due to the municipalization of education was that most residential colleges were managed by denominational trusts that did not allow a conscience clause. Under the leadership of Mr. McKenna in 1907, the Board of Education enacted regulations that generated considerable controversy, stating, “to open up as much as possible the benefits of a training program in colleges primarily funded by public money to all qualified students, regardless of their religious beliefs or social background,” which stipulated that no candidate's application could be rejected for any religious reasons or social background. These regulations also stated that no new training colleges would be recognized unless they complied with certain requirements regarding the absence of denominational restrictions. The requirement for religious exemptions has since been limited to 50% of admissions. During the academic years 1907-1908, there were 6,561 women and 2,835 men enrolled in the various colleges, with 1,619 women and 335 men attending colleges provided by local education authorities. The grants awarded by the Board of Education for training colleges amounted to maintenance grants of £383,851 and building grants of £45,000. These figures include Wales.
The fear has been widely entertained that a considerable part of the national expenditure upon elementary education is wasted for want of an effective system of continuative instruction to be given out of working hours to adolescents engaged in Continuative education. industrial employment. The whole subject was exhaustively 983 treated by the report in 1909 of the Consultative Committee of the Board of Education. This report seeks to base an efficient continuative system upon the improvement of elementary education by reducing the size of the classes in the elementary schools upon the lines now laid down by the new staffing regulations of 1909; by increasing the amount of instruction in hand-work with a view to rendering the curriculum less bookish and more efficient as a training for industrial and agricultural life; and by legislation to reform the system of half-time attendance and raise the age of compulsory attendance to thirteen and ultimately fourteen. Upon the foundation of an improved and prolonged elementary education there would be reared a superstructure of continuative schools or classes, attendance at which up to seventeen would be compulsory under bye-laws adoptive locally at the option of the local education authorities. In 1906-1907 about 21 per thousand of the population of England and Wales attended evening schools and classes inspected by the Board of Education, and grant amounting to £361,596 was paid in respect of 440,718 regular attendants.
There’s a widespread concern that a significant portion of the national spending on elementary education is wasted due to the lack of an effective system for continuing education outside of working hours for teens in industrial jobs. The entire issue was thoroughly examined in the 1909 report from the Consultative Committee of the Board of Education. This report aims to create an effective continuing education system by improving elementary education—reducing class sizes in elementary schools as outlined in the new staffing guidelines from 1909; increasing the focus on hands-on learning to make the curriculum less about textbooks and more practical for industrial and agricultural careers; and implementing laws to change the half-time attendance system while raising the age for mandatory schooling to thirteen, and eventually to fourteen. On the foundation of improved and extended elementary education, there would be a framework of continuing schools or classes, where attendance until the age of seventeen would be mandatory based on local regulations set by local education authorities. In the 1906-1907 school year, about 21 out of every thousand people in England and Wales attended evening schools and classes overseen by the Board of Education, with grants totaling £361,596 distributed for 440,718 regular attendees.
The most marked progress has undoubtedly been in secondary education, and in no direction has the act of 1902 proved more fruitful. At the end of the 19th century secondary instruction in England was still provided chiefly by Secondary education. endowed grammar-schools, by proprietary schools established by religious bodies or joint-stock companies, and by private enterprise. No public provision was made for secondary education as such; what financial assistance was forthcoming from municipal sources was given indirectly under cover of the grants under the Technical Instruction Acts, while in the administration of central grants for the first years of the working of the Board of Education Act 1899, no absolute differentiation between secondary and technological functions was recognized. The establishment of local authorities with direct duties in respect of secondary education, and the reorganization of the central office with reference to the three branches of education, elementary, secondary and technological, rendered possible for the first time an adequate treatment of the problem of public secondary education as a whole. “The regulations for secondary schools,” says the prefatory memorandum to the regulations of the Board of Education, “grew up round the old provisions of the Directory of the Science and Art Department. Detached science classes were gradually built up into schools of science. Schools of science were subsequently widened into schools of what was known as the ‘Division A’ type, providing a course of instruction in science in connexion with, and as part of, a course of general education. Aid was afterwards extended to schools of the ‘Division B’ type in which science did not form the preponderating element of the instruction given. In 1904 the board recast the regulations so as to bring all schools aided by grants within the general definition of a school offering a general education up to and beyond the age of sixteen through a complete graded course of instruction, the object of which should be to develop all the faculties, and to form the habit of exercising them.”
The most significant progress has definitely been in secondary education, and the 1902 act has been particularly beneficial in this area. By the end of the 19th century, secondary education in England was mainly provided by High school. endowed grammar schools, private schools run by religious organizations or companies, and independent initiatives. There wasn’t any public funding specifically for secondary education; any financial support from local sources came indirectly through grants from the Technical Instruction Acts. Also, when the central grants were managed during the early years of the Board of Education Act 1899, there was no clear distinction between secondary and technical education. The formation of local authorities with direct responsibilities for secondary education and the reorganization of the central office to address the three areas of education—elementary, secondary, and technological—finally allowed for an effective approach to public secondary education in its entirety. “The regulations for secondary schools,” states the introductory note to the Board of Education regulations, “developed from the earlier guidelines of the Directory of the Science and Art Department. Separate science classes gradually evolved into schools of science. These schools were later expanded into what became known as ‘Division A’ type schools, which provided a science curriculum as part of a broader general education program. Support was then extended to ‘Division B’ type schools where science wasn’t the main focus of study. In 1904, the board restructured the regulations to classify all schools receiving grants as institutions providing general education for students aged sixteen and older, aiming to nurture all abilities and encourage their use.”
Two main tendencies distinguish the recent development: on the one hand the tendency to municipalization, or at least to the establishment of public control; on the other hand the tendency (marked especially by the regulations of 1907) to greater elasticity in regard to curricula, and so to the freer encouragement of local initiative and local effort.
Two main trends stand out in recent developments: on one hand, there's the trend toward municipalization, or at least towards establishing public control; on the other hand, there's the trend (particularly highlighted by the regulations of 1907) towards greater flexibility in curricula, which allows for more encouragement of local initiative and local effort.
In 1907 the government of Sir Henry Campbell-Bannerman placed greatly increased funds at the disposal of the Board of Education for the purpose of secondary education. The regulations under which the increased grant was administered imposed conditions in respect of freedom from denominational restrictions or requirements, representative local control, and accessibility to all classes of the people, which, like the analogous rules with regard to training colleges, roused considerable controversy. With regard to religious instruction, the requirement was made that no catechism or formulary distinctive of any particular religious denomination might be taught in the school except upon the request in writing of the parent or guardian and at the cost of funds other than grants of public money. Power was at the same time reserved to the board to waive the new conditions in the event of the local education authority passing a resolution that the school was in their view required as part of the secondary school provision for their area, and that the conditions, or one or more of them, might be waived with advantage in view of the educational needs of the area. It will be noticed that one effect of the regulations (as of the training college regulations) was to recognize as a kind of established religion those elements of Christianity which are shared in common by the various Protestant churches, according to the system of Lancaster and the Cowper-Temple compromise. Normally schools are required to provide 25% of free places for scholars from public elementary schools, and, with a view to encouraging the transference of children from the public elementary school at an early age, a grant of £2 was made payable on account of ex-public elementary scholars between ten and twelve years of age. The full scale of grants is £2 for ex-public elementary scholars between ten and twelve, and £5 for scholars between twelve and eighteen. To schools previously recognized and failing to comply with the new conditions, grant may be paid on the lower scale of £2 and £2, 10s. respectively.
In 1907, the government led by Sir Henry Campbell-Bannerman allocated significantly more funding to the Board of Education for secondary education. The regulations governing this increased grant included conditions requiring freedom from religious restrictions, local representation in control, and accessibility for all social classes, which sparked considerable debate, similar to the discussions surrounding training colleges. For religious instruction, it was mandated that no specific religious catechism or formulary could be taught in schools unless requested in writing by a parent or guardian and funded by sources other than public money. At the same time, the board retained the authority to bypass these new conditions if the local education authority decided that the school was necessary for their area's secondary education and that waiving certain conditions would benefit local educational needs. One outcome of these regulations (as was seen with the training college rules) was the acknowledgment of shared elements of Christianity among various Protestant denominations, in line with the Lancaster and Cowper-Temple compromise. Schools were typically required to provide 25% of free spots for students coming from public elementary schools. To encourage the early transfer of students from public elementary schools, a grant of £2 was allocated for those aged ten to twelve. The complete grant schedule included £2 for ex-public elementary students aged ten to twelve and £5 for those aged twelve to eighteen. For previously recognized schools that did not meet the new conditions, a lower grant scale of £2 and £2.10 was available.
Secondary school grants are assessed upon average attendance, and efficiency is guaranteed by inspection and not by individual examination. All recognized schools must provide at least the substantial equivalent of the four-years’ course formerly required, and recognition is withheld or withdrawn if an adequate number of the scholars do not remain at least four years in the school, or do not remain up to sixteen; in rural areas, however, and small towns, a school life of three years and a leaving age of fifteen may be accepted. “The board are now in a position, through their inspectorate, to keep a watch and exercise a guidance which were previously impossible over the planning and working of school curricula. Detailed reports following upon full inspections, and the more constant if less obvious influence exercised through informal visits, conferences, reports and suggestions, may now be relied upon to guard against the risks of one-sided education, of ill-balanced schemes of instruction, and of premature or excessive specialization” (Report of Board of Education, 1906-1907, page 68). The curriculum must provide instruction duly graded and duly continuous, in the English language and literature, in geography and history, in mathematics, science and drawing, and in at least one language other than English. Where two languages other than English are taken, Latin must ordinarily be one. Provision must be made for organized games, physical exercises and manual instruction, and in girls’ schools science and mathematics other than arithmetic may be replaced by an approved scheme of practical housewifery for girls over fifteen. The total number of secondary schools recognized for grant (Statistics, 1907-1908) was 736, of which only 220 were directly provided by local authorities. The number of pupils in attendance was 68,104 boys and 56,359 girls, total 124,463. The government grants for 1907-1908 amounted to £320,873 besides grants from local authorities.
Secondary school grants are now evaluated based on average attendance, and effectiveness is ensured through inspections rather than individual assessments. All accredited schools must offer at least the equivalent of the four-year course that was previously required, and accreditation can be withheld or revoked if a sufficient number of students do not stay for at least four years or until they are sixteen. However, in rural areas and small towns, a three-year school period and a leaving age of fifteen may be acceptable. “The board can now, through their inspectorate, monitor and guide the planning and execution of school curricula in a way that was impossible before. Detailed reports following comprehensive inspections, along with the more subtle yet constant influence of informal visits, conferences, reports, and suggestions, can now be trusted to prevent the risks of imbalanced education, poorly designed instructional plans, and premature or excessive specialization” (Report of Board of Education, 1906-1907, page 68). The curriculum must offer properly structured and continuous instruction in English language and literature, geography, history, mathematics, science, drawing, and at least one language besides English. If two languages other than English are studied, Latin must usually be one of them. There must be provisions for organized sports, physical activities, and manual training. In girls’ schools, science and mathematics beyond arithmetic may be replaced by an approved program of practical homemaking for girls over fifteen. The total number of secondary schools recognized for grants (Statistics, 1907-1908) was 736, with only 220 directly provided by local authorities. The total number of students enrolled was 68,104 boys and 56,359 girls, making a total of 124,463. The government grants for 1907-1908 amounted to £320,873, in addition to grants from local authorities.
Wales.
Wales.
Notwithstanding the important differences which exist between the social and especially the religious conditions of England and Wales respectively, Wales continued to be treated as one with England for purposes of educational administration down to quite recent years. Towards the end of the 19th century the striking revival of Welsh nationality, in itself largely an educational and a literary movement, led to a spontaneous demand among the Welsh people for the organization of a national system of higher education. In accordance with the recommendations of a special royal commission the Welsh Intermediate Education Act passed in 1889 provided for the creation in every county in Wales (including Monmouthshire) of joint education committees consisting of three nominees of the county council and two nominees of the lord president of the council. To these committees were entrusted the duties of framing (under the Charity Commissioners) schemes for the establishment of intermediate 984 and technical schools and for the application of endowments, and for administering a ½d. county rate, which was supplemented by a treasury grant not exceeding the amount raised by the rate. Certain supervisory functions were entrusted to a Central Education Board, to which are committed the duties of inspection and examination. The joint education committees have now (except for the purpose of framing schemes for endowments) been superseded by the local education authorities under the act of 1902. The public assistance afforded to secondary education in Wales under the Intermediate Act is supplemented by the grants of the Board of Education, and the Board’s revised Secondary School Regulations were applied to Wales in 1908. There were (1907-1908) 92 county secondary schools in Wales administered under schemes made under the Welsh Intermediate Act, attended by 6235 boys and 6727 girls, total 12,962; and 12 other secondary schools, of which 8 were provided by local authorities. The total attendance at all secondary schools was 13,615, viz. 6819 boys and 6796 girls. The Board of Education grant amounted to £31,090. The expenditure of the local authorities for the year 1906-1907 was £85,242.
Despite the significant differences between the social and especially the religious conditions of England and Wales, Wales continued to be treated as part of England for educational administration until quite recently. By the end of the 19th century, the notable revival of Welsh nationalism, primarily an educational and literary movement, led to a spontaneous demand from the Welsh people for a national system of higher education. Following the recommendations of a special royal commission, the Welsh Intermediate Education Act, passed in 1889, established joint education committees in every county in Wales (including Monmouthshire) made up of three nominees from the county council and two nominees from the lord president of the council. These committees were responsible for developing (under the Charity Commissioners) plans for the establishment of intermediate and technical schools, managing endowments, and overseeing a halfpenny county rate, which was supplemented by a treasury grant not exceeding the amount raised by the rate. Certain supervisory functions were assigned to a Central Education Board, responsible for inspection and examination. The joint education committees have now been replaced by local education authorities under the 1902 act, except for the purpose of developing endowment schemes. The public funding for secondary education in Wales under the Intermediate Act is supplemented by grants from the Board of Education, and the Board's updated Secondary School Regulations were applied to Wales in 1908. In the school year 1907-1908, there were 92 county secondary schools in Wales operating under plans created under the Welsh Intermediate Act, attended by 6,235 boys and 6,727 girls, totaling 12,962 students; along with 12 other secondary schools, 8 of which were provided by local authorities. The total attendance at all secondary schools was 13,615, with 6,819 boys and 6,796 girls. The Board of Education grant amounted to £31,090, while local authorities spent £85,242 in the year 1906-1907.
The number of scholars on the registers of ordinary public elementary schools in Wales was (Statistics, 1907-1908), in council schools 330,413, and in voluntary schools 100,290, total 430,703. The percentage of average attendance was 86.98. The ordinary parliamentary grant (1906-1907) was £794,161, and the net expenditure of local authorities £561,234.
The number of students registered in regular public elementary schools in Wales was (Statistics, 1907-1908), with 330,413 in council schools and 100,290 in voluntary schools, making a total of 430,703. The average attendance rate was 86.98%. The regular parliamentary grant for 1906-1907 was £794,161, and the net spending by local authorities was £561,234.
In 1907 a Welsh department of the Board of Education was established with a permanent secretary and a chief inspector, each responsible directly to the president. A movement was in progress in Wales in 1908-1909 for the creation of a national council of education under an independent minister, but this change could in any case only be effected by legislation; and meanwhile the special religious and social conditions in Wales caused administrative difficulties in working an act (that of 1902) primarily designed to meet those prevailing in England.
In 1907, a Welsh department of the Board of Education was set up with a permanent secretary and a chief inspector, both reporting directly to the president. There was a push in Wales during 1908-1909 for the establishment of a national council of education led by an independent minister, but this change could only happen through legislation. In the meantime, the unique religious and social conditions in Wales created challenges in implementing an act (from 1902) that was originally intended to address issues in England.
United States.
USA.
History.—The first white settlers who came to North America were typical representatives of those European peoples who had made more progress in civilization than any other in the world. Those settlers, in particular those Beginnings. from England and from Holland, brought with them the most advanced ideas of the time on the subject of education. The conditions of life in the New World emphasized the need of schools and colleges, and among the earliest public acts of the settlers were provisions to establish them. The steps taken between 1619 and 1622 to provide schools for the colony of Virginia were frustrated by the Indian war which broke out in the latter year, and were never successfully renewed during the colonial period. In New York, where the influence of the Dutch was at first predominant, elementary schools were maintained at the public expense, and were intended for the education of all classes of the population. This policy reflected the very advanced views as to public elementary education which were then held in the Netherlands. The assumption of control in the colony of New York by the English was a distinct check to the development of public elementary education, and little or no further progress was made until after the Revolution. The most systematic educational policy was pursued in the colony of Massachusetts. As early as 1635, five years after it was founded, the town of Boston took action to the end that “our brother Philemon Pormort shall be entreated to become schoolmaster for the teaching and nurturing children with us.” The General Court of the colony in 1636 made the first appropriation for what was to become Harvard College, taking its name in honour of the minister, John Harvard, who died in 1638, leaving his library and one-half of his property, having a value of £800, to the new institution. The amount of this appropriation of 1636 (£400) was remarkable in that it was probably equal to the whole colony tax for a year. In 1642 followed a legislative act which, while saying nothing of schools, gave to the selectmen in every town power to oversee both the education and the employment of children. It is made the duty of the selectmen to see that the children can read and understand the principles of religion and the capital laws of the country, and that they are put to some useful work.
History.—The first white settlers who arrived in North America were typical representatives of the European peoples who had progressed further in civilization than anyone else in the world. These settlers, particularly those from England and Holland, brought with them the most advanced ideas of their time regarding education. The conditions of life in the New World highlighted the need for schools and colleges, and among the settlers’ earliest public actions were efforts to establish them. The initiatives taken between 1619 and 1622 to provide schools for the Virginia colony were disrupted by the Indian war that broke out in the latter year, and those efforts were never successfully resumed during the colonial period. In New York, where Dutch influence was initially strong, elementary schools were funded by the government and aimed at educating all classes of the population. This policy reflected the progressive views on public elementary education that were held in the Netherlands at the time. The English takeover of the New York colony hindered the development of public elementary education, and little progress was made until after the Revolution. The most organized educational policy was implemented in the Massachusetts colony. As early as 1635, just five years after its founding, the town of Boston took steps to ensure that “our brother Philemon Pormort shall be invited to become schoolmaster for teaching and nurturing children among us.” In 1636, the General Court of the colony made the first funding allocation for what would become Harvard College, named in honor of the minister, John Harvard, who passed away in 1638, leaving his library and half of his estate, valued at £800, to the new institution. This 1636 appropriation amount (£400) was significant, likely equal to the total colony tax for a year. In 1642, a legislative act was passed that, although it did not mention schools, empowered selectmen in every town to oversee both the education and employment of children. The selectmen were tasked with ensuring that children could read and comprehend the principles of religion and the major laws of the country, and that they were engaged in some useful work.
Five years later, in 1647, was enacted the law which is not only the real foundation of the Massachusetts school system, but the type of later legislation throughout the United States. This epoch-making act, the first of its kind in the world, represented the public opinion of a colony of about 20,000 persons, living in thirty towns. It required every town of fifty house-holders to establish a school, the master of which should be paid either by the parents of the children taught or by public tax, as the majority of the town committee might decide; and it further required every town of one hundred families or house-holders to set up a grammar school in which pupils might be prepared for the “University,” as the new institution at Cambridge was designated. Moreover, a penalty was attached to neglect of this legislative requirement, in the form of a fine to be devoted to the maintenance of the nearest school. Horace Mann said of the act of 1647: “It is impossible for us adequately to conceive the boldness of the measure, which aimed at universal education through the establishment of free schools. As a fact it had no precedent in the world’s history; and, as a theory, it could have been refuted and silenced by a more formidable array of argument and experience than was ever marshalled against any other institution of human origin. But time has ratified its soundness. Two centuries of successful operation now proclaim it to be as wise as it was courageous, and as beneficent as it was disinterested.” The significance of these acts of 1642 and 1647 is that they foreshadow the whole American system of education, including elementary schools, secondary schools and colleges, and that they indicate the principles upon which that system rests. These principles as summarized by George H. Martin in his Evolution of the Massachusetts Public School System are the following:—(1) The universal education of youth is essential to the well-being of the state. (2) The obligation to furnish this education rests primarily upon the parent. (3) The state has a right to enforce this obligation. (4) The state may fix a standard which shall determine the kind of education and the minimum amount. (5) Public money raised by general tax may be used to provide such education as the state requires. The tax may be general, though the school attendance is not. (6) Education higher than the rudiments may be supplied by the state. Opportunity must be provided at the public expense for youths who wish to be fitted for college. These principles have now found expression in the public acts of every state, and upon them education in the United States is founded.
Five years later, in 1647, the law was enacted that not only laid the real foundation of the Massachusetts school system but also set the standard for later legislation across the United States. This groundbreaking act, the first of its kind in the world, reflected the public opinion of a colony of about 20,000 people living in thirty towns. It required every town with fifty householders to establish a school, and the teacher’s salary was to be paid either by the children’s parents or through public taxes, as determined by the town committee. Furthermore, every town with one hundred families or householders was required to set up a grammar school to prepare students for the "University," which was the new institution at Cambridge. A penalty for not meeting this legislative requirement was included, in the form of a fine that would go towards supporting the nearest school. Horace Mann remarked on the act of 1647: “It is impossible for us to fully grasp the boldness of the measure, which aimed at universal education through the establishment of free schools. In fact, it had no precedent in the history of the world; and as a theory, it could have been challenged by a more powerful array of arguments and experiences than have ever been presented against any other human institution. But time has confirmed its validity. Two centuries of successful operation now demonstrate that it is as wise as it was brave, and as beneficial as it was selfless.” The importance of these acts of 1642 and 1647 is that they foreshadow the entire American education system, including elementary schools, secondary schools, and colleges, and they indicate the principles on which that system is based. These principles, summarized by George H. Martin in his Evolution of the Massachusetts Public School System, are as follows:—(1) Universal education of youth is essential to the well-being of the state. (2) The primary responsibility to provide this education falls on the parents. (3) The state has the right to enforce this obligation. (4) The state may establish standards that determine the type of education and the minimum amount required. (5) Public funds raised through general taxation may be used to provide the education mandated by the state. The tax may be general, even if school attendance is not. (6) The state may offer education beyond the basics. Opportunities must be provided at public expense for youths who wish to prepare for college. These principles have now been reflected in the public laws of every state, and upon them, education in the United States is built.
Despite the praiseworthy attempts made in New York, New Jersey and Pennsylvania to develop schools and school systems, very little was accomplished in those colonies which was permanent. The sentiment in the more southern Development. colonies was, as a rule, unfriendly to free schools, and nothing of importance was attempted in that section of the country until the time of Thomas Jefferson. Through religious zeal or philanthropy colleges were founded as far south as Virginia, and no fewer than ten of these institutions were in operation in 1776. Their present names and the dates of their foundation are: Harvard University, Massachusetts (1636); College of William and Mary, Virginia (1693); Yale University, Connecticut (1701); Princeton University, New Jersey (1746); Washington and Lee University, Virginia (1749); University of Pennsylvania, Pennsylvania (1749); Columbia University, New York (1754); Brown University, Rhode Island (1764); Rutgers College, New Jersey (1766); and Dartmouth College, New Hampshire (1769). In the colleges the ecclesiastical spirit was at first almost uniformly dominant. The greater number of their students were preparing for the ministry in some one of the branches of the Protestant Church. These facts caused the grammar schools to take on more and more the character of college-preparatory schools; and when this was brought about they supplied the educational needs of but one portion of the community. As time passed, the interdependence of governmental 985 and ecclesiastical interests began to weaken in the colonies, and there arose among those who represented the new secularizing tendency a distrust of the colleges and their influence. This gave rise to a new and influential type of school, the academy, which took its name from the secondary schools established in England by the dissenting religious bodies during the latter part of the seventeenth century at the suggestion of Milton. These academies were intended to give an education which was thought to be more practical than that offered by the colleges, and they drew their students from the so-called middle classes of society. The older academies were usually endowed institutions, organized under the control of religious organizations or of self-perpetuating boards of trustees. Their programme of studies was less restricted than that of the grammar schools, and they gave new emphasis to the study of the English language and its literature, of mathematics and of the new sciences of nature. For two generations the academies were a most beneficent factor in American education, and they supplied a large number of the better-prepared teachers for work in other schools. These schools were in a sense public in that they were chartered, but they were not directly under public control in their management. Early in the 19th century there arose a well-defined demand for public secondary schools—high schools, as they are popularly known. They were the direct outgrowth of the elementary school system. Boston, Philadelphia, Baltimore and New York were the first of the large cities to establish schools of this type, and they spread rapidly. These public secondary schools met with opposition, however, springing partly from the friends of the academies, and partly from those who held that governmental agency should be restricted to the field of elementary education. The legal questions raised were settled by a decision of the supreme court of Michigan, which contained these words: “Neither in our state policy, in our constitution, nor in our laws do we find the primary school districts restricted in the branches of knowledge which their officers may cause to be taught, or the grade of instruction that may be given, if their voters consent, in regular form, to bear the expense and raise the taxes for the purpose.” This decision gave marked impetus to the development of public secondary or high schools, and they have increased rapidly in number. The academies have relatively declined, and in the Western states are almost unknown.
Despite the commendable efforts made in New York, New Jersey, and Pennsylvania to establish schools and education systems, very little was achieved in these colonies that lasted. The attitude in the southern colonies was generally not supportive of free schools, and little significant action was taken in that region until the time of Thomas Jefferson. Driven by religious passion or philanthropy, colleges were founded as far south as Virginia, and by 1776, there were at least ten of these institutions in operation. Their current names and founding dates are: Harvard University, Massachusetts (1636); College of William and Mary, Virginia (1693); Yale University, Connecticut (1701); Princeton University, New Jersey (1746); Washington and Lee University, Virginia (1749); University of Pennsylvania, Pennsylvania (1749); Columbia University, New York (1754); Brown University, Rhode Island (1764); Rutgers College, New Jersey (1766); and Dartmouth College, New Hampshire (1769). Initially, these colleges were heavily influenced by religious values. Most students were preparing for various roles in the Protestant Church. This led grammar schools to increasingly resemble college-preparatory institutions, which only served the educational needs of a portion of the community. Over time, the connection between government and religious interests began to weaken in the colonies, leading those who favored a more secular approach to become skeptical of the colleges and their influence. This skepticism gave rise to a new and significant type of school, the academy, named after the secondary schools established in England by dissenting religious groups in the late seventeenth century under Milton's suggestion. These academies aimed to provide a more practical education than the colleges offered and attracted students from the so-called middle classes. The older academies were typically funded institutions run by religious organizations or self-perpetuating boards of trustees. Their curriculum was less restrictive than that of grammar schools, emphasizing the English language and literature, mathematics, and the new natural sciences. For two generations, the academies played a vital role in American education, supplying many well-prepared teachers for other schools. These schools were publicly chartered but were not directly controlled by the government. In the early 19th century, a strong demand for public secondary schools—commonly known as high schools—emerged. They were a direct result of the elementary school system. Boston, Philadelphia, Baltimore, and New York were the first major cities to establish these schools, and they spread quickly. However, these public secondary schools faced opposition partly from supporters of academies and partly from those who believed that government should only focus on elementary education. Legal challenges were resolved by a Michigan supreme court decision that stated: “Neither in our state policy, in our constitution, nor in our laws do we find the primary school districts restricted in the branches of knowledge which their officers may cause to be taught, or the grade of instruction that may be given, if their voters consent, in regular form, to bear the expense and raise the taxes for the purpose.” This decision significantly boosted the growth of public secondary or high schools, which have rapidly increased in number, while the academies have relatively declined and are almost nonexistent in the Western states.
Meanwhile the elementary school system had grown rapidly. The school district, the smallest civil division, was created in Connecticut in 1701, in Rhode Island about 1750, and in Massachusetts in 1789. From the point of view of efficient, well-supported schools, it has been felt since the time of Horace Mann that the substitution of the small school district for the town as the unit of school administration was a mistake. Yet the school district has exercised a profound influence for good upon the American people. In New York state, for example, there were in 1900 over eleven thousand school districts, and in Illinois over twelve thousand. The districts are small in extent and often sparsely settled. Their government is as democratic as possible. The resident legal voters, often including women, hold a meeting at least once a year. They elect trustees to represent them in the employment of the teacher and the management of the school. They determine whether a new schoolhouse shall be built, whether repairs shall be made, and what sum of money shall be raised for school purposes. In the rural districts this system has often been itself a school in patriotism and in the conduct of public affairs. Recently the tendency is to merge the school districts into the township, in order that larger and better schools may be maintained, and that educational advantages may be distributed more evenly among the people. Most of the southern states have the county system of school administration. This is because the county, rather than the township, has been the political unit in the south from the beginning. Special laws have been made for the school system in cities, and the form of these laws differs very much. In nearly every city there is a separate board of education, sometimes chosen by the voters, sometimes appointed by the mayor or other official, which board has full control of the schools. The city board of education has as its executive officer a superintendent of schools, who has become a most important factor in American educational administration. He exerts great influence in the selection of teachers, in the choice of text-books, in the arrangement of the programme of studies, and in the determination of questions of policy. Sometimes he is charged by law with the initiative in some or all of these matters. He is usually a trained administrator as well as an experienced teacher. The first superintendent was appointed in 1837 at Buffalo. Providence followed in 1839, New Orleans in 1841, Cleveland in 1844, Baltimore in 1849, Cincinnati in 1850, Boston in 1851, New York, San Francisco and Jersey City in 1852, Newark and Brooklyn in 1853, Chicago and St Louis in 1854, and Philadelphia in 1883. In general, it may be said that the progress of public education in the United States is marked by (1) compulsory schools, (2) compulsory licensing of teachers, (3) compulsory school attendance, and (4) compulsory school supervision, and by the increasingly efficient administration of these provisions. The compulsion comes in each case from the state government, which alone, in the American system, has the power to prescribe it and to enforce it. Each state is therefore an independent educational unit, and there is no single, uniform American system of education in any legal sense. In fact, however, the great mass of the American people are in entire agreement as to the principles which should control public education; and the points in which the policies of the several states are in agreement are greater, both in number and in importance, than those in which they differ. An American educational system exists, therefore, in spirit and in substance, even though not in form.
