The educational plan proposed by Knox would have called for a large expenditure of money, and this the thrifty Scotch were not ready for. Knox and his followers then proposed to endow the new schools from the old church and monastic foundations, but the Scottish nobles hoped to share in these, as had the English nobility under Henry VIII, and Knox's plan was not approved. This delayed the establishment of a real national system of education for Scotland until the nineteenth century. The new Church, however, took over the superintendence of education in Scotland, and when parish schools were finally established by decree of the Privy Council, in 1616, and by the legislation of 1633 and 1646 (R. 179), the Church was given an important share in their organization and management. These schools, while not always sufficient in number to meet the educational needs, were well taught, and have deeply influenced the national character. 4. _The Counter-Reformation of the Catholics_ THE JESUIT ORDER. The Protestant Revolt made but little headway in Italy, Spain, Portugal, much of France, or southern Belgium (see map, p. 296). Italy was scarcely disturbed at all, while in France, where of all these countries the reform ideas had made greatest progress, nine tenths of the people remained loyal to Rome. In a general way it may be stated that those parts of western Europe which had once formed an integral part of the old Roman Empire remained loyal to the Roman Church, while those which had been the homes of the Germanic tribes revolted. Now it naturally happened that the countries which remained loyal to the old Church experienced none of the feelings of the necessity for education as a means to personal salvation which the Lutherans and Calvinists felt. There, too, the church system of education which had developed during the long Middle Ages remained undisturbed and largely unchanged. The Church as an institution, though, learned from the Protestants the value of education as a means to larger ends, and soon set about using it. [6]