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f^TXc^ 
 
 
 POPULAR EDUCATION 
 
 IN ENGLAND, I897-J898. 
 
 By J. GEORGE HODGINS, M.A., LL.D., 
 
 TORONTO. 
 
 PUBLISHKO MY THE 
 
 EDUCATION DEPARTMENT, TORONTO. 
 
K'Mi*" 
 
 r-'-i-^JJWfV/v jw'* 
 
 ';/• 
 
 ■^ Vpji^lfe' 
 
 
 ..f 
 
 ' ^" -v 
 
 -' .Si 
 
 /I 
 
f' 
 
 REPORT ON 
 
 Popular Education in England, 
 
 i8()7-98. 
 
 By J. GEORGE HODGINS, M.A., LLD., Fohmkhi.t Deputy Minister: 
 
 LmUAKIAN ASP HlSTOIMOOHAI'IlEH <•>' THE EdICATION 
 DErAHTMENT Foil ONTARIO. 
 
 Being Appendix N. of tlie Report of tlio Ministur of Education for the Province of Ontniio 
 
 for the Year 18!»7-!»8. 
 
 T O R N T (^ : 
 
 18!»<J. 
 
CONTENTS. 
 
 I'AUK. 
 
 lA-ttur to till' Minister ><( Eiluciti'in 
 
 „ , 
 
 I'ri'hnuiiary Henmrks 
 
 Ohaptkr 1. The Knj^lish School Le<,M8liition of 187<>. and Sul)sc.|ueiitiy '> 
 
 ChaI'TEU II. Special Characteristics .if tlu- Knglish Klemoiitary School System 8 
 
 CiLU'TEK III. Summary History of Klemeiitary Schools ni Kiii,'laii(l '» 
 
 CiiAi'TKU IV. CoJc, or Syllal.us, of Instruction in Knylish Elcmentaiy Schools 14 
 
 Chaptek V. The Training and (,>Malilicati..i.s of Teachers of Klciuentary Sch<.ols 1»« 
 
 (MM'TKK VI I'haracter and Extent of Ucli^ious luHtruclion in Hoard an.l Voluntary 
 
 Schools 
 
 Chai-tek VII. Recent Etlorts of the Coverninent to Promote Popular Kducation 'M 
 
 CiiAn-EK VII (. Significance of the New Dep.irtun' in the Eni,di»h Educational Policy. . . :«> 
 
 CiiAi-TEK IX. Defects and .Anomalies in the Kn.^lish I'Mueatioiial System •'«• 
 
 CiiAi'EK X. Teachers' and ( »thcr Ivlucational Associ itioi.s an.l < >rgani/.ati..ns 44 
 
 CiiAi'T'CK XI. Industrial Trainin.^ in r'ontiueiit.d Eun-jie 4o 
 
 CiiAi'TEU XII. Miscellaneous Matters relatini^ t.. Sch.iols in England 4<5 
 
 riivpTEit XIII. OuthM.k of the Future of Voluntary School Educati.in in England 49 
 
 CiiAi'TEK XIV, The I'niverHity Extension Movement in England '»8 
 
 Chaptkk XV. (Jeneral Ohservati..nH and Review .)f the Pn.spects ..f Popular Education 
 
 in England "* 
 
 [3] 
 
•<5 
 
 RKPORT 0\ 
 
 POPULAR EDl'CATION IN ENGLAND. i897-()8. 
 
 To the Uonourahle the Minister of Education for Ontario. 
 
 I enclose herewith, for publication, as an appendix to your Report, a special Report 
 on the state and progreaa of "Popular Education in England" — the statistics illustrat- 
 ing which I have brought down to the latest date of their publication in England, viz., 
 in 1897 98. 
 
 I was prompted to prepare the subntance of this Report, while recently in England, 
 on leave, when 1 became aware of the remarkable progress which had been made in 
 educational aflaiis there, f-inco 184dfwhen I accompanied the Rev. Dr. Ryerson, late Chief 
 Superintendent of Education, in his visit to various Schools in England and Scotland. 
 
 I found upon enquiry, that in 1841 — the year in which the Rev. Dr. Ryerson was 
 appoii.tfd to his f Mice, (and I »h his assistant,) — the grant made by Parliament in aid of 
 popular education in England and Wales did not exceed the sura of £40,000 ; while, in 
 this last year, (1898), when I was in England, this grant had arisen to the truly imperial 
 sum of i8 520,17.') for elementary education, besides the grants of L'3,445,r)'il for educa- 
 tion in Ireland and Scotland, or a total of £11,965,796 for ^he three Kingdoms. Of 
 course, the question nnturally arose, as to what were the causes which brought about so 
 remarkable a charge in public opinion, in England, in regard to popular education. 
 
 This question is partially answered by the Honourable (ieorge C. Brodfrick, Warden 
 of Merton College, Oxford, in an article which he wrote in the Fortniijhthj Review for 
 July, 189e. In that article he points out what has been the nsult of the far reaching and 
 powerful influence of Oxford and ('ambriJge in stimulating and moulding public opinion 
 in England on the subject of Elementary, as well as Secondary, Education in that Country. 
 
 Two other ii fluences have been, of late years, at work in tlngland to produce a like 
 result. These influences have been almost as strong and elfective as that of the Universi- 
 ties, but they were of a totally different character, and of a more direct and practical kind. 
 
 The first, and most potent, of these ir. fluences has been partly commercial, in its 
 active nide, in pursuit of openings, and partly national, in its competitive form. The 
 other f ducational factor, which has produced good results, and which has largely helped to 
 mould public opinion, has been the practice of prominent men and politicians, of all 
 shades of opinion, to address gatherings of various kind on Eonie special educational 
 topic. These addresses rarely take a political form ; hue deal \7ith such questions aa 
 "(Jommercial Education," " Agricultural Education," "Training Oolleges," •'Secondary 
 Schools," " Manufll Training," " Naval and Military Education," " Museums," " College 
 Endowments," " Technical Instruction," and " Science Schools," etc. 
 
 This feature of English educational life is dealt with more fully in the last Chapter 
 of this Report, I would, therefore, refer you to it for fuller information on the subject. 
 
 I have briefly referred, in some Chapters, to the interesting :ollat(!ral subjects of 
 Industrial Education, Secondary Schools and University Extensio'i in England. 
 
 r 
 
 Toronto, 20th of February, 1899. 
 
 J. GEORGE HODGINS. 
 
 {- 
 
** 
 
 6 
 
 I'OIMI.AU KDl-CATIoN IN i:n(;lam>. 1S!»7, 8. 
 
 Preliminary Remarks. 
 
 l^'H'; 
 
 
 ^0" 
 
 I was mnch surprised and Interested, on coming to England, on leave, to find bow 
 absorbing a topic Public Education had become of late years in that Country. 
 
 I was the more interested in the condition and progress of Education in England, 
 from the fact that, in a visit with the Rev. Dr. Ryerson to various Schools in that 
 Country in \Si^ we found that, with the exception of the Borough Road Training 
 School, London, and St. Mark's Training College, Chelsea, and what might be termed 
 their Schools of Practice, and some other Elementary Schools under private control, 
 there was practically little organized etlort made to promote Popular Education in 
 England.* 
 
 Another fact, which tended to increase my interest in Public Education in England 
 was that I had, (in 18G2 63 and in 1868 Oii), the rare advantage of mefting two most dis- 
 tinguished English Educationists — in the former year, the Rev. James Fraser, then Educa- 
 tion Commissioner to the United States and Canada, and afterwards the able and distin- 
 guished Bishop of Manchester ; and, sometime afterwards, the Right Hon. W. E. 
 Forster, the Pounder, in 1870, of the present System of Popular Education in England. 
 These Gentlemen having been in Canada, as intimated, discussed with the Rev. Dr. 
 Kyerson, at some length, the general subject of education, and its developmeno in Upper 
 Oanada, and 1 was requested to furnish them with such details of our Public School System 
 as might be of interest to them, which I did. 
 
 I had frequently occasion to furnish information in regard to our Upper Oanada 
 School System to many other Gentlemen from time to time. In a Note received from the 
 Rev. Dr. J. H. Rigg, Principal of the Wesleyan Training College at Westminster, he 
 says : — " I remember distinctly my introduction to you in 1873, and your ready help in 
 explaining to me the work and the plans and arrangements carried out by Dr. Ryerson, 
 with your aid." 
 
 CHAPTER I. -THE ENGLISH SCHOOL LEGISLATION OF 1870, AND 
 
 SUBSEQUENTLY. 
 
 I 
 
 Mr. Forster's notable School Act of 1870 forms the ground work and foundation of all 
 subsequent School Legislation in England : and each of the successive Education Acts of 
 1873, 1884, 1876, 1880, 1800, 1891, 1893 and 1897, (of which latter there are three), 
 are made to " read " as part of the original Forster Act of 1870. 
 
 The Education Department, (or the " Lords of the Committee of the Privy Council on 
 Education,") exercise an active official control over both the Voluntary and the Board 
 Schools. This it is enabled the more effectively to do, by reason of the fact, that the Par- 
 liamentary Grants for these Schools is, by the Legislature, placed at its disposal. This Grant 
 the Department impartially administers to both clasRes of Schools alike, being guided in 
 its distribution by the carefully prepared and very full Reports of the School Inspectors. 
 
 The popular interest with which the subject of Public Education is regarded in Eng- 
 land at present is greatly stimulated by recent legislation, and by the increased efforts, as 
 the result of that legislation, of the several educational organizations, which are recognized 
 and aided , as such, by the central authority, or the " Lords of the Committee of the Privy 
 Council on Education " These organizations are active co-operative workers, and, by their 
 zeal in maintaining Schools, give practical proof of their own vitality, and of their earnest- 
 ness in promoting the cause of popular education in England, from their own standpoint. 
 
 " HavJDK embodied a good deal of information, in regard ta these, and other, Schools in England in 
 1846-6, intliemfth Volume of the "Documentary Hi'^lory of Education in Upper Canada," I need not 
 further refer to the matter here, 
 
t'l 
 
 tap. 
 
 I. ENGLISH SCHOOL LEGISLATION oK IfSTO, AND SlHSKt/lKNTLY. 
 
 The Voluntary Edi'cational Co-Workkrs in EsaLANo. 
 
 Of these voluntary orf^anizations thore are five, actini; independently of each other, 
 and rivalling, more or leaa succesBfaliy, in many respects, the " Board ", or purely (govern- 
 ment, Schools of the Country. They are : — (1) the Anglican " National Society ; " (2) the 
 '« Roman Oatholio ; ' (3) the " Wesleyan (^mmitteo on Education ;" (4) the nondf noniin- 
 ational "British and Foreign Society," and (f)) the "Church of England (evangelical) 
 Home and Colonial School Society." 
 
 The comparative strength and vitality of these five •' Voluntary School " Societies, 
 and of the Government " Board Schools," may he seen from the following Table, taken 
 from the Privy Council Education Report for 1897-98 : 
 
 1. Anglican 
 
 2. Roman Catholic. 
 
 3. Wesleyan 
 
 4 and 6. British and Fon-igrn, and the Hume 
 and Colonial 
 
 Board Schools 
 
 No. of Schools. 
 
 Accommodation. 
 
 ll.si;! 
 
 1,018 
 
 4.')6 
 
 1,131 
 
 14,418 
 .5,539 
 
 Grand Totals. 
 
 19,957 
 
 2,756,911 
 380,241 
 181,288 
 
 848,994 
 
 8,667,434 
 2,552,724 
 
 6,220,158 
 
 AveraRe 
 Attendance. 
 
 1,869,398 
 240,191 
 124,488 
 
 231,118 
 
 2,465,193 
 2,022,850 
 
 4,489,043 
 
 In addition to these several School organizations, there arc some active propagandist 
 associations, which have been organized for the purpose of opposing, or championing, the 
 " Board," or " Voluntary ", school systems, as the case may be. Other educational asso- 
 ciations exist. Among them are those for the purpose of promoting " Technical and 
 Secondary Education," "for the maintenance of definite Religiuus Education in the Public 
 Elementary Schools," and for various other purposes. There are also Teachers' 
 " .Associations," " Quilds," and " Unions," for the purpose of advancing their several 
 interests. 
 
