THE PURITANS IN NEW ENGLAND. Of all those who came to America during this early period, the Calvinistic Puritans who settled the New England colonies contributed most that was valuable to the future educational development of America, and because of this will be considered first.
[Illustration: FIG. 107. MAP SHOWING THE RELIGIOUS SETTLEMENTS IN AMERICA]
The original reformation in England, as was stated in chapters XII and XIII, had been much more nominal than real. The English Bible and the English Prayer-Book had been issued to the churches (R. 170), and the King instead of the Pope had been declared by the Act of Supremacy (R. 153) to be the head of the English National Church. The same priests, though, had continued in the churches under the new régime, and the church service had not greatly changed aside from its transformation from Latin into English. Neither the Church as an organization nor its members experienced any great religious reformation. Not all Englishmen, though, took the change in allegiance so lightly (R. 183), and in consequence there came to be a gradually increasing number who desired a more fundamental reform of the English Church. By 1600 the demand for Church reform had become very insistent, and the question of Church purification (whence the name "Puritans") had become a burning question in England.
[Illustration: FIG. 108. HOMES OF THE PILGRIMS, AND THEIR ROUTE TO
AMERICA]
The English Puritans, moreover, were of two classes. One was a moderate but influential "low-church" group within the "high" State Church, possessed of no desire to separate Church and State, but earnestly insistent on a simplification of the Church ceremonial, the elimination of a number of the vestiges of the old Romish-Church ritual, and particularly the introduction of more preaching into the service. The other class constituted a much more radical group, and had become deeply imbued with Calvinistic thinking. This group gradually came into open opposition to any State Church, stood for the local independence of the different churches or congregations, and desired the complete elimination of all vestiges of the Romish faith from the church services. [2] They became known as Independents, or Separatists, and formed the germs of the later Congregational groups of early New England. Both Elizabeth (1558-1603) and James I (1603-25) savagely persecuted this more radical group, and many of their congregations were forced to flee from England to obtain personal safety and to enjoy religious liberty (R. 184). One of these fugitive congregations, from Scrooby, in north-central England, after living for several years at Leyden, in Holland, finally set sail for America, landed on Plymouth Rock, in 1620, and began the settlement of that "bleak and stormy coast." Other congregations soon followed, it having been estimated that twenty thousand English Puritans migrated [3] to the New England wilderness before 1640. These represented a fairly well-to-do type of middle-class Englishmen, practically all of whom had had good educational advantages at home.
Settling along the coast in little groups or congregations, they at once set up a combined civil and religious form of government, modeled in a way after Calvin's City-State at Geneva, and which became known as a New England town. [4] In time the southern portion of the coast of New England was dotted with little self-governing settlements of those who had come to America to obtain for themselves that religious freedom which had been denied them at home. These settlements were loosely bound together in a colony federation, in which each town was represented in a General Court, or legislature. The extent of these settlements by 1660 is shown on the map on the opposite page.
BEGINNINGS OF SCHOOLS IN NEW ENGLAND. Having come to America to secure religious freedom, it was but natural that the perpetuation of their particular faith by means of education should have been one of the first matters to engage their attention, after the building of their homes and the setting up of the civil government (R. 185). Being deeply imbued with Calvinistic ideas as to government and religion, they desired to found here a religious commonwealth, somewhat after the model of Geneva (p. 298), or Scotland (p. 335), or the Dutch provinces (p. 334), the corner- stones of which should be religion and education.
[Illustration: FIG. 109. NEW ENGLAND SETTLEMENTS, 1660]
At first, English precedents were followed. Home instruction, which was quite common in England among the Puritans, was naturally much employed to teach the children to read the Bible and to train them to participate in both the family and the congregational worship. After 1647, town elementary schools under a master, and later the English "dame schools" (chapter XVIII), were established to provide this rudimentary instruction. The English apprentice system was also established (R. 201), and the masters of apprentices gave similar instruction to boys entrusted to their care. The town religious governments, under which all the little congregations organized themselves, much as the little religious parishes had been organized in old England, also began the voluntary establishment of town grammar schools, as a few towns in England had done (R. 143) before the Puritans migrated. The "Latin School" at Boston dates from 1635, and has had a continuous existence since that time. The grammar school at Charlestown dates from 1636, that at Ipswich from the same year, and the school at Salem from 1637. In 1639 Dorchester voted:
that there shall be a rent of 20 lb a year for ever imposed upon Tomsons Island … toward the mayntenance of a schoole in Dorchester. This rent of 20 lb yearly to bee payd to such a schoole-master as shall vndertake to teach english, latine, and other tongues, and also writing. The said schoole-master to bee chosen from tyme to tyme p'r the freemen.