Third report of the Royal Commissioners appointed to inquire into the endowed schools and hospitals (Scotland) : with appendix in two volumes / [chairman, Sir Edward Colebrooke].

  • Scotland. Endowed Schools Commission.
Date:
1875
Catalogue details

Licence: Public Domain Mark

Credit: Third report of the Royal Commissioners appointed to inquire into the endowed schools and hospitals (Scotland) : with appendix in two volumes / [chairman, Sir Edward Colebrooke]. Source: Wellcome Collection.

Provider: This material has been provided by The University of Glasgow Library. The original may be consulted at The University of Glasgow Library.

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    out was in the case of Donaldson's Hospital, where a large propor- tion of the children are deaf mutes. And even this evidence did not in any way impugn the position that a system of boarding out was in itself generally preferable for the foundationers, both morally and intellectually, but only brouglit into prominence the difficulties in the way of finding families who would have the confidence of the governors. The class of foundationers in this large institution is humbler than in most others, if we except the Orphan Hospital of Edinburgh and some Hospitals in Aberdeen ; and the Treasurer (Mr. Cook) and the Governor (Eev. D. Balsillie) give it as their opinion that the moral training which the boys and girls receive in the Hos- pital is better than any they could expect to receive m the class of family—mechanics and day-labourers—to which the children belong. '4187. Has it ever been under the consideration of the governors whether the hearing children should be boarded out ?—Mi: Cook.—Never. '4188. Or whether the estabfishment should fonu part of any out-door school ?—Never. ' 4189. In your opinion, would it be an improvement on the system to do so ?—I think it would be the opposite. '4190. Would you state why?—In the first place, the situation of the institution would not be very well calculated to bring children of the same class to attend it; and I think if you got other children from the town,—children of the same class,—the chances are they would injure the education of the others rather than promote it. '4191. Yery strong representations have been made to the Commis- sioners as to the disadvantages of what is called the hospital system, and the importance of having the hosjDitals connected with day schools ; but that is not your opinion ?—It is not my opinion, from what I have seen. ' 4192. Nor the opinion of your colleagues?—Nor the oiDuiion of my colleagues. It has never been proposed to bring children in as day pupils. ' 4193. That is a matter which has not been under your consideration, and you desu'e to maintain the hospital in its present condition?—I think we must maintain it in its present condition in its situation; but I can only speak my own opinion, for the governors have never come to a resolu- tion on the subject.' '3811. But on other grounds, apart from the interests of your mute pupils, would it be desirable, in your opinion, to discontinue the system of having the boys in the institution?—Mr. Balsillie.—If the governors went to the expense of providing suitable board for the hearing children outside, then it would be more to the advantage of the hearing children to be well boarded out than to reside in the hospital. ' 3812. What do you mean by well boarded out? Is it the nature of the provision made for the children in the boarding-house, or does it refer to the character of the individuals with whom they are boarded ?— Our children are taken from the class of mechanics and common labourers. If boarded out, are they to be boarded in families of that class? If so, they would not be nearly so well taken care of as they are in the hospital. ' 3813. Would you regard it as the duty of the trustees to provide for those children better than their parents could have provided for them if they had remained with them ?—No ; but while a common labourer may, from his feelings as a father, manage his own child well, he may not take the same interest in another man's child. That is the difference.