 Maintenance op the English Elementary Schools Board and Voluntary. 
 
 Owing to recent agitation in England uf the subject of popular education, — stimu- 
 lated by the demands of th'i Voluntary Schools, — the imperial Parliament, in 1897, 
 passed a brief Act, providing liberally for the maintenance of Voluntary Schools, 
 as managed by the various Religious and other organizations named. This was 
 done without in any way diminishing the Grant, or directly, or indirectly, interfering with 
 the right secured to the Board Schools by the Forster School Act of .870, of requiring the 
 " rating authority " of a locality to raise, by " local rate," such sums, to make up defici- 
 encies, as might be required by the School Board. While the Voluntary Schools Act of 
 1897 has not perceptibly weakened the claims, or lessened the rights, of the School Boards, 
 it has given a wonderful impetus to the cause of Voluntary Schools, and has awakened 
 among their supporters a latent interest in their success throughout England. This fact 
 is emphasized in the recent Reports of the various Voluntary School Societies. They all 
 
8 
 
 POI'UI.AU KDICATION IN KN(!I,A\D, 1897, 8. 
 
 
 
 W-^' 
 
 mor« or 1»'88 dwell, with great aatisfaction, upon what they regard aa an aasared certainty 
 that Voluntary SchoolH have finally " come to stay ;" but this is very doubtful, aa I have 
 endeavored to ahow in Chapter XIII. 
 
 A I aet-ort to thip Grant to Voluntary Schoola, Parliament made another Special 
 Grant Ui the Boiird Schools, but of a very much smaller amount. 
 
 Biifore referring in detail to the interesting hiatory and characteristic features of the 
 varioua Di-noniinational organizationH, for the support and maintenance of Voluntary 
 Schools in P^ngland, it may be desirable to note down a few facta which illustrate what 
 may be considered the comprehensive and greatly improved character of the present System 
 of Popular Education in that (Country, as embodied in the Acts of Parliament, expanded 
 and amplified, as they are, in the yearly "Code" of the " Lords Committee of the Privy 
 Council on Education." 
 
 CHAPTER II. 
 
 -SPECIAL CHARAOTEKISTICS OF THE ENGLISH ELEMEN 
 TAHY SCHUUL SYSTEM. 
 
 1. And firat, I may refer to the Parliamentary Grant. This, to a colonial mind, seems 
 marvellously great. <,)nly lancy .£8,Or)(i,7r)8 as the grant of 1897 98 for "elementary 
 schools" of various kinds, including 8'^V,1G0 as persons tor Teachers, in England aiid 
 Wales, am' .»1ho i:i71,85() for Training Colleg.s. This sum of £8,056,758 is equal (at the 
 rate of ?4 Sr) to the pound sterling) to 839,808 777, or over thirty-nine millions of dollars 
 for elementary and training schools in Kngland and Wales for one year. Including "admin- 
 istration " and " inspection " the aggregate expenditure for Public Education in England 
 and Wales tor 1897 98 dofs not fall far short of .^45,000,000. I may here state that the 
 Elementary School (Jrant of the same year for Ireland is £1.221,734, and for Scotland 
 £1,281,807, or £11 023 77G in all for the promotion of Popular Education in the three 
 Kingdoms — over Fifty Millions of dollars for one year I 
 
 Tub Act of 1891, Est.mjlishino Frkk Rurai- Schools in England, 
 
 2. The next feature of the English School System, to which I would allude, is 
 the Parli'imt ntary provision, in the Act of 1891, for the establishment of practically " free 
 schools," chiefly in the rural parts of England and Wales. This is done by what is called 
 a " fee grant ; " that is, a grant over aiid above, and in addition to, the ordinary Parlia- 
 mentary (Jrant to a S-hool, on the basis of average attendance. This Gr.int is designed to 
 enalile Scl ool .Managers to dispense with school fees from pupils, or to diminifch the 
 amount of the fees payable to a School. Its effect is gradually to do away with school 
 fees altogether. TLis incident of the "fee grant" is not altogether popular with the 
 Managers of Voluntary School, au they cannot fall back upon a school rate, as can the 
 Board Schoolsi, to make up any " deficiency " caused by the less of the accustomed fees. 
 
 The number of free schools in England in 1897-98 was 16,912, out of 19,957; 
 attended by 4,771,897 pupils, out of C,22ti,158 on the oils. 
 
 Natl'rb of thk Manual Training in the English Elementary Schools. 
 
 3. The thiid feature of the English School Syutem, to wtiich I would call attention, ia 
 the " movement for the introduction," as the recent Report of the Education Department 
 Btatep, " of manual training into all clasiseH of schools, as a corrective to an excess of book 
 work." In addition to this valuable and interesting feature of the English School System, 
 the Education Department has provided for facilities being given in Schools for the prac- 
 tice of "eookory and laundry work, houiowifery, practical woodwork and cottage garden- 
 ing, etc. In order to promote tbe introduction into the schools generally, (and especially 
 into the country ichools,) of these practical and ueeful adjuncts to Education, the 
 Department makea a special grant per unit of the average attendance of pupils, who, 
 
 I 
 
 * 
 
 I 
 
srtainty 
 I have 
 
 Special 
 
 h of the 
 
 jluntary 
 Ite what 
 I System 
 cpanded 
 |e Privy 
 
 4 
 
 Clmp. III. 
 
 IlISTOKY OF ELEMKNTAUY SCHOOLS IN KN(;I,AN'I). 
 
 9 
 
 upon examination, satisfies the Inspector of reasonable proficiency in thnie HuhJDcts. It 
 was felt, and so expressed, that to prescribe, or recommend, the introduction of these 
 several suVyects into the Elementary Scboolii would not be acceptable, or be productive of 
 practical remits, unless prnvision was also made for spec.'dc grants for those pupils 
 who should excel, more or leis, in the^e various subjects. 
 
 As the late Report of the Education Department has gone somewhat fully into the 
 leasons for th(! introduction of these practical features into the English country ychoolf, I 
 am enabled to call attention to them, as characteristic ot the English Hchool System. They 
 show how thoroughly and systematically the whole suViject has tteeii considered by the 
 Dopartmrnt, and how |)ractically these matter ol-fact details have been interwoven of 
 late years into the very fibre of the system. 
 
 In order to fortify myself and my judgment in these matters, I have corresponded 
 freely with representative men, who are practically engaged in school administration and 
 management, and have to do with its many details. 
 
 I hope, later on, to be enabled to give the substance of the opinion of these men, 
 who are there on the npot, and who can speak with authority, and as the result of 
 their own personal experience. Althous^h I have only referred to two systems of Parlia- 
 mentary Grants to Schools, there are in reality four systemB of (Jrants, to which I shall 
 refiir more fully hereafter. I shall then deal more at length >vith those features of the 
 English School System which are comparatively new, and which will b<'st illustrate what 
 I regard as evidence of the growth and expansion of the Elnglish Elementar_% School 
 System, and of the practical and progressive nature of recent school legislation in England. 
 
 CHAPTER III.— SUMMARY 
 
 I 
 
 I 
 
 HIST()RY OK 
 ENGLAND. 
 
 ELEMENTARY SOIIOOLS IN 
 
 Considering the complex nature of the machinery for promoting Popalar Education in 
 England, it would be very dilHcul^ for those not acquainted with the subject lo under- 
 stand ho v admirably, U()on the whole, its seven! parts woik together, and that, too, 
 with so little friction, U' diT the judicious control cf the paramount central authority, known 
 as "my Lords Committee of the Privy ('ouncil on Education." I shall, therefcue, here 
 make a brief reference to the infliienlial organizations, which form part of that machinery, 
 and which, alt^'ou.^h subsidiary, are yet coordinate workers in the great eduf-ational 
 field, and which, as such, have, in past years, rendered important service to the cause 
 of I'opuiar Education in England. 
 
 EAar.v HisTOHY of ttik VonuNTAitv Sctioor. Systkm in ENnr.AND. 
 
 The operations of various Voluntary educational Societies in England date back 
 to a time long b fore the Government took any ollicial interest in Elementary Schools, 
 or made Parliamentary (Irants in aid of popular education. 
 
 The first movement, in favour of the education of the masses, was made by the 
 (edocationally) well known Joseph Lancaster, in the year 1798 InlHO.'i King Georg" 1 1 1, 
 gave hie strong pergonal influence to, and warmly commended to public confidence and 
 patronage, Lancaster's work and labours. To promote the cause, and also to encourage 
 Lancaster in th :«e labours, the House of Commons passed a Bill in 1807 to enaVde 'ute- 
 payers to establisn a School in each Parish ; but th<! measure was rejoced Vjy the House 
 of Lords, on the ground, that it left little or no control of the School to the Pariah 
 Minister. In 1808, the Royal Lancaatrian Society whs formed In 1810 the name 
 was changed to that of the Biitish and Foreign S.jhool So liety, a name which it 
 still retains. It was not until 183.3, (the year in which I came to Canada), that the 
 first Parliamentary Grant of ,£'20,000 was made for the promotion of Elementary 
 Education in England and Wales, but only ,£17,700 of it was expended for that 
 purpose. 
 
10 
 
 r'ilTI.Al: KlJfCATION IN KNfil.AXD, l^'fl?. IS. 
 
 Tub Bkll and Lancastrr Monitorial System. 
 
 In a valedictory address by the Rev. Dr. Waller, on his retirement as Prefidt nt 
 of the Wesleyan Conference in 1896, he thus referred to these early educational move- 
 ments in England : 
 
 " By far the best service rendered by the Rev. Dr. Andrew Boll* and Mr* 
 Joseph Lancaster was in arousing a spirit of enthusiasm in favour of education- 
 Their greatest disservice sprung out of their dispute — 'in its origin largely a penonal 
 one ' — which ended in the formation of two separate educational cami)8. The 
 religious struggle was probably inevitable from the first. At any rate, two educational 
 Societies arose — the British and Foreign School Society, founded in 1810 by Non- 
 conformists, who were the followers of Lancaster, and the National Society, established 
 in 1811 by Members of the Church of England, who were the followers of Bell. 
 Then began the religious difficulty in Schools. During the first third of the present 
 century the education of the children of the poor was carried on exclusively by 
 voluntary agencies. It was during this period that those two great educational 
 Societies came into existence. Two names stand out prominently, and they deserve 
 to be honoured. I refer to Joseph Lancaster and Andrew Bell. These two men were 
 the first to formulate a scheme, and they were, in some sjnse, the parents of our 
 present system. 
 
 " These men had the power to inspire others with the zeal by which they weie 
 animated. Voluntary effort to educate the poor was greatly stimulated, and Schools 
 were started in most of the Towns of this Country. They were the authors of the 
 ' monitorial ' system — possibly the best agency then available." 
 
 Joseph Lancaster's Interview with King George III. 
 
 Joseph Lancaster's efforts to establish Schools were first made in 1798, when he 
 opened his fi/st School in Southwark, London. In 1805, George III., who became 
 greatly interested in Lancaster's work, sent for him. A former School Inspector, Sir 
 Joshua Fitch, thus describes the quaint interview between them, as related by Mr. 
 Corston, a contemporary of Lancaster's. It is a most interesting narrative, describing, 
 as it does, the origin of an educational movement, and also an experiment in teaching, 
 unique of its kind, which might be considered as the parent, or forerunner, of 
 many other similar experiments in modes of teacb^'^or 
 
 Mr. Corston says: — "On entering the royal j-rebonce at Weymouth, the King 
 said : ' Lancaster, 1 have sent for you to give me an account of your system of 
 education, which, I hear, has met with opposition. C'ne Master teach 500 children at 
 the same time ! How do you keep them in order, Lanc^e^er 1 ' Lancaster replied : 
 ' Please, thy Majesty, by the same principle thy Majesty's arm> is kept in order — by 
 the word cf command.' His Majesty replied : ' Good, good. It >?0f>8 not require an 
 aged General to give the command, one of younger years can do it 1' Lancaster 
 observed that, in his Schools, the teaching branch was performed by youths, who acted 
 as monitors. The King assented and said ' Good.' Lancaster then described his sys- 
 tem, and he informed me that they all paid great attention and were highly delighted. 
 And as soon as he had finished, His Majesty said : ' Lancaster, I highly approve of 
 youi system, and it is my wish that every poor child in my dominions should be 
 taught to read the Bible. I will do anything you wish to promote tL... object. 
 ' Please, thy Majesty,' said Lancaster, ' if the system meets thy Majesty's approbation, 
 I can go through the country and lecture on the system, and have no doubt but, in 
 a few months, I shall be able to give thy Majesty an account where 10,000 poor 
 children are being educated, and some of my youths instructing them.' His Majesty 
 
 *Tho tablet monument to the Rev, Dr, Bell, which I saw in WeHtmiuHter Abbey, represents him as 
 mstructingf a class of children. 
 