Meanwhile, the elementary school system had grown quickly. The school district, the smallest civil division, was established in Connecticut in 1701, in Rhode Island around 1750, and in Massachusetts in 1789. From the perspective of effective, well-funded schools, it has been believed since Horace Mann's time that replacing the town with the small school district as the unit of school administration was a mistake. Yet, the school district has had a significant positive impact on the American people. For instance, in New York state, there were over eleven thousand school districts in 1900, and in Illinois, there were more than twelve thousand. These districts are small and often not densely populated. Their governance is as democratic as possible. The legal residents, often including women, hold a meeting at least once a year. They elect trustees to represent them in hiring teachers and managing the school. They decide whether to build a new schoolhouse, make repairs, and determine how much money to raise for school purposes. In rural districts, this system has often served as a lesson in patriotism and civic responsibility. Recently, there has been a trend to merge school districts into townships to support larger and better schools and distribute educational advantages more evenly among the people. Most southern states have a county system for school administration because the county, rather than the township, has been the political unit in the South since the beginning. Special laws have been enacted for school systems in cities, and these laws vary widely. In almost every city, there is a separate board of education, sometimes elected by voters and sometimes appointed by the mayor or another official, which has full control over the schools. The city board of education has a superintendent of schools as its executive officer, who has become a vital part of American educational administration. He has significant influence on selecting teachers, choosing textbooks, arranging the curriculum, and making policy decisions. Sometimes, he is legally required to take the lead in these areas. He is usually a trained administrator and an experienced teacher. The first superintendent was appointed in 1837 in Buffalo. Providence followed in 1839, New Orleans in 1841, Cleveland in 1844, Baltimore in 1849, Cincinnati in 1850, Boston in 1851, New York, San Francisco, and Jersey City in 1852, Newark and Brooklyn in 1853, Chicago and St. Louis in 1854, and Philadelphia in 1883. Overall, the progress of public education in the United States is characterized by (1) mandatory schools, (2) mandatory teacher licensing, (3) mandatory school attendance, and (4) mandatory school supervision, along with increasingly efficient management of these provisions. The enforcement comes from the state government, which alone possesses the authority to mandate and implement it. Each state is therefore an independent educational unit, and there is no single, uniform American education system in any legal sense. However, the vast majority of Americans largely agree on the principles that should govern public education, and the points where the policies of the various states align are greater in number and importance than those where they differ. An American educational system exists, therefore, in spirit and substance, even if not in form.
Neither in the Declaration of Independence nor in the Constitution of the United States is there any mention of education. The founders of the nation were by no means indifferent to education, but they shared the common view of National policy. their time, which was that the real responsibility for the maintenance of schools and the expense of maintaining them should fall upon the several local communities. The relation of government to education was not then a subject of ordinary consideration or discussion. Later, when this question did arise and the power of taxation was involved, the several states assumed control of education, as it was necessary that they should do. Nevertheless, from the very beginning the national government has aided and supported education, while not controlling it. This policy dates from the 13th of July 1787, when there was passed the famous “Ordinance for the Government of the Territory of the United States North-West of the River Ohio,” meaning the territory north and west of the Ohio river now represented by the states of Ohio, Indiana, Illinois, Michigan, Wisconsin, and the eastern side of Minnesota, embracing more than 265,000 sq. m. of territory. This ordinance contains this declaration: “Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall for ever be encouraged.” The Ordinance of 1787 also reaffirmed the provisions of the so-called Land Ordinance of 1785, by which section No. 16 in every township (a township consists of 36 numbered sections of 1 sq. m. each), or one thirty-sixth of the entire north-west territory, was set aside for the maintenance of public schools within the township. The funds derived from the sale and lease of these original “school lands” form the major portion of the public school endowment of the states formed out of the north-west territory. The precedent thus established became the policy of the nation. Each state admitted prior to 1848 reserved section No. 16 in every township of public land for common schools. Each state admitted since 1848 (Utah being an exception, and having four sections) has reserved sections No. 16 and No. 36 in every township of public lands for this purpose. In addition, the national government has granted two townships in every state and territory containing public lands for seminaries or universities. A third land grant is that made in 1862 for colleges of agriculture and the mechanical arts. The sum total of these three land grants amounted in 986 1900 to 78,659,439 acres, to which there must be added various special grants made from time to time to the states and devoted to education. The portion of the public domain so set apart in 1900 amounted in all to 86,138,473 acres, or 134,591 English sq. m. This is an area greater than those of the six New England states, New York, New Jersey, Maryland and Delaware added together. It is a portion of the earth’s surface as great as the kingdom of Prussia, about seven-tenths as great as France, and considerably greater than the combined areas of Great Britain (including the Channel Islands) and the kingdom of Holland. Besides the enormous grants of land in aid of education, the national government has maintained since 1802 a military academy at West Point, New York, for the training of officers for the army, and since 1845 a naval academy at Annapolis, Maryland, for the training of officers for the navy. It has also taken charge of the education of the children of uncivilized Indians, and of all children in Alaska. It has voted, by act of 1887, a perpetual endowment of $15,000 a year for each agricultural experiment station connected with a state agricultural college, and, by act of 1890, an additional endowment of $25,000 a year for each of the agricultural colleges themselves. The aggregate value of land and money given by the national government for education in the several states and territories is about $300,000,000.
Neither the Declaration of Independence nor the Constitution of the United States mentions education. The nation's founders were not indifferent to education, but they shared the common view of their time, which was that the real responsibility for maintaining schools and covering their expenses should fall on local communities. The government's role in education was not a typical topic of consideration or discussion back then. Later, when the issue arose and taxation power was involved, the states took control of education, which they needed to do. However, from the very beginning, the national government has supported education without controlling it. This policy originates from July 13, 1787, when the famous “Ordinance for the Government of the Territory of the United States North-West of the River Ohio” was passed, addressing the territory north and west of the Ohio River, now represented by Ohio, Indiana, Illinois, Michigan, Wisconsin, and the eastern side of Minnesota, encompassing over 265,000 square miles. This ordinance includes this declaration: “Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.” The Ordinance of 1787 also reaffirmed the provisions of the Land Ordinance of 1785, which set aside section No. 16 in every township (a township consists of 36 numbered sections of 1 square mile each), or one thirty-sixth of the entire north-west territory, for the maintenance of public schools within the township. The funds from the sale and lease of these original “school lands” make up a large portion of the public school endowment for the states formed from the north-west territory. The precedent established became the national policy. Each state admitted before 1848 reserved section No. 16 in every township of public land for common schools. States admitted after 1848 (Utah being an exception, with four sections) have reserved sections No. 16 and No. 36 in every township of public land for this purpose. Additionally, the national government has granted two townships in every state and territory with public lands for seminaries or universities. A third land grant was made in 1862 for colleges of agriculture and the mechanical arts. By 1900, the total area covered by these three land grants was 78,659,439 acres, with various special grants made to states for education added to that. The portion of the public domain set aside in 1900 totaled 86,138,473 acres, or 134,591 English square miles. This area is larger than the combined areas of the six New England states, New York, New Jersey, Maryland, and Delaware. It covers a land area equivalent to the kingdom of Prussia, about 70% of France's size, and significantly larger than the combined areas of Great Britain (including the Channel Islands) and the kingdom of Holland. In addition to the extensive land grants for education, the national government has maintained a military academy at West Point, New York, since 1802 for training army officers, and a naval academy at Annapolis, Maryland, since 1845 for training navy officers. It has also taken charge of educating the children of uncivilized Indians and all children in Alaska. Through an act in 1887, it established a perpetual endowment of $15,000 a year for each state agricultural college's associated agricultural experiment station, and in 1890, an additional endowment of $25,000 a year for each agricultural college itself. The total value of land and funds provided by the national government for education in the various states and territories is about $300,000,000.
In 1867 the Congress established a bureau of education, presided over by a commissioner who is under the jurisdiction of the secretary of the interior, the purpose of which is declared to be to collect “such statistics and facts Bureau of education. as shall show the condition and progress of education in the several states and territories, and of diffusing such information respecting the organization and management of school systems and methods of teaching as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country.” The bureau has therefore no direct power over the educational policy of the several states. It has, however, exercised a potent influence for good in its advisory capacity. Up to 1900 this bureau had published 360 separate volumes and pamphlets, including 31 annual reports, covering from 800 to 2300 pages each; and the number has since been much increased. The annual reports alone of the Commissioner of Education are mines of information. These standard works of reference are distributed gratuitously in large numbers to libraries, school officials and other persons interested, and to foreign governments. The several commissioners of education have been: Henry Barnard, 1867-1870; John Eaton, 1870-1886; Nathaniel H.R. Dawson, 1886-1889; William T. Harris,3 1889-1906; Elmer Ellsworth Brown, 1906- .
In 1867, Congress created a bureau of education, led by a commissioner under the jurisdiction of the secretary of the interior. Its purpose is to collect “statistics and facts Department of Education. that show the condition and progress of education in various states and territories, and to share information about the organization and management of school systems and teaching methods to help the people of the United States establish and maintain effective school systems, as well as promote education nationwide.” The bureau doesn’t have direct control over educational policy in the states. However, it has had a significant positive impact in an advisory role. Up to 1900, this bureau had published 360 separate volumes and pamphlets, including 31 annual reports, each ranging from 800 to 2300 pages; and the number has since increased significantly. The annual reports from the Commissioner of Education are rich sources of information. These reference works are distributed for free in large quantities to libraries, school officials, and others interested, as well as to foreign governments. The various commissioners of education have included: Henry Barnard, 1867-1870; John Eaton, 1870-1886; Nathaniel H.R. Dawson, 1886-1889; William T. Harris,3 1889-1906; Elmer Ellsworth Brown, 1906- .
In the United States the sovereign powers are not all lodged in one place. Such of those powers as are not granted by the Constitution to the national government are reserved to the states respectively, or to the people. The power State governments and education. to levy taxes for the support of public education has been almost universally held to be one of the powers so reserved. The inhabitants of the several local communities, however indisposed they may have been to relinquish absolute control of their own schools, have been compelled to yield to the authority of the state government whenever it has been asserted, for except under such authority no civil division—county, city, township, or school district—possesses the power to levy taxes for school purposes. Moreover, since the exercise of state authority has uniformly improved the quality of the schools, it has usually been welcomed, not resisted. In general, it may be said that the state has used its authority to prescribe a minimum of efficiency which schools and teachers must reach, and it enforces this minimum through inspection and the withholding of its proper share of the state school fund from any locality where schools or teachers are permitted to fall below the required standard. In extreme cases the state authorities have interfered directly to prevent the evil results of local inefficiency or contumacy. In addition, the states, almost without exception, maintain at their own expense schools for the training of teachers, known as normal schools. Many of the states also offer inducements to the cities, towns and districts to exceed the prescribed minimum of efficiency. Through the steady exercise of state supervision the school buildings have improved, the standard for entrance upon the work of teaching has been raised, the programme of studies has been made more effective and more uniform, and the length of the school term has increased. The Constitution of every state now contains some provision as to public education. Each state has an executive officer charged with the enforcement of the state school laws. Sometimes, as in New York, this official has plenary powers; sometimes, as in Massachusetts and Ohio, he is little more than an adviser. In twenty-nine states this official is known as the superintendent of public instruction; in Massachusetts and Connecticut he is called secretary of the state board of education; other titles used are commissioner of public schools, superintendent of common schools, and superintendent of public schools. The schools are administered, on behalf of the taxpayers, by an elected board of school trustees in rural school districts, and by an elected (though sometimes appointed) board of education or school committee in cities and towns. In 836 cities and towns there is a local superintendent of schools, who directs and supervises the educational work and acts as the executive officer of the board of education. The schools in the rural districts are under the direct supervision of a county superintendent of schools or similar official, who is often chosen by the people, but who sometimes is named by the state authorities. The county and city superintendents are often charged with the duty of holding examinations for entrance upon the work of teaching, and of issuing licences to those persons who pass the examinations. This system works best where it is carefully regulated by state law. Thirty states, one territory, and the District of Columbia have enacted compulsory education laws, but the enforcement of them is usually very lax. In fifteen states and territories there are no compulsory education laws, although there are in existence there fully organized school systems free to all children. The usual age during which school attendance is required is from 8 to 14. Provision is made in Maine, New Hampshire, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Indiana, Minnesota and Michigan, for sending habitual truants to some special institution. Laws forbidding the employment of children under a specified minimum age in any mercantile or manufacturing establishment are in force in twelve states, and are usually administered in connexion with the compulsory education laws.
In the United States, not all governing powers are located in one place. The powers that the Constitution doesn't grant to the national government are reserved for the states or the people. The ability to collect taxes for public education is widely recognized as one of those reserved powers. Although local communities have often been reluctant to give up full control of their schools, they have had to submit to state government authority whenever it has been asserted, because no local division—whether county, city, township, or school district—can levy taxes for schools without that authority. Furthermore, since state authority has consistently improved the quality of schools, it is usually welcomed rather than resisted. Generally, the state establishes a minimum level of efficiency that schools and teachers must achieve, and it enforces this standard through inspections and by withholding state funds from any locality where schools or teachers fall below the expected level. In severe cases, state authorities have stepped in directly to counter the negative outcomes of local inefficiency or defiance. Additionally, almost all states maintain their own teacher training schools, known as normal schools. Many states also encourage cities, towns, and districts to surpass the established minimum efficiency. Through ongoing state oversight, school facilities have improved, the qualifications for teaching have been raised, course offerings have become more effective and standardized, and the length of the school year has increased. Every state Constitution now includes some provision for public education. Each state has an executive officer responsible for enforcing state school laws. In some states, like New York, this official has full powers; in others, like Massachusetts and Ohio, they serve mainly as an adviser. In twenty-nine states, this position is called the superintendent of public instruction; in Massachusetts and Connecticut, it's known as the secretary of the state board of education; other titles include commissioner of public schools, superintendent of common schools, and superintendent of public schools. Schools are managed, on behalf of taxpayers, by an elected board of school trustees in rural districts, and by an elected (though sometimes appointed) board of education in cities and towns. In 836 cities and towns, there is a local superintendent of schools who oversees educational activities and acts as the executive officer of the board of education. Schools in rural areas are directly supervised by a county superintendent of schools or a similar official, who is often elected by the community but can also be appointed by state authorities. County and city superintendents often oversee entrance exams for teachers and issue licenses to those who pass. This system is most effective when regulated by state law. Thirty states, one territory, and the District of Columbia have implemented compulsory education laws, but enforcement is often very lax. In fifteen states and territories, there are no compulsory education laws, although well-organized school systems are available to all children. Typically, school attendance is required from ages 8 to 14. In Maine, New Hampshire, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Indiana, Minnesota, and Michigan, there are provisions for sending habitual truants to specialized institutions. Laws prohibiting the employment of children under a certain minimum age in commercial or manufacturing businesses are active in twelve states and are typically enforced alongside the compulsory education laws.
The universal establishment in America of public secondary schools (high schools), and the existence of state universities in all of the states south and west of Pennsylvania, have brought into existence a system of state education which reaches from the kindergarten and the elementary school to the graduate instruction offered at state colleges and universities. This system includes (1) about 1500 free public kindergartens scattered over fifteen states; (2) free public elementary schools within reach of almost every home in the land; (3) free public secondary schools (high schools) in every considerable city or town and in not a few rural communities; (4) free land grant colleges, supported in large part by the proceeds of the nation’s endowment of public lands, paying particular attention to agriculture and the mechanical arts, in all the states; (5) state universities, free or substantially so, in all the states south and west of Pennsylvania; (6) free public normal schools, for the professional training of teachers, in nearly every state; (7) free schools for the education of defectives in nearly all the states; and (8) the national academies at West Point and Annapolis for the professional training of military and naval officers respectively.
The widespread establishment of public secondary schools (high schools) across America, along with the presence of state universities in all states south and west of Pennsylvania, has created a state education system that spans from kindergarten and elementary school to graduate programs at state colleges and universities. This system includes (1) about 1500 free public kindergartens located in fifteen states; (2) free public elementary schools accessible to nearly every home in the country; (3) free public secondary schools (high schools) in all significant cities or towns and in many rural areas; (4) free land grant colleges, largely funded by the proceeds from the nation’s public land endowment, with a focus on agriculture and technical education, in all states; (5) state universities, offered for free or at low cost, in all states south and west of Pennsylvania; (6) free public normal schools for the professional training of teachers in nearly every state; (7) free schools for educating individuals with disabilities in almost all states; and (8) the national academies at West Point and Annapolis for the specialized training of military and naval officers, respectively.
Miss Susan E. Blow, herself the leading exponent of kindergarten principles in the United States, has pointed out that the history of the kindergarten movement reveals four distinct 987 stages in its development: the pioneer stage, having Boston as Kindergartens. its centre; the philanthropic stage, which began in the village of Florence, Mass., and reached its climax at San Francisco, California; the national or strictly educational stage, which began at St Louis; and the so-called maternal stage, which from Chicago as a centre is spreading over the entire country. During the first stage public attention was directed to a few of the most important aspects of Froebel’s teaching. During the second stage the kindergarten was valued largely as a reformatory and redemptive influence. During the third stage the fundamental principles underlying kindergarten training were scientifically studied and expounded, and the kindergarten became part of the public school system of the country. The fourth stage, which, like the third, is fortunately still in existence, aims at making the kindergarten a link between the school and the home, and so to use it to strengthen the foundations and elevate the ideals of family life. By 1898 there were 4363 kindergartens in the United States (1365 of which were public), employing 9937 teachers (2532 in the public kindergartens) and enrolling 189,604 children (95,867 in the public kindergartens). Of the 164 public normal schools, 36 made provision for training kindergarten teachers. The scientific and literary activity of some of the private kindergarten training classes is very great, and they exert a beneficial and stimulating effect on teaching in the elementary schools. It is generally admitted that from the point of view of the children, of the teachers, of the schools, and of the community at large, the kindergarten has been and is an inspiration of incalculable value.
Miss Susan E. Blow, the foremost advocate for kindergarten principles in the United States, has pointed out that the history of the kindergarten movement shows four distinct stages in its development: the pioneer stage, centered in Boston; the philanthropic stage, which started in Florence, Mass., and peaked in San Francisco, California; the national or strictly educational stage, which began in St. Louis; and the so-called maternal stage, which is spreading from Chicago across the entire country. During the first stage, public attention focused on a few key aspects of Froebel’s teachings. In the second stage, kindergartens were primarily seen as a reformatory and redemptive force. The third stage involved a scientific study of the fundamental principles behind kindergarten training, and kindergartens became integrated into the public school system. The fourth stage, like the third, is still active today, aiming to make kindergartens a bridge between school and home, thereby strengthening the foundations and raising the ideals of family life. By 1898, there were 4,363 kindergartens in the United States (1,365 of which were public), employing 9,937 teachers (2,532 in public kindergartens) and enrolling 189,604 children (95,867 in public kindergartens). Of the 164 public normal schools, 36 offered training for kindergarten teachers. The scientific and literary work done by some private kindergarten training classes is significant, positively influencing teaching in elementary schools. It's widely recognized that from the perspectives of children, teachers, schools, and the community, kindergartens have provided invaluable inspiration.
The elementary school course is from six to nine years in length, the ordinary period being eight years. The pupils enter at about six years of age. In the cities the elementary schools are usually in session for five hours daily, Elementary schools. except Saturday and Sunday, beginning at 9 A.M. There is an intermission, usually of an hour, at midday, and short recesses during the sessions. In the small rural schools the pupils are usually ungraded, and are taught singly or in varying groups. In the cities and towns there is a careful gradation of pupils, and promotions from grade to grade are made at intervals of a year or of a half-year. The best schools have the most elastic system of gradation and the most frequent promotions. In a number of states there are laws authorizing the conveyance of children to school at the public expense, when the schoolhouse is unduly distant from the homes of a portion of the school population. Co-education (q.v.) in the elementary school has been the salutary and almost uniform practice in the United States. The programme of studies in the elementary school includes English (reading, writing, spelling, grammar, composition), arithmetic (sometimes elementary algebra also, or plane geometry in the upper grades), geography, history of the United States, and elementary natural science, including human physiology and hygiene. Physical training, vocal music, drawing and manual training are often taught. Sometimes a foreign language (Latin, German or French) and the study of general history are begun. Formal instruction in manners and morals is not often found, but the discipline of the school offers the best possible training in the habits of truthfulness, honesty, obedience, regularity, punctuality and conformity to order. Religious teaching is not permitted, although the exercises of the day are often opened with reading from the Bible, the repetition of the Lord’s Prayer and the singing of a hymn. Corporal punishment is not infrequent, but is forbidden by law in New Jersey, and in many states may be used only under restrictions. Text-books are used as the basis of the instruction given, and the pupils “recite” in class to the teacher, who, by use of illustration and comment, makes clear the subject-matter of the prescribed lesson. The purpose of the recitation method is to make the work of each pupil help that of his companion. Skilfully used, it is the most effectual instrument yet devised for elementary school instruction.
The elementary school lasts from six to nine years, typically around eight years. Students usually start at around six years old. In cities, elementary schools typically run for five hours each day, Elementary schools. Monday through Friday, starting at 9 AM There’s usually a one-hour break at midday and short breaks throughout the day. In smaller rural schools, students are often ungraded and are taught individually or in mixed groups. In cities and towns, students are carefully grouped by grade, and promotions happen every year or every six months. The best schools have flexible grading systems and frequent promotions. In several states, laws allow for the transportation of children to school at public expense when the school is too far from some students' homes. Co-education (q.v.) in elementary schools has been a beneficial and almost standard practice in the United States. The curriculum in elementary school includes English (reading, writing, spelling, grammar, composition), arithmetic (sometimes basic algebra or plane geometry in higher grades), geography, U.S. history, and basic natural science, which covers human physiology and hygiene. Physical education, music, art, and manual skills are often part of the program. Occasionally, foreign languages (Latin, German, or French) and the study of general history are introduced. Formal lessons on manners and morals are uncommon, but the school environment provides solid training in habits like honesty, obedience, regularity, punctuality, and following rules. Religious instruction is not allowed, although the school day often starts with Bible readings, the Lord’s Prayer, and singing a hymn. Corporal punishment happens occasionally but is banned by law in New Jersey, and in many states, it can only be used under certain conditions. Textbooks form the foundation of the instruction, and students "recite" in class to the teacher, who uses examples and comments to clarify the lesson material. The goal of the recitation method is to have each student's work support their classmates' learning. When used effectively, it is the most effective tool created for elementary school teaching.
The secondary school course is normally four years in length. The principal subjects studied are Latin, Greek, French, German, algebra, geometry, physics, chemistry, physical geography, physiology, rhetoric, English literature, civics and history. Secondary schools. Although but 11.36% of the students in public high schools and 25.36% of those in private secondary schools are preparing for a college or scientific school, yet the conditions prescribed by the colleges for admission to their courses affect powerfully both the secondary school programme and the methods of teaching. Of late years no educational topic has been more widely discussed than that as to the proper relations of secondary schools and colleges. As a result, special examinations for admission to college are either greatly simplified or entirely abolished, and the secondary studies are much more substantial and better taught than formerly. An increasing proportion of secondary school teachers are college graduates. The most extraordinary characteristic of secondary education in recent years is the rapid increase in the number of students taking Latin as a school subject. Meanwhile the proportion of those studying physics and chemistry has fallen off slightly. The rate of increase in the number of pupils who study Latin is fully twice as great as the rate of increase in the number of secondary school students. Between 1890 and 1896, while the number of students in private secondary schools increased 12%, the number of students in public secondary schools increased 87%. Since 1894 the number of students in private secondary schools has steadily declined.
The secondary school program typically lasts four years. The main subjects taught include Latin, Greek, French, German, algebra, geometry, physics, chemistry, physical geography, physiology, rhetoric, English literature, civics, and history. High schools. Even though only 11.36% of students in public high schools and 25.36% in private secondary schools are preparing for college or scientific schools, the requirements set by colleges for admission significantly influence both the secondary school curriculum and teaching methods. In recent years, no educational topic has been more widely debated than the proper relationship between secondary schools and colleges. As a result, special college entrance exams have either been greatly simplified or completely eliminated, and the secondary curriculum is now more substantial and better taught than in the past. A growing number of secondary school teachers are college graduates. One of the most remarkable trends in secondary education recently is the rapid rise in the number of students taking Latin as a subject. At the same time, the proportion of students studying physics and chemistry has dropped slightly. The increase in the number of pupils studying Latin is fully twice that of the overall increase in secondary school enrollment. Between 1890 and 1896, while enrollment in private secondary schools grew by 12%, enrollment in public secondary schools surged by 87%. Since 1894, the number of students in private secondary schools has consistently decreased.
The American college, although it is the outgrowth of the English colleges of Oxford and of Cambridge, has developed into an institution which has no counterpart in Europe. The college course of study, at first three years in The colleges. length, was soon extended to four years, and the classes are uniformly known as the freshman, the sophomore, the junior and the senior. The traditional degree which crowns the college course is that of Bachelor of Arts (A.B.). The studies ordinarily insisted on in the case of candidates for this degree are Latin, Greek, mathematics, English, philosophy, political economy, history, at least one modern European language (French or German), and at least one natural science. The degrees of Bachelor of Science (B.S.), Bachelor of Philosophy (Ph.B.), and Bachelor of Letters (B.L.) are often conferred by colleges upon students who have pursued systematic courses of study which do not include Greek or the amount of Latin required for the degree of Bachelor of Arts. The best colleges give instruction which is similar in character to that given in Germany in the three upper classes of the gymnasium and in the introductory courses at the universities, in France in the two upper classes of the lycée and in the first two years of university study, and in England in the upper form of the public schools and during the years of undergraduate residence at Oxford and Cambridge. Since 1870 the colleges have developed enormously. Their resources have multiplied, the number of their students has increased by leaps and bounds, the programme of studies has broadened and deepened, the standards have been raised, and the efficiency of the instruction has greatly increased. Rigidly prescribed courses of study have given way to elective courses, and a knowledge of Greek is no longer required for the degree of A.B. at such influential colleges as Harvard, Columbia, Cornell and Williams. A strong effort is being made to have the leading colleges give but one degree, that of Bachelor of Arts, and to confer that upon those who complete any substantial course of college studies. A marked change has taken place in the attitude of the college authorities toward the students. In 1870 the college president was a paterfamilias. He knew each student and came into direct personal contact with him. The president and the faculty had supervision not only of the studies of the students, but of their moral and religious life as well. The older type of college professor was not always a great scholar, but he was a student of human nature, with keen intuitions and shrewd insight. The new type, which had come into existence at the opening of the 20th century, was more scholarly in some special direction, often regarded teaching as a check upon opportunities for investigation, and disdained troubling himself with a student’s personal concerns or intellectual and moral difficulties. The change was not altogether 988 for the better, and a desirable reaction has been observable. Each college, however small or ill-equipped, exercises a helpful local influence. Ninety per cent of all college students attend an institution not more than one hundred miles from their own homes. Few colleges have a national constituency, and even in these cases an overwhelming preponderance of the students come from the immediate neighbourhood. This explains, in a measure, the powerful influence which the college has exercised in the life of the nation. While hardly more than one in a hundred of the white male youth of the country has had a college education, yet the college graduates have furnished one-half of all the presidents of the United States, most of the justices of the Supreme Court, about one-half of the cabinet officers and United States senators, and nearly one-third of the House of Representatives. Before the Revolution eleven colleges were founded. From 1776 to 1800, twelve more were added; from 1800 to 1830, thirty-three; from 1830 to 1865, one hundred and eighty; from 1865 to 1898, two hundred and thirty-six. Their standards, efficiency and equipment are very diverse, many of the so-called colleges being less effective than some of the better organized secondary schools. Except in New York and Pennsylvania, there is no statutory restriction upon the use of the name “college.” This is an abuse to which public attention has in recent years been increasingly called.4
The American college, while stemming from the English colleges of Oxford and Cambridge, has evolved into a unique institution with no equivalent in Europe. Initially, the college curriculum lasted three years but was quickly extended to four years, with classes commonly referred to as freshman, sophomore, junior, and senior. The traditional degree awarded at the end of this college journey is the Bachelor of Arts (A.B.). Typically, candidates for this degree are expected to study Latin, Greek, mathematics, English, philosophy, political economy, history, at least one modern European language (French or German), and at least one natural science. Degrees like Bachelor of Science (B.S.), Bachelor of Philosophy (Ph.B.), and Bachelor of Letters (B.L.) are also granted by colleges to students who complete structured courses of study that do not require Greek or the level of Latin needed for the Bachelor of Arts degree. The top colleges provide education comparable to that in Germany’s upper gymnasium classes and introductory university courses, in France’s upper lycée classes and the first two years of university, and in England’s upper public school years and undergraduate studies at Oxford and Cambridge. Since 1870, colleges have significantly grown. Their resources have increased, student enrollment has skyrocketed, the curriculum has expanded and deepened, academic standards have risen, and teaching effectiveness has improved greatly. Strictly required study courses have been replaced by elective options, and knowledge of Greek is no longer a must for the A.B. degree at prestigious colleges like Harvard, Columbia, Cornell, and Williams. There's a strong push for leading colleges to award just one degree, the Bachelor of Arts, to anyone who completes a meaningful college program. A notable shift has happened in how college officials view students. In 1870, the college president acted like a head of the family, knowing each student personally and having direct contact with them. The president and faculty oversaw not only the students’ academic work but also their moral and spiritual lives. The older style of college professor, while not always a great scholar, had a deep understanding of human nature and sharp intuition. The new type, which emerged at the start of the 20th century, tended to be more specialized in their fields, often saw teaching as a hindrance to research opportunities, and showed little interest in students’ personal issues or moral dilemmas. This change hasn’t been entirely positive, and there’s been a noticeable desire for a return to more traditional values. Every college, no matter how small or under-resourced, has a positive local impact. Ninety percent of all college students attend institutions within one hundred miles of their homes. Few colleges have a national presence, and even in those cases, the majority of students come from the local area. This partly explains the significant influence colleges have had on national life. Although barely one in a hundred white male youths in the country has received a college education, college graduates have made up half of all U.S. presidents, most Supreme Court justices, about half of cabinet members and U.S. senators, and nearly a third of the House of Representatives. Eleven colleges were established before the Revolution. From 1776 to 1800, twelve more were founded; from 1800 to 1830, thirty-three; from 1830 to 1865, one hundred and eighty; and from 1865 to 1898, two hundred and thirty-six. Their standards, effectiveness, and facilities vary widely, with many so-called colleges being less effective than some well-organized secondary schools. Except in New York and Pennsylvania, there are no legal restrictions on using the name “college.” This has led to increasing public concern in recent years.
