Blackwood's Edinburgh Magazine, Volume 65, No. 403, May, 1849
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One morning she sent for me early. She had been unable to get up. With her wan, transparent hand she showed me a sheet of paper on which a few lines were written.
"Doctor," she said, in her gentlest tones, "I have not strength to continue; finish this letter!"
I read as follows: —
"My Lord, – I write to you for the last time. Whilst health is restored to your old age, I suffer and am about to die. I leave your grandson, William Kysington, without a protector. My Lord, this last letter is to recall him to your memory; I ask for him a place in your heart rather than a share of your fortune. Of all the things of this world, he has understood but one – his mother's love; and now she must leave him for ever! Love him, my Lord, – love is the only sentiment he can comprehend."
She could write no more. I added: —
"Mrs William Kysington has but few days to live. What are Lord James Kysington's orders with respect to the child who bears his name?
"The Doctor Barnaby."
This letter was sent to London, and we waited. Eva kept her bed. William, seated near her, held her hand in his: his mother smiled sadly upon him, whilst I, at the other side of the bed, prepared potions to assuage her pains. Again she began to talk to her son, as if no longer despairing that, after her death, some of her words might recur to his memory. She gave the child all the advice, all the instructions she would have given to an intelligent being. Then she turned to me – "Who knows, doctor," she said, "one day, perhaps, he will find my words at the bottom of his heart!"
Three more weeks elapsed. Death approached, and submissive as was the Christian soul of Eva, she yet felt the anguish of separation and the solemn awe of the future. The village priest came to see her, and when he left her I met him and took his hand.
"You will pray for her," I said.
"I have entreated her to pray for me!" was his reply.
It was Eva Meredith's last day. The sun had set: the window, near which she so long had sat, was open: she could see from her bed the landscape she had loved. She held her son in her arms and kissed his face and hair, weeping sadly. "Poor child! what will become of you? Oh!" she said, with tender earnestness, "listen to me, William: – I am dying! Your father is dead also; you are alone; you must pray to the Lord. I bequeath you to Him who watches over the sparrow upon the house-top; He will shield the orphan. Dear child, look at me! listen to me! Try to understand that I die, that one day you may remember me!" And the poor mother, unable to speak longer, still found strength to embrace her child.
At that moment an unaccustomed noise reached my ears. The wheels of a carriage grated upon the gravel of the garden drive. I ran to the door. Lord James Kysington and Lady Mary entered the house.
"I got your letter," said Lord James. "I was setting out for Italy, and it was not much off my road to come myself and settle the future destiny of William Meredith: so here I am. Mrs William? – "
"Mrs William Kysington still lives, my lord," I replied.
It was with a painful sensation that I saw this calm, cold, austere man approach Eva's chamber, followed by the haughty woman who came to witness what for her was a happy event – the death of her former rival! They entered the modest little room, so different from the sumptuous apartments of their Montpellier hotel. They drew near the bed, beneath whose white curtains Eva, pale but still beautiful, held her son upon her heart. They stood, one on the right, the other on the left of that couch of suffering, without finding a word of affection to console the poor woman who looked up at them. They barely gave utterance to a few formal and unmeaning phrases. Averting their eyes from the painful spectacle of death, and persuading themselves that Eva Meredith neither saw nor heard, they passively awaited her spirit's departure – their countenances not even feigning an expression of condolence or regret. Eva fixed her dying gaze upon them, and sudden terror seized the heart which had almost ceased to throb. She comprehended, for the first time, the secret sentiments of Lady Mary, the profound indifference and egotism of Lord James; she understood at last that they were enemies rather than protectors of her son. Despair and terror portrayed themselves on her pallid face. She made no attempt to soften those soulless beings. By a convulsive movement she drew William still closer to her heart, and, collecting her last strength —
"My child, my poor child!" she cried, "you have no support upon earth; but God above is good. My God! succour my child!"