I 
 
 as Prefidfnt 
 ttional move- 
 
 and Mr* 
 education- 
 a perional 
 amps. The 
 educational 
 by Non- 
 established 
 ers of Bell, 
 the present 
 unively by 
 educational 
 ;hey deserve 
 
 men were 
 nts of our 
 
 1 they wp»e 
 and Schools 
 hors of the 
 
 '8, when he 
 rho became 
 ipector, Sir 
 led by Mr. 
 describing, 
 in teaching, 
 •runner, of 
 
 the King 
 system of 
 3hildien at 
 r replied : 
 order — by 
 require an 
 Lancaster 
 who acted 
 d his sys- 
 delighted. 
 pprove of 
 should be 
 - object. 
 Jrobation, 
 t but, in 
 000 poor 
 Majesty 
 
 4 
 
 Cliai>. III. 
 
 msroKY (»F KLE.MKNIAUY St HOOIS IN KN(!L.\M). 
 
 II 
 
 iiits him as 
 
 immediately replif d : 'Lincaster, I will subscribe .£100 annually,' and, addre3biiii» ijie 
 Queen, 'you eball subscribe £r)0, Charlotte, and the I'rince8.-e3 £25 tauh,' and then 
 added, 'Lancaster you ni'iy have the money directly.' Lancaster observed, ' Please tby 
 Majesty, that will be setting thy nobles a good example.' " 
 
 Origin of the British and Forbkjn School Society, (NonDknominational). 
 
 The Royal Lincastrian Society, organized in 1808, became the non-denomiuational 
 British and Foreign School Society in 1810. The constitution of the .Society declares 
 that it is founded for 'promoting the education of the labouring and manufacturing 
 clasHes of socioty of every religious persuasion ; and for the purpose of making munifest 
 the extent of its o'jects ... It shall support and train up young persons of both 
 sexes for supplying properly instructed Teachers to the inhabitants of such places in the 
 British DomiuionH, at home and abroad, as shall be desirous of establishing Sohools on 
 the British |and Foreign School Society] System." 
 
 The work of the So.iety, during the early years of its existence, is stated in its 
 Ninety Second Report, to have been: ''The maintenance of a Central School, which 
 should at one and the same time (1) educate the boys and girls of the neighbourhood ; (2) 
 offer a model for imitation throughout the Country, the Colonies and abroad ; (3) tr:.In 
 Teachers in the Lancastrian system ; (1) stir up educational zeal and secure the estab- 
 lishment of similar Schools, wherever there were children to be taught." 
 
 The work which this Society has in hand at present is the maintenance of the 
 Borough Road Normal College, which the Rev. Dr. Ryerson and I visited in 184^ now 
 enlarged and reoioved to Isleworth, (on the Thames) ; the Bangor Training College, 
 Wales ; the Northern Training College, Darlington, and Training Colleges for Women 
 at Stockwell, Saffron- Walden and Swansea. Each of these Colleges haa Practice 
 Schools, The Society also aids, or maintains, a few other Schools. Its income is derived 
 from fees, the Government grant and special trust funds. lis expenditure in 1897, 
 including its Training Colleges, was £42,(342.2.2. The Parliamentary Grant to the British 
 and Foreign School Society in 1897 was £24,294.8.11. 
 
 Origin of the National Society (Anglican). 
 
 This Society is by far the most extensive and inlluential of the Societies in England 
 tor the promotion of Voluntary (chiefly Denominational) Schools. It split off from the 
 British and Foreign School Society in 1811, and, in 1817, it was incorporated as 
 " The National Society for Promoting the Education of the Poor, in the Principles of the 
 Established Church, Throu£;hout England and Wales." The National Society maintains 
 three Training Colleges, viz., St. Mark's, Chelsea, and Battersea College, for men ; White- 
 lunds, Chelsea, for women, besides about 28 Diocesan Training Colleges, — one of which is 
 in Edinburgh. The Report of the Committee of Council on Education for 1897 98, states th-\t 
 the expenditure from the Education Grants on the 11,813 Elementary Schools, (includ- 
 ing departments,) Training Oolloges, etc., connected with the National (Church of Eog 
 Lind) Society, for that year amounted to .£3,121,987.3.5. The same Report states that 
 the voluntary contributions to these S'-'- ols, in 1896-7, reached the sum of £032,906, — 
 being a falling off of these voluntary c -uiibutions during the year 1897 of £10,480. 
 
 In addition to its annual Report, the National Society publishes a number of con- 
 trovtrsial " lly sheets" and statements, in reply to numerous attacks upon its Voluntary 
 (Denominational) Schools. 
 
 Roman Oatholic Elementary Schools. 
 
 The number of Rom in Catholic Schools reported by the Privy Council Committee 
 on Education in 1897-8 was 1,018, with an average attendance of 240,197 pupils. The 
 Parliamentary Grant in aid of these SchooU was £391,167-17-8. This Grant inoladed 
 that to three Training Colleges, viz., St, Mary's, Hammersmith, for men, and Mount 
 Pleasant, Liverpool, and Wet-t Hill (London), Wandsworth (near London), for women. 
 The voluntary contribution to these Schools in 1897-98 was £98,604. 
 
 I 
 
■Hi 
 
 12 
 
 l'OI'Ul>AU KDUCATION IN ENGLAND, 18'J7. 8. 
 
 
 f4<-' 
 
 . J 
 
 Thr Estaulishment op Wkslbyan Day Schools. 
 
 In a printfd suriiniary of Lhp '' History of Wesleyan Educition," it is stated that 
 '" Wf sieyan Jiay iSchools arc as oid tx» Methodism itself. Mr. Wesiey'a Day iSchool, at 
 * the Foundry,' was one of his first ?nstitutione." In 1833, the year in wliich t 3 first 
 PHrliainentary Grant of L'.-0,00(> wan made to Elementary Schools in England and 
 Wales, the Wosleyan Conferfnce passed a Jie.^oluiion expressive of its satisfaction at the 
 fxistenco of XN'esleyan Day Schoolp, and rejorameid'd '' their establishment, whenever 
 the means of supportiig them can be obtained " 
 
 In 183G, a Committee of Oonfereace was appointed to collect information in regard 
 to Wesleyan Sunday and Day Schools In 1837, this Oommittee reported the existence 
 of 3 339 Sunday Schools, but it was only able to report 31 Day Schools, including nine 
 for Infants. 
 
 It was not, however, until the Ontennry Year of 1839, — the year in which the 
 Committee of the Privy Council on Education was appointed, and the Parliami ntary 
 Grant to Schools was increased from £20,000 to i^30 000,— that the Wesieyan Conference 
 took up a htrong postilion ia rrgurd to the establishment and maintenance of its Day 
 Schools. Out of he proceeds of its Centenary Fund it appropriated ,£5,000 for the sup 
 port of these Schools'. At that tini'j the Wesieyan Day Schools had increased from 31 
 in 1837, to 101, in 1839, attended by 4,193 pupils. 
 
 The first TeHcherc en ployed in th( se Schools, in 184 1, were trained by Mr. David Stow, 
 of the Normal Seminary, (Masgow. In that year a " Plan of Wesieyan Education '' was 
 agreed upon by the Oonforence, which, up to this time, has not been materially changed, 
 or niodifird. It was not until 1847, that the Privy Council Committee on Education 
 made spicial grants in aid of WeHleyan Day Schools. In that year, steps were taken by 
 the Conference to (slablibh a Trainirg College at Westminster, vhicii was opened in 
 1851, and is still in active operation. 
 
 After this, the number of Wesieyan Day Schools increased from 101 ir 1839, to 698 
 in l8G'.t, and to 841 in 1889, (including the separate departments in the School.^) After 
 that, owing to apathy and opposing councils, the number of Sohcols, including de])art- 
 nicnts, 
 
 was, in 1890. 
 
 reduced to 7"2l. In 1897, the number had increased to 747. The 
 pasbage of the Voluntary Schools Act in 1897 has, however, reawakened the zeal of the 
 snpporters of Wesieyan Schools. ( n this point the Rev. Dr. Waller, Secretary of the 
 Wesieyan Educational ("ommittee, in a Letter which T received from him, says ; — 
 
 " For many years there- was a strong anti feeling in regard to our Day Schools, but, 
 since the passage of thti Voluntary Schools Act, there has been a complete change in the 
 tone and feeling of the (jinnexicn, and those, who were opposed to the extension of our 
 Wf sieyan Day Schools, now express an opinion that everything should be done, not only 
 to n:aintain, but to increase the number of Wesieyan Schools. I may mention that, dur- 
 ini; the last few months, we have received more letters with regard to the establishment 
 of new Diy Schools than have come to hand for years past, and there seems every reuson 
 for believing that the Voluntary School System has been reestablished." 
 
 In reply to a suggestion that Denominational Day Schools should, wherever practi- 
 cai)le, be superseded by the (lovernment Board Schools, the Report of the Wesieyan 
 OoMimitteo on Education states that : — 
 
 " In several places ' V.'esleyan and Britinh ' Schools have been closed, with the inten- 
 tion of securing Board Schools in their place. This purpose has been frust-ated by the 
 Church of England immediately supplying the lack of accommodation for pupils by the 
 closing of thfse Scliools, with the result that the elementary education in these places is 
 now exclusively in the hands of the Church of England." 
 
 Thus Denominational rivalry will, so long as Voluntary (denominational) Schools, 
 are sanctioned by law, and aided from the Parliamentary Grant, prevent, for the time, 
 the establishment of the Government Board Schools in localities where Dencminational 
 Schools have now a foothold. 
 
stated that 
 School, at 
 ich t 3 tirst 
 ugland and 
 ction At the 
 t, whenever 
 
 n in regard 
 16 existence 
 iluding nine 
 
 which the 
 
 rliam< ntary 
 
 Ccnferonce 
 
 of its Day 
 
 for I he sup 
 
 cd from 31 
 
 3'avid Stow, 
 ation" was 
 ]y changed, 
 Education 
 re taken by 
 3 opened in 
 
 1839, to 098 
 oh). After 
 ling depait- 
 ) 747. 'J'fae 
 zeal of the 
 itary of the 
 8 : — 
 
 chools, l)ut, 
 ange in the 
 ision of our 
 le, not only 
 nthat, dur- 
 ;abli8hmpnt 
 I'ery reuHon 
 
 ^ver practi- 
 Weslejan 
 
 1 the inten- 
 ited by the 
 pils by the 
 e places ia 
 
 1) Schools, 
 • the time, 
 niinational 
 
 I 
 
 ^.f 
 
 Chap. III. 
 
 HISTORY OF ELE.MENTAir' SCHOOLS IN ENGLAND. 
 
 13 
 
 The Parliamentary Grant to the Wesleyan Schools in 1897 was .£22l, 830-9-10, and 
 the Voluntary contributions in support uf these Schools during the same year wag 
 
 £19,777. 
 
 Origin of the Home and Oolonial School Society (Evangelical Anglican). 
 
 This Society was established in 1835-36. Its objects were then declared to be : — 
 
 " The training of Teachers, and the improvement and extension of education en 
 Ohriistian principles, as t'Uch principles are set forth and etuboiied in the doctrinal 
 Articles of the Ohnrch of England " 
 
 In reply to a Letter, which I addressed to the Principal of the Society's Training 
 College at Gray's Inn Road, London, asking in what respect this Society differed from the 
 National Society, he said : - 
 
 " This Society differed from the National Society in being more closely allied with the 
 evangelical section of the Ohurch of England " It, however, receives a grant of £152 a 
 year from the National Society, and about £250 in contributions. 
 
 The Society has two Training Colleges for women, with Schools of Practice attached 
 — one at Gray's Inn Road, and the other at Highbury Hill House — both in London. The 
 latter is designated as the " Secondary School and Kindergarten Training College for 
 Women." 
 