In the United States the title “university” is used indiscriminately of institutions which are in reality universities, of institutions which are colleges, and of institutions which are so ill-equipped as not to take rank with The universities. good secondary schools. Only time and a greatly increased capacity to distinguish the various types of higher schools will remedy this error. Putting aside tentative and unsuccessful attempts to develop genuine university instruction much earlier, it may safely be said that the opening of the Johns Hopkins University at Baltimore in 1876 began the present movement to organize carefully advanced study and research, requiring a college education of those who wish to enter upon it. This is university instruction properly so called, and though found elsewhere, it is given chiefly at fourteen institutions: California University, Catholic University of America, Chicago University, Clark University, Columbia University, Cornell University, Harvard University, Johns Hopkins University, Michigan University, Pennsylvania University, Princeton University, Leland Stanford Jr. University, Wisconsin University and Yale University. All of these institutions, except the Catholic University of America, are also colleges. The combination of collegiate and university instruction under one corporation and one executive administration is distinctive of higher education in the United States, and its chief source of strength. The crowning honour of the university student is the degree of Ph.D., although that of A.M.—obtainable in less time and much easier conditions—is also sought. The minimum period of study accepted for the degree of Ph.D. is two years after obtaining the bachelor’s degree; but in practice, three, and even four, years of study are found necessary. In addition to carrying on an investigation in the field of his main subject of study, the candidate for the degree of Ph.D. is usually required to pass examinations on one or two subordinate subjects, to possess a reading knowledge of French and German (often of Latin as well), and to submit—usually in printed form—the dissertation which embodies the results of his researches. The methods of instruction in the universities are the lecture, discussion and work in laboratory or seminary—the latter transplanted from the German universities. The degree of Master of Arts is conferred upon students who, after one year of university residence and study, pass certain prescribed examinations. This degree, like those of D.D., S.T.D. and LL.D., is often conferred by colleges and universities as a purely honorary distinction. The degree of Ph.D. is not so conferred any longer by the best universities. Not a few of the universities maintain schools of law and medicine. Harvard and Yale universities maintain schools of theology as well. The learned publications issued by the universities, or under the direction of university professors, are of great importance, and constitute an imposing body of scientific literature. The national and state governments make increasing use of university officials for public service requiring special training or expert knowledge. In 1871-1872 there were only 198 resident graduate (or university) students in the United States. In 1887 this number had risen to 1237, and in 1897 to 4392. These figures are exclusive of professional students, and include only those who are studying in what would be called, in Germany, the philosophical faculty. (See also Universities.)
In the United States, the term “university” is used broadly to refer to actual universities, colleges, and even institutions that are not equipped to be ranked with The colleges. Only time and a better ability to differentiate between the various types of higher education will correct this misunderstanding. Aside from earlier attempts to provide genuine university education, it can be confidently stated that the opening of Johns Hopkins University in Baltimore in 1876 marked the beginning of the current movement to establish well-organized advanced study and research, requiring a college education for those wishing to pursue it. This is what we call proper university instruction, and while it's found in other places, it's mainly offered at fourteen institutions: California University, Catholic University of America, Chicago University, Clark University, Columbia University, Cornell University, Harvard University, Johns Hopkins University, Michigan University, Pennsylvania University, Princeton University, Leland Stanford Jr. University, Wisconsin University, and Yale University. All of these institutions, except the Catholic University of America, are also colleges. The combination of collegiate and university instruction under one organization and administration is a key feature of higher education in the United States, and it’s a major source of its strength. The highest honor for a university student is the Ph.D. degree, although the A.M. degree—which can be earned in a shorter time and under easier conditions—is also pursued. The minimum required study period for a Ph.D. is two years after earning a bachelor’s degree; however, in practice, three or even four years of study are often necessary. In addition to conducting research in their main field of study, Ph.D. candidates usually need to pass exams in one or two related subjects, have a reading knowledge of French and German (and sometimes Latin), and submit a dissertation—typically in print—that presents their research findings. Instruction methods at universities include lectures, discussions, and lab or seminar work, the latter having been adapted from German universities. The Master of Arts degree is awarded to students who complete one year of university residence and study and pass certain exams. This degree, like D.D., S.T.D., and LL.D., is often awarded by colleges and universities as an honorary distinction. The Ph.D. degree is no longer awarded as an honorary title by the top universities. Many universities also have law and medical schools. Harvard and Yale universities also maintain theology schools. The scholarly publications produced by universities or overseen by university professors are very significant and represent a substantial body of scientific literature. National and state governments increasingly rely on university officials for public service requiring specialized training or expertise. In 1871-1872, there were only 198 resident graduate (or university) students in the United States. By 1887, this number grew to 1,237, and by 1897 to 4,392. These figures exclude professional students and only count those studying in what would be considered the philosophical faculty in Germany. (See also Universities.)
Most extensive provision is made in America for professional, technical and special education of all kinds, and for the care and training of the dependent and defective classes (see Blindness and Deaf and Dumb), as well as for the education of the Indian (see Indians, North American), and—in the Southern states—of the negro (q.v.).
Most comprehensive opportunities are available in America for professional, technical, and specialized education of all kinds, as well as for the care and training of dependent and disabled individuals (see Blindness and Deaf and Dumb), along with education for Native Americans (see Indians, North American), and—in the Southern states—for African Americans (q.v.).
Statistics.—Details as to education in each state of the American Union are given in the articles under state headings. But a more comprehensive view may be obtained here from the general statistics. The introduction to the statistical tables in vol. ii. of the Commissioner of Education’s Report for 1907 may usefully be quoted. Mr Edward L. Thorndike, of the Teachers’ College, Columbia University, there summarizes the national account as follows:—
Statistics.—Details about education in each state of the American Union are provided in the articles under state headings. However, a broader view can be gained from the overall statistics. The introduction to the statistical tables in vol. ii. of the Commissioner of Education’s Report for 1907 can be quoted effectively. Mr. Edward L. Thorndike, from the Teachers’ College at Columbia University, summarizes the national account as follows:—
“We use in formal school education a material plant valued at from twelve to thirteen hundred million dollars, the labour of 550,000 teachers or other educational officers, and more or less of the time of some eighteen million students.... We pay for the labour of these teachers, many of whom work for only part of the normal city-school year, about $300,000,000. We pay for fuel, light, janitorial services, repairs, depreciation of books, school supplies, insurance and the like, about $90,000,000. For depreciation of the plant not so charged we should properly provide during the year a sinking fund of perhaps $25,000,000. Adding an interest charge of 5% on the investment in the plant, our annual bill for formal school education comes to over $475,000,000. Additions to the plant were made [in 1906-1907] to the extent of from ninety to a hundred million dollars. As a partial estimate of the returns from this investment we may take the number of students whose education has been carried to a specified standard of accomplishment and power. Thus I estimate that, in 1907, 3000 students reached the standard denoted by three years or more of academic, technical or professional study in advance of a reputable college degree; that 25,000 students reached the standard denoted by at least three and not over four years of such study in advance of a four-year high-school course; than an eighth of a million students reached the standard denoted by at least three and not over four years of study in advance of an eight-year elementary-school course; and that three-quarters of a million students reached the standard of completion of an elementary-school course of seven or eight years or its equivalent.... Roughly, nine-tenths of elementary education and the education of teachers, over two-thirds of secondary education, and over a third of college and higher technical education are provided and controlled by the public. Professional education, other than the training of teachers and engineers, is still largely a function of private provision and control.
“We invest in formal school education a physical infrastructure valued at around 1.2 to 1.3 billion dollars, the effort of 550,000 teachers or other educational staff, and varying amounts of time from approximately eighteen million students.... We pay these teachers, many of whom only work part of the regular school year, about $300 million. We also spend around $90 million on fuel, lighting, cleaning services, repairs, the depreciation of books, school supplies, insurance, and similar expenses. To cover the depreciation of the infrastructure not included in those costs, we should allocate about $25 million for a sinking fund each year. Adding an interest charge of 5% on the investment in the infrastructure, our total annual expenditure for formal school education exceeds $475 million. Additions to the infrastructure were made [in 1906-1907] amounting to about 90 to 100 million dollars. As a rough estimate of the returns from this investment, we can consider the number of students who have achieved a defined level of accomplishment and capability. For instance, I estimate that in 1907, 3,000 students achieved a standard equivalent to three or more years of academic, technical, or professional study beyond a reputable college degree; 25,000 students reached a level consistent with at least three, but not more than four, years of such study beyond a four-year high school course; over 250,000 students achieved a standard of at least three, but not over four, years of study beyond an eight-year elementary school course; and about 750,000 students completed an elementary school program of seven or eight years or its equivalent.... Generally, about 90% of elementary education and teacher education, over two-thirds of secondary education, and over a third of college and higher technical education are offered and managed by the public sector. Professional education, aside from training for teachers and engineers, is still mostly dependent on private funding and management.
“The following rough comparison may serve to define further the status of education in the country at large. The plant used for formal education is valued at 1% of our entire national wealth, or twice the value of our telephone systems, or ten times the value of our Pullman and private cars, or one-tenth the value of our railroads. The number of teachers is approximately that of the clergymen, engineers, lawyers and physicians together, five times that of the regular army and navy, and about twice that of the saloon-keepers and bar-tenders and their assistants. The annual expenditure for education, exclusive of additions to the plant, is somewhat over twice the expenditure for the war and navy departments of the national government. It is three and a half times the expenditure of the national government in 1907 for pensions. It is about one and a fourth times the cost (New York wholesale prices) of the sugar and coffee we consume annually.”
“The following rough comparison may help to clarify the status of education in the country as a whole. The resources allocated for formal education are valued at 1% of our total national wealth, which is twice the value of our telephone systems, ten times the value of our Pullman and private cars, or one-tenth the value of our railroads. The number of teachers is roughly equal to the combined total of clergymen, engineers, lawyers, and physicians, five times that of the regular army and navy, and about twice that of saloon-keepers, bartenders, and their assistants. The annual spending on education, not including investments in infrastructure, is just over twice what the national government spends on the war and navy departments. It’s three and a half times the national government's spending on pensions in 1907. It is about one and a fourth times the cost (New York wholesale prices) of the sugar and coffee we consume each year.”
The above comparison indicates perhaps, not inadequately, the “business” conception of the value of education prevailing in the United States, where its practical advantages are realized as in no other country, not even Germany.
The above comparison suggests, quite effectively, the “business” view of the value of education that is common in the United States, where its practical benefits are recognized more than in any other country, not even Germany.
From the same report the following statistics may be cited for 1906-1907.
From the same report, the following statistics can be cited for 1906-1907.
Common Schools (including Elementary and Secondary Public Schools only).
Public Schools (including only Elementary and Secondary Schools).
Total number of pupils of all ages | 16,820,3865 |
Average number of days schools open | 151.2 |
Average number of days attended by each pupil | 106.2 |
Number of male teachers | 105,773 |
Number of female teachers | 369,465 |
Number of school houses | 259,115 |
Average monthly wage of male teachers | $56.10 |
Average monthly wage of female teachers | $43.67 |
Value of all school property | $843,309,410 |
Income from permanent funds and rents | $16,579,551 |
Income from State taxes | $46,281,501 |
Income from local taxes | $230,424,554 |
Income from other sources | $50,317,132 |
Expenditure on sites, buildings, furniture, libraries and apparatus | $65,817,870 |
Expenditure on salaries | $196,980,919 |
Expenditure on other purposes | $67,882,012 |
Expenditure per head of population | $3.90 |
Expenditure per pupil | $27.98 |
The Bureau of Education in 1907 received reports from 606 universities, colleges and technological schools; they had a teaching force of 24,679, and an enrolment of 293,343 students. The number of public and private normal schools reporting was 259, with an enrolment of 70,439 students in the regular training courses for teachers, 12,541 graduates and 3660 instructors. There were 148 manual and industrial training schools (independently of the manual training taught in the public schools and in 66 Indian schools), with 1692 teachers and an enrolment of 68,427 students; and 445 independent commercial and business schools, with 2856 instructors and 137,364 students.
The Bureau of Education in 1907 received reports from 606 universities, colleges, and technical schools; they had a teaching staff of 24,679 and an enrollment of 293,343 students. The number of public and private normal schools reporting was 259, with 70,439 students enrolled in the regular teacher training programs, 12,541 graduates, and 3,660 instructors. There were 148 manual and industrial training schools (separate from the manual training provided in public schools and in 66 Indian schools), with 1,692 teachers and 68,427 students enrolled; and 445 independent commercial and business schools, with 2,856 instructors and 137,364 students.
Bibliography.—For the study of education as an aspect of religious, social, moral and intellectual development, the material is practically inexhaustible, and much of the most valuable does not treat specifically of the education given in schools and colleges. The most useful guide is E.P. Cubberley’s Syllabus of Lectures on the History of Education (1902), which consists of an analytic outline of topics with copious and detailed references to authorities. See also W.S. Monroe’s Bibliography of Education (1897). The best general history in English is P. Monroe’s Text-Book in the History of Education (1905), which, like Davidson’s much briefer History of Education, treats the subject broadly and in relation to other aspects of life. Williams’s History of Ancient, Medieval, and Modern Education is a useful statement of the main facts of educational progress taken somewhat by itself. In German the standard work is K.A. Schmid’s Geschichte der Erziehung, a comprehensive and detailed treatment in which each period is dealt with by a specialist. Ziegler’s Geschichte der Pädagogik is a good short history. In French, Letourneau’s L’Évolution de l’éducation is especially good on ancient and non-European education. Draper’s Intellectual Development of Europe is vigorous and interesting, but marred by its depreciation of the work of the Church. Guizot’s History of Civilization is still of value, as are parts of Hallam’s Literary History. Lecky’s History of the Rise and Influence of the Spirit of Rationalism in Europe, and Buckle’s History of Civilization in England, contain much that is of value. The best encyclopaedias are W. Rein’s Encyklopädisches Handbuch der Pädagogik, and F. Buisson’s Dictionnaire de pédagogie, première partie. Sir Henry Craik’s The State and Education (1883) is an excellent text-book on national education.
References.—For studying education as part of religious, social, moral, and intellectual development, there's an overwhelming amount of material, and a lot of the most valuable resources don't focus specifically on education in schools and colleges. A great starting point is E.P. Cubberley’s Syllabus of Lectures on the History of Education (1902), which provides a detailed outline of topics and extensive references to key sources. Also, check out W.S. Monroe’s Bibliography of Education (1897). The best general history in English is P. Monroe’s Text-Book in the History of Education (1905), which, like Davidson’s much shorter History of Education, looks at the topic broadly and connects it to other parts of life. Williams’s History of Ancient, Medieval, and Modern Education offers a useful summary of key facts about educational progress taken somewhat independently. In German, K.A. Schmid’s Geschichte der Erziehung is the standard work, providing a comprehensive and detailed analysis, with each time period addressed by a specialist. Ziegler’s Geschichte der Pädagogik is a good short history. In French, Letourneau’s L’Évolution de l’éducation excels in discussing ancient and non-European education. Draper’s Intellectual Development of Europe is engaging and insightful, though it somewhat undervalues the Church's contributions. Guizot’s History of Civilization remains valuable, as do parts of Hallam’s Literary History. Lecky’s History of the Rise and Influence of the Spirit of Rationalism in Europe, and Buckle’s History of Civilization in England, offer much of worth. The best encyclopedias are W. Rein’s Encyklopädisches Handbuch der Pädagogik, and F. Buisson’s Dictionnaire de pédagogie, première partie. Sir Henry Craik’s The State and Education (1883) is an excellent textbook on national education.
Of books dealing with special periods and topics, S. Laurie’s Historical Sketch of Pre-Christian Education, Freeman’s Schools of Hellas, Girard’s L’Éducation athénienne au Ve et au IVe siècle avant J.-C., Davidson’s Education of the Greek People, Mahaffy’s Old Greek Education and Greek Life and Thought, Nettleship’s article on “Education in Plato’s Republic” in Hellenica, Capes’s University Life in Athens, Hobhouse’s Theory and Practice of Ancient Education, Grasberger’s Erziehung und Unterricht im classischen Alterthum, Wilkin’s Roman Education, and Clarke’s Education of Children at Rome, are valuable for classical times.
Of books about specific periods and topics, S. Laurie’s Historical Sketch of Pre-Christian Education, Freeman’s Schools of Hellas, Girard’s L’Éducation athénienne au Ve et au IVe siècle avant J.-C., Davidson’s Education of the Greek People, Mahaffy’s Old Greek Education and Greek Life and Thought, Nettleship’s article on “Education in Plato’s Republic” in Hellenica, Capes’s University Life in Athens, Hobhouse’s Theory and Practice of Ancient Education, Grasberger’s Erziehung und Unterricht im classischen Alterthum, Wilkin’s Roman Education, and Clarke’s Education of Children at Rome are all valuable resources for understanding classical times.
For the somewhat obscure transition centuries there is much of value in Taylor’s Classical Heritage of the Middle Ages, Dill’s Roman Society in the Last Century of the Western Empire, especially the chapter on “Culture in the 4th and 5th centuries,” Boissier’s La Fin du paganisme, and Hatch’s Influence of Greek Thought upon the Christian Church.
For the somewhat unclear transition years, there is a lot of valuable information in Taylor’s Classical Heritage of the Middle Ages, Dill’s Roman Society in the Last Century of the Western Empire, particularly the chapter on “Culture in the 4th and 5th centuries,” Boissier’s La Fin du paganisme, and Hatch’s Influence of Greek Thought upon the Christian Church.
The best general account of medieval education is in Drane’s Christian Schools and Scholars; and J.B. Mullinger’s Schools of Charles the Great treats well of the Carolingian Revival. G.B. Adams’s Civilization during the Middle Ages is excellent; and Sandys’s History of Classical Scholarship is a valuable book of reference. On the scholastic philosophy Turner’s History of Philosophy, and Hauréau’s Histoire de la philosophie scolastique, are useful. Medieval schools are described in Furnivall’s preface to The Babees Book, which deals with “Education in Early England,” and in Leach’s Old Yorkshire Schools and History of Winchester College. The most important books on the universities are Rashdall’s Universities of Europe in the Middle Ages, Jourdain’s Histoire de l’université de Paris aux XVIIe et XVIIIe siècles, Lyte’s History of the University of Oxford to 1530, and Mullinger’s History of the University of Cambridge to the Accession of Charles I. Paulsen’s Geschichte des gelehrten Unterrichts auf den deutschen Schulen und Universitäten is the best history of education in Germany.
The best overall overview of medieval education can be found in Drane’s Christian Schools and Scholars; J.B. Mullinger’s Schools of Charles the Great offers an in-depth discussion of the Carolingian Revival. G.B. Adams’s Civilization during the Middle Ages is excellent, and Sandys’s History of Classical Scholarship serves as a valuable reference book. For insights on scholastic philosophy, Turner’s History of Philosophy and Hauréau’s Histoire de la philosophie scolastique are helpful. Medieval schools are described in Furnivall’s preface to The Babees Book, which addresses “Education in Early England,” and in Leach’s Old Yorkshire Schools and History of Winchester College. The most significant books about the universities include Rashdall’s Universities of Europe in the Middle Ages, Jourdain’s Histoire de l’université de Paris aux XVIIe et XVIIIe siècles, Lyte’s History of the University of Oxford to 1530, and Mullinger’s History of the University of Cambridge to the Accession of Charles I. Paulsen’s Geschichte des gelehrten Unterrichts auf den deutschen Schulen und Universitäten is the best history of education in Germany.
On the Renaissance in Italy, Villari’s Introduction to his Life and Times of Machiavelli, and Burckhardt’s Die Kultur der Renaissance in Italien (translated into English), are of the first importance. Other valuable books are the first volume of the Cambridge Modern History and Symonds’s great work on The Renaissance in Italy, especially the volume on The Revival of Learning. Dealing more specifically with education are Woodward’s excellent monographs on Education during the Renaissance, Vittorino da Feltre and Erasmus. Janssen’s Geschichte des deutschen Volkes (translated into English) gives a good account of the social and intellectual condition of Germany in the 14th, 15th and 16th centuries. Christie’s Life of Étienne Dolet is of value for the Renaissance in France. For the movement in England Seebohm’s Oxford Reformers, Gasquet’s Eve of the Reformation in England, Einstein’s The Italian Renaissance in England, and Leach’s English Schools at the Reformation, 1546-1548, are particularly important.
On the Renaissance in Italy, Villari’s Introduction to his Life and Times of Machiavelli and Burckhardt’s The Culture of the Renaissance in Italy (translated into English) are extremely important. Other valuable books include the first volume of the Cambridge Modern History and Symonds’s significant work on The Renaissance in Italy, especially the volume on The Revival of Learning. Focusing more specifically on education are Woodward’s excellent monographs on Education during the Renaissance, Vittorino da Feltre, and Erasmus. Janssen’s History of the German People (translated into English) provides a good account of the social and intellectual conditions in Germany during the 14th, 15th, and 16th centuries. Christie’s Life of Étienne Dolet is valuable for understanding the Renaissance in France. For the movement in England, Seebohm’s Oxford Reformers, Gasquet’s Eve of the Reformation in England, Einstein’s The Italian Renaissance in England, and Leach’s English Schools at the Reformation, 1546-1548 are particularly significant.
For later times the material is chiefly in the form of monographs, of which the following, among others, are of value: Adamson’s Pioneers of Modern Education, Laas’s Die Pädagogik des Johannes Sturm, Beard’s Port Royal, vol. ii., Kuno Fischer’s Fr. Bacon und seine Nachfolger, Laurie’s John Amos Comenius, Morley’s Rousseau, Pinloche’s La Réforme de l’éducation en Allemagne au dix-huitième siècle, Biedermann’s Deutschlands geistige, sittliche, und gesellige Zustände im XVIII. Jahrhundert.
For later periods, the material is mainly in the form of monographs, of which the following, among others, are valuable: Adamson’s Pioneers of Modern Education, Laas’s Die Pädagogik des Johannes Sturm, Beard’s Port Royal, vol. ii., Kuno Fischer’s Fr. Bacon und seine Nachfolger, Laurie’s John Amos Comenius, Morley’s Rousseau, Pinloche’s La Réforme de l’éducation en Allemagne au dix-huitième siècle, and Biedermann’s Deutschlands geistige, sittliche, und gesellige Zustände im XVIII. Jahrhundert.
For the 19th century and after, the best sources of information are the official Reports, such as those of the Royal Commissions on the English Universities, the Public Schools, and the other English secondary schools; the “Special Reports,” issued by the English Board of Education; the encyclopaedic annual Reports of the American Commissioner of Education (dealing not only with the United States, but with progress in other countries); monographs in the French Musée pédagogique, and various German Reports.
For the 19th century and beyond, the best sources of information are the official reports, like those from the Royal Commissions on English universities, public schools, and other English secondary schools; the “Special Reports” published by the English Board of Education; the comprehensive annual reports from the American Commissioner of Education (covering not just the United States but also developments in other countries); monographs in the French Musée pédagogique, and various German reports.
For education in the United States, see also Boone’s History of Education in U.S.A. (1889); N.M. Butler (editor), Education in the U.S.A. (1900), a series of monographs prepared for the Paris Exposition; E.G. Dexter’s History of Education in the United States (1904); and the Proceedings of the National Educational Association.
For education in the United States, check out Boone’s History of Education in U.S.A. (1889); N.M. Butler (editor), Education in the U.S.A. (1900), a collection of essays created for the Paris Exposition; E.G. Dexter’s History of Education in the United States (1904); and the Proceedings of the National Educational Association.
On the leading writers on education the monographs in the Great Educator Series are useful, and editions and translations of the best known of these writers are available. The greatest systematic collection is the Monumenta Germaniae paedagogica. On the development of the means of education, Montmorency’s two books on State Intervention in English Education from the Earliest Times to 1833, and The Progress of Education in England, Balfour’s Educational Systems of Great Britain and Ireland, Allain’s L’Instruction primaire en France avant la Révolution, Lantoine’s Histoire de l’enseignement secondaire en France au XVIIIe et au début du XVIIIe siècle, and Konrad Fischer’s Geschichte des deutschen Volkschullehrerstands, may be mentioned.
The monographs in the Great Educator Series are valuable for understanding leading education writers, and there are editions and translations of the most well-known among them. The largest systematic collection is the Monumenta Germaniae paedagogica. Regarding the evolution of educational methods, Montmorency’s two books, State Intervention in English Education from the Earliest Times to 1833 and The Progress of Education in England, along with Balfour’s Educational Systems of Great Britain and Ireland, Allain’s L’Instruction primaire en France avant la Révolution, Lantoine’s Histoire de l’enseignement secondaire en France au XVIIIe et au début du XVIIIe siècle, and Konrad Fischer’s Geschichte des deutschen Volkschullehrerstands, are notable mentions.
2 See especially Das öffentliche Unterrichtswesen Deutschlands, by Dr Paul Stötzner (Leipzig, 1901).
2 See especially The Public Education System of Germany, by Dr. Paul Stötzner (Leipzig, 1901).
3 A valuable bibliography of Mr Harris’s contributions to educational literature is given in the Report of the Commissioner of Education for 1907 (Washington, 1908).
3 A valuable bibliography of Mr. Harris’s contributions to educational literature can be found in the Report of the Commissioner of Education for 1907 (Washington, 1908).
4 See especially the second Annual Report of the President of the Carnegie Foundation for the Advancement of Teaching (pp. 76-80), quoted in the Report for 1907 of the Commissioner of Education.
4 Check out the second Annual Report of the President of the Carnegie Foundation for the Advancement of Teaching (pp. 76-80), referenced in the 1907 Report from the Commissioner of Education.
EDWARD, “The Elder” (d. 924), king of the Angles and Saxons, was the second son of Alfred the Great, and with his sister Æthelflæd was carefully educated at the court of his father. During his father’s lifetime he took an active part in the campaigns against the Danes, especially in that of 894, and as early as 898 he signs a charter as “rex,” showing that he was definitely associated with his father in the kingship. He succeeded his father in October 899,1 but not without opposition. The Ætheling Æthelwold, son of Alfred’s elder brother Æthelred, seized Wimborne and Christchurch. Edward advanced against him, and Æthelwold took refuge among the Danes in Northumbria. In 904 Æthelwold landed in Essex, and in the next year he enticed the East Anglian Danes to revolt. They ravaged all southern Mercia and, in spite of Edward’s activity, returned home victorious, though Æthelwold fell in the battle of the Holme. In 905 or 906 Edward made a peace with the East Anglian and Northumbrian Danes at “Yttingaford,” near Linslade in Buckinghamshire, perhaps the peace known as “the Laws of Edward and Guthrum.” In 909 and 910 fresh campaigns took place owing to southerly raids by the Danes, and victories were won at Tettenhall and Wednesfield in Staffordshire.2 From 907 onwards Edward and his sister Æthelflæd, 990 the Lady of the Mercians, were busy strengthening their hold on Mercia and Wessex. Forts were built at Lincoln (907), “Bremesbyrig” (910), “Scergeat” and Bridgenorth (912), and when in the year 911 Æthelflæd’s husband Æthelred died, Edward took over from Mercia the government of London and Oxford, with the lands belonging to them, i.e. probably Oxfordshire and Middlesex. The policy of constructing “burhs” or fortified towns was continued. Hertford was fortified in 911, Witham in 912, while Æthelflæd fortified Cherbury in Shropshire, “Weardbyrig” and Runcorn (all in 915). In 913 the Danes in Eastern Mercia gave considerable trouble, and in 914 a fresh horde of pirates, coming from Brittany, sailed up the Severn. They raided southern Wales, but were hemmed in by the English forces and besieged until they promised to leave the king’s territory. Edward watched the southern shores of the Bristol Channel so carefully that the Danes failed to secure a hold there, and were ultimately forced to sail to Ireland. In the same year Edward fortified Buckingham and received the submission of the jarls and chief men of Bedford. In 915 he fortified Bedford itself, Maldon in 916, and Towcester and “Wigingamere” in 917. In the last-mentioned year Edward captured and destroyed the Danish stronghold of Tempsford, and later in the year he took Colchester. An attack by the Danes on Maldon failed, and in 915 Edward went to Passenham and received the submission of the men of the “borough” of Northampton. The Danish strongholds of Huntingdon and Colchester were now restored and repaired, and Edward received the submission of the whole of the East Anglian Danes. Before midsummer of this year Edward had fortified Stamford, and on the death of his sister he received the submission of the Mercians at Tamworth. There also three kings of the North Welsh took Edward as their lord. Nottingham was now fortified; Thelwall in Cheshire (919) and Manchester soon followed; Nottingham was strengthened by a second fort; Bakewell was fortified and garrisoned, and then came the greatest triumph of Edward’s reign. He was “chosen as father and lord” by the Scottish king and nation, by Rægenald, the Norwegian king of Northumbria, by Ealdred of Bamborough, and by the English, Danes or Norwegians in Northumbria, and by the Strathclyde Welsh.