With this cry of love, with this supreme prayer, she breathed out her life: her arms opened, her lips were motionless on William's cheek. Since she no longer embraced her son, there could be no doubt she was dead – dead before the eyes of those who to the very last had refused to comfort her affliction – dead without giving Lady Mary the uneasiness of hearing her plead the cause of her son – dead, leaving her a complete and decided victory.
There was a moment of solemn silence: none moved or spoke. Death makes an impression upon the haughtiest. Lady Mary and Lord James Kysington kneeled beside their victim's bed. In a few minutes Lord James arose. "Take the child from his mother's room," he said, "and come with me, doctor; I will explain to you my intentions respecting him."
For two hours William had been resting on the shoulder of Eva Meredith, his heart against her heart, his lips pressed to hers, receiving her kisses and her tears. I approached him, and, without expending useless words, I endeavoured to raise and lead him from the room; but he resisted, and his arms clasped his mother more closely. This resistance, the first the poor child had ever offered to living creature, touched my very soul. On my renewing the attempt, however, William yielded; he made a movement and turned towards me, and I saw his beautiful countenance suffused with tears. Until that day, William had never wept. I was greatly startled and moved, and I let the child throw himself again upon his mother's corpse.
"Take him away," said Lord James.
"My lord," I exclaimed, "he weeps! Ah, check not his tears!"
I bent over the child, and heard him sob.
"William! dear William!" I cried, anxiously taking his hand, "why do you weep, William?"
For the second time he turned his head towards me; then, with a gentle look, full of sorrow, "My mother is dead," he replied.
I have not words to tell you what I felt. William's eyes were now intelligent: his tears were sad and significant; and his voice was broken as when the heart suffers. I uttered a cry; I almost knelt down beside Eva's bed.
"Ah! you were right, Eva!" I exclaimed, "not to despair of the mercy of God!"
Lord James himself had started. Lady Mary was as pale as Eva.
"Mother! mother!" cried William, in tones that filled my heart with joy; and then, repeating the words of Eva Meredith – those words which she had so truly said he would find at the bottom of his heart – the child exclaimed aloud,
"I am dying, my son. Your father is dead; you are alone upon the earth; you must pray to the Lord!"
I pressed gently with my hand upon William's shoulder; he obeyed the impulse, knelt down, joined his trembling hands – this time it was of his own accord – and, raising to heaven a look full of life and feeling: "My God! have pity on me!" he murmured.
I took Eva's cold hand. "Oh mother! mother of many sorrows!" I exclaimed, "can you hear your child? do you behold him from above? Be happy! your son is saved!"
Dead at Lady Mary's feet, Eva made her rival tremble; for it was not I who led William from the room, it was Lord James Kysington who carried out his grandson in his arms.
I have little to add, ladies. William recovered his reason and departed with Lord James. Reinstated in his rights, he was subsequently his grandfather's sole heir. Science has recorded a few rare instances of intelligence revived by a violent moral shock. Thus does the fact I have related find a natural explanation. But the good women of the village, who had attended Eva Meredith during her illness, and had heard her fervent prayers, were convinced that, even as she had asked of Heaven, the soul of the mother had passed into the body of the child.
"She was so good," said they, "that God could refuse her nothing." This artless belief took firm root in the country. No one mourned Mrs Meredith as dead.
"She still lives," said the people of the hamlet: "speak to her son, and she will answer you."
And when Lord William Kysington, in possession of his grandfather's property, sent each year abundant alms to the village that had witnessed his birth and his mother's death, the poor folks exclaimed – "There is Mrs Meredith's kind soul thinking of us still! Ah, when she goes to heaven, it will be great pity for poor people!"
We do not strew flowers upon her tomb, but upon the steps of the altar of the Virgin, where she so often prayed to Mary to send a soul to her son. When taking thither their wreaths of wild blossoms, the villagers say to each other – "When she prayed so fervently, the good Virgin answered her softly: 'I will give thy soul to thy child!'"