 The Parliamentary grant to this Society in 1S96-7 was, for all purposes, 
 £4,931 188. 6d. 
 
 Voluntary Contributions to Voluntary Denominational Schools. 
 
 The Voluntary Schools Defence Union of England have issued leaflets in favour 
 of these Schools. In the last Ri port of the Committee of Council on E<lucation the fol 
 lowing statement in regard to contributions for Voluntary Schools is made : — 
 
 " The voluntary contributions for ' maintenance ' of Schools have again risen per child 
 in average attendance in Voluntary Schools. . . . Owing to thn great increase in 
 the total number of ^cholars in Voluntary Schools, the aggrega o amount actually sub- 
 scribfd for ' maintenance ' is much larger at the present time than formerly. In 1896, it 
 was $850,968, as against 8834,663 in 1895. In 1897, the voluntary contributions 
 amounted to $843,871, being $7,094 less that! in 1896 This, nevertheless, shows how 
 nady are those who uphold the Voluntary System in Elementary Education to make 
 large and constant sacrifices in support of their convictions ; and, if we take into 
 acccunt the vast sums which have been voluntarily contributed to meet the cost of the 
 election, or structural repairs, of Voluntary Schools, the signiticance of these figures is 
 enhar.c d" 
 
 These voluntary contributions having falh n off in 1897, the Committee of the 
 Privy Council on Education in 1898 otters this word of warning : 
 
 " We would take this opportunity of impressing on the supporters of Voluntary 
 Schools the extreme importaucf of preventing any falling oS" in the aggregate of the 
 voluntary contributions subscribed for these Schools. 
 
 " The necessary changen which it has been our duty to recognize in the fabric and 
 premiseH of many Elementary Schools . . . have entailed considerable demands during 
 a period oi severe depression on the liberality of the supporters of Voltintaiy Schools. 
 But the crisis spems rather to have quickened the zeal of the friends of Voluntary Schools 
 than to have quenched their enthu^'iasm. Large sums of money have been raised, and, 
 with comparatively few exceptions, the demands which it has been our duty to make 
 have been readily met. 
 
14 
 
 I'OITI.AH KDUCATKiN IX KSOLAN'I), 1897, S. 
 
 ^Av» 
 
 hv 
 
 " An a reaalt, wr have the satisfaction of reporting that the condition ol the School 
 buildings have never i een so good as it is at the present time, and that the supporters 
 of voluntary management have shown themselves as ready, aa in the past, to justify the 
 confidence of the public in their energy and munificence " (See further on this subipct 
 in (' lapter XIII.) 
 
 TUK (Ofi K lAL, OR GoVEHNMENT,) BOARD SCHOOLS OF ENGLAND. 
 
 The notable Public Schools Act, introduced into the British Parliament in 1870 by 
 Mr. Forster, was the first of English legislation which recognized the desi- ability and 
 neces^ity of definitely providing Elementary Schools " for the children of all classes of 
 Her Majesty's Hubjects," unccntrolled by any of the various Religious Bodies which, up to 
 that year, had the entire control of popular education, and was ii denominational hands. 
 Mr. Forster very wisely imposed no restri'-ition on the Schools of these Voluntary 
 Religious organizations, except that embodied in the "Conscience Clause" of the Act. 
 He provided that the Voluntary, eqnally with the Board, Schools, should share in any 
 Parliamentary Grants for elementary education ; but he could not equally confer upon 
 them, as upon Board Schools, the right to impose taxes upon the ratepayers, who had the 
 right of representation on the School Boards, but not in regard to Voluntary Schools. 
 
 Ai might have been anticipated, the number ot Board Schools has increased rapidly. 
 In 1872, there were only 28 of them in England and Wales. In 1897, they reached the 
 number of 5,.')39. 
 
 Of all the School Boards of England that of London is the largest and most 
 important. It had under its jurisdiction in 1898, 1,378 Schools, including separate 
 departmentp, taught by one or more Teachers. The number of pupils on the roll in 1898 
 was 529,382, and the daily average attendance was 431,287. The number of Teachers 
 employed by the Board was 1,898, at a cost for salaries of £1,314,000 
 
 Ii .V 
 
 
 General Features of the English School System. 
 
 In the next Chapter I have summarized the main features of what appears to me as 
 a well-considered and thoroughly practical system of instruction for Elementary Schools 
 in England — Board and Voluntary alike. The prominence given to what some might regard 
 ati subordinate subjects of instruction is the result of foresight in the matter. And thei 
 subjectp, form, nevertheless, an excellent feature of the " Code," as explained ; and they art 
 well adapted for instruction in the Schools. Their insertion in the " Oode," therefore, shows 
 how carefully the whole subject has been considered, and how the details of the curri 
 cnlum have been suited to the necessities of a Country like England. They are calculated, 
 as was intended, to tit the youth of the Country for practical and useful lives. They are 
 also especially designed to promote the success, after leaving School, of those who have taste 
 and talent to engage in individual pursuits, requiring skill of hand and accuracy of eye, 
 as well as of thought and judgment. 
 
 CHAPTER IV.- 
 
 -CODE, OR SYLLABUS, OF INSTRUCTION IN ENGLISH 
 ELEMENTARY SCHOOLS. 
 
 I give in this Chapter the result of my analysis of those provisions of the English 
 Elementary School Acts, amplified by the "Oode of 1888," relating to subjects of 
 instruction in the Schools, whether " Board " or " Voluntary." In brief, they may be 
 thus summarized : The elementary obligatory subjects prescribed for instruction in all of 
 the Schools are as follows : — 
 
 Obligatory Subjects : Reading, Writing, Arithmetic, Needlework (for girls), and 
 Drawing (for boys), in Schools for older scholars. 
 
Cliap. IV. 
 
 ENOLISH EDrCATION'AI. CODr.-. 18!I(S. 
 
 15 
 
 o( the School 
 
 e supporters 
 
 justify the 
 
 this Bubjpct 
 
 t in 1870 by 
 ability and 
 classes of 
 which, up to 
 ional hands. 
 Voluntary 
 of the Act. 
 mre in any 
 
 confer upon 
 
 who had the 
 
 Schools. 
 
 ised rapidly, 
 reached the 
 
 It and most 
 og separate 
 roll in 1898 
 of Teachers 
 
 *r8 to me as 
 arj Schools 
 light regard 
 
 And thei 
 nd they art 
 it'ore, shows 
 
 the curri 
 
 'Calculated, 
 
 They are 
 
 ) have taste 
 
 ■acy of eye. 
 
 Optional, or "Class, Subjeeta," designed to be taken by " clasjes " throughout the 
 School, are : Singing (hy note, or rote), Recitation (from a magazine, newBpap*'r, or 
 Htandard author), whioh must be satisfactorily taught ; English, for Welsh in Wales), 
 French (in the Channel Islands),* Geography, Elemen;.ary Science*, History; Suitable 
 Occupations t ('or Standards I., 11., III.), (1) Needlework (for girls), optional, as a 
 " class " subject ; Domestic Economy (for girls). 
 
 Optional, or " Specific Subjects," designpd to be taken by individual children in toe 
 upper classes of a School, are : Algebra, Euclid, Mensuration, Mechanics, Ohemistry, 
 Physics, Elementary Physics and Chemistry, Animal Physiology, Hyi^iene, Principles of 
 Agriculture, Horticulture, Navigation, Latin, French, Welsh, (in Welsh schools), 
 Oermat, Bookkeeping, Shorthand, Domestic Science. 
 
 Optional Subjects for girls : Cooking, Domestic Science, Domestic Economy, 
 Laundrywork, Dairywork, Oottage Gardening, Manual Instruction, Drawing, etc. 
 
 Note. — Instructions may be given in other secular subjects. But these subjects 
 must be approved by the Education Department, i.e., those prescribed for " Evening 
 Continuation Schools." (See Chapter VII.) 
 
 It will thus be seen that a wise and proper d scrimination has been made between 
 (1), the obligatory subjects, which are purely of a practical character, and (2), the three 
 classf s of those which are optional. The introduction of any of them into the School is 
 at the discretion of the Boa. d, or by the Managers of Voluntary, Schools. If they are so 
 intrrduced, the Board, or the Managers, will each have to provide a sufficient numbar of 
 Teachers to carry on the additional work thus imposed upon the School, as agreed upon by 
 the Beard, or Manngers.J 
 
 I 
 
 A Twofold Sysi 
 
 BLIGATORT AND OPTIONAL SUBJECTS OP INSTRUCTION. 
 
 i 
 
 It is interesting, at this point, to inquire bow this dual system of " obligatory " and 
 " optional " subjects of instruction has been worked out in practice. 
 
 Two influences have been clearly at work to produce success in carrying out this 
 dual system, and, at the same time, to ensure harmony in doing so. The first and 
 most obvious one would naturally be utility. The second would be financial in its 
 character. To meet this latter contingency, provision has been made to enable Managers 
 of Board and Voluntary Schools to exercise their judgment in introducing into their 
 Schools such special and optional subjects, as they might regard as desirable. An extra Par- 
 liamentary Grant is, therefore, provided, out of which is made an fixed allowance for each 
 optional BuV)ject introduced into a School. Thus, there was paid by the Education Depart- 
 ment, for the year ending August, 1897, the following sums for proficiency in the 
 " optional " class, and " specific subjects " mentioned below : 
 
 ENGLISH 
 
 he English 
 objects of 
 r may be 
 n in all of 
 
 iris), and 
 
 * For many years there has been a strong dispoBition manifegf) in Guernsey to substitute EngliRh 
 for the French languaKe in Public Institutions. The Guernsey Legislative Assembly decided, in 1898, by a 
 vote of twenty-four votes to eleven, that the opti<nal use of the English language will be permitted in 
 the States of "the Legislative Assen\bly. French has hitherto been the (ifhci.al language in the Legislative 
 Assemblies of the Channel Islands. In Jersey, the country parts of the Island are adverse to the change. 
 
 t " Suitable Occupations " in the "Code" refers to such manual work, as modelling in clay, cart- 
 ridge.'or cardboird, pajier ; drawing and colonrinh', designs, brush drawing, etc. " Occupations " must be 
 educative, and should especially stimulate independent effort and inventiveness. — (Departmental Circular, 
 March 17, 1896 ) 
 
 J There are six classes of teachers recognized by the Education Department as eligible for emphiy. 
 ment in the Schooj.s, viz. : (1) probationers, (2) pupil teachers, (8) assistant teachers, (4) provisionally- 
 certified teachers, (5) certificated teachers, (6) women approved by the Inspectors as additional teachers. 
 (Sea Chapter V.) • 
 
1() 
 
 I'OI'IT.AK KIJLCATION IN EN'il-ANI), 1H97, 8. 
 
 Oranth for Optional Sdejects or Instruction iic Elementary Day Schools. 
 
 Name of Optiiintil Subjectn far Ohler 
 Srh'ildi.i. 
 
 First " (Mass " Subjects 
 
 First " CliisH " Suhji'ctH 
 
 Socond " Class " Siibji-cts 
 
 Second " Ckss " SubjectH 
 
 " Specific " Subjects 
 
 " Specific " Subjects 
 
 Siii<;inf,' by note 
 
 Singini; by e^r 
 
 Discipline iiiid Orgftiiiziitioii 
 
 Discipline and Organization 
 
 Needlework . .\ 
 
 ^""•^^y ,• -For^irls 
 
 Laundry work " 
 
 Dairy work. . . j 
 
 Cottige gardening 
 
 Cottage gardening 
 
 Optional Subjects I'li Infmit Schools 
 
 Needlework or Drawing 
 
 Singing by no' e 
 
 Singing by ear 
 
 Rote per Unit of Average 
 Attiiiilance of (Hihr Scholars. 
 
 One shilling 
 
 Two shillings 
 
 One shilling 
 
 Two Bhillings 
 
 Two shillings 
 
 Three .shillings 
 
 One shilling 
 
 Sixjjence 
 
 One shilling 
 
 One shilling and sixpence 
 
 One fihilling 
 
 Four shillings 
 
 Two shillings 
 
 Four shillings 
 
 Two shillings 
 
 Four shillings 
 
 Amount 
 Paid. 
 