EDWARD, “The Elderly” (d. 924), king of the Angles and Saxons, was the second son of Alfred the Great. Along with his sister Æthelflæd, he received a careful education at his father's court. During his father's reign, he actively participated in campaigns against the Danes, particularly in the campaign of 894. By 898, he had already signed a charter as “rex,” indicating his clear association with his father in the kingship. He succeeded his father in October 899,1 but faced opposition. The Ætheling Æthelwold, son of Alfred’s elder brother Æthelred, captured Wimborne and Christchurch. Edward advanced against him, prompting Æthelwold to seek refuge among the Danes in Northumbria. In 904, Æthelwold landed in Essex, and the following year he persuaded the East Anglian Danes to revolt. They plundered all of southern Mercia, and despite Edward's efforts, returned home victorious, though Æthelwold was killed in the Battle of the Holme. In 905 or 906, Edward reached a peace agreement with the East Anglian and Northumbrian Danes at “Yttingaford,” near Linslade in Buckinghamshire, possibly known as “the Laws of Edward and Guthrum.” In 909 and 910, further campaigns occurred due to Danish raids from the south, resulting in victories at Tettenhall and Wednesfield in Staffordshire.2 From 907 onward, Edward and his sister Æthelflæd, the Lady of the Mercians, focused on solidifying their control over Mercia and Wessex. They constructed forts at Lincoln (907), “Bremesbyrig” (910), “Scergeat,” and Bridgenorth (912). After Æthelflæd’s husband Æthelred passed away in 911, Edward took over the governance of London and Oxford, along with their associated lands, likely Oxfordshire and Middlesex. He continued the policy of building “burhs” or fortified towns. Hertford was fortified in 911, Witham in 912, while Æthelflæd fortified Cherbury in Shropshire, “Weardbyrig,” and Runcorn (all in 915). In 913, the Danes in Eastern Mercia caused significant issues, and in 914, a new group of pirates from Brittany sailed up the Severn River. They raided southern Wales but were trapped by English forces and besieged until they agreed to leave the king’s territory. Edward carefully monitored the southern shores of the Bristol Channel, preventing the Danes from establishing a foothold there, ultimately forcing them to sail to Ireland. In the same year, he fortified Buckingham and secured the submission of the jarls and chief men of Bedford. In 915, he fortified Bedford itself, Maldon in 916, and Towcester and “Wigingamere” in 917. In that same year, Edward captured and destroyed the Danish stronghold of Tempsford and later took Colchester. A Danish attack on Maldon failed, and in 915, Edward went to Passenham and received the submission of the men from the “borough” of Northampton. The Danish strongholds at Huntingdon and Colchester were rebuilt and repaired, and Edward received the submission of all the East Anglian Danes. Before midsummer of that year, Edward fortified Stamford, and upon his sister's death, he received the submission of the Mercians at Tamworth. There, three kings from the North Welsh accepted Edward as their lord. Nottingham was fortified; Thelwall in Cheshire (919) and Manchester soon followed; Nottingham was reinforced with a second fort; Bakewell was fortified and garrisoned. Then came the greatest victory of Edward’s reign. He was “chosen as father and lord” by the Scottish king and nation, by Rægenald, the Norwegian king of Northumbria, by Ealdred of Bamborough, and by the English, Danes, or Norwegians in Northumbria, and by the Strathclyde Welsh.
With the conclusion of his wars Edward’s activity ceased, and we hear no more of him until in 924 he died at Farndon in Cheshire and was buried in the “New Minster” at Winchester. He was thrice married: (1) to Ecgwyn, a lady of rank, by whom he had a son Æthelstan, who succeeded him, and a daughter Eadgyth, who married Sihtric of Northumbria in 924. This marriage was probably an irregular one. (2) To Ælflæd, by whom he had two sons—Ælfweard, who died a fortnight after his father, and Eadwine, who was drowned in 933—and six daughters, Æthelflæd and Æthelhild nuns, and four others (see Æthelstan). (3) To Eadgifu, the mother of Kings Edmund and Edred, and of two daughters.
With the end of his wars, Edward’s activities stopped, and we don’t hear anything more about him until he died in 924 at Farndon in Cheshire and was buried in the “New Minster” at Winchester. He was married three times: (1) to Ecgwyn, a woman of noble birth, with whom he had a son, Æthelstan, who succeeded him, and a daughter, Eadgyth, who married Sihtric of Northumbria in 924. This marriage was likely irregular. (2) To Ælflæd, with whom he had two sons—Ælfweard, who died a fortnight after his father, and Eadwine, who drowned in 933—and six daughters, Æthelflæd and Æthelhild who became nuns, along with four others (see Æthelstan). (3) To Eadgifu, the mother of Kings Edmund and Edred, and two daughters.
Authorities.—Anglo-Saxon Chronicle (ed. Plummer and Earle, Oxford); Florence of Worcester (Mon. Hist. Brit.); William of Malmesbury, Gesta regum (Rolls Series); Simeon of Durham (Rolls Series); Ethelweard (Mon. Hist. Brit.); Birch, Cartularium Saxonicum, Nos. 588-635; D.N.B., s.v.
Officials.—Anglo-Saxon Chronicle (edited by Plummer and Earle, Oxford); Florence of Worcester (Mon. Hist. Brit.); William of Malmesbury, Gesta regum (Rolls Series); Simeon of Durham (Rolls Series); Ethelweard (Mon. Hist. Brit.); Birch, Cartularium Saxonicum, Nos. 588-635; D.N.B., s.v.
1 See Stevenson’s article in Eng. Hist. Rev. vol. xiii. pp. 71-77. The whole chronology of this reign is very difficult and certainly is often impossible of attainment.
1 See Stevenson’s article in Eng. Hist. Rev. vol. xiii. pp. 71-77. The entire timeline of this reign is very challenging and is often impossible to achieve.
EDWARD, “The Martyr” (c. 926-978), king of the English, was the son of Edgar by his wife Æthelflæd. Edward’s brief reign was marked by an anti-monastic reaction. Ælfhere, earl of Mercia, once more expelled many of the monks whom Bishop Æthelwold had installed. There seems also to have been some change in administrative policy, perhaps with regard to the Danes, for Earl Oslac, whom Edgar had appointed to Northumbria, was driven from his province. In ecclesiastical matters there were two parties in the kingdom, the monastic, which had its chief hold in Essex and East Anglia, and the anti-monastic, led by Ælfhere of Mercia. Conferences were held at Kirtlington in Oxfordshire and at Calne in Wiltshire in 977 and 978, but nothing definite seems to have been decided. On the 18th of March 978 Edward’s reign was suddenly cut short by his assassination at Corfe Castle in Dorsetshire. The crime was probably inspired by his stepmother, Ælfthryth, who was anxious to secure the succession of her son Ælthelred. The body was hastily interred at Wareham and remained there till 980, when Archbishop Dunstan and Ælfhere of Mercia united in transferring it with great ceremony to Shaftesbury. Edward seems to have been personally popular, and the poem on his death in the chronicle calls his murder the worst deed in English history. Very shortly after his death he was popularly esteemed to be both saint and martyr.
EDWARD, “The Martyr” (c. 926-978), king of the English, was the son of Edgar and his wife Æthelflæd. Edward’s short reign was marked by a backlash against monasteries. Ælfhere, the earl of Mercia, once again expelled many of the monks that Bishop Æthelwold had appointed. There also seems to have been a shift in administrative policy, possibly concerning the Danes, as Earl Oslac, who had been appointed to Northumbria by Edgar, was driven out of his territory. In church matters, there were two factions in the kingdom: the monastic party, which was primarily based in Essex and East Anglia, and the anti-monastic faction, led by Ælfhere of Mercia. Conferences took place in Kirtlington, Oxfordshire, and Calne, Wiltshire, in 977 and 978, but no definitive conclusions were reached. On March 18, 978, Edward’s reign was abruptly ended when he was assassinated at Corfe Castle in Dorsetshire. The murder was likely motivated by his stepmother, Ælfthryth, who wanted to ensure the succession of her son Ælthelred. His body was quickly buried in Wareham and stayed there until 980, when Archbishop Dunstan and Ælfhere of Mercia came together to transfer it ceremonially to Shaftesbury. Edward appears to have been well-liked, and the poem about his death in the chronicle refers to his murder as the worst act in English history. Shortly after his death, he was widely regarded as both a saint and a martyr.
See Saxon Chronicle; Vita S. Oswaldi (Hist. of Ch. of York, Rolls Series); Memorials of St Dunstan (ed. Stubbs, Rolls Series).
See Saxon Chronicle; Vita S. Oswaldi (Hist. of Ch. of York, Rolls Series); Memorials of St Dunstan (ed. Stubbs, Rolls Series).
EDWARD, “The Confessor” (d. 1066), so called on account of his reputation for sanctity, king of the English, was the son of Æthelred II. and Emma, daughter of Richard, duke of Normandy, and was born at Islip in Oxfordshire. On the recognition of Sweyn as king of England in 1013, Æthelred, with his wife and family, took refuge in Normandy, and Edward continued to reside at the Norman court until he was recalled in 1041 by Hardicanute. He appears to have been formally recognized as heir to the throne, if not actually associated in the kingship, and on the death of Hardicanute in 1042 “all folk received him to be king,” though his actual coronation was delayed until Easter 1043. A few months later Edward, in conjunction with the three great earls of the kingdom, made a raid on the queen-mother Ælfgifu, or Emma, seized all her possessions and compelled her to live in retirement.
EDWARD, “The Confessor” (d. 1066), named for his reputation for holiness, was the king of the English and the son of Æthelred II and Emma, the daughter of Richard, duke of Normandy. He was born in Islip, Oxfordshire. When Sweyn was recognized as king of England in 1013, Æthelred, along with his wife and children, fled to Normandy, and Edward lived at the Norman court until Hardicanute recalled him in 1041. He seems to have been officially recognized as the heir to the throne, if not actually sharing in the kingship, and upon Hardicanute's death in 1042, “all folk received him as king,” although his actual coronation was postponed until Easter 1043. A few months later, Edward, along with the three major earls of the kingdom, launched an attack on the queen-mother Ælfgifu, also known as Emma, seized all her possessions, and forced her into retirement.
In the earlier years of the reign the influence of Earl Godwine was predominant, though not unopposed. His daughter Edith or Eadgyth became Edward’s queen in 1045. But the king’s personal tastes inclined much more to foreigners than to Englishmen, and he fell more and more into the hands of favourites from beyond the sea. Between Godwine, representing the spirit of nationalism, and these favourites (especially their leader Robert of Jumièges, successively bishop of London and archbishop of Canterbury) there was war to the knife. In 1046 Magnus, king of Norway, who had succeeded Hardicanute in Denmark and claimed to succeed him in England as well, threatened an invasion, but the necessity of defending Denmark against his rival Sweyn Estrithson prevented him from carrying it into effect. In 1049, Godwine’s son Sweyn, who had been outlawed for the seduction of the abbess of Leominster, returned and demanded his restoration. This was refused and Sweyn returned into exile, but not before he had with foulest treachery murdered his young kinsman Beorn. He was, however, inlawed next year. The influence of Godwine, already shaken, received a severe blow in 1051 in the appointment of Robert of Jumièges to the archbishopric of Canterbury, and the same year saw the triumph of the foreigners for the moment complete. Edward, indignant at the resistance offered by the men of Dover to the insolence of his brother-in-law Eustace of Boulogne and his French followers, ordered Godwine to punish the town. Godwine refused. The king at the prompting of the archbishop then summoned a meeting of the witan, at which the old charge against Godwine of complicity in the murder of the Ætheling Alfred was to be revived. About the same time came news of a fresh outrage by the foreigners. Godwine gathered his forces and demanded redress, while the earls Leofric of Mercia and Siward of Northumbria hastened to the side of the king. Civil war seemed imminent, but at length a compromise was effected by which the matter was referred to a meeting of the witan to be held at London. At the appointed time Godwine presented himself at Southwark. But his followers were rapidly deserting him, nor would the king give hostages for his security. Alarmed for his safety, he fled to Flanders, while his son Harold went to Ireland. But their exile was brief. The tale of Godwine excited universal sympathy, for it was realized that he represented the cause of national independence. Encouraged by assurances from England, he sailed thither, and joining forces with Harold sailed along the south coast and up the Thames. The king would have resisted but found no support. Yielding to circumstances, he allowed himself to be reconciled, and Godwine and his house were restored to their old position. The queen at the same time was brought back from the monastery of Wherwell, whither she had been despatched after her father’s flight. The foreigners had 991 already ignominiously fled the country, and henceforth the influence of Godwine, and, after his death, of Harold, was supreme. In 1063 Harold made a great expedition into Wales, in which he crushed the power of King Gruffyd, who was killed by his own people. But despite his prowess and his power, he was the minister of the king rather than his personal favourite. This latter position belonged to his younger brother Tostig, who on the death of Siward in 1055 was appointed earl of Northumbria. Here his severity and arbitrary temper rendered him intensely unpopular, and in 1065 his subjects broke into revolt. They elected Morkere as their earl, then marching south demanded Tostig’s banishment. Edward desired to crush the revolt by force of arms, but he was overborne and forced to submit. The election of Morkere was recognized, and Tostig went into exile. Intensely mortified at this humiliation, the king fell sick, and henceforth his health failed rapidly. He was unable to gratify his intense desire to be present at the consecration of his new abbey of Westminster, the foundation of which had been the chief interest of his closing years, and on the 5th of January 1066 he died.
In the earlier years of his reign, Earl Godwine had a strong influence, though it faced opposition. His daughter, Edith, became Edward’s queen in 1045. However, the king preferred foreigners over Englishmen and increasingly relied on favorites from abroad. There was intense conflict between Godwine, who represented nationalism, and these favorites, especially Robert of Jumièges, who served as bishop of London and later as archbishop of Canterbury. In 1046, Magnus, the king of Norway, who succeeded Hardicanute in Denmark and claimed the English throne, threatened to invade, but his plans were thwarted by the need to defend Denmark against his rival Sweyn Estrithson. In 1049, Godwine’s son, Sweyn, who had been exiled for seducing the abbess of Leominster, returned demanding to be restored, but this was denied. Sweyn went back into exile after treacherously murdering his young relative Beorn, though he was welcomed back the following year. Godwine’s influence, already weakened, suffered a major blow in 1051 with Robert of Jumièges' appointment as archbishop of Canterbury, marking a temporary triumph for the foreigners. Edward, frustrated by the resistance from the people of Dover against his brother-in-law Eustace of Boulogne and his French followers, ordered Godwine to punish the town. Godwine refused. At the archbishop's urging, the king then summoned a meeting of the witan to revive old charges against Godwine regarding the murder of the Ætheling Alfred. Around this time, there were reports of fresh offenses by foreigners. Godwine gathered his forces and demanded reparation, while earls Leofric of Mercia and Siward of Northumbria came to support the king. Civil war seemed on the horizon, but a compromise was reached to refer the matter to a meeting of the witan in London. When the time came, Godwine showed up at Southwark. However, his supporters were quickly abandoning him, and the king refused to provide hostages for his safety. Fearing for his life, Godwine fled to Flanders, while his son Harold went to Ireland. Their exile was short-lived. Godwine's story drew widespread sympathy, as he was seen as a champion of national independence. Encouraged by support from England, he returned, and after uniting forces with Harold, they moved along the south coast and up the Thames. The king would have resisted but found no allies. Ultimately, he reconciled, and Godwine and his family regained their previous status. The queen was also returned from the monastery of Wherwell, where she had been sent after her father’s flight. The foreigners had already embarrassing fled the country, and from then on, Godwine’s influence—and later Harold's—was dominant. In 1063, Harold led a major campaign into Wales, defeating King Gruffyd, who was killed by his own people. Despite his strength and influence, Harold was more of the king's minister than his personal favorite. That role belonged to his younger brother, Tostig, who became earl of Northumbria after Siward's death in 1055. However, Tostig was unpopular due to his harshness and arrogance, leading to a revolt in 1065. His subjects chose Morkere as their earl, and they marched south demanding Tostig’s exile. Edward wanted to suppress the rebellion with military force but was overwhelmed and had to comply. Morkere’s election was recognized, and Tostig went into exile. The king was deeply humiliated by this and fell ill, with his health deteriorating rapidly. He couldn't fulfill his strong wish to attend the consecration of his new abbey at Westminster, which had been the focus of his later years, and on January 5, 1066, he died.
The virtues of Edward were monkish rather than kingly. In the qualities of a ruler he was conspicuously deficient; always dependent on others, he ever inclined to the unworthier master. But the charm of his character for the monastic biographer, and the natural tendency to glorify the days before the Norman oppression began, combined to cast about his figure a halo which had not attached to it in life. Allowed to keep her property by William the Conqueror, his widow, Edith, passed the remainder of her life at Winchester, dying on the 19th of December 1075.
The qualities of Edward were more like those of a monk than a king. He was clearly lacking in the traits of a ruler; always relying on others, he tended to lean towards lesser masters. However, the appeal of his character for the monastic biographer, combined with the natural inclination to romanticize the time before the Norman oppression began, created an aura around him that hadn’t been present during his life. After William the Conqueror allowed her to keep her property, his widow, Edith, spent the rest of her life in Winchester, passing away on December 19, 1075.
Sources.—A number of lives of Edward are brought together in a volume of the Rolls Series entitled Lives of Edward the Confessor, and edited by Dr H.R. Luard (London, 1858). Of these by far the most valuable is the contemporary Vita Edwardi, which would appear from internal evidence to have been written by an unknown writer soon after the Norman Conquest—some time between 1066 and 1074. The other chief authorities for the reign are (1) the Saxon Chronicle, (C. Plummer, Oxford, 1892-1899); (2) Florence of Worcester, ed. B. Thorpe, English Historical Society (London, 1848-1849). Reference may also be made to J.M. Kemble, Codex diplomaticus aevi Saxonici (London, 1839-1848).
References.—A collection of lives of Edward is compiled in a volume of the Rolls Series titled Lives of Edward the Confessor, edited by Dr. H.R. Luard (London, 1858). Among these, the most valuable is the contemporary Vita Edwardi, which seems to have been written by an unknown author shortly after the Norman Conquest—sometime between 1066 and 1074. The other main sources for the reign are (1) the Saxon Chronicle, (C. Plummer, Oxford, 1892-1899); (2) Florence of Worcester, ed. B. Thorpe, English Historical Society (London, 1848-1849). Reference can also be made to J.M. Kemble, Codex diplomaticus aevi Saxonici (London, 1839-1848).
EDWARD I. (1239-1307), king of England, born at Westminster on the 17th of June 1239, was the eldest son of Henry III. and Eleanor of Provence. He was baptized Edward after Edward the Confessor, for whom Henry had special veneration, and among his godfathers was Simon de Montfort, earl of Leicester, his aunt Eleanor’s husband. His political career begins when the conclusion of a treaty with Alphonso X. of Castile, by which he was to marry the Spanish king’s half sister Eleanor, necessitated the conferring on him of an adequate establishment. His father granted him the duchy of Gascony, the earldom of Chester, the king’s lands in Wales and much else. The provision made was so liberal that Henry’s subjects declared he was left no better than a mutilated king. In May 1254 Edward went to Gascony to take possession of his inheritance. He then crossed the Pyrenees, and in October was dubbed knight by Alphonso and married to Eleanor at the Cistercian convent of Las Huelgas, near Burgos. He remained in Gascony till November 1255, but his father was too jealous to allow him a free hand in its administration. After his return, the attempts of his agents to establish English laws in his Welsh possessions brought Edward into hostile relations with the Welsh. Here also his father would give him no help, and his first campaign brought him little result. Edward became extremely unpopular through his association with his Lusignan kinsfolk, his pride and violence, and the disorders of his household. In 1258 his strenuous opposition to the Provisions of Oxford further weakened his position, but, after the banishment of the foreigners, he began to take up a wiser line. In 1259 he led the young nobles who insisted that the triumphant oligarchy should carry out the reforms to which it was pledged. For a moment it looked as if Edward and Leicester might make common cause, but Edward remained an enemy of Montfort, though he strove to infuse his father’s party with a more liberal and national spirit. He was the soul of the reconstituted royalist party formed about 1263. In 1264 he took a prominent part in the fighting between the king and the barons. At the battle of Lewes his rash pursuit of the Londoners contributed to his father’s defeat. Two days later Edward surrendered to Leicester as a hostage for the good behaviour of his allies. He was forced to give up his earldom of Chester to Leicester, but at Whitsuntide 1265 he escaped from his custodians, and joined the lords of the Welsh march who were still in arms. With their aid he defeated and slew Leicester at Evesham on the 4th of August 1265.
EDWARD I. (1239-1307), king of England, was born at Westminster on June 17, 1239. He was the eldest son of Henry III and Eleanor of Provence. He was named Edward after Edward the Confessor, whom Henry greatly admired, and one of his godfathers was Simon de Montfort, the Earl of Leicester and his aunt Eleanor’s husband. His political career started when a treaty with Alphonso X of Castile, which involved marrying the Spanish king’s half-sister Eleanor, required him to have a proper establishment. His father granted him the duchy of Gascony, the earldom of Chester, the king’s lands in Wales, and much more. The provisions were so generous that Henry’s subjects claimed he was left with hardly any power. In May 1254, Edward went to Gascony to claim his inheritance. He then crossed the Pyrenees and was knighted by Alphonso in October, marrying Eleanor at the Cistercian convent of Las Huelgas, near Burgos. He stayed in Gascony until November 1255, but his father was too jealous to let him manage it freely. After returning, his agents' attempts to impose English laws in his Welsh lands led to conflicts with the Welsh. His father offered him no support, and his first military campaign was largely ineffective. Edward became very unpopular because of his connections to his Lusignan relatives, his arrogance, violence, and the chaos in his household. In 1258, his strong resistance to the Provisions of Oxford weakened his position even more, but after the foreigners were banished, he began to adopt a more reasonable approach. In 1259, he led the young nobles demanding that the victorious oligarchy implement promised reforms. For a brief moment, it seemed like Edward and Leicester might unite, but Edward remained an opponent of Montfort, even as he sought to bring his father's followers a more progressive and national perspective. He was the driving force behind the reformed royalist party formed around 1263. In 1264, he played a key role in the conflict between the king and the barons. At the battle of Lewes, his reckless pursuit of the Londoners helped lead to his father’s defeat. Two days later, Edward surrendered to Leicester as a hostage to ensure his allies behaved. He had to give up his earldom of Chester to Leicester, but in Whitsun 1265, he escaped from his captors and joined the lords of the Welsh march who were still fighting. With their help, he defeated and killed Leicester at Evesham on August 4, 1265.
For the rest of Henry III.’s reign Edward controlled his father’s policy and appropriated enough of Leicester’s ideals to make the royalist restoration no mere reaction. So peaceful became the outlook of affairs that in 1268 Edward took the cross, hoping to join the new crusade of St Louis. Want of money delayed his departure till 1270, by which time St Louis was dead, and a truce concluded with the infidel. Refusing to be a party to such treason to Christendom, Edward went with his personal followers to Acre, where he abode from May 1271 to August 1272. Despite his energy and valour he could do little to prop up the decaying crusading kingdom and he narrowly escaped assassination. At last the declining health of his father induced him to return to the West. He learned in Sicily the death of Henry III. on the 16th of November 1272. On the 20th of November, the day of Henry’s funeral, he was recognized as king by the English barons, and from that day his regnal years were subsequently computed. Affairs in England were so peaceful that Edward did not hurry home. After a slow journey through Italy and France he did homage to his cousin Philip III. at Paris, on the 26th of July 1273. He then went to Gascony, where he stayed nearly a year. At last he landed at Dover on the 2nd of August 1274, and was crowned at Westminster on the 18th of the same month.
For the rest of Henry III's reign, Edward ran his father’s policy and adopted enough of Leicester’s ideas to make the royalist restoration more than just a reaction. Things became so peaceful that in 1268, Edward took the cross, hoping to join St. Louis's new crusade. A lack of funds delayed his departure until 1270, by which time St. Louis had died, and a truce had been made with the infidels. Refusing to be part of such a betrayal to Christendom, Edward went with his personal followers to Acre, where he stayed from May 1271 to August 1272. Despite his energy and bravery, he could do little to support the crumbling crusading kingdom and narrowly avoided assassination. Eventually, his father's declining health prompted him to return to the West. He learned in Sicily of Henry III's death on November 16, 1272. On November 20, the day of Henry’s funeral, he was recognized as king by the English barons, and from that day his reign was officially counted. Things were so peaceful in England that Edward didn’t rush home. After a slow journey through Italy and France, he did homage to his cousin Philip III in Paris on July 26, 1273. He then went to Gascony, where he stayed for nearly a year. Finally, he landed at Dover on August 2, 1274, and was crowned at Westminster on the 18th of the same month.
Edward was thirty-five years old when he became king, and the rude schooling of his youth had developed his character and suggested the main lines of the policy which he was to carry out as monarch. He was a tall, well-proportioned and handsome man, extravagantly devoted to military exercises, tournaments and the rougher and more dangerous forms of hunting. He had learned to restrain the hot temper of his youth, and was proud of his love of justice and strict regard to his plighted word. His domestic life was unstained, he was devoted to his friends, and loyal to his subordinates. Without any great originality either as soldier or statesman, he was competent enough to appropriate the best ideas of the time and make them his own. His defects were a hardness of disposition which sometimes approached cruelty and a narrow and pedantic temper, which caused him to regard the letter rather than the spirit of his promises. His effectiveness and love of strong government stand in strong contrast to his father’s weakness. Though he loved power, and never willingly surrendered it, he saw that to be successful he must make his policy popular. Thus he continued the system which Montfort had formed with the object of restraining the monarchy, because he saw in a close alliance with his people the best means of consolidating the power of the crown.
Edward was thirty-five when he became king, and the tough lessons from his youth shaped his character and influenced the main policies he would implement as a ruler. He was tall, well-built, and good-looking, with a strong passion for military exercises, tournaments, and the more intense and dangerous types of hunting. He had learned to control the fiery temper of his youth and took pride in his sense of justice and commitment to his promises. His personal life was unblemished; he was dedicated to his friends and loyal to his subordinates. While he lacked significant originality as a soldier or politician, he was capable enough to adopt the best ideas of his time and make them his own. His shortcomings included a harsh personality that sometimes bordered on cruelty and a narrow, pedantic attitude that made him focus more on the letter than the spirit of his promises. His effectiveness and preference for strong governance sharply contrasted with his father's weakness. Although he loved power and never willingly gave it up, he understood that to succeed, he needed to make his policies popular. Thus, he maintained the system that Montfort had established to limit the monarchy, recognizing that a close alliance with the people was the best way to strengthen the power of the crown.
The first years of Edward’s reign were mainly occupied by his efforts to establish a really effective administration. In carrying out this task he derived great help from his chancellor, Robert Burnell, bishop of Bath and Wells. Administrative reform soon involved legislation, and from 1275 to 1290 nearly every year was marked by an important law. Few of these contained anything that was very new or original. They rather illustrate that policy which caused Dr Stubbs to describe his reign as a “period of definition.” Yet the results of his conservative legislation were almost revolutionary. In particular he left the impress of his policy on the land laws of England, notably by the clause De Donis of the Westminster statute of 1285, and the statute Quia Emptores of 1290. The general effect of his work was to eliminate feudalism from political life. At first he aimed at abolishing all franchises whose holders could not produce written warranty for them. This was the policy of the statute of Gloucester of 1278, but the baronial opposition was so resolute that Edward was forced to permit many immunities to remain. Though the most orthodox of churchmen, his dislike 992 of authority not emanating from himself threatened to involve him in constant conflict with the Church, and notably with John Peckham, the Franciscan friar, who was archbishop of Canterbury from 1279 to 1292. The statute of Mortmain of 1279, which forbade the further grant of lands to ecclesiastical corporations without the royal consent, and the writ Circumspecte Agatis of 1285, which limited the church courts to strictly ecclesiastical business, both provoked strong clerical opposition. However, Peckham gave way to some extent, and Edward prudently acquiesced in many clerical assumptions which he disliked. He was strong enough to refuse to pay the tribute to Rome which John had promised, and his reign saw the end of that papal overlordship over England which had greatly complicated the situation under his father.
The early years of Edward’s reign were primarily focused on his efforts to create a really effective government. He received significant assistance from his chancellor, Robert Burnell, the bishop of Bath and Wells. Administrative reform soon required legislation, and from 1275 to 1290, nearly every year featured an important law. Few of these were particularly new or original; they exemplified the policy that led Dr. Stubbs to describe this time as a “period of definition.” However, the impact of his conservative legislation was nearly revolutionary. In particular, he left a lasting mark on the land laws of England, especially with the clause De Donis of the Westminster statute of 1285 and the statute Quia Emptores of 1290. The overall outcome of his work was the removal of feudalism from political life. Initially, he aimed to eliminate all franchises held by individuals who couldn’t provide written proof for them. This was the goal of the statute of Gloucester of 1278, but the barons opposed him so strongly that Edward was compelled to allow many privileges to stay intact. Although he was the most conventional of churchmen, his aversion to authority not coming from himself often put him at odds with the Church, especially with John Peckham, the Franciscan friar who was archbishop of Canterbury from 1279 to 1292. The statute of Mortmain of 1279, which prohibited the further granting of lands to church organizations without royal approval, and the writ Circumspecte Agatis of 1285, which restricted church courts to strictly ecclesiastical matters, both sparked significant opposition from clergy. Nonetheless, Peckham conceded to some degree, and Edward wisely accepted many church claims that he found distasteful. He was strong enough to refuse to pay the tribute to Rome that John promised, and his reign marked the end of papal overreach in England, which had greatly complicated matters during his father's time.
Besides administration and legislation, the other great event of the first fifteen years of Edward’s reign was the conquest of the principality of Wales. It was part of Edward’s policy of reconciliation after the battle of Evesham that in the treaty of Shrewsbury of 1267 he had fully recognized the great position which Llewelyn ab Gruffyd, prince of Wales, had gained as the ally of Simon de Montfort. However, Llewelyn’s early successes had blinded the Welsh prince to the limitations of his power, and he profited by Edward’s early absences from England to delay in performing his feudal obligations to the new king. Even after Edward’s return Llewelyn continued to evade doing homage. At last Edward lost patience, and in 1277 invaded north Wales. He conducted his campaign like a great siege, blocking all the avenues to Snowdon, and forcing Llewelyn to surrender from lack of supplies. He thereupon reduced the Welsh prince to the position of a petty north Welsh chieftain strictly dependent on the English. For the next five years Edward did his best to set up the English system of government in the ceded districts. The Welsh resentment of this soon gave Llewelyn another chance, and compelled Edward to devote the years 1282-1283 to completing his conquest. In 1284 he issued the statute of Wales, which provided for a scheme for the future government of the principality. Edward is often called the conqueror of Wales, but in truth he only effected the conquest of Llewelyn’s dominions. The march of Wales was only indirectly affected by his legislation, and remained subject to its feudal marcher lords until the 16th century.
