272* THE POPULAR SCIENCE MONTHLY. 



carried on by clergymen ; and clergymen in multitudinous cases 

 take private pupils. Thus the differentiation of the teaching class 

 from the priestly class is even now incomplete. 



As significantly bearing on the evolution of the teacher, let us 

 further note that at the present moment there is going on a strug- 

 gle to reacquire that clerical control which a secularized system 

 of public education had in chief measure thrown off. Even when 

 established a quarter of a century ago, this public education was 

 not completely secularized, since certain biblical lessons were 

 given ; and now a strenuous endeavor is being made to add to 

 these biblical lessons certain dogmas of the Christian creed estab- 

 lished by law, and so to make the teachers of Board Schools to a 

 certain extent clerical teachers. Nor is this all. Clerics have 

 striven and are still striving, to make the public help them to 

 teach Church dogmas in Church Schools. At the present time 

 (June, 1895), the Primate and clergy at large are fathering an Act 

 which shall give them State-funds without State-control. With 

 an arrogance common to Priesthoods in all times and places, no 

 matter what the creed they say to the State " We will say what 

 shall be taught and you shall pay for it." 



No more here than elsewhere do we meet with an exception to 

 the segregation and consolidation which accompany differentia- 

 tion ; though, partly because of the more recent separation of the 

 teaching class from the clerical class, this change has not been so 

 conspicuous. 



The tendency towards integration of the teaching class, and 

 marking off of them from other classes, was first shown among 

 theological teachers. At the University of Paris 

 '' half-learned persons, who had scarcely any knowledge of the elements of 

 theology, took upon themselves the office of public teachers. The conse- 

 quence was, that the theological teachers of better reputation united them- 

 selves, and formed a regular society ; and they had sufficient influence to 

 establish the rule, that no one should be allowed to teach without their 

 approbation and permission. This of course led to an examination of the 

 candidates, and to a public trial of their ability, and to a formal ceremony 

 for their admission to the dignity of teachers or doctors.''^ 

 In our own universities the like has happened. Knowledge, first 

 of established Christian doctrine, and then of other thiugs held 

 proper for teachers of Christian doctrine to know, and then ex- 

 aminations testing acquisition of such kinds of knowledge, have 

 served to create a mass of those qualified, and to exclude those 

 not qualified: so forming a coherent and limited aggregate. 

 Though dissenting sects have insisted less on qualifications, yet 

 among them, too, have arisen institutions facilitating the needful 

 culture and giving the needful clerical authorizations. 



Only of late have secular teachers tended to unite. Beyond 