 18 fi.'^l 
 
 272,204 
 
 f».97f5 
 
 2fi6,246 
 
 2,3^6 
 
 25,869 
 
 136,121 
 
 9,828 
 
 13,808 
 
 213,059 
 
 36,694 
 
 33,561 
 
 2,262 
 
 
 
 39 
 
 125 
 
 i. d. 
 
 4 
 
 16 
 
 12 
 
 4 
 
 8 
 
 15 
 
 12 
 
 4 
 
 2 
 
 15 6 
 
 6 
 
 4 
 
 6 
 
 
 
 8 
 
 8 
 
 One shilling 
 One shilling 
 Snxpence . . 
 
 £1,041,385 3 6 
 
 69,338 17 
 
 61,380 8 
 
 4,067 16 
 
 
 
 
 
 £1,176,223 4 6 
 
 In additifin to this sum of £1,176,223 48, 6d. i)aid for these "optional " Bubjects, there is 
 also a large addititional sum paid for the maintenance of Elementary day ScUooIb, as well as 
 for Kindergarten Schools for Infants. 
 
 English Privy Oouncil Explanatory Rbport on Education for 1896-97. 
 
 In the Report of the Committf e of the Privy Oouncil on Edacition for England and 
 Wales for 1896 97, the Committee has published an elaborate and carefully prepared state- 
 ment of the reasons, which had induced the Education Department to provide for the 
 introduction of these optional " class " and " specific " subj^-cts into the Schools — Board 
 and Voluntary Schools alike— of England and Wales. 
 
 I have selected some of the more striking and interesting portions from this part of 
 the explanatory Report of the Committee of the Privy Oouncil on Education,* 
 
 In the preliminary part of this Report, the Committee of Council Bay : — 
 
 " The experience of those who are in charge of the Schools shows them, year by 
 year, how the education given therein ought to be improved, in order that the Nation 
 may gain full benefit for the large outlay that ia made, . . . An excellent System 
 of Public Education in one of the best forms of national investment. In commercial and 
 industrial efficiency, in a high level of civic duty, and, above all, in ihe wider difiusion of 
 moral culture and religious feeling, the Nation is amply repaid for what it spends. 
 In proportion to the ino easing magnitude of the work undertaken and 
 accomplished by the Schools, the Grants voted by Parliament continue to rise. We 
 have reason, however, to believe that this great outlay from the public funds is regarded by 
 the Nation at largi as indisppnsible to the material and moral welfare of Her Majesty's 
 subjects in England and Wales 
 
 • It is clear that the Privy Cnuncil, as a whole, sssiitne the r^ spm sibllity of these offioiat utterances of 
 the Edu'"atinn Department, f.ir the Report, und tach successive "Code," issiuned boihbythe " Lord t'resi- 
 dHnt of the Privy Ciuncil," the Dukn of Devonshire, hiid by the " Vice-l'resi snt i f ihe Conmiiitee of 
 Conned on Education," Sir John E. Gorst, us wall as by tue Secretary of the Conimittee, Sir tieorge 
 Kekewich. 
 
 IHHiAiii 
 
(;iiM|.. IV. 
 
 K\<il.l>ll KlU I vri(»N \l. < (»|t| , iX'.KS. 
 
 ScHOOM. 
 
 Anioiiitf. 
 
 ^ ■. d. 
 
 18 631 4 
 
 272,204 16 
 
 f».97(5 12 
 
 266,246 4 
 
 VAVQ 8 
 
 25,869 15 
 
 136,121 12 
 
 »,828 4 
 
 13,808 2 
 
 ?I3.059 15 6 
 
 36,694 6 
 
 33,561 4 
 
 2.262 6 
 
 
 
 39 8 
 
 125 8 
 
 )41,385 3 6 
 
 69,338 17 
 
 61,380 8 
 
 4,067 16 
 
 76,223 4 6 
 
 t'cta, there is 
 
 s, as well as 
 
 ii96-97. 
 
 'ngland and 
 P'ired Btate- 
 vide for the 
 ols — Board 
 
 this part of 
 
 nj, year by 
 he Nation 
 at System 
 :iprcial and 
 liflusion of 
 it spends, 
 taken and 
 rise. We 
 "girded by 
 M»j«8ty'8 
 
 i 
 
 ttpranoes of 
 Liird •'rpsi- 
 'tnniiuee of 
 Sir Ueurge 
 
 " At no former linie have tho laboorH of the IochI eiiueutioutil authoruieb oi ihu lioard 
 Schools, and of the Voluntary School Managers, and of the teaching statT, been so highly 
 valuf'd by the Country, or so heartily Hupported by public opinion. . And few 
 
 changes have been more striking, during the last quarter of a century, than the gradual 
 growth of the p;?b1ic conviction, that money laid out on a good and titting education is 
 wisely and profitably spent. 
 
 Nature and Pukfosk ok thk Manual Tkainino* kor Boys 's Enolish Schools. 
 
 "The movement for the instruction of ISfanual Training into all classes of 
 Schools, as a corrective to an excess of book work, seems to be gaining strength 
 in this as in other Countries, t It is felt that the exorcise of the hand and eye, 
 as well as of the memory and the powers of verbal expression, is necessary to 
 true education. It appears to be true that the process of growth in a child's 
 mind is furthered by Manual Training, and that the latter promotes the attainment of 
 power and accuracy in other studies. These considerations point to a closer correlation 
 between Manual Training and other subjects of the School curriculum — the former being 
 rightly regarded as an integral part of School training, and not as an optional, or discon- 
 nected, appendix to it. 
 
 " In this wider sense the training of hand and eye finds a place in the Kindergarten, 
 as well as in the Schools for older scholars ; but, in the latter case, it naturally takes 
 other forms. Varied occupations in the former class of Schools, and in the latter, brash 
 work, clay modelling — with special reference to lessons in History and Natural Science — 
 and cardboard work, have all been found nseful, by stimulating the activity and develop- 
 ing the inventive powers of the children. . . It is happily the case that Manual 
 Training, when wisely planned, does carry with it the incidental advantage of enabling 
 the scholar to acquire useful skill, which will increase the comfort and economy of home life. 
 . . . Many children, who are backward in literary expression, show a compensating 
 aptitude for expression with their hands, and are thus saved from dangerous disconrage- 
 mont, which sometimes forces them, without deserving it, into the dunce's place. 
 
 '• Carpentering ib a delight to most boys, when they are old enough to use the neces- 
 sary tools ; and we have sanctioned, daring the past year, an addition to our building, 
 rules, with the object of securing that rooms for woodwork should be planned with the 
 simplicity and economy suitable for Workshops," 
 
 In the subsequent Report of the Committee of Council for 1897-98, the Committee 
 state that they : " Have made important changes in regard to Manual Instruction in 
 public Elementary Schools. The value of Manual Instruction, as an element in the carri- 
 culm of Schools, is being increasingly appreciated. It has been found that, as a disciplinary 
 exercise, it trains hand and eye to accuracy, and to a better appreciation of form. We 
 have . . . published a paper of suggestions, with a view to enabling [Managers of 
 Schools] to take advantage of tbe beat experience as yet available. It has been found 
 that many boys who are dull at the books disclose marked capacity for the skilful use of 
 tools." 
 
 The Report for 1896-97 further states that : " One room for Drawing, or Chemistry, 
 or Manual Instruction, or Laundry Work, or Cookery, will often serve for several Schools 
 in the same neighborhood. Workshops and Laundry are best apart from the Schools. 
 
 * Th« expression " Manual Training " has been defined in the Technical Inetiuction Act of 1889 to 
 mean "instruction in the use oi tools, processes of agriculture, and modelling in clay, wood or other 
 materi.al. 
 
 t 1 have given some particulars as to tlie systems of manual, or industrial, training in Germany and 
 France in another Chapter, (XI). 
 
 I 
 
 i 
 
18 
 
 ••niTi.Ai; i:i>i i\i i(.v i\ f:\i.i \M>. is'.iy, s. 
 
 \i 
 
 NaTIKK ANI> UU.IKCT of MaNI AL 'lUAIMX. I OH OlKLS IN h.NUI.lHll ticllUOLS. 
 
 " Th'' Maniml Training for girls naturally tiikcH the foriu of Needlework, inclading 
 a ' Ht wing course ' and a 'knitting' and a ' uiending course;' Cookery, including the 
 sulijects of food and lnverage, their properties, nutrition, valueH and fnnotionfi, prepara 
 tioD, eto. : laundry work, solvent properties of water, hard and soft; clothing, dwelling, 
 wfthhing, etc. 
 
 " We observe with patisfactiou that more thought is l)eing given to the ways of 
 teaching these pnijcetH, and we are far from deHiring to subEtitutn unreal, or fanciful, 
 forms of instruction for the more homely, but withal scentific leHsonn, which best arouse 
 the interest of the children, Wcause they are nearer to their personal experience of daily 
 needs, an i to the actual circumstances of their homo life. 
 
 " It is a grave blonder in a Cookery lenson to ignore the liumbler and more ordinary 
 kinds of foods, or to provide stoves and appliances of a kind unknown in cottage life. 
 
 " The teaching of Cookory harf V)een so efficient that the lessons have been found to 
 produce a perceptible and satisfactory improvement in the homes of the working classess. 
 
 OOTTAGE GaRDBNINO AND ScHOOL IIOBTICULTDKE — ObSKRVATION OF NATURAL OaiKCTS. 
 
 " We are glad to recognize Cottage Gardening as capable of being made a valuable 
 instrument in education. Encouraging reports reach us of the interest which is being 
 is taken in School Horticnlture, and the pride of the children in their trim, w^ell-kept 
 gardens. Gardening is so widespread an interest in English life. . that we have 
 
 drawn the attention of the School Inspectors to the condition on which wo desire its 
 encouragement, in connection with the Schools. . The main object of a School 
 
 Garden is not the patting of boys as apprentices to the gardener's craft, . As a 
 
 school subject its serves a general educational purpose. . . We have recommended 
 that the lessons in Elementary Science given in the School Room should be illustrated by 
 practical work in the Garden, (or its equivalent), in order that the science may escape 
 being made mer» book-learning, and the Oottage Gardening may become somethiEg more 
 than mere technical learning. 
 
 " It is sometimes forgotten than one of the most natural and fruitful methods of 
 education is to train the powers of observation, and to build np intellectual and scientific 
 interest around the natural objects of daily experience. Children are naturally interested 
 in flowers, trees and animal life, and, in Country Schooh, an observant Teacher, who is 
 fond of such subjects, and who has properly prepared himself for studying them, can find 
 in such " Object Lessons " a far more powerful instrument of early education than can 
 be drawn from the less attractive institutes on which the town Teacher has to rely. Care 
 should, therefore, be taken in training Teachers to show them that much that will give life 
 and interest to their teaching is ready to their hand in a country district. 
 
 " We are glad to note the terms of praise in which some of the School Inspectors 
 speak of the skill and intelligence of many of the country Teachers in those and in other 
 respects." 
 
 Wqat a Country School Could and Should Accomplish. 
 
 In again referring to the subject of Country Schools, the Committee of Council, in 
 their subsequent Report for 1897 98, lays stress on the importance of making these Schools 
 thoroughly practical, and adapted to the social condition and instincts of the people. 
 The Oommitee say : 
 
 " A Country School fails if it misses the opportunity of showing its scholars how 
 much skill and knowledge underlie the operations familiar to them in their daily life, 
 and of teaching them to feel pride in praccical work well done, and intellectual interest 
 in the principles involved in doing it, . , . 
 
 I 
 
 i 
 .J 
 
1 
 
 I c;i 
 
 i;i)>. 
 
 V. 
 
 TliAINIM. \NI» i,>r AIM I' AllnNs <»|' HA" \\Ul>. 
 
 19 
 
 OL.N. 
 
 inclo'ling 
 
 iclin'4 the 
 
 |ir«^para- 
 
 dwelling, 
 
 ways of 
 
 fanciful, 
 
 lmL arouse 
 
 o of daily 
 
 • ordinary 
 
 ;e life. 
 
 a found to 
 
 i^ claSHCBS. 
 