The curé has suffered our peasants to retain this touching superstition; and I myself, when Lord William came to see me, when he fixed upon me his eyes, so like his mother's – when his voice, which had a well-known accent, said, as Mrs Meredith was wont to say – "Dear Doctor, I thank you!" Then, – smile, ladies, if you will – I wept, and I believed, like all the village, that Eva Meredith was before me.
She, whose existence was but a long series of sorrows, has left behind her a sweet, consoling memory, which has nothing painful for those who loved her.
In thinking of her we think of the mercy of God, and those who have hope in their hearts, hope with the greater confidence.
But it is very late, ladies – your carriages have long been at the door. Pardon this long story: at my age it is difficult to be concise in speaking of the events of one's youth. Forgive the old man for having made you smile when he arrived, and weep before he departed."
These last words were spoken in the kindest and most paternal tone, whilst a half-smile glided across Dr Barnaby's lips. All his auditors now crowded round him, eager to express their thanks. But Dr Barnaby got up, made straight for his riding-coat of puce-coloured taffety, which hung across a chair back, and, whilst one of the young men helped him to put it on – "Farewell, gentlemen; farewell, ladies," said the village doctor. "My chaise is ready; it is dark, the road is bad; good-night: I must be gone."
When Dr Barnaby was installed in his cabriolet of green wicker-work, and the little gray cob, tickled by the whip, was about to set off, Madame de Moncar stepped quickly forward, and leaning towards the doctor, whilst she placed one foot on the step of his vehicle, she said, in quite a low voice —
"Doctor, I make you a present of the white cottage, and I will have it fitted up as it was when you loved Eva Meredith!"
Then she ran back into the house. The carriages and the green chaise departed in different directions.
NATIONAL EDUCATION IN SCOTLAND
The subject of the Parochial School System of Scotland claims some attention at the present moment. Following up certain ominous proceedings of other parties high in authority, Lord Melgund, M. P. for Greenock, has given notice of a motion for the appointment of a select committee of the House of Commons to consider the expediency of a fundamental revision of that system. The question here involved is one of national importance; and the family and other ties by which Lord Melgund is connected with the Government, are likely, we fear, to secure for his proposed innovations on that institution which has been hitherto, perhaps, the pre-eminent glory of Scotland, a certain degree of favour.
It may be of some use to preface the few observations we have to offer on the Scottish system, and the proposed alterations of it, by a brief recapitulation of some of the more prominent methods and statistics of popular education in other countries, taken chiefly from a very carefully prepared and important Appendix to the Privy Council committee's Minutes for 1847-8. The information was obtained through the Secretary of State for Foreign Affairs, from the Governments of the principal states of Europe and America.
The cost of public instruction is defrayed by different means in different countries – means varying, however, more in detail than in principle. In Prussia, a regular school-rate, varying from 3d. to 6d. per month, according to circumstances, is levied upon all who have children; but this is supplemented by a grant from the state budget which, for elementary schools alone, amounted in 1845 to £37,000. A similar practice prevails not only in the other countries of Central Europe, but in Pennsylvania, where it was introduced by the German emigrants, and, of late years, also in some other parts of the United States. The income of schools in the Austrian Empire is derived from a variety of sources, of which school-money constitutes little more than one-third; the remainder, as far as we can understand the technical phraseology of the report, being partly derived from old endowments, partly from provincial revenues, and partly from the imperial treasury. In Holland, the governments of the towns and provinces are charged with the cost of maintaining their own schools, aided by grants from the state. On the first year that separate accounts were kept for the northern provinces, after their separation from Belgium, the sum raised in this way amounted (in a population of 2,450,000) to no less than £76,317. In Belgium, where the funds are derived from old foundations and local endowments, aided by the government, two-fifths of the scholars received, in 1840, their education gratuitously; but the provision seems to be not very complete, for in that year, out of 2510 communes, 163 were without any school.