Besides administration and legislation, another significant event during the first fifteen years of Edward’s reign was the conquest of Wales. As part of Edward's effort to reconcile after the battle of Evesham, he recognized in the 1267 Treaty of Shrewsbury the important position that Llewelyn ab Gruffyd, the prince of Wales, held as an ally of Simon de Montfort. However, Llewelyn’s early victories made him overlook the limits of his power, and he took advantage of Edward's absences from England to delay his feudal duties to the new king. Even after Edward returned, Llewelyn continued to avoid paying homage. Eventually, Edward lost patience and invaded North Wales in 1277. He ran his campaign like a major siege, cutting off all routes to Snowdon and forcing Llewelyn to surrender due to a lack of supplies. Consequently, he reduced the Welsh prince to the status of a minor north Welsh chieftain who was entirely dependent on the English. For the next five years, Edward worked to establish the English system of governance in the areas he had taken. The Welsh resentment towards this gave Llewelyn another opportunity, forcing Edward to spend the years 1282-1283 completing his conquest. In 1284, he issued the Statute of Wales, which outlined a plan for governing the principality going forward. Edward is often referred to as the conqueror of Wales, but in reality, he only conquered Llewelyn’s lands. The march of Wales was only indirectly influenced by his legislation and remained under the control of its feudal marcher lords until the 16th century.
Edward was very careful in his foreign policy. Though preserving nominal peace with his cousin Philip III. of France, his relations with that country were constantly strained. After Philip III.’s death in 1285, Edward crossed the Channel in 1286, to perform homage to his successor, Philip the Fair. He remained abroad till 1289, busied in attempts to improve the administration of Gascony, and making repeated and finally successful efforts to end by his mediation the still continuing struggle between the houses of Anjou and Aragon. His long absence threw the government of England into confusion, and on his return in 1289 he was compelled to dismiss most of his judges and ministers for corruption. In 1290 he expelled all Jews from England.
Edward was very cautious in his foreign policy. While he maintained a nominal peace with his cousin Philip III of France, his relationship with that country was always tense. After Philip III’s death in 1285, Edward crossed the Channel in 1286 to pay homage to his successor, Philip the Fair. He stayed abroad until 1289, busy with efforts to improve the administration of Gascony and making repeated, ultimately successful attempts to mediate the ongoing conflict between the houses of Anjou and Aragon. His long absence caused chaos in the government of England, and upon his return in 1289, he had to fire most of his judges and ministers for corruption. In 1290, he expelled all Jews from England.
The affairs of Scotland furnished Edward with his chief preoccupation for the rest of his reign. After the death of Alexander III., in 1286, Scotland was governed in the name of his granddaughter Margaret, the Maid of Norway. The English king had suggested that Edward of Carnarvon, his eldest surviving son, should marry the little queen of Scots, and thus bring about the union of the two countries. Unluckily the death of Margaret in 1290 frustrated the scheme. The Scottish throne was now disputed by many claimants, and the Scots asked Edward to arbitrate between them. Edward accepted the position, but insisted that, before he acted, the Scots should recognize him as their overlord. The claimants set the example of submission, and soon the chief Scots nobles followed. Thereupon Edward undertook the arbitration, and in 1292 adjudged the throne to John Baliol. The new king did homage to Edward, but his subjects soon began to resent the claims of jurisdiction over Scotland, which Edward declared were the natural results of his feudal supremacy. At last the Scots deprived John of nearly all his power, repudiated Edward’s claims, and made an alliance with the French. During the years of the Scottish arbitration Edward had slowly been drifting into war with France. The chronic difficulties caused by French attempts to confine Edward’s power in Gascony were now accentuated by the quarrels between the sailors and merchants of the two countries. In 1293 Edward was persuaded by his brother, Edmund, earl of Lancaster, to yield up Gascony temporarily to Philip the Fair. But Philip refused to restore the duchy, and Edward, seeing that he had been tricked, declared war against France, at the very moment when the Scottish resistance gave the French a firm ally in Britain. To make matters worse, the Welsh rose in rebellion. It was therefore quite impossible for Edward to recover Gascony.
The issues in Scotland became Edward's main focus for the rest of his reign. After Alexander III's death in 1286, Scotland was ruled in the name of his granddaughter, Margaret, the Maid of Norway. The English king proposed that Edward of Carnarvon, his oldest surviving son, marry the young queen of Scots to unite the two countries. Unfortunately, Margaret died in 1290, which sabotaged the plan. Many claimants began to vie for the Scottish throne, and the Scots asked Edward to mediate. Edward accepted, but insisted that the Scots recognize him as their overlord first. The claimants led the way in submitting, and soon the main Scottish nobles followed suit. Edward then took on the role of arbiter, and in 1292 awarded the throne to John Baliol. The new king paid homage to Edward, but his subjects quickly grew resentful of Edward's claims over Scotland, which he insisted were the natural results of his feudal authority. Eventually, the Scots stripped John of most of his power, rejected Edward’s claims, and formed an alliance with the French. During the time Edward was involved in the Scottish arbitration, he had gradually been moving towards war with France. Ongoing issues caused by French efforts to limit Edward’s power in Gascony became worse due to conflicts between the sailors and merchants of both countries. In 1293, Edward was persuaded by his brother, Edmund, Earl of Lancaster, to temporarily give up Gascony to Philip the Fair. However, Philip refused to return the duchy, and realizing he had been deceived, Edward declared war on France at the very moment when Scottish resistance provided the French with a solid ally in Britain. To complicate things further, the Welsh also revolted. Thus, it became nearly impossible for Edward to reclaim Gascony.
The most critical years of Edward’s reign now began. He saw that he could only meet his difficulties by throwing himself on the support of his own subjects, and convoked, in 1295, a representative parliament of the three estates, which has been called in later times the Model Parliament, because it first illustrated the type which was to be perpetuated in all subsequent parliaments. “What touches all,” ran Edward’s writ of summons, “should be approved of all, and it is also clear that common dangers should be met by measures agreed upon in common.” The parliamentary constitution of England was established as the result of Edward’s action.
The most important years of Edward’s reign now began. He realized that he could only handle his challenges by relying on his own subjects, so in 1295, he called for a representative parliament of the three estates, which later became known as the Model Parliament, because it set the standard that would be followed in all future parliaments. “What affects everyone,” Edward’s summons stated, “should be agreed upon by everyone, and it’s clear that common threats should be addressed with shared solutions.” The parliamentary system of England was established as a result of Edward’s actions.
Secure of his subjects’ allegiance, Edward put down the Welsh revolt, and conquered Scotland in 1296. When quiet was restored to Britain, he hoped to throw all his energy into the recovery of Gascony, but new troubles arose at home which once more diverted him from his supreme purpose. Led by Archbishop Winchelsea, Peckham’s successor, the clergy refused to pay taxes in obedience to the bull of Pope Boniface VIII., called Clericis Laicos. Edward declared that if the clergy would not contribute to support the state, the state could afford them no protection. But the clerical opposition was soon joined by a baronial opposition. Headed by the earls of Hereford and Norfolk, many of the barons declined to join in an expedition to Gascony, and Edward was forced to sail to the French war, leaving them behind. Thereupon the recalcitrant barons forced upon the regency a fresh confirmation of the charters, to which new articles were added, safeguarding the people from arbitrary taxation. Edward at Ghent reluctantly accepted this Confirmatio Cariarum, but even his submission did not end the crisis. In the same year (1297), all Scotland rose in revolt under the popular hero William Wallace, and next year (1298), Edward was forced to undertake its reconquest. The battle of Falkirk, won on the 22nd of July, was the greatest of Edward’s military triumphs; but, though it destroyed the power of Wallace, it did not put an end to Scottish resistance. Bitter experience taught Edward that he could not fight the French and the Scots at the same time, and in 1299 he made peace with Philip, and, Eleanor having died in November 1290, he married the French king’s sister Margaret (c. 1282-1318), and some years later obtained the restitution of Gascony. In the same spirit he strove to destroy the clerical and baronial opposition. He did not succeed in the former task until a complacent pope arose in his own subject, Clement V., who abandoned Winchelsea to his anger, and suffered the archbishop to be driven into exile. The baronial leaders could not be wholly overthrown by force, and Edward was compelled to make them fresh concessions.
Secure in his subjects’ loyalty, Edward crushed the Welsh revolt and conquered Scotland in 1296. Once peace was restored in Britain, he aimed to focus all his energy on recovering Gascony, but new issues at home distracted him from his main goal. Led by Archbishop Winchelsea, Peckham’s successor, the clergy refused to pay taxes in compliance with the bull of Pope Boniface VIII., called Clericis Laicos. Edward declared that if the clergy wouldn’t support the state financially, the state couldn’t guarantee their protection. However, clerical opposition was soon joined by baronial opposition. Led by the earls of Hereford and Norfolk, many barons refused to join the expedition to Gascony, forcing Edward to sail to the French war without them. The defiant barons then pressured the regency into a new confirmation of the charters, which included new articles protecting the people from arbitrary taxation. Edward reluctantly accepted this Confirmatio Cariarum in Ghent, but even his compliance did not resolve the crisis. In the same year (1297), all of Scotland rose in revolt under the popular hero William Wallace, and the following year (1298), Edward had to undertake its reconquest. The battle of Falkirk, won on July 22, was Edward’s greatest military victory; however, while it shattered Wallace's power, it didn’t end Scottish resistance. Bitter experience taught Edward that he couldn’t fight the French and the Scots simultaneously, and in 1299, he made peace with Philip. After Eleanor passed away in November 1290, he married the French king’s sister Margaret (c. 1282-1318), and a few years later he regained Gascony. With the same determination, he tried to eliminate the clerical and baronial opposition. He only succeeded in the former task when a favorable pope, Clement V., emerged, who abandoned Winchelsea to Edward’s wrath and allowed the archbishop to be exiled. The baronial leaders couldn’t be completely defeated by force, and Edward was forced to make them new concessions.
It was not until 1303 that Edward was able to undertake seriously the conquest of Scotland. By 1305 the land was subdued, and Wallace beheaded as a traitor. But Edward had hardly organized the government of his new conquest when a fresh revolt broke out under Robert Bruce, grandson of the chief rival of Baliol in 1290. Bruce was soon crowned king of Scots, and at the age of seventy Edward had to face the prospect of conquering Scotland for the third time. He resolved to take the field in person; but the effort was too great, and on the 7th of July 1307 he died at Burgh-on-Sands, near Carlisle. His death destroyed the last faint hope of conquering Scotland, and showed that the chief ambition of his life was a failure. Yet his conquest of Wales, his legislation, his triumph over his barons, his ecclesiastics, and the greatest of French medieval kings 993 indicate the strength and permanence of his work. He was buried at Westminster under a plain slab on which was inscribed Edwardus primus Scottorum malleus hic est. Pactum serva.
It wasn't until 1303 that Edward could seriously begin the conquest of Scotland. By 1305, the land was under control, and Wallace was executed as a traitor. But just as Edward was starting to set up the government for his new territory, a new revolt began under Robert Bruce, the grandson of Baliol's main rival in 1290. Bruce was soon crowned king of the Scots, and at the age of seventy, Edward faced the challenge of conquering Scotland for the third time. He decided to lead the campaign himself, but the effort was too demanding, and on July 7, 1307, he died at Burgh-on-Sands, near Carlisle. His death dashed the last remaining hope of conquering Scotland and highlighted that the main ambition of his life ended in disappointment. Nevertheless, his conquest of Wales, his legislation, his victories over his barons, his clergy, and the greatest of the French medieval kings 993 show the strength and lasting impact of his achievements. He was buried at Westminster under a simple slab that read Edwardus primus Scottorum malleus hic est. Pactum serva.
By Eleanor of Castile Edward had four sons, his successor Edward II. and three who died young, and nine daughters, including Joan, or Joanna (1272-1307), the wife of Gilbert de Clare, earl of Gloucester (d. 1295), and then of Ralph de Monthermer; Margaret (1275-1318), the wife of John II., duke of Brabant; and Eleanor (1282-1316), who married John I., count of Holland, and then Humphrey Bohun, earl of Hereford (d. 1322). By Margaret of France the king had two sons: Thomas of Brotherton, earl of Norfolk, and Edmund of Woodstock, earl of Kent.
By Eleanor of Castile, Edward had four sons: his successor Edward II, and three who died young. He also had nine daughters, including Joan (or Joanna) (1272-1307), who was married first to Gilbert de Clare, earl of Gloucester (d. 1295), and then to Ralph de Monthermer; Margaret (1275-1318), who was the wife of John II, duke of Brabant; and Eleanor (1282-1316), who married John I, count of Holland, and later Humphrey Bohun, earl of Hereford (d. 1322). With Margaret of France, the king had two sons: Thomas of Brotherton, earl of Norfolk, and Edmund of Woodstock, earl of Kent.
The principal modern authorities for this reign are: W. Stubbs, Constitutional History of England, vol. ii. chaps. xiv. and xv. (1896); T.F. Tout, Edward I. (1893), and Political History of England, 1216-1377, pp. 136-235 (1905); R.B. Seeley, Life and Reign of Edward I. (1872); R. Pauli, Geschichte von England, iv. pp. 1-198 (Hamburg, 1864-1875); W. Hunt, article on “Edward I.” in Dictionary of National Biography; J.E. Morris, Welsh Wars of Edward I. (Oxford, 1901); and C.V. Langlois’s Philippe le Hardi (Paris, 1887).
The main modern sources for this reign are: W. Stubbs, Constitutional History of England, vol. ii. chaps. xiv. and xv. (1896); T.F. Tout, Edward I. (1893), and Political History of England, 1216-1377, pp. 136-235 (1905); R.B. Seeley, Life and Reign of Edward I. (1872); R. Pauli, Geschichte von England, iv. pp. 1-198 (Hamburg, 1864-1875); W. Hunt, article on “Edward I.” in Dictionary of National Biography; J.E. Morris, Welsh Wars of Edward I. (Oxford, 1901); and C.V. Langlois’s Philippe le Hardi (Paris, 1887).
EDWARD II. (1284-1327), “of Carnarvon,” king of England, the fourth son of Edward I. by his first wife Eleanor of Castile, was born at Carnarvon Castle on the 25th of April 1284. The story that the king presented the new-born child to the Welsh as their future native prince is quite unfounded, for Edward was only made prince of Wales in the Lincoln parliament of 1301. When a few months old, he became by his elder brother’s death the heir to the throne, and Edward I. took great pains to train him in warfare and statecraft. He took part in several Scots campaigns, but all his father’s efforts could not prevent his acquiring the habits of extravagance and frivolity which he retained all through his life. The old king attributed his son’s defects to the bad influence of his friend, the Gascon knight Piers Gaveston, and drove the favourite into exile. When Edward I. died, on the 7th of July 1307, the first act of the prince, now Edward II., was to recall Gaveston. His next was to abandon the Scots campaign on which his father had set his heart.
EDWARD II. (1284-1327), "of Carnarvon," king of England, the fourth son of Edward I and his first wife Eleanor of Castile, was born at Carnarvon Castle on April 25, 1284. The tale that the king introduced the newborn child to the Welsh as their future native prince is completely unfounded, as Edward wasn't made prince of Wales until the Lincoln parliament of 1301. When he was just a few months old, he became the heir to the throne after his older brother's death, and Edward I made significant efforts to train him in warfare and statecraft. He participated in several campaigns against the Scots, but his father's attempts couldn't prevent him from developing the habits of extravagance and frivolity that he carried throughout his life. The old king blamed his son's shortcomings on the negative influence of his friend, the Gascon knight Piers Gaveston, and exiled the favorite. When Edward I died on July 7, 1307, the first action of the prince, now Edward II, was to bring Gaveston back. His next move was to abandon the Scots campaign that his father had been so passionate about.
The new king was physically almost as fine a man as Edward I. He was, however, destitute of any serious purpose, and was, as Dr Stubbs says, “the first king after the Conquest who was not a man of business.” He cared for nothing but amusing himself, and found his chief delight in athletics and in the practice of mechanical crafts. He was not so much vicious as foolish, and wanting in all serious interests. He had so little confidence in himself that he was always in the hands of some favourite who possessed a stronger will than his own. In the early years of his reign Gaveston held this role, acting as regent when Edward went to France—where, on the 25th of January 1308, he married Isabella, the daughter of Philip the Fair—and receiving the earldom of Cornwall with the hand of the king’s niece, Margaret of Gloucester. The barons soon grew indignant at Edward’s devotion to his “brother Piers,” and twice insisted on his banishment. On each occasion Edward soon recalled his friend, whereupon the barons, headed by the king’s cousin Thomas, earl of Lancaster, went to war against king and favourite, and in 1312 treacherously put Gaveston to death. Edward was not strong enough even to avenge his loss. He was forced to stand aside and suffer the realm to be governed by the baronial committee of twenty-one lords ordainers, who, in 1311, had drawn up a series of ordinances, whose effect was to substitute ordainers for the king as the effective government of the country. But in all the ordinances nothing was said about the commons and lower clergy. Parliament meant to the new rulers an assembly of barons just as it had done to the opponents of Henry III. in 1258. The effect of their triumph was to change England from a monarchy to a narrow oligarchy.
The new king was almost as physically impressive as Edward I. However, he lacked any serious purpose and, as Dr. Stubbs noted, was “the first king after the Conquest who wasn’t a man of business.” He cared only for entertainment, finding his main enjoyment in sports and hands-on crafts. He wasn’t so much evil as he was foolish, lacking any serious interests. He had so little self-confidence that he was always under the influence of some favorite who had a stronger will than he did. In the early years of his reign, Gaveston took on this role, acting as regent when Edward went to France—where, on January 25, 1308, he married Isabella, the daughter of Philip the Fair—and receiving the earldom of Cornwall along with the king’s niece, Margaret of Gloucester. The barons quickly became outraged by Edward’s loyalty to his “brother Piers,” and twice demanded his exile. Each time, Edward swiftly recalled his friend, leading the barons, led by the king’s cousin Thomas, earl of Lancaster, to go to war against the king and his favorite. In 1312, they treacherously killed Gaveston. Edward was not strong enough to avenge his loss. He had to step aside and let the realm be ruled by the baronial committee of twenty-one lords ordainers, who, in 1311, had established a series of ordinances that effectively replaced the king with the ordainers as the rulers of the country. But in all these ordinances, nothing was mentioned about the commons or the lower clergy. To the new leaders, Parliament was just an assembly of barons, just as it had been to the opponents of Henry III in 1258. The outcome of their victory was to transform England from a monarchy into a narrow oligarchy.
During the quarrels between Edward and the ordainers, Robert Bruce was steadily conquering Scotland. His progress was so great that he had occupied all the fortresses save Stirling, which he closely besieged. The danger of losing Stirling shamed Edward and the barons into an attempt to retrieve their lost ground. In June 1314 Edward led a great army into Scotland in the hope of relieving Stirling. On the 24th of June his ill-disciplined and badly led host was completely defeated by Robert Bruce at Bannockburn. Henceforth Bruce was sure of his position as king of Scots, and his pitiless devastation of the northern counties of England was his wild vengeance for the sufferings his land had previously experienced from the English. Edward’s disgraceful defeat made him more dependent on his barons than ever. His kinsman, Thomas of Lancaster, had now an opportunity of saving England from the consequences of the king’s incompetence. He had shown some capacity as a leader of opposition, but though he had great wealth, and was lord of five earldoms, he had small ability and no constructive power. In his desire to keep the king weak, he was suspected to have made a secret understanding with Robert Bruce. Before long the opposition split up under his incompetent guidance into fiercely contending factions. Under Aymer of Valence, earl of Pembroke, a middle party arose, which hated Lancaster so much that it supported the king to put an end to Lancaster’s rule. After 1318 the effect of its influence was to restore Edward to some portion of his authority. However, the king hated Pembroke almost as much as Lancaster. He now found a competent adviser in Hugh le Despenser, a baron of great experience. What was more important to him, he had in Despenser’s son, Hugh le Despenser the younger, a personal friend and favourite, who was able in some measure to replace Gaveston. The fierce hatred which the barons manifested to the Despensers showed that they could hate a deserter as bitterly as they had hated the Gascon adventurer. They were indignant at the favours which Edward lavished upon the favourite and his father, and were especially alarmed when the younger Despenser strove to procure for himself the earldom of Gloucester in right of his wife, Edward’s niece.
During the fights between Edward and the ordainers, Robert Bruce was steadily taking over Scotland. He had made such significant progress that he had captured all the fortresses except Stirling, which he was closely besieging. The threat of losing Stirling embarrassed Edward and the barons into trying to regain their lost territory. In June 1314, Edward led a large army into Scotland, hoping to relieve Stirling. On June 24th, his poorly disciplined and badly commanded force was completely defeated by Robert Bruce at Bannockburn. From that point on, Bruce was secure in his position as king of Scots, and his brutal destruction of the northern counties of England was his wild revenge for the suffering his land had endured from the English. Edward’s humiliating defeat made him more dependent on his barons than ever. His relative, Thomas of Lancaster, now had the chance to save England from the repercussions of the king’s incompetence. He had shown some capability as a leader of opposition, but despite his great wealth and being the lord of five earldoms, he had little skill and no constructive power. In his desire to keep the king weak, he was suspected of having a secret agreement with Robert Bruce. Before long, the opposition split under his poor leadership into fiercely competing factions. A middle party emerged under Aymer of Valence, the earl of Pembroke, which disliked Lancaster so much that it supported the king to end Lancaster’s influence. After 1318, this party’s influence helped restore some of Edward’s authority. However, the king despised Pembroke almost as much as Lancaster. He then found a capable adviser in Hugh le Despenser, a baron with great experience. More importantly for him, he had Despenser’s son, Hugh le Despenser the younger, as a personal friend and favorite, who could somewhat replace Gaveston. The intense hatred the barons showed towards the Despensers revealed that they could hate a traitor just as much as they had hated the Gascon adventurer. They were outraged by the privileges Edward granted to the favorite and his father, and were especially alarmed when the younger Despenser tried to secure the earldom of Gloucester through his wife, Edward’s niece.
At last, in 1321, the barons met in parliament, and under Lancaster’s guidance procured the banishment of the Despensers. The disasters of his friends inspired Edward to unwonted activity. In 1322 he recalled them from exile, and waged war against the barons on their behalf. Triumph crowned his exertions. Lancaster, defeated at Boroughbridge, was executed at Pontefract. For the next five years the Despensers ruled England. Unlike the ordainers, they took pains to get the Commons on their side, and a parliament held at York in 1322 revoked the ordinances because they trenched upon the rights of the crown, and were drawn up by the barons only. From this time no statute was technically valid unless the Commons had agreed to it. This marks the most important step forward in Edward II.’s reign. But the rule of the Despensers soon fell away from this wise beginning. They thought only of heaping up wealth for themselves, and soon stirred up universal indignation. In particular, they excited the ill-will of the queen, Isabella of France. Craftily dissembling her indignation, Isabella kept silence until 1325, when she went to France in company with her eldest son, Edward of Windsor, who was sent to do homage for Aquitaine to her brother, the new French king. When her business was over, Isabella declined to return to her husband as long as the Despensers remained his favourites. She formed a criminal connexion with Roger Mortimer of Wigmore, one of the baronial exiles, and in September 1326 landed in Essex accompanied by Mortimer and her son, declaring that she was come to avenge the murder of Lancaster, and to expel the Despensers. Edward’s followers deserted him, and on the 2nd of October he fled from London to the west, where he took refuge in the younger Despenser’s estates in Glamorgan. His wife followed him, put to death both the Despensers, and, after a futile effort to escape by sea, Edward was captured on the 16th of November. He was imprisoned at Kenilworth Castle, and a parliament met at Westminster in January 1327, which chose his son to be king as Edward III. It was thought prudent to compel the captive king to resign the crown, and on the 20th of January Edward was forced to renounce his office before a committee of the estates. The government of Isabella and Mortimer was so weakly established that it dared 994 not leave the deposed king alive. On the 3rd of April he was secretly removed from Kenilworth and entrusted to the custody of two dependants of Mortimer. After various wanderings he was imprisoned at Berkeley Castle in Gloucestershire. Every indignity was inflicted upon him, and he was systematically ill-treated in the hope that he would die of disease. When his strong constitution seemed likely to prevail over the ill-treatment of his enemies he was cruelly put to death on the 21st of September. It was announced that he had died a natural death, and he was buried in St Peter’s Abbey at Gloucester, now the cathedral, where his son afterwards erected a magnificent tomb.
At last, in 1321, the barons gathered in parliament, and with Lancaster's leadership, managed to banish the Despensers. The misfortunes of his allies motivated Edward to take unexpected action. In 1322, he brought them back from exile and fought against the barons on their behalf. His efforts were rewarded with victory. Lancaster, defeated at Boroughbridge, was executed at Pontefract. For the next five years, the Despensers ruled England. Unlike the ordainers, they worked hard to win the Commons' support, and a parliament held in York in 1322 annulled the ordinances because they infringed on the rights of the crown and were only created by the barons. From that point on, no law was technically valid unless the Commons agreed to it. This marked a significant advancement in Edward II's reign. However, the Despensers soon lost sight of this promising start. They focused only on accumulating wealth for themselves and quickly provoked widespread outrage. In particular, they earned the queen's resentment, Isabella of France. Disguising her anger, Isabella remained quiet until 1325, when she traveled to France with her eldest son, Edward of Windsor, who went to pay homage for Aquitaine to her brother, the new French king. Once her business was done, Isabella refused to return to her husband as long as the Despensers remained his favorites. She began a secret affair with Roger Mortimer of Wigmore, one of the baronial exiles, and in September 1326, landed in Essex with Mortimer and her son, claiming she had come to avenge Lancaster's murder and to drive out the Despensers. Edward’s supporters abandoned him, and on October 2nd, he fled from London to the west, seeking refuge on the younger Despenser’s estates in Glamorgan. His wife followed him, executed both Despensers, and after a failed attempt to escape by sea, Edward was captured on November 16th. He was imprisoned at Kenilworth Castle, and a parliament convened at Westminster in January 1327, which chose his son to be king as Edward III. It was deemed wise to force the imprisoned king to abdicate, and on January 20th, Edward was compelled to renounce his title in front of a committee representing the estates. The government led by Isabella and Mortimer was so weak that it dared not leave the ousted king alive. On April 3rd, he was secretly removed from Kenilworth and placed in the care of two of Mortimer's associates. After various travels, he was imprisoned at Berkeley Castle in Gloucestershire. He endured every humiliation and was systematically mistreated in hopes that he would succumb to illness. When it seemed his strong constitution would overcome the abuse he faced, he was brutally killed on September 21st. It was announced that he had died of natural causes, and he was buried in St Peter’s Abbey at Gloucester, now the cathedral, where his son later built a magnificent tomb.
Edward’s wife, Isabella (c. 1292-1358), bore him two sons, Edward III. and John of Eltham, earl of Cornwall (1316-1336), and two daughters, Isabella and Joanna (1321-1362), wife of David II., king of Scotland. After the execution of her paramour, Roger Mortimer, in 1330, Isabella retired from public life; she died at Hertford on the 23rd of August 1358.
Edward’s wife, Isabella (c. 1292-1358), had two sons, Edward III and John of Eltham, Earl of Cornwall (1316-1336), and two daughters, Isabella and Joanna (1321-1362), who was married to David II, king of Scotland. After her lover, Roger Mortimer, was executed in 1330, Isabella stepped back from public life; she passed away in Hertford on August 23, 1358.
See R. Pauli, Geschichte von England, iv. pp. 199-306; T.F. Tout, Political History of England, 1216-1307, pp. 236-304, and article in Dictionary of National Biography; W. Stubbs, Constitutional History, vol. ii. pp. 319-386, and Introductions to Chronicles of the Reigns of Edward I. and Edward II. in Rolls series.
See R. Pauli, History of England, iv. pp. 199-306; T.F. Tout, Political History of England, 1216-1307, pp. 236-304, and article in Dictionary of National Biography; W. Stubbs, Constitutional History, vol. ii. pp. 319-386, and Introductions to Chronicles of the Reigns of Edward I. and Edward II. in Rolls series.
EDWARD III. (1312-1377), “of Windsor,” king of England, eldest son of Edward II. and Isabella of France, was born at Windsor on the 13th of November 1312. In 1320 he was made earl of Chester, and in 1325 duke of Aquitaine, but he never received the title of prince of Wales. Immediately after his appointment to Aquitaine, he was sent to France to do homage to his uncle Charles IV., and remained abroad until he accompanied his mother and Mortimer in their expedition to England. To raise funds for this he was betrothed to Philippa, daughter of the count of Hainaut. On the 26th of October 1326, after the fall of Bristol, he was proclaimed warden of the kingdom during his father’s absence. On the 13th of January 1327 parliament recognized him as king, and he was crowned on the 29th of the same month.
EDWARD III. (1312-1377), “of Windsor,” king of England, the eldest son of Edward II and Isabella of France, was born at Windsor on November 13, 1312. In 1320, he was made Earl of Chester, and in 1325, Duke of Aquitaine, but he never got the title of Prince of Wales. Shortly after being appointed to Aquitaine, he was sent to France to pay homage to his uncle Charles IV, and stayed abroad until he accompanied his mother and Mortimer on their expedition to England. To help finance this, he was engaged to Philippa, the daughter of the Count of Hainaut. On October 26, 1326, after the fall of Bristol, he was proclaimed warden of the kingdom during his father’s absence. On January 13, 1327, parliament recognized him as king, and he was crowned on January 29 of that same year.
For the next four years Isabella and Mortimer governed in his name, though nominally his guardian was Henry, earl of Lancaster. In the summer he took part in an abortive campaign against the Scots, and was married to Philippa at York on the 24th of January 1328. On the 15th of June 1330 his eldest child, Edward, the Black Prince, was born. Soon after, Edward made a successful effort to throw off his degrading dependence on his mother and her paramour. In October 1330 he entered Nottingham Castle by night, through a subterranean passage, and took Mortimer prisoner. On the 29th of November the execution of the favourite at Tyburn completed the young king’s emancipation. Edward discreetly drew a veil over his mother’s relations with Mortimer, and treated her with every respect. There is no truth in the stories that henceforth he kept her in honourable confinement, but her political influence was at an end.