 I 
 
 i 
 
 " Thu aim [ot' the School] fthouid he, tiot to proiiuo; iiiuluLuduH uf cUiku, IjUI u.uiii 
 tudPB of good craftsmen. Th(? traciition of thp School should b»' to make the Hcholnrs not 
 despisf labour, liut honour it, and liHpire to become muster craftsmen, instead of ^e^'ard• 
 in^ handicraft as something socially inferior to unskilled service in shop, or otlice. If the 
 School rtiniH, and the Country Sohoo'.H lm.'< unrivalled opportanitie.'? for so doinc, at ijuick- 
 eninj; and training the intiTi'st of the children in natural objects ; at givini; thini atcrt- 
 necH of mind and accuracy of oV)^erva*ion ; at stimnlatinc; their intelligent curiosity, as to 
 the causes of things ; at guiding them to find out things for themselvcH ; iit practising 
 the hand, as well as the memory : and at teaching tliem to acijuire skill in the u.-^e, not 
 of the pen only, liut of the bru^h, pencil and knife ; at disciplining their reasoning 
 powers, and guiding th(m to a perception of the principles underlying practice, and at 
 fostering in them a sense of reverence for nature, it will be the more likely to succed in 
 laying the foundations of stable and upright character, and in pr(>paring the ground for 
 the inculcation of moral principle. It will also quicken the >i])titude for self education, 
 and give the best startin^^ point, not only to the rank and file of hcholars. but to tho>e 
 endowed with the exceptional faculties which, in the public interest, deserve farther 
 opportunities of higher culture," 
 
 , OaiKCTS. 
 
 a valuable 
 ch is being 
 well-kept 
 at we have 
 ^ desire its 
 of a School 
 Ab a 
 commended 
 ustrated by 
 nmy escape 
 sthing more 
 
 methods of 
 nd scientific 
 y interested 
 3her, who is 
 am, can find 
 ion than can 
 I rely. Care 
 will give life 
 
 il Inspectors 
 and in other 
 
 if Council, in 
 these Schools 
 )f the people. 
 
 Bcholara how 
 leir daily Uf«, 
 ictual interest 
 
 CHAPTER v.— THE TRAINING AND QUALIFICATIONS OF TEACHERS. 
 
 In England there aro five clasBes of Teachers re:ngnized by the Education Depart- 
 ment. 
 
 (1) Probationers are candidates, (now up to sixteen years of age,) for the cffico of 
 Pupil-Teachers. 
 
 (2) Pupil-Teachers — boys and gir's — are those engaged to teach during school hours, 
 under the direction of the principal Teacher, and who also receive suitable instruction. 
 
 (3) Assistant Teachers are those who hiive passed the " Queen's Scholarship " exam- 
 ination, alsolgraduates in arts, or science, and persons over eighteen years of age, who ha /e 
 passed certain University, or other prescribed, examinations. (See below). 
 
 (4) Provisionally certificated Teachers, or Pupil-Teachers, having fulfilled their engage- 
 ment ; women who, after two years' service, as additional Teachers, (practically, a sixth 
 class), who have obtained a place in the first class in the " Queen's Scholarship " examina- 
 tion. 
 
 (5) Certificated T.^achers are those who have been trained, and who have successfully 
 passed certain examinations, and have otherwise fully complied with the requirements 
 of the " Code." 
 
 Two Kinds of Tkaininq Colleges iok Tkacheks in Enoland, stc. 
 
 There are two kinds of Training Colleges, " residential " and " day," for persons 
 who wish to become " Certificated Teachers." (The day Training College must be attached 
 to Bome University College of University rank.) The period of training is, at least, two 
 years. Those students who have passed a first, or second, class examination, and are ad- 
 mitted to a Training College are called " Queen's Scholars." 
 
 The Queen's Scholarship Examination was remodelled in 1898, and is now divided 
 into three parts. " Success in parts i. and ii. qualifies the student as an assistant Teacher, 
 but success in part iii. is necessary for admission to a Training College. A student is at lib- 
 erty to offer — and this seemfl to be the preference of the Committee — for the Senior Oxford 
 and Cambridge Locals, and other University examinations of like standing, in lieu of parts 
 ii. and iii. "The Training Colleges are to be at liberty to select their students from those 
 who have succeeded in part iii., or an equivalent University examination. Many Teachers 
 
 ii' 
 
20 
 
 I'liiMi.Ai! i;i»it \riuN i\ i.\t.i..\Ni» Im;)?. ^. 
 
 will, thcrf'fon^, rcct ive a University cductitioii and hold a University iiualification. It 
 may Ix- hoped that the Hpiri\ of University (ducalion will thus, in the coupho of time, per- 
 nienti' primary (ducalion, j^iviny it both greater breadth and hii,'her idealn." 
 
 The Collet^e of I'receptorP, in London, f»rantH dipioiuas of !•" O.P , L.(; P. and A.CP- 
 
 "fellows," " licontiatts " and " aHhOciates of the Col lej^e of Preceptors "-to Toachera 
 
 who havo jjasned certain examination.s These diploniMS .arry with them the right to 
 thofe who hold them to wear appropriate j^owns and hoods." 
 
 The average aDniiai salaries of the " i'rincipal " as a certifi(at«d Teacher, as given in 
 the report of the Education Depart nient for 1897-9^, wore : - Wesleyan Schools, i.'l73 ; 
 Hoard Si-hools, XI fii; ; IJritish, etf.,Xlll lO^; Ohurch of England, ,£1-22 IHs ; Roman 
 Oalhoiic, £118 l.'J-t, (»d ; general average, 1140. 
 
 The Itoport of th<! Education IJopartmont for 189fi-li7 describes very tully th.) recent 
 steps which have been taken by it to ensuro the greater efficiency of the Hystem of Edu- 
 cation under its control, la regard to the Teachers it ."^ayt : 
 
 " In every grade of education, it is being more clearly realized that no pains are too 
 great tr, raise the level of thoTe^clier's profeHsional etliciency. Steps are, therefore, being 
 taken, with our approval, to enhance the etliciency of the course of instruction for 
 intending Teachers. 
 
 " We note with satisfaction the improvements which are in contemplation, or have 
 actually been made, in the IJuildings, Furniture and general convenionca of the reaidental 
 Training Collegfs. 
 
 " The establishment of day Training Colleges, in connection with the Universities 
 and literary Colleges, providing inntruction of tho University typo, has already led to good 
 results. . . We consider, theiefore, that the co existence of these two kinds of Training 
 Colleges is to tho interest of public education. . . . 
 
 " We note with satisfaction the good results which have been found to follow from 
 the experiment of alio >vin^ a small number of tho third-year students to complete their 
 professional studies at the Normal Schools in France and Germany. 
 
 NoTK. — The advantage of this kind of " post graduate " training is referred to at 
 some length in one of tiie papers published in tho First Volume of Special Reports 
 issued by the English Education Dupartment in 1897. The title of the paper is " Holi- 
 day Courses in France and Germany," etc., by MeBsrs. Marvin and Morant. The Report 
 already quoted then proceeds : 
 
 " We allow graduates . . in arts or science . to be recognized as Oertiticated 
 
 Teachers, providing they hold a Oertilicate of proficiency in the theory and practice of 
 teaching, issued by a Collegiate body, and approved by ourselves. 
 
 In an address on the University Training of Teachers, in December, 1898, Mr. Oscar 
 Browning of King's College, Cambridge, said : — "Their Training College was now in the 
 eighth year of its existence, and suflicicnt experience had been accumulated to establish 
 some definite conclusions with regard to the success or failure of tho enterprise ; but, as 
 regardful the combination of a University curriculum with tho profefsional training of 
 an elementary Schoolmaster, and the addition of a secondary department to tho primary 
 scheme with which they set out, the experiment has beeu a succfss, although it had 
 been sal 1 that it was impossible to carry on the two branches of the work side by side." 
 
 Th(( Report of the Department further remarks : — " We note with satisfaction the 
 growing practice among Teachers of conferring with one another on educational methods, 
 witli a view to tht ir improvement and better adaptation to tho various needs of Town and 
 Country Schools. . . . 
 
 There has of late years been a great increase of women and girl Teachers in the 
 Elementary Schools. In 1870, the number of women Teachers was 6,072 ; in 1897 it had 
 risen to "j,7G3 ; the number of women Assistant Teachers in 1870 was 775 ; in 1897 it 
 was 21,322, besides 14,165 "additional" women Teachers. In 1870 there were 8,228 
 girU as Pupil-Teachers ; in 1897 there were 26,850. The Report of the Committe on 
 
 ■ 
 
( ii;ii». 
 
 lltAIMNi; AND ■ >l \ 1,1 1 !■ A 1 1« "Vs .i| II \i|||:i;-n. 
 
 •21 
 
 ifu^alion. It 
 of time, per- 
 
 '. and A.C.P. 
 to T(»aohfir8 
 the right to 
 
 ■, as given in 
 
 ;hool8, i,'173 ; 
 
 iMs ; Roman 
 
 ly th«! rocent 
 Ktoui of Edu- 
 
 pains ar« too 
 (M(;t'ore, being 
 atruction for 
 
 I'lipil TejichtTH, roconnncndcd "tlii- abolition of fcniaN- TtaclK-rs, whoHo only qnaliliiHfion 
 U they havt! Ix'cn iipprovi'd by thr InHpfctor," and liavn no cfrtificat* mh " woman 
 ., ". Toach^srs, ' as they ar<! stylt'd. 
 
 .110 i.,;inb(T of " day ami nitjlit hiHtitntionH inspccU'd " in I MOT was 24,181. Thin 
 nuinbor did tiot include tli(' " dcpartiiKMits " in these " InstitutionH," which required 
 separate " Head TeacherH," Hoth together were 35, 8"27, requiring on an average a little 
 over three 'I'eaciiois each. 
 
 Provision has been made for granting pensions to S.'5U ''''achera who have complied 
 with the conditions of lh» " Ojde " in regnnl to nervice, etc. The rates of yearly Pensions 
 allowed by the " Oodo " are as follows: — ri'J at £.'50 ('ach, 317 at X'2!y each and 451 at 
 X20 each ; .i'320 are availabU; each year for '• gratuities " and "donations," involving a 
 total annual outlay for Teachers' pensions of .£18,425, or about $90,000. (In the 
 Education Estimatef* of 1898-99 .£.'i7, 190 are set down lor pensions, but this may include 
 other parties.) 
 
 The Anomalous and Unsatisfactory Position ok Purir. TEAcnKiia. 
 
 ition, or have 
 the residentftl 
 
 Universitiea 
 iy led to good 
 ds of Training 
 
 |o follow from 
 ompleto their 
 
 referred to at 
 
 )ecial Reports 
 
 per is " IloH- 
 
 The Report 
 
 18 Certificated 
 -nd practice of 
 
 98, Mr. Oscar 
 as now in the 
 d to establish 
 prise ; but, as 
 il training of 
 • the primary 
 though it had 
 side by side," 
 
 itisfaction the 
 onal methods, 
 i of Town and 
 
 ikchers in the 
 in 1897 it had 
 5 ; in 1897 it 
 •e were 8,228 
 Committe on 
 
 In regard to the unsatisfactory and anomalous petition and duties of Pupil Teachers 
 in the English Klenien'ary Schools, the Privy Council Committee on Education state, in 
 their Report for 1897- 1)8, that they had " appointed a Oommittei' to inquire into (he work- 
 ing of the Pupil Teacher system, . . and tiie supply of Teachers, an afl'ected by 
 that system. . ." 
 
 The Report of that Committee was made j)ublic in 1898. In that Report the Committee 
 state "that the training and education of the I'upil Teacher has been far too much 
 neglected Vioth by School Managers and Teachers. The former, especially in Voluntary 
 Schools and small School Boards, (ind in the; I'upil Teacher a cheap and ready means of 
 supplying the requisite School btarl, and e.'tut, in the supposed interest of religious educa- 
 tion, or a light school rate, an amount of child labour which, in many cases, is little leas 
 than white slavery. Growing boys and girln of from thirteen, or fourteen, to eighteen 
 years of ago are compelled to attend School often by eight o'clock in the morning for pri- 
 vate instruction, and then, from nine till half-past four, are engaged in teaching, with only 
 the dinner hour break. Nor do they always got this interval, for, despite Code directions, 
 Managers and Teachers have found it convenient in some Schools to employ the Pupil 
 Teacher in puperintending the children who remain at school for dinner Then, after a 
 day of exacting mental and physical labour, the young Teacher returns home only to 
 resume private study. In School it is no uncommon thing for a Pupil Teacher to have 
 charge of large classeH of lifty, sixty, or even, seventy children. What exertion this de- 
 mands can only be appreciated by tho.se who have attempted the task Nor are 
 Board Schools much better ; there, too, (Kpt cially in the country districts, the system is 
 frequently worked for all it is worth to save the pocket of the ratepayfsr." 
 