As to management, there appears to be no country in Europe in which public instruction is not directed by a department of the government. No regular system of superintendence, however, has yet been established in the United States. In Prussia, there is a minister of public instruction, who is also at the head of church affairs, and under whom are local consistories and school inspectors, one of the latter being always the superintendent or bishop of the district. In Würtemberg, each school is inspected by the clergyman of the confession to which the schoolmaster belongs, and is subject to the control of the presbytery. In the Grand-duchy of Baden, the minister of the interior has charge of the department of education. The local school authority is commonly a parochial committee, consisting of clergy and laymen combined. The parish clergyman is the regular school inspector, but where there are different confessions, each clergyman inspects the school of his own church. Certain functionaries, called "Visitors" and "County Authorities," are also intrusted with special powers. In Lombardy, the direction is committed to a chief inspector, with a number of subordinates, and the parish clergy. (By clergy, of course, throughout these details, must usually be understood Roman Catholic priests.) In Holland, every province was in 1814 divided into educational districts, with a school inspector for each district, and provincial school commissions chosen from the leading inhabitants, to which were afterwards added provincial "juries." In Russia, public instruction is superintended by the government.
The details regarding religious instruction are not so full as we should have wished. The great difficulty as regards this appears, however, in most of the European states to be met by the establishment of separate schools for the different sects. In Würtemberg, "if, in a community of different religious confessions, the minority comprises sixty families, they may claim the establishment and support of a school of their own confession, at the expense of the whole community." The ecclesiastical authorities of the various sects are not, however, independent of, but merely associated with, the state functionaries, whose sanction is indispensable for the catechisms and school-books in use in every school. Such, at least, is said to be the case in Würtemberg; and, as far as we can judge from the not very precise statements made on this subject, the rule appears to be universal. Roman Catholic, Protestant, Greek Church, and Jewish schools are, in the Austrian empire, alike established by law, according to the necessities of each province and district. But in the state of New York (and we believe a like practice prevails in other parts of the Union) the sectarian difficulty is overcome in a different way. By a recent act of the legislature, it is provided that "no school shall be entitled to a portion of the school-moneys, in which the religious sectarian doctrine or tenet of any particular Christians, or other religious sect, shall be taught, inculcated, or practised."
The only other particulars we shall notice relate to school attendance. It must be premised that, in the countries of central Europe, the attendance of every child at the elementary schools is compulsory – the only alternative being private instruction. Fines and imprisonment are employed to enforce this regulation. Free education is also provided, at the general expense, for those unable to pay the school fees.
In Prussia, the proportion of those enjoying school education was to the population, in 1846, as 1 to 6.
In Bavaria, in 1844, nearly as 1 to 4.
In the Austrian empire, as 1 to 9 for boys, and as 1 to 12 for girls; but in Upper and Lower Austria, as 1 to 6 for boys, and as 1 to 7 for girls.
In Holland, 1 in 8 received, in 1846, public instruction.
In Sweden, in 1843, the proportion was no more than as 1 to 165 of the population.
In Belgium, in 1840, it was as 1 to 9.
In Russia, the number attending schools of all kinds, including the universities, amounted, in 1846, to 195,819, which, in a population of 60,000,000, gives a proportion of less than 1 to 300 of the inhabitants.
In Pennsylvania, in 1840, 1 in 5 of the population had the advantage of instruction in common schools; in New York, on the first of January 1847, nearly 1 in 16; in Massachusetts, about 1 in 6-1/2 of the population.
It is impossible to read these details without two reflections especially being immediately suggested to the mind. One of these is the necessary connexion between the success of any system of national education and the special circumstances of each individual state to which it may be applied. To introduce the Prussian system into Scotland, with any prospect of its working here as well as it does there, one would require to change the whole character of the government, and the whole habits, nay, the very nature of the people, to make Scotchmen Prussians and Scotland Prussia.
But there is a still more important reflection forced upon us. How little mere secular education, apart from that which we hold to be an indispensable accompaniment to it – sound religious education – avails for the elevation of the people, let these statistics, read in the light of recent events, tell! The murderers of Count Latour were all well-educated persons, after that fashion which it has been proposed to introduce into this country as the national system. They had all been at schools – at schools from which religious instruction, however, was either excluded, or worse than excluded.