For the next four years, Isabella and Mortimer ruled in his name, although Henry, the earl of Lancaster, was technically his guardian. During the summer, he participated in a failed campaign against the Scots and married Philippa in York on January 24, 1328. On June 15, 1330, his first child, Edward, the Black Prince, was born. Shortly after, Edward successfully broke free from his humiliating reliance on his mother and her lover. In October 1330, he secretly entered Nottingham Castle at night through an underground passage and captured Mortimer. On November 29, the execution of Mortimer at Tyburn completed the young king’s liberation. Edward carefully kept the details of his mother’s relationship with Mortimer under wraps and treated her with great respect. There’s no truth to the rumors that he kept her in a respectable confinement after that, but her political influence had come to an end.
Edward III.’s real reign now begins. Young, ardent and active, he strove with all his might to win back for England something of the position which it had acquired under Edward I. He bitterly resented the concession of independence to Scotland by the treaty of Northampton of 1328, and the death of Robert Bruce in 1329 gave him a chance of retrieving his position. The new king of Scots, David, who was his brother-in-law, was a mere boy, and the Scottish barons, exiled for their support of Robert Bruce, took advantage of the weakness of his rule to invade Scotland in 1332. At their head was Edward Baliol, whose victory at Dupplin Moor established him for a brief time as king of Scots. After four months Baliol was driven out by the Scots, whereupon Edward for the first time openly took up his cause. In 1333 the king won in person the battle of Halidon Hill over the Scots, but his victory did not restore Baliol to power. The Scots despised him as a puppet of the English king, and after a few years David was finally established in Scotland. During these years England gradually drifted into hostility with France. The chief cause of this was the impossible situation which resulted from Edward’s position as duke of Gascony. Contributing causes were Philip’s support of the Scots and Edward’s alliance with the Flemish cities, which were then on bad terms with their French overlord, and the revival of Edward’s claim, first made in 1328, to the French crown. War broke out in 1337, and in 1338 Edward visited Coblenz, where he made an alliance with the emperor Louis the Bavarian. In 1339 and 1340 Edward endeavoured to invade France from the north with the help of his German and Flemish allies, but the only result of his campaigns was to reduce him to bankruptcy.
Edward III's true reign is about to start. Young, passionate, and active, he put all his energy into regaining for England some of the stature it had under Edward I. He felt a deep resentment over the independence granted to Scotland by the Treaty of Northampton in 1328, and the death of Robert Bruce in 1329 gave him an opportunity to restore England's position. The new King of Scots, David, who was his brother-in-law, was just a boy, and the Scottish nobles, who had been exiled for supporting Robert Bruce, seized on his weakness to invade Scotland in 1332. Leading them was Edward Baliol, whose victory at Dupplin Moor briefly established him as king of Scots. However, after four months, the Scots drove Baliol out, prompting Edward to openly support his cause for the first time. In 1333, the king personally won the Battle of Halidon Hill against the Scots, but his victory didn’t return Baliol to power. The Scots viewed him as a puppet of the English king, and after a few years, David was finally installed in Scotland. During this time, England gradually moved toward conflict with France. The main reason was the untenable situation stemming from Edward's role as Duke of Gascony. Contributing factors included Philip’s support for the Scots and Edward’s alliance with the Flemish cities, which were in conflict with their French ruler, along with Edward's revived claim to the French crown, first made in 1328. War broke out in 1337, and in 1338, Edward visited Coblenz to form an alliance with Emperor Louis the Bavarian. In 1339 and 1340, Edward tried to invade France from the north with the help of his German and Flemish allies, but his campaigns only led to his bankruptcy.
In 1340, however, he took personal part in the great naval battle off Sluys, in which he absolutely destroyed the French navy. In the same year he assumed the title of king of France. At first he did this to gratify the Flemings, whose scruples in fighting their overlord, the French king, disappeared when they persuaded themselves that Edward was the rightful king of France. However, his pretensions to the French crown gradually became more important. The persistence with which he and his successors urged them made stable peace impossible for more than a century, and this made the struggle famous in history as the Hundred Years’ War. Till the days of George III. every English king also called himself king of France.
In 1340, he personally participated in the major naval battle off Sluys, where he completely defeated the French navy. That same year, he claimed the title of king of France. Initially, he did this to please the Flemings, who felt uneasy about fighting against their overlord, the French king, but their concerns faded when they convinced themselves that Edward was the rightful king of France. Over time, his claims to the French crown grew more significant. The determination with which he and his successors pursued these claims made it impossible to achieve lasting peace for over a century, leading to the conflict being known in history as the Hundred Years’ War. Up until the days of George III, every English king also referred to himself as king of France.
Despite his victory at Sluys, Edward was so exhausted by his land campaign that he was forced before the end of 1340 to make a truce and return to England. He unfairly blamed his chief minister, Archbishop Stratford, for his financial distress, and immediately on his return vindictively attacked him. Before the truce expired a disputed succession to the duchy of Brittany gave Edward an excuse for renewing hostilities with France. In 1342 he went to Brittany and fought an indecisive campaign against the French. He was back in England in 1343. In the following years he spent much time and money in rebuilding Windsor Castle, and instituting the order of the Garter, which he did in order to fulfil a vow that he had taken to restore the Round Table of Arthur. His finances, therefore, remained embarrassed despite the comparative pause in the war, although in 1339 he had repudiated his debt to his Italian creditors, a default that brought about widespread misery in Florence.
Despite his victory at Sluys, Edward was so worn out from his land campaign that he had to make a truce and return to England before the end of 1340. He unfairly blamed his chief minister, Archbishop Stratford, for his financial troubles and immediately attacked him out of spite upon his return. Before the truce ended, a disputed succession to the duchy of Brittany gave Edward a reason to resume hostilities with France. In 1342, he went to Brittany and fought an inconclusive campaign against the French. He was back in England in 1343. In the following years, he spent a lot of time and money rebuilding Windsor Castle and establishing the order of the Garter, which he created to honor a vow he made to restore Arthur's Round Table. His finances were still strained despite the relative break in the war, although in 1339 he had defaulted on his debt to his Italian creditors, an act that caused widespread suffering in Florence.
A new phase of the French war begins when in July 1346 Edward landed in Normandy, accompanied by his eldest son, Edward, prince of Wales, a youth of sixteen. In a memorable campaign Edward marched from La Hogue to Caen, and from Caen almost to the gates of Paris. It was a plundering expedition on a large scale, and like most of Edward’s campaigns showed some want of strategic purpose. But Edward’s decisive victory over the French at Crécy, in Ponthieu, on the 26th of August, where he scattered the army with which Philip VI. attempted to stay his retreat from Paris to the northern frontier, signally demonstrated the tactical superiority of Edward’s army over the French. Next year Edward effected the reduction of Calais. This was the most solid and lasting of his conquests, and its execution compelled him to greater efforts than the Crécy campaign. Other victories in Gascony and Brittany further emphasized his power. In 1346, David, king of Scots, was also defeated and taken prisoner at Neville’s Cross, near Durham. In the midst of his successes, however, want of money forced Edward to make a new truce in 1347. He was as far from the conquest of France as ever.
A new phase of the French war begins when, in July 1346, Edward landed in Normandy, accompanied by his eldest son, Edward, Prince of Wales, a sixteen-year-old. In a memorable campaign, Edward marched from La Hogue to Caen, and from Caen almost to the gates of Paris. It was a large-scale plundering expedition, and like most of Edward’s campaigns, it lacked a clear strategic purpose. However, Edward’s decisive victory over the French at Crécy, in Ponthieu, on August 26th, where he defeated the army Philip VI. sent to stop his retreat from Paris to the northern frontier, clearly showed the tactical superiority of Edward’s army over the French. The following year, Edward successfully captured Calais. This was the most solid and lasting of his conquests, requiring greater effort than the Crécy campaign. Other victories in Gascony and Brittany further highlighted his power. In 1346, David, King of Scots, was also defeated and taken prisoner at Neville’s Cross, near Durham. Despite his successes, however, a lack of funds forced Edward to negotiate a new truce in 1347. He was as far from conquering France as ever.
Edward returned to England in October 1347. He celebrated his triumph by a series of splendid tournaments, and completed his scheme for the establishment of the order of the Garter. In 1348 he rejected an offer of the imperial throne. In the same year the Black Death first appeared in England, and raged until 1349. Yet the horrors which it wrought hardly checked the magnificent revels of Edward’s court, and neither the plague nor the truce stayed the course of the French war, though what fighting there was was indecisive and on a small scale. Edward’s martial exploits during the next years were those of a gallant knight rather than those of a responsible general. Conspicuous among them were his famous combat with Eustace de Ribemont, near Calais, in 1349, and the hard-fought naval victory over the Spaniards off Winchelsea, in 1350. Efforts 995 to make peace, initiated by Pope Innocent VI., came to nothing, though the English commons were now weary of the war. The result of this failure was the renewal of war on a large scale. In 1355 Edward led an unsuccessful raid out of Calais, and in January and February 1356 harried the Lothians, in the expedition famous as the Burned Candlemas. His exploits sank into insignificance as compared with those of his son, whose victory at Poitiers, on the 19th of September 1356, resulted in the captivity of King John, and forced the French to accept a new truce. Edward entertained his royal captive very magnificently, and in 1359 concluded with him the treaty of London, by which John surrendered so much that the French repudiated the treaty. Edward thereupon resolved to invade France afresh and compel its acceptance. On the 28th of October he landed at Calais, and advanced to Reims, where he hoped to be crowned king of France. The strenuous resistance of the citizens frustrated this scheme, and Edward marched into Burgundy, whence he made his way back towards Paris. Failing in an attack on the capital, he was glad to conclude, on the 8th of May 1360, preliminaries of peace at Brétigny, near Chartres. This treaty, less onerous to France than that of London, took its final form in the treaty of Calais, ratified by King John on the 9th of October. By it Edward renounced his claim to France in return for the whole of Aquitaine.
Edward returned to England in October 1347. He celebrated his victory with a series of grand tournaments and finalized his plan to establish the order of the Garter. In 1348, he turned down an offer for the imperial throne. That same year, the Black Death made its first appearance in England and swept through the country until 1349. However, the horrors it caused hardly interrupted the lavish festivities at Edward’s court, and neither the plague nor the truce halted the ongoing war with France, although the battles fought were minor and indecisive. Edward's military actions in the following years resembled those of a chivalrous knight rather than a responsible general. Among these were his famous duel with Eustace de Ribemont near Calais in 1349 and the hard-fought naval victory over the Spaniards near Winchelsea in 1350. Efforts to negotiate peace, started by Pope Innocent VI, were unsuccessful, even though the English common people were becoming tired of the war. This failure led to a large-scale renewal of hostilities. In 1355, Edward led an unsuccessful raid out of Calais, and in January and February 1356, he raided the Lothians in an expedition known as the Burned Candlemas. His exploits faded in comparison to those of his son, who, on September 19, 1356, achieved victory at Poitiers, capturing King John and forcing the French to agree to a new truce. Edward hosted his royal captive in grand style, and in 1359, he negotiated the treaty of London with him, in which John conceded so much that the French rejected the treaty. Edward then decided to invade France again and enforce its acceptance. On October 28, he landed at Calais and advanced to Reims, hoping to be crowned king of France. However, the strong resistance from the local citizens thwarted his plan, and Edward marched into Burgundy, eventually making his way back toward Paris. After failing to attack the capital, he was relieved to conclude preliminary peace terms on May 8, 1360, at Brétigny, near Chartres. This treaty, less burdensome for France than the one made in London, was finalized in the treaty of Calais, ratified by King John on October 9. Under this treaty, Edward gave up his claim to France in exchange for the entirety of Aquitaine.
The treaty of Calais did not bring rest or prosperity either to England or France. Fresh visitations of the Black Death, in 1362 and 1369, intensified the social and economic disturbances which had begun with the first outbreak in 1348. Desperate, but not very successful, efforts were made to enforce the statute of Labourers, of 1351, by which it was sought to maintain prices and wages as they had been before the pestilence. Another feature of these years was the anti-papal, or rather anti-clerical, legislation embodied in the statutes of Provisors and Praemunire. These measures were first passed in 1351 and 1353, but often repeated. In 1366 Edward formally repudiated the feudal supremacy over England, still claimed by the papacy by reason of John’s submission. Another feature of the time was the strenuous effort made by Edward to establish his numerous family without too great expense. In the end the estates of the houses of Lancaster, Kent, Bohun, Burgh and Mortimer swelled the revenues of Edward’s children and grandchildren, in whose favour also the new title of duke was introduced.
The Treaty of Calais didn’t bring peace or prosperity to either England or France. New outbreaks of the Black Death in 1362 and 1369 worsened the social and economic turmoil that had started with the first wave in 1348. There were desperate, but largely ineffective, attempts to enforce the Statute of Labourers from 1351, which aimed to keep prices and wages at pre-plague levels. Another significant development during these years was the anti-papal, or more accurately anti-clerical, laws found in the statutes of Provisors and Praemunire. These laws were first enacted in 1351 and 1353 but were often reintroduced. In 1366, Edward officially rejected the feudal dominance over England that the papacy continued to claim from King John's submission. Another notable aspect of this time was Edward’s vigorous efforts to secure a stable future for his large family without incurring excessive costs. Ultimately, the estates of the houses of Lancaster, Kent, Bohun, Burgh, and Mortimer increased the wealth of Edward’s children and grandchildren, who were also granted the new title of duke.
In 1369 the French king, Charles V., repudiated the treaty of Calais and renewed the war. Edward’s French dominions gladly reverted to their old allegiance, and Edward showed little of his former vigour in meeting this new trouble. He resumed the title and arms of king of France, but left most of the fighting and administration of his foreign kingdoms to his sons, Edward and John. While the latter were struggling with little success against the rising tide of French national feeling, Edward’s want of money made him a willing participator in the attack on the wealth and privileges of the Church. In 1371 a clerical ministry was driven from office, and replaced by laymen, who proved, however, less effective administrators than their predecessors. Meanwhile Aquitaine was gradually lost; the defeat of Pembroke off La Rochelle deprived England of the command of the sea, and Sir Owen ap Thomas, a grand-nephew of Llewelyn ab Gruffyd, planned, with French help, an abortive invasion of Wales. In 1371 the Black Prince came back to England with broken health, and in 1373 John of Lancaster marched to little purpose through France, from Calais to Bordeaux. In 1372 Edward made his final effort to lead an army, but contrary winds prevented his even landing his troops in France. In 1375 he was glad to make a truce, which lasted until his death. By it the only important possessions remaining in English hands were Calais, Bordeaux, Bayonne and Brest.
In 1369, the French king, Charles V, rejected the treaty of Calais and reignited the war. Edward's French territories happily returned to their previous loyalty, and Edward showed little of his former determination in addressing this new challenge. He took back the title and symbols of king of France but left most of the fighting and management of his foreign kingdoms to his sons, Edward and John. While they struggled with limited success against the growing wave of French nationalism, Edward's lack of funds made him eager to join the assault on the wealth and privileges of the Church. In 1371, a clerical government was ousted and replaced by lay officials, who turned out to be less effective than their predecessors. Meanwhile, Aquitaine was steadily lost; the defeat of Pembroke off La Rochelle cost England control of the seas, and Sir Owen ap Thomas, a grand-nephew of Llewelyn ab Gruffyd, planned, with French support, a failed invasion of Wales. In 1371, the Black Prince returned to England in poor health, and in 1373, John of Lancaster marched aimlessly through France from Calais to Bordeaux. In 1372, Edward made one last attempt to lead an army, but unfavorable winds kept him from even landing his troops in France. By 1375, he was relieved to agree to a truce, which lasted until his death. According to it, the only significant territories left in English hands were Calais, Bordeaux, Bayonne, and Brest.
Edward was now sinking into his dotage. After the death of Queen Philippa he fell entirely under the influence of a greedy mistress named Alice Perrers, while the Black Prince and John of Gaunt became the leaders of sharply divided parties in the court and council of the king. With the help of Alice Perrers John of Gaunt obtained the chief influence with his father, but his administration was neither honourable nor successful. His chief enemies were the higher ecclesiastics, headed by William of Wykeham, bishop of Winchester, who had been excluded from power in 1371. John further irritated the clergy by making an alliance with John Wycliffe. The opposition to John was led by the Black Prince and Edmund Mortimer, earl of March, the husband of Edward’s grand-daughter, Philippa of Clarence. At last popular indignation against the courtiers came to a head in the famous Good Parliament of 1376. Alice Perrers was removed from court, and Duke John’s subordinate instruments were impeached. But in the midst of the parliament the death of the Black Prince robbed the commons of their strongest support. John of Gaunt regained power, and in 1377 a new parliament, carefully packed by the courtiers, reversed the acts of the Good Parliament. Not long after Edward III. died, on the 21st of June 1377.
Edward was now slipping into old age. After the death of Queen Philippa, he fell completely under the influence of a greedy mistress named Alice Perrers, while the Black Prince and John of Gaunt became the leaders of sharply divided factions in the king's court and council. With Alice Perrers' help, John of Gaunt gained significant power over his father, but his leadership was neither honorable nor successful. His main enemies were high-ranking church officials, led by William of Wykeham, bishop of Winchester, who had been ousted from power in 1371. John further angered the clergy by forming an alliance with John Wycliffe. The opposition to John was spearheaded by the Black Prince and Edmund Mortimer, earl of March, who was married to Edward’s granddaughter, Philippa of Clarence. Eventually, public outrage against the courtiers culminated in the famous Good Parliament of 1376. Alice Perrers was removed from court, and John’s underlings faced impeachment. But in the midst of the parliament, the death of the Black Prince stripped the commons of their strongest ally. John of Gaunt regained control, and in 1377 a new parliament, carefully stacked by the courtiers, overturned the decisions of the Good Parliament. Shortly after, Edward III died on June 21, 1377.
Edward III. was not a great man like Edward I. He was, however, an admirable tactician, a consummate knight, and he possessed extraordinary vigour and energy of temperament. His court, described at length in Froissart’s famous chronicle, was the most brilliant in Europe, and he was himself well fitted to be the head of the magnificent chivalry that obtained fame in the French wars. Though his main ambition was military glory, he was not a bad ruler of England. He was liberal, kindly, good-tempered and easy of access, and his yielding to his subjects’ wishes in order to obtain supplies for carrying on the French war contributed to the consolidation of the constitution. His weak points were his wanton breaches of good faith, his extravagance, his frivolity and his self-indulgence. Like that of Edward I. his ambition transcended his resources, and before he died even his subjects were aware of his failure.
Edward III wasn’t a great leader like Edward I. However, he was an impressive strategist, a skilled knight, and he had an incredible amount of energy and enthusiasm. His court, described in detail in Froissart’s famous chronicle, was the most dazzling in Europe, and he was well-suited to lead the remarkable chivalry that gained fame during the French wars. Although his main goal was military glory, he wasn’t a bad ruler of England. He was generous, kind, good-natured, and approachable, and his willingness to listen to his subjects’ needs in order to secure funding for the French war helped strengthen the constitution. His weaknesses included a tendency to break promises, extravagance, frivolity, and self-indulgence. Like Edward I, his ambitions went beyond his means, and by the time he died, even his subjects recognized his shortcomings.
Edward had twelve children, seven sons and five daughters. Five of his sons played some part in the history of their time, these being Edward the Black Prince, Lionel of Antwerp, duke of Clarence, John of Gaunt, duke of Lancaster, Edmund of Langley, afterwards duke of York, and Thomas of Woodstock, afterwards duke of Gloucester. John and Edmund are also important as the founders of the rival houses of Lancaster and York. Each of the last four was named from the place of his birth, and for the same reason the Black Prince is sometimes called Edward of Woodstock. The king’s two other sons both died in infancy. Of his daughters, three died unmarried; the others were Isabella, who married into the family of Coucy, and Mary, who married into that of Montfort.
Edward had twelve children: seven sons and five daughters. Five of his sons played significant roles in the history of their time: Edward the Black Prince, Lionel of Antwerp (Duke of Clarence), John of Gaunt (Duke of Lancaster), Edmund of Langley (later Duke of York), and Thomas of Woodstock (later Duke of Gloucester). John and Edmund are also noteworthy as the founders of the rival houses of Lancaster and York. The last four were named after the places where they were born, which is why the Black Prince is sometimes referred to as Edward of Woodstock. The king's two other sons both died as infants. Of his daughters, three remained unmarried; the others were Isabella, who married into the Coucy family, and Mary, who married into the Montfort family.
Authorities.—The two chief modern lives of Edward III. are W. Longman’s Life and Times of Edward III., and J. Mackinnon’s History of Edward III. Neither work can be regarded as adequate, and in some ways J. Barnes’s quaint History of Edward III. (1688) is less unsatisfactory. The general history of the time can be read in W. Stubbs’s Constitutional History of England, vol. ii. chapters xvi. and xvii.; in T.F. Tout’s Political History of England, 1216-1377, pp. 301-441; in R. Pauli’s Geschichte von England, iv. pp. 307-504; and in Edward’s life by W. Hunt in the Dictionary of National Biography. For the Hundred Years’ War, see E. Déprez’s Les Préliminaires de la guerre de cent ans, 1328-1342, and H. Denifle’s La Desolation des églises, monastères et hôpitaux en France pendant la guerre de cent ans. For economic and social history see W.J. Ashley’s English Economic History, and W. Cunningham’s Growth of English Industry and Commerce during the Early and Middle Ages. For the end of the reign see S. Armitage Smith’s John of Gaunt, J. Lechler’s Wiclif und die Vorgeschichte der Reformation, translated as Wycliffe and his English Precursors, R.L. Poole’s Wycliffe and Movements for Reform, and G.M. Trevelyan’s England in the Age of Wycliffe.
Officials.—The two main modern biographies of Edward III are W. Longman’s Life and Times of Edward III. and J. Mackinnon’s History of Edward III. Neither of these works is completely satisfactory, and in some respects, J. Barnes’s quirky History of Edward III. (1688) is actually better. For a broader look at the historical context of the time, check out W. Stubbs’s Constitutional History of England, vol. ii. chapters xvi. and xvii.; T.F. Tout’s Political History of England, 1216-1377, pp. 301-441; R. Pauli’s Geschichte von England, iv. pp. 307-504; and W. Hunt’s entry on Edward in the Dictionary of National Biography. For information on the Hundred Years’ War, see E. Déprez’s Les Préliminaires de la guerre de cent ans, 1328-1342, and H. Denifle’s La Desolation des églises, monastères et hôpitaux en France pendant la guerre de cent ans. For economic and social history, refer to W.J. Ashley’s English Economic History and W. Cunningham’s Growth of English Industry and Commerce during the Early and Middle Ages. To learn about the end of the reign, look at S. Armitage Smith’s John of Gaunt, J. Lechler’s Wiclif und die Vorgeschichte der Reformation, translated as Wycliffe and his English Precursors, R.L. Poole’s Wycliffe and Movements for Reform, and G.M. Trevelyan’s England in the Age of Wycliffe.
EDWARD IV. (1442-1483), king of England, son of Richard, duke of York, by Cicely Neville, was born at Rouen on the 28th of April 1442. As a boy he was styled earl of March, and spent most of his time at Ludlow. After the Yorkist failure at Ludlow field in October 1459, Edward fled with the earls of Salisbury and Warwick, his uncle and cousin, to Calais. Thence in the following July he accompanied them in their successful invasion of England, to be welcomed in London, and to share in the victory over the Lancastrians at Northampton. After the acceptance of Richard of York as heir to the crown, Edward returned to the Welsh marches, where early in the new 996 year he heard of his father’s defeat and death at Wakefield. Hastily gathering an army he defeated the earls of Pembroke and Wiltshire at Mortimer’s Cross on the 2nd of February 1461, and then marched on London. He was acclaimed by the citizens in an assembly at Clerkenwell, declared king by a Yorkist council, and took possession of the regality on the 4th of March. Soon after the new king and the earl of Warwick went north, and on the 28th of March won a decisive victory at Towton.
EDWARD IV. (1442-1483), king of England, was the son of Richard, duke of York, and Cicely Neville. He was born in Rouen on April 28, 1442. As a child, he was known as the Earl of March and spent most of his time in Ludlow. After the Yorkist defeat at Ludlow Field in October 1459, Edward escaped with his uncle and cousin, the Earls of Salisbury and Warwick, to Calais. In the following July, he joined them in their successful invasion of England, receiving a warm welcome in London and participating in the victory over the Lancastrians at Northampton. After Richard of York was acknowledged as the heir to the throne, Edward returned to the Welsh marches, where he learned of his father’s defeat and death at Wakefield early in the new year. He quickly gathered an army and defeated the Earls of Pembroke and Wiltshire at Mortimer’s Cross on February 2, 1461, then marched to London. He was celebrated by the citizens at an assembly in Clerkenwell, proclaimed king by a Yorkist council, and claimed the throne on March 4. Shortly after, the new king and the Earl of Warwick headed north, achieving a significant victory at Towton on March 28.
Edward owed his throne to his kinsmen the Nevilles, and he was content for the time to be guided by them. For himself he was young and fond of pleasure. Still he made frequent progresses, and took some part in the fighting that went on in the north during 1462 and 1463. But he was absent from the final victory at Hexham on the 14th of May 1464, and was at the very time engaged in contracting a secret marriage with Elizabeth, daughter of Richard Woodville, Lord Rivers, and widow of Sir John Grey of Groby (d. 1461). The marriage was disclosed at Michaelmas, much to the vexation of Warwick, who in pursuit of his foreign policy had projected a match with a French princess. Edward heaped favours on his new relatives; his father-in-law was made treasurer, and great marriages were found for his wife’s sisters and brothers. In foreign affairs also Edward thwarted Warwick’s plans by favouring an alliance with Burgundy rather than France. There was, however, no open breach till 1469, when Warwick, taking advantage of the unpopularity of the Woodvilles, and supported by the king’s next brother George, duke of Clarence, appeared in arms. Edward was surprised and made prisoner at Middleham, and Rivers was beheaded. For six months Edward had to submit to Warwick’s tutelage; then on the occasion of a rising in Lincolnshire he gathered an army of his own. Sir Robert Welles, the leader of this rebellion, made a confession implicating Warwick, who fled with Clarence to France. The king thought himself secure, but when Warwick and Clarence made terms with the Lancastrian exiles, Edward in his turn had to seek refuge in Holland (September 1470). His brother-in-law, Charles of Burgundy, at first refused him any assistance, but at last furnished him with money, and on the 14th of March 1471 Edward and his brother Richard landed with a small force at Ravenspur near Hull. Marching south he was welcomed at London on the 11th of April, defeated Warwick at Barnet three days later, and the Lancastrians at Tewkesbury on the 4th of May. From thenceforth Edward’s possession of the crown was secure. His position was strengthened by the birth of a son (2nd of November 1470, during his exile), and by the wealth which he acquired through the confiscation of the estates of his opponents. Clarence had made his peace with Edward, but was at enmity with his other brother Richard of Gloucester, who now married Warwick’s second daughter and claimed a share in the Neville inheritance. Their rivalry and Clarence’s continued intrigues furnished Edward with his chief domestic difficulty; the trouble was ended by the judicial murder of Clarence in 1478.
Edward owed his throne to his relatives, the Nevilles, and for now, he was happy to follow their lead. He was young and enjoyed the pleasures of life. Still, he often traveled and participated in the battles happening in the north during 1462 and 1463. However, he was absent from the decisive victory at Hexham on May 14, 1464, as he was secretly marrying Elizabeth, daughter of Richard Woodville, Lord Rivers, and widow of Sir John Grey of Groby (d. 1461). The marriage was revealed at Michaelmas, much to Warwick’s annoyance, as he had been planning a match with a French princess for his foreign policy. Edward showered his new in-laws with favors; his father-in-law became treasurer, and advantageous marriages were arranged for his wife’s siblings. In foreign affairs, Edward also undermined Warwick’s plans by supporting an alliance with Burgundy instead of France. However, there was no open conflict until 1469, when Warwick, taking advantage of the unpopularity of the Woodvilles and backed by the king’s brother George, Duke of Clarence, took up arms. Edward was caught off guard and imprisoned at Middleham, and Rivers was executed. For six months, Edward had to endure Warwick’s control; then, during a rebellion in Lincolnshire, he raised his own army. Sir Robert Welles, the rebel leader, confessed and implicated Warwick, who fled to France with Clarence. The king thought he was safe, but when Warwick and Clarence reconciled with the Lancastrian exiles, Edward had to seek refuge in Holland in September 1470. His brother-in-law, Charles of Burgundy, initially refused to help him, but eventually provided funds, and on March 14, 1471, Edward and his brother Richard landed with a small army at Ravenspur near Hull. As they marched south, they were welcomed in London on April 11, defeated Warwick at Barnet three days later, and the Lancastrians at Tewkesbury on May 4. From that point on, Edward’s hold on the crown was secure. His position was further solidified by the birth of a son on November 2, 1470, during his exile, and by the wealth he gained from confiscating the estates of his opponents. Clarence had reconciled with Edward but was in conflict with their other brother Richard of Gloucester, who then married Warwick’s second daughter and claimed a portion of the Neville inheritance. Their rivalry, along with Clarence’s ongoing scheming, created Edward’s main domestic challenge, which was ultimately resolved by the judicial execution of Clarence in 1478.
The only serious enterprise of these latter years was the short French war of 1475, from which Edward was bought out by the treaty of Pecquigny. As foreign policy it was inglorious, and involved a departure from Edward’s earlier plan of a Burgundian alliance. However, it shows a certain recognition of England’s need to concentrate her energies on her own development. The annual subsidy which Louis XI. agreed to pay further served Edward’s purposes by providing him with money for home government, and enabled him to avoid possible trouble through the necessity for too frequent parliaments and heavy taxation. So Edward’s personal rule became in its character autocratic; but it was in the art of courting popularity and concealing despotism that he most shows himself as a type of tyranny. He lacked neither ambition nor capacity, but was indolent and only exerted himself spasmodically. He could be ruthless, but was not habitually cruel. His strongest weapons were the fine presence, the affable manners (even with citizens), and the love of pleasure and entertainments which secured his personal popularity. In his last years he was given to self-indulgence and scandalous excesses, which did not, however, alienate the London citizens, with whose wives he was too familiar. Most of the power at court was in the hands of the Woodvilles, in spite of their unpopularity; the more arduous work of administration in the north was left to Richard of Gloucester. If as a prince of the Renaissance Edward was the first to rule tyrannically in England, he also deserves credit as a patron of the new culture and friend of Caxton; he further resembles his Italian contemporaries in the commercial purposes to which he applied his wealth in partnership with London merchants.
