Page:The New International Encyclopædia 1st ed. v. 17.djvu/733

SCHOOLS. 663 SCHOPENHAUER. spirit of this provision. The lack of spoeific relig- ious instruction in the puhlie schools has, how- ever, been lelt by many to be Oi serious defoet. The Catholics, while afjreeing and even insisting that the public school should be non-sectarian, have urged that their own parochial schools should be subsidized out of the public funds to which the.v have contributed. In New Mexico and Georgia they have succeciled in getting sich appropria- tions. There has also been a general fi'<'ling that the knowledge of the Bible even as a work of lit- erature was fast disappearing. The Sunday school, to which the churches have resorted for the religious instruction of the young, is felt to be inadequate and to fail in reaching a large por- tion of the population. The relation between the schools and the State is discussed under the headings Education and Xatiox.vl Euucation, Sy.sTf;iiw of. The devel- opment of the school system in the United States is also treated under I'lKLic Schools. The local and general administration of schools and their relation to the Government in reject to State support and State control is taken up in still greater detail in the articles on the various countries of the world, under the heading Educa- tion. See also the articles: Common Schools; Evening Schools ; Grammar Schools ; High Schools ; Public Schools : Secondary Schools ; Si'MJrER Schools; with bibliography under these headings. SCHOOLS, Brothers of the Christian. A religious congregation in the Roman Catholic Church, established for the education of the poor by Jean Baptiste de la Salle (q.v.) in 1684, and confirmed by the Pope in 1724. Their system of education has received the highest testimonies, and the,y still form one of the most flourishing of the lay Orders in the Roman Catholic Church. Besides this Order, several other institutes have been formed for the same purpose under similar names. An Irish institute of Christian Brothers w-as formed at Waterford in 1802, by a layman, Edmund Ignatius Rice (17G2-1844), and con- firmed by Pius VII. in 1820. In 1896 they re- ported 97 houses in Ireland, with .300 schools, and 30,000 pupils, as well as branches in New- foundland, Gibraltar, Calcutta, and Allahabad. SCHOOL SAVINGS BANKS. A system of banks by which school children mav be encour- aged in habits of tlirift. In nearly all European countries school children are encouraged to ac- quire the Imbit of saving through the device of savings banks maintained in connection with the schools. Commonly these institutions are asso- ciated in management and in the official reports with the postal savings hanks. The.y have not been extensively introduced into the United States, partly, no doulit, because of the willing- ness of the ordinary savings banks (q.v.) to re- ceive small deposits, and partl.v because in recent years the penny provident banks have fully met the demand f(]r such a means of encouraging saving liy cliildren. SCHOOL-SHIP, Nautical. See Naval Schools of In.struction. SCHOOLS OF LIBRAKY ECONOMY. A term applied to instituticms for the study of li- brary administration. The movement to establish schools for the professional training of librarians began at Columbia University in 1883. In 1887 a three months' course was organized, and in 1889 the school was transferred to the New York State Librarv at Albany. The rennirkablc success of thi^ school encouraged the establishment of simi- lar institutions el-ewhere. and in 1890 Ihr I'ratt Institute in Brooklyn, the Drexel Institute in l'hiladel|)hia, and the Armour, in (Chicago, organ- ized regular schools for this branch of study. In many universities courses in library economics .ue oll'ered under the direction of their librarians. See I.IIiKAKllcs, section on Lihrury Hchuuls and Truininij : also I'ROKEssioNAL Education. SCHOONER (from scoon, sciin, to skim, skip, from Norweg. skiinnn. Icel. shuiida, shi/tidti, AS. scyndan, to hasten, OIIG. scuiitan, to urge on). A sailing vessel having two or more masts and wholly or chiedy fore-and-aft rigged. It is said to have been first designed by Cajitain Anilrew Robinson, of Gloucester, Mass., in 1713. A few schooners have a topsail and a topgallantsail on the foremast, and are called "topsail schooners.' Some schooners carrv a single yard on the fore- mast on which to set a square .sail when desirable. But by far the greater number are wholly fore- and-aft rigged. The lower sails are bent to galTs, booms, and hoops on the mast. There are usually two masts, but sometimes as many as seven. The schooner rig is distinctively American ; its use abroad, until recently, was confined to quite small craft. See Sail; Yacht, and acconipanving Plate. ' ' " SCHOPENHAUER, shA'pcn-hou'er, Arthur ( 1788-lHti()i . A German philosopher, born at Danzig, February 22, 1 788. lie was the son of a rich banker and merchant, who determined to educate him to be a man of affairs, and put him to school in France, and afterwards took him on travels through Belgium, England. France, anil Switzerland. In 1805 he was phu'cd in a business house in Hamburg, but soon afterwards, on his father's sudden death, he was taken by his mother to Weimar, where he entered upon the study of classics, natural science, and philosophv. In 1809 he entered the University of Giittingeh. and de- voted himself at first to medicine, but was soon attracted to philosophy, and in 1811 he went to Berlin to hear Fiehte. In 1813 he took his degree at Jena on the since celebrated thesis: Ucher die vierfache Vt'nrzrl des Halzcs vom zu- rcicliemlcn Griinde. In this treatise he distin- guished between the principles of being, of be- coming, of knowing, and of acting. These are respectively space and time, causalit.v. logical ground, and motive. Schopenhauer spent the winter of 1813 at Weimar, where he enjoyed the society of Goethe, and devoted himself to studies in Oriental philosophy and in the theory of color. From 1814 to 1818 he lived at Dresden, occupied in writing a treatise on optics: TJchcr das Sriun und die FnrJien (1816), and his magnum o[jUs Die ^yelt <ils ^Ville und Vorstcllinu) (1819). He then traveled in Italy, and returned to lecture in Berlin as privat-docent in 1820. Hegel was at that time the rage, and Schopenhauer found no success in lecturing against such a jiopular rival. After two years he returned to Italy, to sta,? three .years more. But a renewal of philosophic interest recalled him in the south and he again attempted to establish himself as a lecturer in Berlin. In a spirit of bravado he chose for his own lectures the hours when Hegel was <lrawing his crowds, but failed to furnish a sullicient counter-attraction. In 1831 he left Berlin for