 Faulty Modk op SELRcriNtJ and Employinc; Pupil TRAcnKHH. 
 
 The Report of the Committee further states that " the selection of the I'upil Teacher 
 is often faulty. A Head Teacher finds a scholar in the upper standards apt at taking 
 charge of a class in an emergency, gradually the child is continued in the work till he 
 becomes more or leas a permanency, and in due time the candidate is presented to the 
 Inspector to be examined for apprenticeship. Far too little regard is paid to the candi- 
 date's own education and natural character, whilst the character of the candidate's home 
 and the ability of the parents to adequately maintain the Pupil Teacher are all but 
 ignored. The lack of suitable male candidates has caused many to be taken who are 
 unsuitable in almost every way, and this can bode nothing but evil. No wonder, then, 
 that the system has been found to yield but poor results, and that the complaint is 
 general that the Pupil Teachers teach badly and a'-e badly taught. 
 
•?•) 
 
 I'lii'iiAi! i;iir< A rii>N in i;ni.i.am>. I^I'T.s. 
 
 j 
 
 Dkkkcts of thk Pupil Tkai.iikiis' Sv.stkm Summahixkh. -Rkmkdiks Phoi-oshd. 
 
 " 'Phn (icifncts of tho prostmt syntem may be HuninmriHfd thnK: -1. Tho Pnpii Tnaclit-r 
 iH ov( rwork.d in School, tind is call.d upon lo do work which, hy ns'.i and inoxppriencc, be 
 if no', (juiiIitiiHl to pi rforin, rcHultinf^ in dftnii)]t,'0 both to tlio I'l-iiclior and tlin taught. 2. 
 Th<- Pu]iil T.'uchr-r has uisullioicnt tinit; for lunvutf! Htudy and propor rccroation ; the 
 Hyllal.uB of Htudy hBin^ in many respects unsuitable^. 'S. The pupil is often instructed 
 and snjH«r\ JHcd by imonipHti'nt Teachers and personH of liiuitod education. 4. More or 
 ieHi haphii/.ai'd scleotion ot candidate.^. 
 
 'llic remedies proponed by thn Couiniitteo are :— " The ai,'o of admission is to be raised 
 to sixteen for uibaii schools, and iifteen for rural schools. More care is to be taknn that 
 thf>y come from satisfactory homes, and that their homes are such as to oll'T proper 
 opporiunitie."! for jjrivate study. They will also be allowed to be employed ia tliosft 
 Schools in which the Head Teacher is recommended by the Inspector as qunlififd to 
 superintend Pupil T' achers The time foi .vhich Pupil Teachers are employed in Schools 
 is not 10 (xceed four meeting;s a week, in the case of first and second year Pupil Teachers, 
 or si.\ meetings a w<ek, in the case of third, or fourth, year I'npil Teachers. This will 
 mean n double set of Pupil Teachers in eacti Hcliool. The rest of the ordinary school 
 time will be spent at the central class, or in instruction, from the Head Teacher l^upil 
 Teach.>rs of the (ir.st and s>'cond year are not to l)o counted on tho solijol stall', and are 
 only permitted to give certain instruction, but never an original lesson; hence they can- 
 not \)Ci given entire charge of a clas:^. Third and fourth yi^ar Pupil Teachers m*y take 
 cliarge of a ciass of not more than twentylivi^ Fch-ilurs, and will count on the stall'. The 
 Pupil Teachers ar > to n'ceive, when po88il)le, their instructioii in central classes, or 
 approved Si'Condar_, Schools. These may prepare for either the examinations of tho 
 Hducation Department, or for certain approved University oxaiiiinations. T/ie annual 
 >'ollootive exaniinatton:i of the first and third ye.ir are retained only for tho^e Pupil 
 TeacliTS who do not att(md central classes, whilst success at tho Oxford and (vambridge 
 Junior i/jculs exempts from the second year examinations. 
 
 Tho general odect of these recommendations, when carried into practice, will be flat 
 (I) It will raise the status of a Pupil Teacher, for tho CAuJidatcs will bo drawn fro u a 
 higher social class. The increased demands ciin only be met by those parents who ate 
 either in comfortable circumstances, or are willing to make a sacrifice for their child's 
 future benetit. The class which look to their children to beco ue earners at an early age 
 will more than e^er be shut out. (2) The standard of education of the Pupil Teacher 
 will be greatly raised and brought more into touch with the Univeraity. 
 
 Tlie ?3ducation Department, in its Report for 1807-9S, thus refers to the increased 
 importiinco of well trained Teachers : 
 
 " The impDrtanco of the fitting professional preparatinn of Teachers for their future 
 work is being more widely recognized in all grades of national education ; and we are 
 con\ inced that, in such courses of preparation, stress i-hould be laid on tho necessity of a 
 broad basis of liberaf culture, as well as on tho acquisition of technical skill in tho method 
 of actually imparting knowledge." 
 
 Mr. P. A. Parnt tt, inspector of Training t^/olloge, in a recent paper on the subject 
 very justly remarked : " \S'e must depend less on curriculum than on tho Teacher's 
 missionary spirit and perft ction of training in widen the sympiithies, the outlook, the 
 understanding— and to set things in their right relations, i. e., to give true perspective." 
 
 ] 
 
 \ 
 
 ■i 
 
 i 
 
 
 CHAPTER Yl. 
 
 OHARAOTEP AND EXTENT OF RKLIOIOUS INSTRUCTION 
 IN BOARD AND VOLUNTARY SCHOOLS. 
 
 In a recent retrospective address by the Rev. Dr. Waller, Secretary of the Wesleyan 
 Conniiittec on Education, he thus accounted for thn forefront potsition which tho quBBtion 
 of Religious Instructton in tho Elementary Schools occupied in England. He said : 
 
 n 
 
I lull 
 
 VI 
 
 i;i i.iiii' >i> i\>ri;r( I i.iN in rm-: siiinni.s. 
 
 KOI'OSHO. 
 
 )il Tftaolicr 
 !|)f'rir-nc<', he 
 taught. 2. 
 'f-ation ; the 
 n instructed 
 4 Moro or 
 
 i to lie raitiod 
 
 c takon that 
 
 oll'nr |iropor 
 
 ed ia those 
 
 (jUfilifird to 
 
 d in Schools 
 
 lil Teach crp, 
 
 This will 
 
 nary school 
 
 her l^ipil 
 
 :a(1\ and urt) 
 
 CO they can- 
 
 rs m-iy take 
 
 Htatr. The 
 
 1 clasReH, or 
 
 bioiiH of the 
 
 T/io annual 
 
 thoM' Pupil 
 
 1 Cambridge 
 
 will be tliab 
 •awn fro n a 
 )ut8 who are 
 their child's 
 *n (>arly age 
 jpil Teacher 
 
 he increased 
 
 their future 
 
 and we are 
 
 lecessity of a 
 
 I the method 
 
 1 the subject 
 lie Teacher's 
 outlook, the 
 perspective." 
 
 PRUCTION 
 
 he Wealeyan 
 the quBBtion 
 [e said : 
 
 $ 
 
 ^ 
 
 " In order to undcratand our Hysii in ol Dtnoniin itional and 'State-aided ' Board 
 Schools, which liaw been so radidly developed in recent years, a certain knovledge of the 
 past is necessary. It is only witli tln' li;nip of history in our hands that we can clnurly 
 ice how it has come to pass thai the three lifihs of thfs State-aided iSchooIs of tin* Nation 
 are to-day directly connected with tho Reli^ioua Denominations. The reason why . ". . 
 this is 80 is to be found in the fact chat the Churches were ihi' firbt to undertake tho 
 work." 
 
 That notable statesman, John iiri^jht, in one of his addresBes, referring to the ostab" 
 iishnient of Sunday Schools, in 1^7:3, says : — 
 
 " Long l)'t'ore the most enli^litened stat> sman cared anythinij; about the edu-'ivtion o' 
 of the children of the masses, tin- Sunrlay School Teat^hers entered upon . tho 
 
 work. Out of these Sunday Schools sprang tlie Day Schools ot the piopb;." 
 
 Wli(n JoFepli L'lncastcr conimenct d his active educational career in I7'.)H, as the 
 founder of the Hritir-h and Foreign School Society, he thus referred to the religious 
 element m education, as promoted In' him : — 
 
 " AV)Ovo all things," he f-aid, " education ought not to be made subservient to the 
 propagation of tlu; peculiar tenets' nf any Sect, beyond its own Members. It then becomes 
 undue inlluence, like the strong taking advantage of tlio weak. And yet, reverence for 
 lie sacred name of ( Jod, and for the Scriptures of truth ; a detestation of vice ; a love of 
 vtTacity; a due attention to duties to parents, relatives, and society ; caiefulness to avoid 
 bad company ; civility, without flattery, and a peacoai)le demeanor, may be inculcated in 
 any seminary of youth, without violating the sanctuary of privates religious opinion in 
 any mind.'' 
 
 TIio opinion of Pestalozzi, another noted Kducator and Educationist, was that — 
 
 " Every child needs a religious development. . lie needs to know how to 
 
 pray to (>od in all simplicity, and with faith and love. If this simpl religious element 
 does not run through the whole of education, it can have Viut little intluenoe on the life ; 
 it remains formal and isolated," (In the citadol of tho heart it ia the ' inner guard'.) 
 
 OuUilN OK TIIK CONTROVI'.liSV IN UlCi.AK!) TO JiKI.KJIOUS InSTKUiM ION IN SlMlOOLS. 
 
 In If^.'ilt, the Connnitieo of the Pi ivy (Jouncil on ICducation was organized, and the 
 Parliamentary (irant for I'ilenientary Education in England was increased from i^2<),000 
 — first made in 18:5;5— to .£30,000. 
 
 Th(i necessity of making some provision for the training of School Teachers was felt 
 to bo imperative by th(! Committee; of C juncil. and arrangements were made liy that Com- 
 mittee for establishing a well-equipped Norma! School, on the basis of "religious com- 
 preheaoion," and open to all, without being subject to any Den.minational control. Owing 
 to .srong oppositiou on this latter ground, the Committee of ( "ouncil was uiiaV)lo to accom- 
 plish its purpose, and the scheme failed. The reasons for this failure are nariated by 
 .Sir J. P. ivay Shuttlewoi th, at that tinio Secretary oi the Education Department, in 
 bis ovidci-'co before the Duke of Newcastle's Education Commis.-^ion in [MVi bl* 
 
 In his evidence before the Newcastle Commission, Sir J. P. Kay-Shuttleworth said : 
 
 "The first controversy wi'Ji respect to elementary education arose in connection 
 with the pioposod Government Normal School, the constitution of which i)rovided that 
 Religious fnstruction in it should be divided into ' general ' and ' special.' Tho former 
 
 • NoiK. — When tho DiikH of NewcuHtlf, tln'ii ColoniBl .Socrctnry, was in Upper Canada, with the 
 I'rinc'c (if \Vale.'<, in ISOO, he reiiucRti'il I!ev. Dr. Ryer-on tn furnii-h iiiin with a " (Jonfiilenbial Rttport on 
 .'l^eimralf Schools," which ho did. Tliis wan witti a view to learii how tiie reiiKionK ((iiPKtion was dealt with 
 in our system. Before leaving for Kiijjhtnd n Kduoation CoinininHion waH. at the Dtike'fi in«tance, appointed. 
 < >ne of the C(.ninii.'i>ioner«, tlio Rev. Jainea .'^raHer, afterwards Bishnpof MaucheRter, was sent to the United 
 Stati','^ and Canada to colinct information oti liie Hul)ji'cl of Kducatior. in thosu 'yOuntrioH. Onr inter- 
 CiurBc with Dr. (afterwardH Sir) J. I'. IvaySliiittlcv.-ortli,- to whom reference is here made,~porHonally 
 and by letter, was always both pleasant and most satisfactory, »nd from him we ol^tained much valuabls 
 information. —J. G. 11. 
 