The only significant event in recent years was the brief French war of 1475, from which Edward was released by the treaty of Pecquigny. As a foreign policy move, it was shameful and marked a shift from Edward’s earlier plan for a Burgundian alliance. However, it acknowledges England’s need to focus on its own development. The annual subsidy that Louis XI agreed to pay further benefited Edward by providing him with funds for domestic governance, allowing him to sidestep potential issues arising from too frequent parliaments and heavy taxes. Thus, Edward’s rule became quite autocratic; yet it was in his skill of winning popularity while hiding his tyranny that he truly embodied a type of despotism. He had both ambition and ability but was lazy and only put in effort sporadically. He could be ruthless, but he wasn't habitually cruel. His strongest assets were his impressive presence, charming demeanor (even with the common people), and his enjoyment of pleasure and entertainment, which made him personally popular. In his later years, he indulged himself and engaged in scandalous excesses, which, however, did not turn the London citizens against him, as he was too familiar with their wives. Most of the power at court belonged to the Woodvilles, despite their unpopularity; the more demanding administrative work in the north was handled by Richard of Gloucester. If Edward was the first to rule tyrannically in England as a Renaissance prince, he also deserves recognition as a supporter of the new culture and a friend of Caxton; he further mirrored his Italian contemporaries in his commercial ventures, using his wealth in partnership with London merchants.
Edward died at Westminster on the 9th of April 1483, and was buried at Windsor. By Elizabeth Woodville, who died on the 8th of June 1492, he had two sons, Edward V. and Richard of York, who were murdered in the Tower; and five daughters, of whom the eldest, Elizabeth, married Henry VII. Of his numerous mistresses the most notorious was Jane Shore. Before his marriage he had been contracted to Lady Eleanor Butler, and this was alleged by Richard III. to have made his children by Elizabeth Woodville illegitimate.
Edward died at Westminster on April 9, 1483, and was buried at Windsor. With Elizabeth Woodville, who passed away on June 8, 1492, he had two sons, Edward V and Richard of York, who were killed in the Tower; and five daughters, the eldest of whom, Elizabeth, married Henry VII. Among his many mistresses, the most infamous was Jane Shore. Before his marriage, he had been engaged to Lady Eleanor Butler, and Richard III claimed that this made his children with Elizabeth Woodville illegitimate.
Bibliography.—Of original authorities for Edward’s reign the chief are the Continuation of the Cropland Chronicle in Fulman’s Scriptores; the various London Chronicles, especially for the early years Gregory’s Chronicle; Warkworth’s Chronicle, and the Arrivall of King Edward IV. (a partisan account of events in 1470-1471), published by the Camden Society; the Paston Letters with Dr Gairdner’s valuable Introduction; and for foreign affairs the Mémoires of Philippe de Comines; the collection called Chronicles of the White Rose is useful. For modern authors, consult Sir James Ramsay’s Lancaster and York (1892), and the Political History of England, vol. iv. (1906), by Prof. C. Oman.
References.—The main original sources for Edward’s reign are the Continuation of the Cropland Chronicle in Fulman’s Scriptores; the various London Chronicles, particularly in the early years like Gregory’s Chronicle; Warkworth’s Chronicle; and the Arrivall of King Edward IV. (a biased account of events in 1470-1471), published by the Camden Society; the Paston Letters with Dr. Gairdner’s helpful Introduction; and for international matters, the Mémoires of Philippe de Comines. The collection titled Chronicles of the White Rose is also useful. For modern authors, check out Sir James Ramsay’s Lancaster and York (1892) and Prof. C. Oman’s Political History of England, vol. iv. (1906).
EDWARD V. (1470-1483), king of England, was the elder son of Edward IV. by his wife Elizabeth Woodville, and was born, during his father’s temporary exile, in the sanctuary of Westminster Abbey on the 2nd of November 1470. In June 1471 he was created prince of Wales. When Edward IV. died in April 1483 a struggle for power took place between the young king’s paternal uncle, Richard, duke of Gloucester, who had been appointed as his guardian by Edward IV., and his maternal uncle, Richard Woodville, Earl Rivers. Gloucester obtained possession of the king’s person, and, having arrested Rivers and some of his supporters, assumed the crown himself after a very slight and feigned reluctance, on the ground that the marriage of Edward and Elizabeth Woodville was invalid, and consequently its issue was illegitimate. At this time Edward and his brother Richard, duke of York, were living in the Tower of London. Shortly afterwards a movement was organized to free them from captivity, and then it became known that they were already dead; but, though it was the general conviction that they had been murdered, it was twenty years before the manner of this deed was discovered. According to the narrative of Sir Thomas More, Sir Robert Brackenbury, the constable of the Tower, refused to obey Richard’s command to put the young princes to death; but he complied with a warrant ordering him to give up his keys for one night to Sir James Tyrell, who had arranged for the assassination. Two men, Miles Forest and John Dighton, then smothered the youths under pillows while they were asleep. The murder was committed most probably in August or September 1483. Horace Walpole has attempted to cast doubts upon the murder of the princes, and Sir C.R. Markham has argued that the deed was committed by order of Henry VII. Both these views, however, have been traversed by James Gairdner, and there seems little doubt that Sir Thomas More’s story is substantially correct.
EDWARD V. (1470-1483), king of England, was the elder son of Edward IV and his wife Elizabeth Woodville. He was born during his father’s brief exile in the sanctuary of Westminster Abbey on November 2, 1470. In June 1471, he was made Prince of Wales. When Edward IV died in April 1483, a power struggle erupted between the young king’s paternal uncle, Richard, Duke of Gloucester, who had been appointed his guardian by Edward IV, and his maternal uncle, Richard Woodville, Earl Rivers. Gloucester took control of the young king, arrested Rivers and some of his supporters, and then crowned himself after a show of reluctance, arguing that Edward’s marriage to Elizabeth Woodville was invalid, making their children illegitimate. At this time, Edward and his brother Richard, Duke of York, were living in the Tower of London. Soon after, a plan was set in motion to free them from captivity, only to discover they were already dead. Although it was widely believed they had been murdered, it took twenty years for the details of the crime to come to light. According to Sir Thomas More's account, Sir Robert Brackenbury, the constable of the Tower, refused Richard’s order to execute the young princes. However, he did comply with a warrant directing him to hand over his keys for one night to Sir James Tyrell, who had plotted the assassination. Two men, Miles Forest and John Dighton, then suffocated the boys with pillows while they slept. The murder likely took place in August or September 1483. Horace Walpole has questioned the murder of the princes, and Sir C.R. Markham suggested that it was carried out on the orders of Henry VII. However, these assertions have been challenged by James Gairdner, and there is little doubt that Sir Thomas More’s account is largely accurate.
See Richard III.; and in addition, Sir Thomas More, History of Richard III., edited by J.R. Lumby (Cambridge, 1883); Horace Walpole, Historic Doubts on the Life and Reign of Richard III. (London, 1768); J. Gairdner, Richard III. (Cambridge, 1898); J. Gairdner and C.R. Markham in the English Historical Review, vol. vi. (London, 1891); Sir C.R. Markham, Richard III. (1907).
See Richard III.; and in addition, Sir Thomas More, History of Richard III., edited by J.R. Lumby (Cambridge, 1883); Horace Walpole, Historic Doubts on the Life and Reign of Richard III. (London, 1768); J. Gairdner, Richard III. (Cambridge, 1898); J. Gairdner and C.R. Markham in the English Historical Review, vol. vi. (London, 1891); Sir C.R. Markham, Richard III. (1907).
EDWARD VI. (1537-1553), king of England and Ireland, born at Greenwich on the 12th of October 1537, was the only child of Henry VIII. by his third wife, Jane Seymour, who died of puerperal fever twelve days later. The story that the mother’s life was deliberately sacrificed by the performance of Caesarean 997 section is unfounded, although Jane’s death was little noticed amid the rejoicings which greeted the advent of a male heir to the throne. But in spite of Holbein’s vivacious portrait of Edward at the age of two (now at Hanover), he was a frail child, and a short life was anticipated for him from his early years. This did not prevent a strenuous education; until the age of six he was naturally left in the charge of women, but when he was only seven his tutor Dr Coxe, afterwards bishop of Ely, writes that he could decline any Latin noun and conjugate any regular verb (L. and P., 1544, ii. 726); “every day in the mass-time he readeth a portion of Solomon’s Proverbs, wherein he delighteth much.” Sir John Cheke, Sir Anthony Cooke and Roger Ascham all helped to teach him Latin, Greek and French; and by the age of thirteen he had read Aristotle’s Ethics in the original and was himself translating Cicero’s De philosophia into Greek.
EDWARD VI. (1537-1553), king of England and Ireland, born in Greenwich on October 12, 1537, was the only child of Henry VIII and his third wife, Jane Seymour, who died of postpartum fever twelve days later. The claim that the mother’s life was purposely sacrificed through a Caesarean section is baseless, although Jane’s death was largely overlooked amid the celebrations welcoming the birth of a male heir to the throne. Despite Holbein’s lively portrait of Edward at the age of two (now in Hanover), he was a delicate child, and people expected he wouldn't live long from early on. This didn't stop a rigorous education; until he was six, he was naturally cared for by women, but by the age of seven, his tutor Dr. Coxe, who later became the bishop of Ely, noted that he could decline any Latin noun and conjugate any regular verb (L. and P., 1544, ii. 726); “every day during mass, he reads a portion of Solomon’s Proverbs, which he enjoys a lot.” Sir John Cheke, Sir Anthony Cooke, and Roger Ascham all helped teach him Latin, Greek, and French; by the age of thirteen, he had read Aristotle’s Ethics in the original and was translating Cicero’s De philosophia into Greek.
Edward was duke of Cornwall from his birth, but he was never prince of Wales, and he was only nine when he succeeded his father as king of England and Ireland and supreme head of the church (28th of January 1546/7). His nonage threw power into the hands of Somerset and then of Northumberland, and enabled Gardiner and Bonner to maintain that the royal supremacy over the church was, or should be, in abeyance. Projects for his marriage were hardly even the occasion, but only the excuse, for Somerset’s war on Scotland and Northumberland’s subsequent alliance with France. All factions sought to control his person, not because of his personality but because of his position; he was like the Great Seal, only more so, an indispensable adjunct to the wielder of authority. The Protector’s brother tried to bribe him with pocket-money; Northumberland was more subtle and established a complete dominion over his mind, and then put him forward at the age of fourteen as entitled to all the power of Henry VIII. But he was only Northumberland’s mask; of his individual influence on the course of history during his reign there is hardly a trace. A posthumous effort was made to give him the credit of a humane desire to save Joan Bocher from the flames; but he recorded with apparently cold-blooded indifference the execution of both his uncles, and he certainly made no attempt to mitigate the harassing attentions which the council paid his sister Mary. This passed for piety with the zealots, and the persecutions of Mary’s reign reflected a halo on that of the Protestant Josiah. So strong was the regret that rumours of his survival persisted, and hare-brained youths were found to personate him throughout Mary’s and even far into Elizabeth’s reign.
Edward was the Duke of Cornwall from the moment he was born, but he was never the Prince of Wales. He was just nine years old when he became king of England and Ireland and the supreme head of the church (January 28, 1546/7). Because he was still a minor, power fell into the hands of Somerset and then Northumberland, allowing Gardiner and Bonner to argue that the royal authority over the church was, or should be, on hold. Plans for his marriage were hardly the real reason but more of an excuse for Somerset's war against Scotland and Northumberland's subsequent alliance with France. Different factions tried to control him not because of his character but because of his status; he was like the Great Seal, only more so, an essential accessory for those in power. The Protector’s brother attempted to bribe him with pocket money; Northumberland was more cunning and took complete control over his thoughts, then presented him at age fourteen as having all the power of Henry VIII. However, he was just Northumberland’s facade; there’s barely any sign of his individual influence on history during his reign. A posthumous attempt was made to credit him with a compassionate wish to save Joan Bocher from the flames, but he noted with seemingly cold indifference the execution of both his uncles, and he definitely did nothing to ease the ongoing harassment that the council imposed on his sister Mary. This was viewed as piety by the zealots, and the persecutions during Mary’s reign created a reverent image of the Protestant Josiah. The regret was so strong that rumors of his survival kept swirling around, with reckless youths impersonating him throughout Mary’s reign and well into Elizabeth’s reign.
It was well that they were false, for Edward showed signs of all the Tudor obstinacy, and he was a fanatic into the bargain, as no other Tudor was except Mary. The combination would probably have involved England in disasters far greater than any that ensued upon his premature death; and it was much better that the Anglican settlement of religion should have been left to the compromising temper of Elizabeth. As it was, he bequeathed a legacy of woe; his health began to fail in 1552, and in May 1553 it was known that he was dying. But his will and the various drafts of it only betray the agitated and illogical efforts of Northumberland to contrive some means whereby he might continue to control the government and prevent the administration of justice. Mary and Elizabeth were to be excluded from the throne, as not sufficiently pliant instruments; Mary Stuart was ignored as being under Scottish, Catholic and French influence; the duchess of Suffolk, Lady Jane’s mother, was excluded because she was married, and the duke her husband might claim the crown matrimonial. In fact, all females were excluded, except Jane, on the ground that no woman could reign; even she was excluded in the first draft, and the crown was left to “the Lady Jane’s heirs male.” But this draft was manipulated so as to read “the Lady Jane and her heirs male.” That Edward himself was responsible for these delirious provisions is improbable. But he had been so impregnated with the divine right of kings and the divine truth of Protestantism that he thought he was entitled and bound to override the succession as established by law and exclude a Catholic from the throne; and his last recorded words were vehement injunctions to Cranmer to sign the will. He died at Greenwich on the 6th of July 1553, and was buried in Henry VII.’s chapel by Cranmer with Protestant rites on the 8th of August, while Mary had Mass said for his soul in the Tower.
It was a good thing they were false, because Edward showed signs of all the stubbornness typical of the Tudors, and he was a fanatic, just like Mary. This combination would likely have led England into disasters much worse than those that followed his early death; it was much better that the Anglican settlement of religion was left to Elizabeth's more compromising nature. As it happened, he left behind a legacy of suffering; his health started to decline in 1552, and by May 1553, it was clear he was dying. However, his will and its various drafts reveal the frantic and irrational attempts of Northumberland to find a way to maintain control over the government and avoid the proper administration of justice. Mary and Elizabeth were to be excluded from the throne because they were seen as insufficiently compliant; Mary Stuart was overlooked because she was influenced by Scottish, Catholic, and French pressures; Lady Jane's mother, the Duchess of Suffolk, was excluded because she was married, and her husband could claim the crown. In fact, all women were excluded, apart from Jane, based on the belief that no woman could rule; even she was initially excluded in the first draft, leaving the crown to “the Lady Jane’s heirs male.” However, this draft was altered to say “the Lady Jane and her heirs male.” It's unlikely that Edward himself was responsible for these chaotic clauses. He had been so indoctrinated with the divine right of kings and the absolute truth of Protestantism that he believed he had the right and duty to change the established succession by law and bar a Catholic from the throne; his last recorded words were urgent requests to Cranmer to sign the will. He died in Greenwich on July 6, 1553, and was buried in Henry VII’s chapel by Cranmer with Protestant rites on August 8, while Mary had Mass said for his soul in the Tower.
J.G. Nichols collected almost all that is known of Edward VI. in his excellent edition of the king’s Journal. A few additional facts and suggestions can be gleaned from the Letters and Papers of Henry VIII. vols. xii.-xxi.; Acts of the Privy Council, ed. Dasent, vols. i.-iv.; Domestic, Spanish, Venetian and Foreign Calendars of State Papers; Froude’s History; Dixon’s Hist. Church of England; A.F. Pollard’s England under Somerset and Life of Cranmer; and English Historical Review, xxiii. 286, &c. Sir Clements Markham’s Edward VI. (1907) emphasizes his interest in geography.
J.G. Nichols gathered almost everything we know about Edward VI in his outstanding edition of the king’s Journal. A few more facts and insights can be found in the Letters and Papers of Henry VIII. vols. xii.-xxi.; Acts of the Privy Council, ed. Dasent, vols. i.-iv.; Domestic, Spanish, Venetian, and Foreign Calendars of State Papers; Froude’s History; Dixon’s Hist. Church of England; A.F. Pollard’s England under Somerset and Life of Cranmer; and the English Historical Review, xxiii. 286, &c. Sir Clements Markham’s Edward VI. (1907) highlights his interest in geography.
EDWARD VII. (Albert Edward) (1841-1910), king of Great Britain and Ireland, and of the British Dominions beyond the Seas, emperor of India, the eldest son and second child of Queen Victoria and of Albert, prince consort, was born at Buckingham Palace on the 9th of November 1841. He was created prince of Wales and earl of Chester on the 4th of December following, and was baptized on the 25th of January 1842. In his childhood he was educated by the dowager Lady Lyttelton; and in his boyhood successively by the Rev. Henry Mildred Birch, Mr F.W. Gibbes, the Rev. C.F. Tarver and Mr Herbert W. Fisher. He afterwards resided at Edinburgh, studying chemistry in its industrial applications under Professor (afterwards Lord) Playfair at the university; at Christ Church, Oxford; and at Trinity College, Cambridge. In November 1858 he was made a knight of the Garter and a colonel in the army. In 1859 he travelled in Italy and Spain, and in 1860 paid a visit as “Lord Renfrew” to the United States and Canada.
EDWARD VII. (Albert Edward) (1841-1910), king of Great Britain and Ireland, and of the British Dominions beyond the Seas, emperor of India, was the eldest son and second child of Queen Victoria and Albert, the prince consort. He was born at Buckingham Palace on November 9, 1841. He was made prince of Wales and earl of Chester on December 4 of that same year and was baptized on January 25, 1842. During his childhood, he was educated by the dowager Lady Lyttelton, followed by several tutors including Rev. Henry Mildred Birch, Mr. F.W. Gibbes, Rev. C.F. Tarver, and Mr. Herbert W. Fisher. Later, he lived in Edinburgh, where he studied the industrial applications of chemistry under Professor (later Lord) Playfair at the university; he also attended Christ Church, Oxford, and Trinity College, Cambridge. In November 1858, he was appointed a knight of the Garter and appointed a colonel in the army. In 1859, he traveled to Italy and Spain, and in 1860, he visited the United States and Canada as “Lord Renfrew.”
Upon the completion of his Cambridge course in June 1861 he joined the camp at the Curragh. The prince consort died on the 13th of December, and in 1862 the prince of Wales went for a tour in the Holy Land (February-June) under the guidance of Arthur Penrhyn Stanley, afterwards dean of Westminster. Early in 1863 he was sworn of the privy council, and took his seat in the House of Lords as duke of Cornwall. The estate of Sandringham, in Norfolk, was purchased for him out of the savings of his minority, and his town residence was fixed at Marlborough House.
Upon finishing his Cambridge course in June 1861, he joined the camp at the Curragh. The prince consort passed away on December 13, and in 1862, the prince of Wales went on a tour of the Holy Land (February-June) with Arthur Penrhyn Stanley, who later became the dean of Westminster. Early in 1863, he was sworn in as a member of the privy council and took his seat in the House of Lords as duke of Cornwall. The estate of Sandringham in Norfolk was purchased for him from the savings of his youth, and his city residence was established at Marlborough House.
His impending marriage to the princess Alexandra, daughter of Christian IX., king of Denmark (b. December 1, 1844), had already been announced, and took place on the 10th of March at Windsor, the beauty and grace of the princess captivating the heart of the nation. Parliament granted the prince an income of £40,000 a year, exclusive of the revenues of the duchy of Cornwall, and he relinquished his right of succession to the duchy of Saxe-Coburg-Gotha. Prince Albert Victor, afterwards duke of Clarence, was the first offspring of the marriage, being born on the 8th of January 1864. The births followed of Prince George Frederick Ernest Albert, afterwards duke of York (see George V.), on the 3rd of June 1865; Princess Louise Victoria Alexandra Dagmar, by marriage duchess of Fife, princess royal, on the 20th of February 1867; Princess Victoria Alexandra Olga Mary, on the 6th of July 1868; and Princess Maud Charlotte Mary Victoria, afterwards queen of Norway, on the 26th of November 1869.
His upcoming marriage to Princess Alexandra, daughter of Christian IX, king of Denmark (born December 1, 1844), had already been announced and took place on March 10 at Windsor. The beauty and grace of the princess won over the nation's heart. Parliament granted the prince an annual income of £40,000, not including the revenues from the Duchy of Cornwall, and he gave up his claim to the succession of the Duchy of Saxe-Coburg-Gotha. Prince Albert Victor, later Duke of Clarence, was the first child of the marriage, born on January 8, 1864. This was followed by the births of Prince George Frederick Ernest Albert, later Duke of York (see George V.), on June 3, 1865; Princess Louise Victoria Alexandra Dagmar, who became Duchess of Fife and Princess Royal, on February 20, 1867; Princess Victoria Alexandra Olga Mary, born on July 6, 1868; and Princess Maud Charlotte Mary Victoria, who later became Queen of Norway, on November 26, 1869.
From the time of their marriage the prince and princess were prominently before the country. Queen Victoria remained in retirement, but they filled her place at important public functions. The prince’s readiness to promote every worthy cause was most marked; no one was a more constant attendant at meetings for objects of public utility of a non-political nature, and his speeches were always characterized by excellent sense. The most important external event of these years was a tour to Egypt, undertaken in 1869 in company with the duke of Sutherland, Sir Samuel Baker and others, an account of which was published by Mrs William Grey. The prince also visited Ireland more than once, and opened the International Exhibition of 1871.
From the time they got married, the prince and princess were front and center in the country. Queen Victoria kept to herself, but they took her place at major public events. The prince was especially eager to support every worthy cause; no one attended more meetings for non-political public initiatives, and his speeches were always filled with common sense. The most significant external event during these years was a trip to Egypt in 1869 with the Duke of Sutherland, Sir Samuel Baker, and others, which was documented by Mrs. William Grey. The prince also visited Ireland several times and opened the International Exhibition of 1871.
On the 23rd of November 1871 it was announced that the prince would be prevented from paying a visit which had been arranged to the Maharajah Dhuleep Singh by a feverish attack. It soon appeared that the malady was typhoid, contracted 998 as was supposed, on a visit to Scarborough. The case became so serious that on November 29 the queen and Princess Alice hurried to Sandringham. On the 1st of December there was a slight rally, but on the 8th so serious a relapse occurred that for some days the prince’s life was despaired of. Under the skilful treatment of Sir William Jenner, Sir William Gull and Sir James Paget, however, the crisis was surmounted by December 16, and by Christmas day the danger was regarded as virtually over. On the 27th of February 1872 a thanksgiving was held at St Paul’s, amid imposing demonstrations of public joy.
On November 23, 1871, it was announced that the prince would not be able to visit Maharajah Dhuleep Singh due to a severe fever. It soon became clear that he had contracted typhoid, likely during a trip to Scarborough. The situation got so serious that on November 29, the queen and Princess Alice rushed to Sandringham. On December 1, there was a minor improvement, but by the 8th, he had such a serious relapse that his life was feared to be in danger for several days. However, thanks to the expert care of Sir William Jenner, Sir William Gull, and Sir James Paget, he managed to overcome the crisis by December 16, and by Christmas Day, the threat was considered nearly over. On February 27, 1872, a thanksgiving service was held at St Paul’s, filled with impressive displays of public joy.
In January 1874 the prince of Wales attended the marriage at St. Petersburg of his brother, the duke of Edinburgh, with the grand-duchess Marie of Russia. In the same year he paid a historic visit to Birmingham, where Mr Joseph Chamberlain, not yet a member of parliament, received him officially as mayor. In March 1875 it was officially announced that he would make a visit to India, carrying out an idea originally conceived by the first Indian viceroy, Earl Canning. He was supposed to travel as heir-apparent, not as representative of the queen; but the characters could not be kept apart, and in fact the prince’s visit was a political event of great importance. Leaving England on October 11, he was received at Bombay by the viceroy, Lord Northbrook. Here he met a very large number of Indian feudatory princes, whose acquaintance he subsequently improved by visiting at their courts during the seventeen weeks which he spent in the country. During these four months the prince travelled nearly 8000 m. by land and 2500 m. by sea, became acquainted with more rajahs than had all the viceroys who had reigned over India, and saw more of the country than any living Englishman. The visit led up to the queen’s assumption of the title of empress of India in the following year.
In January 1874, the Prince of Wales attended the wedding in St. Petersburg of his brother, the Duke of Edinburgh, to Grand Duchess Marie of Russia. That same year, he made a significant visit to Birmingham, where Mr. Joseph Chamberlain, who wasn't yet a member of Parliament, officially welcomed him as mayor. In March 1875, it was announced that he would make a trip to India, a concept originally proposed by the first Indian Viceroy, Earl Canning. He was meant to travel as the heir apparent, not as a representative of the queen; however, the two roles couldn't be separated, and the prince’s visit turned out to be a politically significant event. Leaving England on October 11, he was greeted in Bombay by the Viceroy, Lord Northbrook. There, he met a large number of Indian feudal princes, and he strengthened those connections by visiting their courts during the seventeen weeks he spent in the country. During those four months, the prince traveled nearly 8,000 miles by land and 2,500 miles by sea, becoming acquainted with more rajahs than all the viceroys who had governed India before him, and experiencing more of the country than any living Englishman. This visit ultimately led to the queen adopting the title of Empress of India the following year.
The prince’s life after this date was full of conspicuous public appearances. In 1885 he visited Ireland at a time of much political excitement, and was received enthusiastically in many quarters and without symptoms of ill-will in any. In 1886 he filled the presidency of the Indian and Colonial Exhibition, opened the Mersey Tunnel, and laid the first stone of the Tower Bridge. In 1887 a large share of the arrangements for the queen’s Jubilee devolved upon him. On the 27th of July 1589 his eldest daughter, Princess Louise, was married to the duke of Fife. In the autumn he paid a semi-incognito visit to Paris, where he was always highly popular, viewed the Exhibition, and ascended the Eiffel Tower. In 1890 he opened the Forth Bridge. On the 14th of January 1892, however, a heavy blow fell upon him and his house by the death of his eldest son, Prince Albert Victor, duke of Clarence, after a brief illness. The young prince, who with his brother George had made the tour of the world (1879-1882) in H.M.S. “Bacchante,” and after a short career at Oxford and Cambridge was just settling down to play his part in public life, had recently become engaged to Princess Victoria Mary of Teck (b. May 26, 1867), and the popularity of the heir to the crown had been increased by the expression of his satisfaction at his son’s bride being an English princess. On the 6th of July 1893 the broken thread was reunited by her marriage to Prince George, duke of York.
The prince’s life after this date was filled with noticeable public appearances. In 1885, he visited Ireland during a time of significant political excitement and was warmly welcomed in many areas without any signs of animosity. In 1886, he took on the presidency of the Indian and Colonial Exhibition, opened the Mersey Tunnel, and laid the first stone of the Tower Bridge. In 1887, a large part of the plans for the queen’s Jubilee fell on him. On July 27, 1889, his eldest daughter, Princess Louise, married the Duke of Fife. In the fall, he made a semi-incognito visit to Paris, where he was always very popular, attended the Exhibition, and climbed the Eiffel Tower. In 1890, he opened the Forth Bridge. However, on January 14, 1892, he and his family faced a heavy blow with the death of his eldest son, Prince Albert Victor, Duke of Clarence, after a brief illness. The young prince, who with his brother George had traveled around the world (1879-1882) on H.M.S. “Bacchante,” and after a short time at Oxford and Cambridge was just getting ready to take his place in public life, had recently become engaged to Princess Victoria Mary of Teck (b. May 26, 1867), and the popularity of the crown's heir had grown due to his delight at his son marrying an English princess. On July 6, 1893, the broken connection was restored with her marriage to Prince George, Duke of York.
The year 1894 was a busy one for the prince of Wales, who became a member of the royal commission on the housing of the poor, opened the Tower Bridge, attended the Welsh Eisteddfod and was duly initiated, and paid two visits to Russia—one for the marriage of the grand-duchess Xenia, the other for the funeral of the tsar, his brother-in-law. In 1896 he became first chancellor of the university of Wales, and his first act after his installation at Aberystwyth was to confer an honorary degree upon the princess. He had already been for some years a trustee of the British Museum. On the 22nd of July 1896 his daughter. Princess Maud, was married to Prince Charles of Denmark, who in 1905 was offered and accepted the crown of the new kingdom of Norway. The arrangements for the queen’s Jubilee of 1897 depended upon the prince even more than those of the corresponding celebration in 1887: he rode on the queen’s right at the great procession to St Paul’s, and as an admiral of the fleet presided at the naval review at Spithead. In July 1898 the prince had the misfortune to fracture his knee-cap while on a visit to Baron Ferdinand de Rothschild, but completely recovered from the effects of the accident. In December 1899, while passing through Brussels on his way to St Petersburg, he was fired at by a miserable lad named Sipido, crazed by reading anarchist literature. Fortunately no injury was done.
The year 1894 was a busy one for the Prince of Wales, who joined the royal commission on housing for the poor, opened the Tower Bridge, attended the Welsh Eisteddfod for his initiation, and made two trips to Russia—one for the wedding of Grand Duchess Xenia and the other for the funeral of his brother-in-law, the tsar. In 1896, he became the first chancellor of the University of Wales, and his first act after being installed at Aberystwyth was to award an honorary degree to the princess. He had already been a trustee of the British Museum for several years. On July 22, 1896, his daughter, Princess Maud, married Prince Charles of Denmark, who would go on to accept the crown of the new kingdom of Norway in 1905. The arrangements for the Queen’s Jubilee in 1897 relied even more on the prince than those for the celebration in 1887: he rode on the queen’s right in the grand procession to St Paul’s and, as an admiral of the fleet, presided over the naval review at Spithead. In July 1898, the prince unfortunately fractured his kneecap while visiting Baron Ferdinand de Rothschild, but he fully recovered from the accident. In December 1899, while passing through Brussels on his way to St Petersburg, he was shot at by a troubled young man named Sipido, who had been driven mad by reading anarchist literature. Fortunately, he was not injured.
