SCHOOLSSCHOREEL. 



131 



the level of the demands of the age. The last re- 1 larly since the amendment of the charter in 1830; 



organization of the Bavarian system of education 

 took place in 1825. If much has been done in 

 Germany for common schools, still more has been 

 done in several states of that country for the gym- 

 nasia, or learned schools. The great increase of 

 aids to study, lexicographical, grammatical, metrical, 

 critical, and archaeological, has given the learned 

 schools a degree of activity and efficiency which, 

 perhaps, twenty years ago, would have appeared 



and promises to this effect have even been made by 

 the ministers; but as yet the relief has not been 

 obtained. In the Sardinian states, where the super- 

 vision of education was restored to the Jesuits, the 

 learning of reading and writing is prohibited, by 

 royal decree, to all who do not possess a capital of 

 1500 lire, and the study of the sciences to all who 

 have not an income of 1500 lire. The Italian 

 schools stagnate under similar influences. Naples 



unattainable. In Austria alone, the gymnasia are, has not, as yet, given particular attention to this 

 as yet, circumscribed within comparatively narrow j subject. In thje States of the Church, Modena and 



limits. In Russia, the school system has not 

 effected what it promised. The circle schools are, 

 as \ of, confided to military directors, in most cases, 

 and the district schools, on account of the low 

 degree of civilization among the mass of the people, 

 are obliged to employ themselves on the very rudi- 

 ments of knowledge; and, for the parish schools, 

 masters are yet to be formed. In the provinces on 

 the Baltic, the schools come somewhat nearer to 

 the German. For the army, several Lancasterian 

 schools have been established since 1820. Sweden 

 has, according to the decree of December 16, 1820, 

 received a new organization, which has considerably 

 improved the learned and trivial schools, but the 

 country schools very little. Seminaries for school- 

 masters do not exist there at all. In some larger 

 cities, Lancasterian schools have existed, since 

 1820, for the children of soldiers and of the poor. 

 But the degree of information to be found among 

 the Swedish peasants, who not unfrequently instruct 

 their children themselves, somewhat remedies this 

 evil. Denmark has established many Lancasterian 

 schools. This system was first introduced into the 

 army in 1819, and in 1822, with some modifications, 

 was recommended by the king to all the common 

 schools, of which above 2000 have adopted it. 

 (See the article Mutual Instruction.) In 1825, a 

 law was passed in the Netherlands, which declared 

 the establishment of schools, public and private, 

 dependent upon the government. In France, the 

 ultra-montanists and the aristocratic party, after 

 the restoration, laboured, with the aid of the 

 ministry, to bring back the system of education to 

 the narrow limits within which it was confined by 

 the clergy before the revolution. They broke up 

 the Lancasterian schools, established under the 

 influence of the constitutional party, and favoured 

 the Brethren of Christian Doctrine and the Jesuits, 

 whose colleges not only became again institutions 

 of education, but also had a decided influence upon 

 others. But the French schools, generally speak- 

 ing, with the exception of mathematics and the 

 natural sciences, teach little thoroughly; skilful 

 teachers are found only in large cities; the small 

 towns have but very ordinary schools, and a great 

 part of the peasants grow up without school educa- 

 tion. There is a tax on the learning of Latin in 

 all the colleges of the kingdom, amounting to fifteen 

 francs annually for each individual, which, with 

 other heavy taxes, (some paid by the teachers them- 

 selves), goes into the treasury of the university at 

 Paris. This explains how the schools, which are 

 a considerable expense to other governments, 

 yielded, in 1826, to the French government, 

 2,526,910 francs, and cost only 2,213,200 francs, 

 affording therefore a surplus of 313,7ld franca. 

 All kinds of instruction in France are dependent 

 upon the university. It was always one' of the 

 points most insisted on by the liberals, that instruc- 

 tion should oe freed from this subjection, particu- 



Lucca, it is left to the Jesuits. In Tuscany, where 

 a private association introduced the Lancasterian 

 system into Florence, in 1821, education stands on 

 nearly the same footing as in the Austrian dominions 

 in Italy, in which it is at least established on a 

 regular system, and is not left in the hands of the 

 Jesuits, although it may not be more progressive 

 than in Hungary. In Spain and Portugal, the state 

 of education is particularly low. The activity of 

 the university and many schools was, for a time, 

 interrupted by the revolution. Yet the cortes had 

 already directed their attention to education, as the 

 ninth chapter of their constitution proves, by 

 which, if the instrument had remained in force, a 

 complete system of school instruction would have 

 been established. Immediately after the revolution 

 of 1820, the ninth chapter was carried into effect; 

 but all that had been done was overturned in 1823, 

 after the restoration. Many schools and other 

 institutions ceased to teach ; and where instruction 

 continued to be given, it has been on the old 

 scholastic system of the middle ages. A few years 

 since, a decree was issued, prohibiting philosophy 

 to be taught in the universities! In many places, 

 there is not even a school for elementary instruc- 

 tion. For the higher classes, there are some board- 

 ing schools, in the French style. 



SCHOONER; a small vessel with two masts, 

 whose mainsail and foresail are both suspended by 

 gaffs, like a sloop's mainsail. 



SCHOREEL, JOHN, a distinguished Dutch 

 painter, received his name from Schoreel, a village 

 near Alkmaer, where he was born in 1495. His 

 love of painting appeared in his boyish sports. 

 Hs copied every painted window, and covered, 

 with delicate figures, every horn-inkstand that 

 came in his way. At the age of fourteen years, he 

 was placed with the painter Will. Cornelis. At 

 the age of seventeen, he travelled to Amsterdam, 

 and entered the establishment of Jacob Cornelis, 

 one of the most celebrated painters and engravers 

 on wood, of that period. Here he spent several 

 years. He next repaired to the first of the masters 

 then living, John of Mabuse, in Utrecht. The 

 disorderly life of his new master disgusted the 

 young Schoreel; and he visited, successively, many 

 large cities, where there were painters of eminence, 

 especially Cologne and Spire, where he studied 

 architecture and perspective. He also visited 

 Diirer, in Nuremberg, and was received kindh. 

 At the age of twenty-two, Schoreel passed through 

 Carinthia to Venice. One of his countrymen, in a 

 monastery there, persuaded him to undertake a pil- 

 grimage, with him, to Palestine. For three years, 

 he remained within the walls of Jerusalem, sketch- 

 ing views of the city and surrounding country; and 

 a large painting, probably by him, is still in the 

 church, in the place where Christ is said to have 

 been born. On his return, he spent some time at 

 Rhodes, which he painted, together with the ST.T. 

 i2 