But, to come to National Education in Scotland. On this subject there are two questions wholly distinct from each other, which at present occupy some attention. The one relates to the long-tried and approved parochial system, the other to the plans, professedly of a supplementary character, recently introduced by a committee of the Privy Council, which constitutes a government board for the application of the parliamentary grant, now voted annually for some years, for educational purposes. In a pamphlet11 lately published by Lord Melgund, which is of some importance now, as indicating the views with which his motion in parliament is introduced, these two questions have, we think, been unfairly confounded: with the former we have particular concern at present.
We agree, however, with Lord Melgund in condemning utterly the procedure of the Privy Council in regard to those schools which are at this moment rising up in almost every parish in Scotland, not for the purpose, even ostensibly, of supplying destitute localities with the means of education, but as parts of an ecclesiastical system, whose avowed object is to supersede in all its departments the Established Church. These schools receive much the greater part (in fact nearly two-thirds) of the whole sum voted for education in Scotland; that is to say, about two-thirds of the parliamentary grant, intended to promote general education in this part of the kingdom, is by the Privy Council diverted altogether from its proper object, and applied to purposes exclusively and avowedly sectarian.
This is an abuse which cannot be too severely reprobated. Lord Melgund, in his pamphlet, with some justice calls attention to the strictly exclusive character of the Free Church – an exclusiveness to which the Established Church affords no parallel – to the fact that it is an irresponsible body, with whose affairs no man not a member has any more right to interfere, than he has with those of a railway company to which he does not belong. It is not, however, on this ground alone, or chiefly, that the Privy Council's proceedings in regard to the Free Church schools are objectionable.
Out of the sum of £5463 granted, according to the committee's minutes last issued, to Scotland in 1847, no less than £3485 was apportioned to Free Church schools. Let us inquire on what conditions, in what circumstances, so large a proportion of the fund at the disposal of the committee has been thus expended. If this sum had been appropriated bonâ fide for educational purposes, to aid in building schools in localities previously unprovided with them, perhaps no very serious exception could have been taken to the, in that case, comparatively trivial circumstance, that the persons by whom the money was to be applied happened to be dissenters from the Established Church, – dissenters whose doctrinal standards are the same as those recognised by law. In this case, it might with some reason have been said by defenders of the Privy Council, "Why should these localities remain without schools of any kind, merely because the Free Churchmen have been the only parties zealous enough to obtain for them this boon?"
But what are the facts? Even on the face of the minutes of council themselves, it appears that at least the greater part of the large grant in question has been given to aid in erecting schools where there was no pretence at all of destitution– in localities already amply supplied with the means of education, including both parochial and non-parochial schools; and has been given, therefore, not for the purpose of supplementing, but for the purpose of SUPPLANTING existing institutions; not for the advancement of education, but for the advancement of Free Churchism.
An assertion of so serious a nature as this requires proof, and proof is easily given.
In the return in the minutes of council for 1847-8, of the grants for education in Scotland, sixteen of the schools aided are marked F. C. S., (Free Church of Scotland;) and there is, in the case of most of these, a return as to the existing school accommodation of the district, an inquiry on this subject being always and very properly made – oftener, as appears, however, made than attended to. The following are some of the returns, taken almost at random: —
Brigton in Polmont.– Population of school district, 3584: existing schools – "The parish school, Establishment, (attended by 150 scholars;) Redding Muir, Establishment, (100;) Redding village, Establishment and Free Church, (80;) Redding Muir, Methodist, (40.)"12 Grant to Free Church, £143.
Dalkeith.– Population, 6000: existing school accommodation – "The parochial or grammar school, and other schools, partially supported by the Duke of Buccleuch." No further particulars. Grant to Free Church, £248. – In the following instance, a notable attempt is made to manufacture a case of crying destitution: —