It was the especial distinction of Albert Edward, while prince of Wales, to have been a substantial support of the throne before he was called upon to fill it. This cannot be said of any of his predecessors except Edward the Black Prince. He was exemplary in the discharge of his public duties, and in his scrupulous detachment from party politics. He was a keen patron of the theatre, and his thoroughly British taste for sport was as pronounced as his inclination for most of the contemporary amusements of society. The “Tranby Croft Case” (1890), in which Sir William Gordon Cumming brought an unsuccessful libel action for having been accused of cheating at a game of baccarat, caused some comment in connexion with the prince’s appearance in the witness-box on behalf of the defendants. But it did him no disservice with the people to have twice won the Derby with his horses Persimmon (1896) and Diamond Jubilee (1900)—his third victory, in 1909, with Minoru, being the first occasion on which the race had been won by a reigning sovereign; and his interest in yacht-racing was conspicuously shown at all the important fixtures, his yacht “Britannia” being one of the best of her day. His activity in the life of the nation may be illustrated by his establishment (1897) of the Prince of Wales’s (afterwards King Edward’s) Hospital Fund, his devotion to the cause of Masonry (he was first elected grand master of the Freemasons of England in 1874), and his position as a bencher of the Middle Temple, where he also became (1887) treasurer.
It was particularly notable for Albert Edward, while he was Prince of Wales, to have been a significant support for the throne even before he was asked to take it on. This can’t be said for any of his predecessors except Edward the Black Prince. He was exemplary in fulfilling his public responsibilities and remained carefully neutral in party politics. He was a passionate patron of the theatre, and his distinctly British love for sports was as strong as his interest in other contemporary social activities. The “Tranby Croft Case” (1890), where Sir William Gordon Cumming unsuccessfully sued for libel after being accused of cheating at baccarat, drew attention due to the prince testifying for the defendants. However, it did not harm his popularity with the public when he won the Derby twice with his horses Persimmon (1896) and Diamond Jubilee (1900)—his third victory in 1909 with Minoru marked the first time a reigning monarch had won the race; his enthusiasm for yacht racing was evident at all the major events, with his yacht “Britannia” being one of the best of its time. His involvement in national life is evident through his establishment (1897) of the Prince of Wales’s (later King Edward’s) Hospital Fund, his commitment to Masonry (he was first elected Grand Master of the Freemasons of England in 1874), and his role as a bencher of the Middle Temple, where he also became treasurer in 1887.
On the death of Queen Victoria on the 22nd of January 1901, the question what title the new king would assume was speedily set at rest by the popular announcement that he would be called Edward the Seventh. The new reign began auspiciously by the holding of a privy council at St James’s Palace, at which the king announced his intention to follow in his predecessor’s footsteps and to govern as a constitutional sovereign, and received the oaths of allegiance. On the 14th of February the king and queen opened parliament in state. Shortly afterwards it was announced that the visit of the duke and duchess of York to Australia, in order to inaugurate the new Commonwealth, which had been sanctioned by Queen Victoria, would be proceeded with; and on the 16th of March they set out on board the “Ophir” with a brilliant suite. The tour lasted till November 1, the duke and duchess having visited Australia, New Zealand, the Cape and Canada; and on their return the king, on November 9, created the duke prince of Wales and earl of Chester. Meanwhile parliament had settled the new civil list at £470,000 a year, and the royal title had been enlarged to include the colonial empire by an act enabling the king to style himself “Edward VII., by the grace of God, of the United Kingdom of Great Britain and Ireland, and of all the British Dominions beyond the Seas, King, Defender of the Faith, Emperor of India.” At the end of May 1902 the long-drawn-out war in South Africa came at last to an end, and the coronation was fixed for the 26th of June. But on the 24th, amid general consternation, the king was announced to be suffering from perityphlitis, necessitating the immediate performance of an operation; and the coronation, for which unprecedented preparations had been made, had to be postponed. The operation—performed by Sir Frederick Treves—was, however, so marvellously successful, and the king’s progress towards recovery so rapid and uninterrupted, that within a fortnight he was pronounced out of danger, and soon afterwards it was decided to hold the coronation service on August 9. Though shorn of much of the magnificence which would have been added to it in June by the presence of foreign royalties and the preparations for a great procession through London, the solemnity duly took place on that date in Westminster Abbey amid great 999 rejoicings. The king spent several weeks (partly in a yachting trip round the coast and up to Stornoway) in recruiting his health, and on the 25th of October he went in procession through the main streets of south London, when he was most enthusiastically received. Next day the king and queen attended St Paul’s cathedral in state to return thanks for his restoration to health. On New Year’s day 1903 the coronation was proclaimed in India at a magnificent durbar at Delhi.
On Queen Victoria's death on January 22, 1901, the public quickly learned that the new king would be called Edward the Seventh. The new reign started positively with a privy council at St James’s Palace, where the king expressed his intention to follow in his predecessor’s footsteps and govern as a constitutional monarch, receiving oaths of allegiance. On February 14, the king and queen formally opened parliament. Soon after, it was announced that the duke and duchess of York would travel to Australia to inaugurate the new Commonwealth, a plan approved by Queen Victoria. They departed on March 16 aboard the “Ophir” with a distinguished entourage. The tour lasted until November 1, during which the duke and duchess visited Australia, New Zealand, the Cape, and Canada. Upon their return, the king created the duke prince of Wales and earl of Chester on November 9. Meanwhile, parliament established the new civil list at £470,000 a year, and an act expanded the royal title to cover the colonial empire, allowing the king to call himself “Edward VII., by the grace of God, of the United Kingdom of Great Britain and Ireland, and of all the British Dominions beyond the Seas, King, Defender of the Faith, Emperor of India.” By the end of May 1902, the prolonged war in South Africa was finally over, and the coronation was scheduled for June 26. However, on the 24th, to everyone's shock, it was announced that the king was suffering from perityphlitis and required immediate surgery, forcing a postponement of the coronation for which extensive preparations had been made. The operation—conducted by Sir Frederick Treves—was remarkably successful, and the king's recovery was so quick and steady that, within two weeks, he was declared out of danger, and it was decided to hold the coronation service on August 9. Although it lacked much of the grandeur that would have come from the presence of foreign royals and the planned grand procession through London, the ceremony occurred on that date in Westminster Abbey amidst great celebrations. The king spent several weeks (partly on a yachting trip along the coast and to Stornoway) recuperating, and on October 25, he paraded through the main streets of south London, receiving a warm welcome. The next day, the king and queen attended St Paul’s Cathedral in state to give thanks for his recovery. On New Year’s Day 1903, the coronation was proclaimed in India at a splendid durbar in Delhi.
At home the king opened parliament in person in February 1903, and on the 31st of March he sailed from Portsmouth to pay a visit to the king of Portugal at Lisbon, leaving Lisbon for Gibraltar on the 7th of April. On the 11th he held a review of the garrison troops and next day left for Malta, and the tour was continued to Naples (23rd of April). On the 27th of April he was received at Rome by the king of Italy—the first time an English king as such had been there; and two days later he paid a visit to Leo XIII. at the Vatican. On May day he was received in Paris by President Loubet. Later in the year return visits were paid to England by President Loubet (July) and the king and queen of Italy (November). On the 11th of May His Majesty paid his first formal visit to Edinburgh, and held courts at Holyrood. In July the king and queen went to Ireland, and though the Dublin corporation refused to vote a loyal address the reception was generally cordial. In September the king took his annual “cure” at Marienbad, and paid a visit to Vienna, where he was received by the Austrian emperor. In 1904 again the king and queen went to Ireland; in June the king was cordially received by the German emperor at the yacht-races at Kiel, and he included a visit to Hamburg, where the welcome was hearty. In November the king and queen of Portugal were entertained at Windsor and at the Guildhall.
At home, the king opened parliament in person in February 1903, and on March 31st, he sailed from Portsmouth to visit the king of Portugal in Lisbon, leaving for Gibraltar on April 7th. On April 11th, he held a review of the garrison troops and the next day departed for Malta, continuing his tour to Naples on April 23rd. On April 27th, he was welcomed in Rome by the king of Italy—the first time an English king had been there in that capacity; and two days later, he visited Leo XIII at the Vatican. On May 1st, he was greeted in Paris by President Loubet. Later that year, return visits were made to England by President Loubet (July) and the king and queen of Italy (November). On May 11th, His Majesty made his first formal visit to Edinburgh and held courts at Holyrood. In July, the king and queen traveled to Ireland, and although the Dublin corporation refused to vote a loyal address, the reception was generally warm. In September, the king took his annual “cure” at Marienbad and visited Vienna, where he was welcomed by the Austrian emperor. In 1904, the king and queen again went to Ireland; in June, the king was warmly received by the German emperor at the yacht races in Kiel, and he also visited Hamburg, where the welcome was enthusiastic. In November, the king and queen of Portugal were hosted at Windsor and the Guildhall.
The success of King Edward as a promoter of international friendliness, and the advantage of so efficient a type of kingship, attracted universal attention, and treaties of arbitration were concluded by Great Britain with France, Spain, Italy, Germany and Portugal in 1903 and 1904. In his first two years the king had already earned the title of Edward the Peacemaker, and established his position as a source of new strength to the state. This reputation was confirmed in the years which followed, during which the royal hand was to be seen in the progress of foreign affairs in a manner somewhat new to old-fashioned politicians. The entente with France was promoted by his influence, notably by his reception of President Fallières in England in 1908. It was noticed that the permanent under-secretary for foreign affairs, Sir Charles Hardinge, generally accompanied the king, as one of his suite, on his visits abroad: and the conclusion of the Anglo-Russian agreement (1907)—which was attributed with some reason to royal policy—was hotly criticized in Radical quarters. It was pointed out that neither the foreign secretary (Sir E. Grey) nor any other secretary of state accompanied the king on his foreign visits. These objections were, however, scouted by the government, and undeniably public opinion approved of the sovereign’s personal activity in a sphere peculiarly his own. The strengthening of British influence in Europe, which was the marked result of the Anglo-French and Anglo-Russian ententes, and of the closer ties between England and countries like Portugal and Spain (whose young king Alfonso married Princess Ena of Battenberg, King Edward’s niece), had, indeed, temporarily the effect of rousing German suspicion, the view taken being that the object of British foreign policy was to isolate Germany; and during 1907 and 1908 the political situation was coloured by the discussions in the press with regard to Anglo-German rivalry. But in February 1909 the king and queen paid a state visit to the Kaiser in Berlin, where the greatest cordiality was displayed on all sides; the event was prepared for, in both countries, as a means of dispelling the clouds which had gathered over the relations between England and Germany, and the success of the visit proved once more how powerful King Edward’s personality could be as an agency for peace and international amity.
The success of King Edward as a promoter of international friendship and the benefits of such an effective type of kingship caught everyone’s attention. Treaties for arbitration were signed by Great Britain with France, Spain, Italy, Germany, and Portugal in 1903 and 1904. In his first two years, the king had already earned the title of Edward the Peacemaker and established himself as a new source of strength for the state. This reputation continued in the following years, where the royal influence was evident in foreign affairs in a way that was somewhat new to traditional politicians. The entente with France was strengthened by his influence, especially during his reception of President Fallières in England in 1908. It was noted that the permanent under-secretary for foreign affairs, Sir Charles Hardinge, usually accompanied the king on his trips abroad. The conclusion of the Anglo-Russian agreement in 1907, which was reasonably attributed to royal policy, faced sharp criticism from Radical circles. Critics pointed out that neither the foreign secretary (Sir E. Grey) nor any other secretary of state joined the king on his foreign visits. However, the government dismissed these objections, and clearly, public opinion supported the sovereign's active role in an area that was uniquely his. The strengthening of British influence in Europe, which resulted from the Anglo-French and Anglo-Russian ententes and closer ties with countries like Portugal and Spain (whose young king Alfonso married Princess Ena of Battenberg, King Edward’s niece), did temporarily raise German suspicion, with the belief that British foreign policy aimed to isolate Germany. During 1907 and 1908, the political climate was influenced by discussions in the press about Anglo-German rivalry. But in February 1909, the king and queen made a state visit to the Kaiser in Berlin, where warmth and friendliness were shown on all sides; this event was prepared for in both countries as a way to clear the tensions that had built up between England and Germany. The success of the visit demonstrated once again how powerful King Edward’s personality could be as a force for peace and international goodwill.
During the year 1909, however, the political situation at home was developing into an acute constitutional crisis, which seemed likely to involve the Crown in serious difficulties. Mr Lloyd-George’s budget convulsed the House of Commons and the country, and was eventually rejected by the House of Lords; and the Liberal government now put in the forefront of its programme the abolition of the Peers’ “veto.” As was hinted, not obscurely, later by the doctors, King Edward, although certainly not prejudiced against a Liberal ministry, was seriously disturbed in mind and health by the progress of events, which culminated in the return of Mr Asquith to office after the elections of January 1910, and in his statement that, if necessary, guarantees would be sought from the Crown for the purpose of enforcing the will of the representative chamber. A remarkable sign of the king’s discomfort was his insertion, in the official “King’s Speech” at the opening of parliament, of the words “in the opinion of my advisers,” in connexion with the passage dealing with the House of Lords. The king had been far from robust for some little time, and while he was taking change and rest at Biarritz in the early spring of 1910 he had a bronchial attack which caused some anxiety, although the public heard nothing of it. When he returned to England there is no doubt that he was acutely affected by the prospect of being forcibly dragged into the political conflict. In the country at large there was indeed considerable confidence that the king’s tact and experience would help to bring order out of chaos; but this was not to be. Within two days the public heard with consternation that he was ill, and then was dead. On May 5 it was announced that he had bronchitis; and he died at 11.45 P.M. on the 6th, of heart failure. On May 17, 18 and 19 there was an impressive lying-in-state in Westminster Hall, attended by unprecedented crowds; and on May 20 the burial took place at Windsor, after a great funeral procession through London, the coffin being followed by the new king, George V., and by eight foreign sovereigns—the German emperor, the kings of Greece, Spain, Portugal, Denmark, Norway, Belgium and Bulgaria—besides the archduke Franz Ferdinand of Austria (heir to the throne of Austria-Hungary), the prince consort of Holland and many other royalties, and a number of special ambassadors, including Mr Roosevelt as representative of the United States. Mourning was as sincere as it was universal; for not only England and the British Empire, but the world, had lost a king who was both a very human man and a tried and trusted statesman.
During 1909, the political situation at home turned into a major constitutional crisis that seemed likely to put the Crown in serious trouble. Mr. Lloyd-George’s budget stirred up chaos in the House of Commons and the country and was ultimately rejected by the House of Lords. The Liberal government made the abolition of the Peers’ “veto” a top priority. As later hinted by the doctors, King Edward, while not against a Liberal administration, was seriously troubled in mind and health by the unfolding events. This led to Mr. Asquith returning to office after the elections in January 1910, with his statement that if necessary, guarantees would be sought from the Crown to enforce the will of the House of Commons. A clear indication of the king’s distress was his inclusion of the phrase “in the opinion of my advisers” in the official “King’s Speech” at the opening of parliament regarding the House of Lords. The king had not been in great health for some time, and while he was resting in Biarritz in early spring 1910, he suffered a bronchial attack that caused some worry, even though the public was unaware of it. Upon his return to England, it was evident that he was deeply affected by the possibility of being pulled into the political turmoil. Despite considerable public confidence that the king’s tact and experience would help restore order, that was not the case. Within two days, the public received the shocking news that he was ill, and then that he had died. On May 5, it was reported that he had bronchitis, and he passed away at 11:45 PM on the 6th due to heart failure. From May 17 to 19, there was a solemn lying-in-state in Westminster Hall, attended by record crowds; and on May 20, the burial took place at Windsor, following a grand funeral procession through London, with the new king, George V., leading the procession alongside eight foreign monarchs—the German emperor, the kings of Greece, Spain, Portugal, Denmark, Norway, Belgium, and Bulgaria—along with Archduke Franz Ferdinand of Austria (the heir to the throne of Austria-Hungary), the prince consort of Holland, and many other royals, along with several special ambassadors, including Mr. Roosevelt as the representative of the United States. Mourning was both heartfelt and widespread; for not only England and the British Empire but the world had lost a king who was a very relatable person and a proven statesman.
Queen Victoria’s long reign had solidly established the constitutional monarchy; it remained for her son to rehabilitate the idea of English kingship by showing how the sovereign could be no less constitutional but personally more monarchical. While prince of Wales he had had little real training in statecraft, but when he became king his genuine capacity for affairs was shown. Ably advised by such men as Lord Knollys and Lord Esher, he devoted himself to the work of removing the Throne from its former isolation, and bringing it into touch with all sections of the community for the promotion of social happiness and welfare. His own love of pageantry and his interest in the stately ordering of court functions responded, moreover, to a marked inclination on the part of the public and of “society” for such things. It was significant that even Radicals and Socialists began to advocate extensions of the prerogative, and to insist on the active part which the Crown should play in public life. The king won the genuine affection and confidence of the people; and in Queen Alexandra he had an ideal consort, to whom all hearts went out.
Queen Victoria’s long reign firmly established the constitutional monarchy; it was up to her son to revive the concept of English kingship by demonstrating how the sovereign could be just as constitutional but personally more regal. While he was Prince of Wales, he had little real training in state affairs, but upon becoming king, his true talent for governance emerged. With the wise counsel of figures like Lord Knollys and Lord Esher, he committed himself to connecting the Throne with all sectors of society to enhance social happiness and welfare. His own passion for pageantry and interest in organizing court events resonated with a clear desire from the public and “society” for such displays. Notably, even Radicals and Socialists started to push for expanding the monarchy's powers and insisted that the Crown play an active role in public life. The king earned the genuine love and trust of the people; and with Queen Alexandra by his side, he had the perfect partner, winning everyone’s hearts.
EDWARD, prince of Wales, known as “The Black Prince” (1330-1376), the eldest son of Edward III. and Philippa of Hainaut, was born at Woodstock on the 15th of June 1330. Contemporaries called him Edward of Woodstock, and his surname of the Black Prince cannot be traced back earlier than the 16th century. It is supposed to have been derived from his wearing black armour. In 1333 he was made earl of Chester, and in 1337 duke of Cornwall, being the first duke ever created in England. Nominal warden of England during his father’s absences abroad in 1338 and 1342, he was created prince of Wales in 1343, and in 1345 he first accompanied his father on a foreign expedition.
EDWARD, prince of Wales, known as “The Black Prince” (1330-1376), was the eldest son of Edward III and Philippa of Hainaut. He was born at Woodstock on June 15, 1330. His contemporaries referred to him as Edward of Woodstock, and the nickname “the Black Prince” doesn't appear until the 16th century. It's believed to have come from his black armor. In 1333, he became the Earl of Chester, and in 1337, he was named Duke of Cornwall, being the first duke ever created in England. He served as the nominal warden of England during his father's absences abroad in 1338 and 1342, and in 1343, he was made prince of Wales. In 1345, he accompanied his father on his first foreign expedition.
His real career begins, however, with Edward III.’s Norman campaign of 1346. On landing at La Hogue he was knighted by his father, and took a prominent part in the whole of the campaign. He commanded the right wing of the English forces at Crécy, and, though hard pressed for a time by the French, took his full share in gaining the victory. Next year he was at the siege of Calais, and returned to England in October 1347 with his father. He was one of the original knights of the Garter, and participated in his father’s chivalrous adventures at Calais in 1349 and in the battle off Winchelsea in 1350. In September 1355 he was sent to Gascony at the head of an English army, having been appointed his father’s lieutenant there in July. He was warmly welcomed by the Gascons, and at once led a foray through Armagnac and Languedoc. By November he had got as far as Narbonne, whence he returned to Bordeaux, where he kept his Christmas court. In August 1356 he started from Bergerac on another marauding expedition, this time in a northerly direction. He penetrated as far as the Loire, but was there compelled to retire before the superior forces of King John of France. On the 19th of September the two armies met in the battle of Poitiers, fought about 6 m. south-east of the city. It was the hardest-fought and most important battle of the Hundred Years’ War, and Edward’s victory was due both to the excellence of his tactical disposition of his forces and to the superior fighting capacity of his army. The flank march of the Captal de Buch, which decided the fate of the day, was of Edward’s own devising, and the captivity of King John attested the completeness of his triumph. He treated his prisoner with almost ostentatious magnanimity, and took him to Bordeaux, whence they sailed to England in May 1357. On the 24th of that month he led his prisoner in triumph through the streets of London. In 1359 he took part in his father’s invasion of northern France, and had a large share in the negotiations at Brétigny and Calais.
His real career, however, kicks off with Edward III’s Norman campaign in 1346. When he landed at La Hogue, he was knighted by his father and played a major role throughout the campaign. He led the right wing of the English forces at Crécy and, despite facing intense pressure from the French for a time, he contributed significantly to securing the victory. The following year, he was at the siege of Calais and returned to England in October 1347 with his father. He was one of the original knights of the Garter and took part in his father’s adventures at Calais in 1349 and the battle off Winchelsea in 1350. In September 1355, he was sent to Gascony in charge of an English army after being appointed his father’s lieutenant there in July. The Gascons welcomed him warmly, and he quickly led a raid through Armagnac and Languedoc. By November, he had reached Narbonne, then returned to Bordeaux, where he celebrated Christmas court. In August 1356, he set off from Bergerac on another raiding expedition, this time heading north. He pushed as far as the Loire but had to retreat in the face of King John of France's larger forces. On September 19, the two armies clashed in the battle of Poitiers, fought about 6 miles southeast of the city. It was the toughest and most significant battle of the Hundred Years’ War, and Edward's victory was thanks to both the smart positioning of his forces and the superior fighting skills of his troops. The flank maneuver by the Captal de Buch, which determined the outcome of the day, was Edward's own plan, and the capture of King John proved his total triumph. He treated his prisoner with almost showy generosity and brought him to Bordeaux, from where they sailed to England in May 1357. On the 24th of that month, he paraded his prisoner through the streets of London. In 1359, he participated in his father’s invasion of northern France and played a significant role in the negotiations at Brétigny and Calais.
In October 1361 Edward married his cousin Joan, countess of Kent (1328-1385), the daughter and heiress of Edmund of Woodstock, earl of Kent, the younger son of Edward I. by his second wife Margaret of France. The lady, who enjoyed a great reputation for beauty, was in her thirty-third year, and the widow of Sir Thomas Holand, by whom she had had three children. Froissart says that the marriage was a love match, and that the king had no knowledge of it. However, Edward III. approved of his son’s choice, and in July 1362 handed over to him all his dominions in southern France, with the title of prince of Aquitaine. In February 1363 Edward and Joan took ship for Gascony, which became his ordinary place of residence for the next eight years. He maintained a brilliant court at Bordeaux and Angoulême, and did his best to win the support of the Gascons. He was not, however, successful in winning over the greater nobles, who, with John, count of Armagnac, at their head, were dissatisfied with the separation from France, and looked with suspicion upon Edward’s attempts to reform the administration as being likely to result in the curtailment of their feudal rights. Edward was better able to conciliate the towns, whose franchises he favoured and whose trade he fostered, hoping that they would prove a counterpoise to the aristocracy. He kept the chief posts of the administration mainly in English hands, and never really identified himself with the local life and traditions of his principality. He succeeded in clearing Aquitaine of the free companies, and kept good peace for nearly six years.
In October 1361, Edward married his cousin Joan, Countess of Kent (1328-1385), the daughter and heiress of Edmund of Woodstock, Earl of Kent, who was the younger son of Edward I and his second wife, Margaret of France. Joan, known for her beauty, was 33 years old and a widow of Sir Thomas Holand, with whom she had three children. Froissart claims that the marriage was a love match, and that the king was unaware of it. Nevertheless, Edward III approved of his son’s choice, and in July 1362, he transferred all his territories in southern France to him, giving him the title of Prince of Aquitaine. In February 1363, Edward and Joan set sail for Gascony, which would be their main residence for the next eight years. He held a lavish court in Bordeaux and Angoulême and tried to gain the support of the Gascons. However, he struggled to win over the more powerful nobles, led by John, Count of Armagnac, who were unhappy with the separation from France and viewed Edward’s attempts at reforming the administration with suspicion, fearing it would threaten their feudal rights. Edward was more successful in earning the towns' loyalty, supporting their privileges and trade, hoping they would balance the power of the aristocracy. He mainly kept key administrative positions in English hands, never truly connecting with the local life and traditions of his principality. He managed to rid Aquitaine of the free companies and maintained peace for nearly six years.
In 1367 Peter the Cruel, the deposed king of Castile, visited Edward at Bordeaux, and persuaded him to restore him to his throne by force. In February 1367 Edward led an army into Spain over the pass of Roncesvalles. After a difficult and dangerous march Edward reached the Ebro, and on the 3rd of April defeated Bertrand du Guesclin at Nájera, the last of his great victories. He then proceeded to Burgos, and restored Peter to the throne of Castile. He remained in Castile for four months, living principally at Valladolid. His army wasted away during the hot Spanish summer, and Edward himself contracted the beginnings of a mortal disease. In August 1367 Edward led the remnant of his troops back through the pass of Roncesvalles, and returned to Bordeaux early in September. He had exhausted all his resources on the Spanish expedition, and was forced to seek from the estates of Aquitaine extraordinary sources of supply. A hearth tax for five years was willingly granted to him, and generally paid. The greater barons, however, found in this impost a pretext for revolt. The count of Armagnac, who had already made a secret understanding with Charles V., appealed against the hearth tax to the parlement of Paris. Cited before this body in January 1369, Edward declared that he would answer at Paris with sixty thousand men behind him. War broke out again, and Edward III. resumed the title of king of France. Thereupon Charles V. declared that all the English possessions in France were forfeited, and before the end of 1369 all Aquitaine was in full revolt. With weak health and impaired resources, the Black Prince showed little activity in dealing with his insurgent subjects, or in warding off French invasion. Though too ill to ride on horseback, he insisted upon commanding his troops, and on the 19th of September 1370 won his last barren success, by capturing the revolted city of Limoges and putting the population to the sword. Early in 1371 he returned to England, leaving the impossible task of holding Gascony to his brother John of Gaunt. In August 1372 he joined his father in an abortive expedition to France, but contrary winds prevented their landing, and he now abandoned military life for good. In October he resigned his principality on the ground that he could not afford to retain any longer so expensive a charge. His health now rapidly declined, but he still followed politics with interest, and did what he could to support the constitutional opposition of the great ecclesiastics to the administration of John of Gaunt and the anti-clerical courtiers. His last public act was to inspire the attack on Lancaster’s influence made by the Good Parliament in the spring of 1376. The famous parliament was still in session when he died at Westminster on the 8th of July. He was buried in the east end of Canterbury cathedral on the 29th of September, where his magnificent tomb, erected in accordance with the instructions in his will, may still be seen. By Joan, “the fair maid of Kent,” who died on the 7th of August 1385, the Black Prince left an only son, afterwards King Richard II.
In 1367, Peter the Cruel, the deposed king of Castile, visited Edward in Bordeaux and convinced him to help him reclaim his throne by force. In February 1367, Edward took an army into Spain through the Roncesvalles pass. After a tough and perilous march, Edward reached the Ebro River and on April 3rd defeated Bertrand du Guesclin at Nájera, his last major victory. He then made his way to Burgos and reinstated Peter as the king of Castile. Edward stayed in Castile for four months, mainly living in Valladolid. His army dwindled during the hot summer and Edward himself started showing signs of a serious illness. In August 1367, he led what was left of his troops back through the Roncesvalles pass and returned to Bordeaux in early September. He had exhausted all his resources during the Spanish campaign and had to look for extraordinary sources of supply from the estates of Aquitaine. A hearth tax for five years was gladly granted to him and generally paid. However, the major barons used this tax as a pretext for revolt. The Count of Armagnac, who had already made a secret deal with Charles V, protested against the hearth tax to the Parlement of Paris. Summoned before this body in January 1369, Edward declared that he would face them in Paris with sixty thousand men at his back. War broke out again, and Edward III took back the title of king of France. In response, Charles V declared that all English possessions in France were forfeited, and by the end of 1369, all of Aquitaine was in full revolt. With poor health and limited resources, the Black Prince was not very active in dealing with his rebellious subjects or fending off the French invasion. Although he was too ill to ride, he insisted on leading his troops and on September 19, 1370, achieved his last empty victory by capturing the rebellious city of Limoges and slaughtering its population. Early in 1371, he returned to England, leaving the difficult task of holding Gascony to his brother John of Gaunt. In August 1372, he joined his father on a failed expedition to France, but bad weather prevented their landing, leading him to abandon military life for good. In October, he gave up his principality, stating that he could no longer afford to keep such an expensive responsibility. His health quickly deteriorated, but he remained interested in politics and did what he could to support the constitutional opposition from the high clergy against the administration of John of Gaunt and the anti-clerical courtiers. His last public act was to inspire the assault on Lancaster's influence by the Good Parliament in the spring of 1376. The famed parliament was still in session when he died at Westminster on July 8. He was buried at the east end of Canterbury Cathedral on September 29, where his impressive tomb, built according to his will's instructions, can still be seen. He left behind an only son, Richard II, by Joan, "the fair maid of Kent," who passed away on August 7, 1385.
For authorities see Edward III. To these may be added W. Hunt’s article in the Dict. Nat. Biog.; A. Collins’s Life of Edward, Prince of Wales (1740); G.P.R. James’s Life of Edward the Black Prince (1839); J. Moisant’s Le Prince Noir en Aquitaine (1894); and R.P. Dunn-Pattison’s The Black Prince (1910).
For authorities, see Edward III. You can also check out W. Hunt’s article in the Dict. Nat. Biog.; A. Collins’s Life of Edward, Prince of Wales (1740); G.P.R. James’s Life of Edward the Black Prince (1839); J. Moisant’s Le Prince Noir en Aquitaine (1894); and R.P. Dunn-Pattison’s The Black Prince (1910).
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