*-^- 
 
 24 
 
 l'';|'(I.\| 
 
 KDfi' \ll'i\" IV KNCl.ANI' IMt? >-. 
 
 was to conHifit of sach general trnthH of ChriHtianity, as are common to all Christian Com 
 munions in Enctland. ; the, ktter was to include ' doctrinal teaching.' . . . About this 
 constitution a very great controversy arose, and it was conceived to be an indication that 
 the Government desired to establish Common Schools for the Country, founded on a like 
 bHsis of religious equality. The Church of England, in particuUr, entered a most 
 emphatic protest against a general aysteni of education, founded on such a basis." — In 
 consequenco of these discussions, and of strong opposition in both Houses of Parliament, 
 the Govornment withdrew their scheme of a (Jovernment Xormal School. 
 
 Religious Instruction in the British and Forkicn Society Schools. 
 
 In carrying on its active work as an educational agency, the British and Foreign 
 School Society declared : — 
 
 "(1) That in all Schools established in connection with this Society the Holy 
 Scriptures, in the authorized version, or extracts therefrom, shall be read and taught daily- 
 
 " (2) No catechism, or other religious formulary, peculiar to any Religious Denomina 
 Mon, shall be introduced, or taught, during the usual hours of school instruction. 
 
 "(3) Every child attending a Day School shall be expected uo attend the particular 
 place of worship, or Sunday School, which his parents prefer." 
 
 lu an explanatory statement, the Education Committee of the Society states that ; — 
 
 " As a i)art of the instruction in the Schools, the Bible is read, and Bible lessons 
 are given. . . . The Teachers take great pains not only to explain and enforce the 
 precepts of the Sacred Volume, but also to make the children love them, and receive them 
 as the guides of their lives. The teaching is not of a controversial kind, and no attempt 
 is made to inculcate the peculiar doctrinal tenets of any class of Christians. No educa- 
 tion can bo complete unless the child is taught from the Bibie to '• Love the Lord his God 
 with all his heart, and his neighbour as himself,' and lastly, that the c >nsciences of all 
 are entitled to respect, and no child ought to sufier any disability because of the con- 
 Bciencious views of the parent. " 
 
 On the passage of the Forster School Act of 1870, the Society confotnied to its 
 requirements in regard to religious observancoH in Schools, and " the Bibie Reading and 
 Bible Lessons had to be put outside of the required hours of secular instiuction." 
 
 During the controversy of 1893 4, caused by the issue of a Circular oy the London 
 School Board, in regard to religious observances in Schools, the Society passed a series of 
 Resolutions on the subject, from wdich 1 make the following extracts : — 
 
 "(1) The Society reiterates its unaltered conviction, that, for the real beneflt ot 
 the children, and for such religious and moral teachings as can bo given with advantage 
 in the common Day Schools, the intelligent reading and study of the Bible are essential 
 and Buthcient. 
 
 "(2) The Society's experience for three generations, unvarying amid manifold 
 social and political changes, has abundantly shown that wise and effective Biblical 
 instruction can be given, apart from creeds and formularies, and that with strict 
 regard to the claims of conscience," etc. 
 
 In its Report (or 1897 98, the Society says: — 
 
 " We want our Schools manrtged in a way that is compatible with observances 
 of th« rights of conscience ; with respect for parental control and intluence ; with 
 tolerance as to homo arrangements, social proclivities, and political organizations. 
 This education of hand and eye, thought and feeling, reverence and gentleness ; this 
 development of physical strength ; this raising of mental and moral calibre, is what 
 will get our children to take an intelligent interest in the world and its material and 
 spiritual concerns, and to claim a worthy share in their own progress and their 
 Country's honour, and their Church's activities." 
 
riiap. VI. 
 
 IlKI.li.liMs iNsi i;i ' ll<i\ IN iiii; >i||()n|.s. 
 
 25 
 
 ian Com 
 bout this 
 tion that 
 on a like 
 a most 
 sis." — ^In 
 rliament. 
 
 .8. 
 
 Foreign 
 
 the Holy 
 
 ght (iaily- 
 
 )enouiina 
 particular 
 
 '8 that : — 
 
 le lesBons 
 a force the 
 leive them 
 o attempt 
 No educa- 
 'd his God 
 ices of all 
 t the con- 
 ed to its 
 iding and 
 n." 
 
 10 liOndon 
 k series of 
 
 benefit ot 
 advantage 
 ) essential 
 
 manifold 
 ! Biblical 
 ^ith strict 
 
 )3ervances 
 ice ; with 
 bnisrations. 
 less ; this 
 ', is what 
 terial and 
 find their 
 
 Religious iNSTKurnoN in thk Oiiur<ii of Knuland Schools. 
 
 and Forei£;n School 
 "National .Society," 
 
 I 
 
 When the Ohurch of England adherents of the British 
 Society separated from that Society in 1811, and formed the 
 they declared, in their tirat Report, issued in 1812: — 
 
 " That the national religion should be the foundation of National Kducation, and 
 should be the first and chief thing taught to the poor, according to the excellent 
 liturgy and catechism provided by our Church for that purpose." 
 
 The National Society afterwards amplified this statement and declaration, and 
 laid down more fully, as the basiH of its religious work in Schools, the foUowing general 
 Rules, to be observed by all National School Managers : — 
 
 "(1) The chUdren are to be instructed in the Holy .Scriptures and in the Liturgy and 
 Catechism of the Established Church. (2) With respect to such instruction, the Schools 
 are to be subject to the superintendence of the parochial Clergyman. (3) The children 
 are to be regularly assembled for the purpose of attending Divine Service in the parish 
 Church, or other place of worship under the establishment, unless such reasons can be 
 assigned for their non-attendance as is satisfactory to the Managers of the Sohool. (4) 
 The Masters and Mietress-es of the Schoolrt are to be members of the Ohurch of England- 
 (.O) The Schools are to be periodically inspected by persons ap|)ointed either by the 
 Bishop of the Diocese, the National Society, or the Diocesan Board of Education. (6) 
 In case any ditference should arise between the parochial Clergy and tho Managers of 
 Schools, with reference to the preceding rules, or any regulation connected therewith, an 
 appeal is to be made to the Bishop of the Diocese, whose decision shall be final." 
 
 In 1864, tho Committee of the Privy Council on Education adopted what was called 
 the " Conscience Clause," to meet the case of the chilJron of Nonconformists in purely 
 Denominational Schools, but tho National Society declined to accept it. Six years after- 
 wards this Clause, much amplified, was emVjodied in the Forster School Act of 1870, and 
 is generally known as the " Cowper Temjile CIan.«ie " of that Act. It auplies to all Schools 
 alike — to the National and all other Voluntiry Schools, 
 
 In a Letter from the Rev, J. S. Brownrigg, M. A., Secretary of the National Society, 
 in reply to one from me, ho says : — 
 
 "There is no absolute uniformity about the time when the religious instruction ia 
 given in the Schools, but by the Government Regulations it must be given either at tho 
 commencement or the close of school time. The almost universal rule ii for it to be given 
 for about three -iuarters of an hour at the commencement of the morning school time I 
 am sending you, in book form, the Syllabus of a course of lessons in Scripture history and 
 the catechism, etc., which we recommend." 
 
 This Syllabus sketches at length a four years' course of lepsons in the Old and New 
 Testaments, and a series of lessons on the Catechism, tho Creed, the Lord's Prayer and 
 the Ten Commandments. In teaching the Catechism, the Teacher is reminded that "the 
 following points should be constantly kept in mind by him, and frequently brought to the 
 recollection of tho children." They are dtsigned to form the key note of his lessons; — 
 
 "The all-seeing eye of God ; His love and care ; our need of prayer ; God loves that 
 we should pray. 
 
 " Wo belong to Christ, because Ho redeemed us ; Christ intercedes for us ; the Day of 
 Judgment. 
 
 '• Our sinful nature ; we cannot resist sin without God the Holy Ghost ; He is within 
 us ; He makes u.s strong ; He helps us to pray ; He helps ua to learn, and love, and do 
 God's will ; wo must continually pray for His help. 
 
 " Lessons on God and the Holy Ghost should be given fully and with great care. A 
 Teacher can only be enabled to do all this successfully by being earnest and constant in 
 prayer for God's grace ; our lessom are impressed by our examplo." 
 
^t" i 
 
 I'lilTlAlt i;i>li ATliiN IN l-.Mil..\Nh, iM'i.N. 
 
 Religious iNRTRrcrioN in ihk Wkni.eyan Elr.mkntauy Schools. 
 
 ;4 ^ 
 
 In J«41, \h>- Wcsioyan Oonferenco adopt. d a '• I'lan of Wesleyan Education " which 
 had taken three years to mature, but which had not, from that time, been materially 
 altered. That " J 'Ian " declart'd that : — 
 
 " Wesleyan day Schools shall be of a distinctly religious character, and, as a prac- 
 tical means to realize this important purpose, it was deenuid indispensable that :— 
 
 " (1 ) The Bible, in the authorized version only, shall be the basis of all the religious 
 instruction, and a certain portion of evo'v day— at least halt a;i hour — shall bis set apart 
 for the devotional rf?adin;2; of the Holy Scriptures, with explanations by the Teacher,* 
 Minis'.er, or duly appointed Visitor, or for catechetical instruction, 
 
 "(2) The authorized Wesh^yan Catechism shall bo used in all our Schools. 
 " '3) The Wesleyan Hymn book, or other approved Hymn book . . . shall bo used ; 
 such hymns shall form part of the daily exorcises. 
 
 "(1) The school duties of each day shall begin and end with prayer." — (Plan of 
 Wesleyan Education.) 
 
 In a Note which I received, in reply, from the llev, Dr. Waller, Secretary cf the 
 Wesleyan Committee on Education, he says : — 
 
 " Secular instruction , . . fixed by the ' Code,' must last for two hours in the 
 mornin},' and two hours in the afternoon. The religious instructien may he taken either 
 before, or after, the assembling oi the School. As a rule, the religious indtruction in Wes- 
 leyan Schools lasts from 9 to 9.45, and the secular instruction begins at 10 o'clock." 
 
 In another note received from the Rev. Dr. Waller, he says : — " The Methodist Con- 
 nexion has declared that : — 
 
 " ..No national system of education, which shall exclude from the day Schools the 
 Bible, and aho religious instruction therefrom, by the Teachers, suited to the capacities 
 of children, will meet the necessities of the Country. 
 
 " The attitude of the Wesleyan Conference is, that religious instruction should always 
 be given by the Teacher of the School." 
 
 This latter position is fortified by the following extract from the Report of the Royal 
 Ooramission on Education in lh88 : — 
 
 " It is of the highest importance that all Teachers, who are charged with the moral 
 training of the scholars, should continue to take part in the religious teaching of the 
 School, and that any separation of the Teachers from the religious training of the School 
 would be injurious to the moral and secular training of the scholars.' " 
 
 Among the regulations in the " Plan of Wesleyan Education " is the following : — 
 " Iwery Teacher employed in the (day) Schools, or trained for them, shall bo of a 
 decidedly religious character, and in conneL'ion with the Wesleyan Methodist Sjciety." 
 
 The following is the general Scheme of Religious Instruction in the Wesleyan day 
 Schools ; — 
 
 "The Holy Scriptures : Instruction in the Old and New Testaments. Catechism : 
 No. I. and No. If , explained and committed to memory. Repetition : The Lord's Prayer; 
 the Ten Oommandments, selected portions of Scripture, selected hymns. Special lessons ; 
 On precepts and emblems, sacred geography, sacred history, etc., on particular texts, 
 Israelitish and Christian institutions," 
 
 I 
 
 tS 
 
 k? 
 
 i 
 
 * In the Snimrmry of the history of \\'esl»"y,-iii Kducntion, 1K37181I0, it i" Btntwl ns a matter of thank- 
 '"■"os.s . . . that it ha^ ni'ier yet bt'cniiniposed, oitlior ill the Coniniitteeon WeHlnyan Kdacation, or in 
 the Conforcme, to set aside the method of preparation, whereby peiaoriH uf decidedly religious character 
 ulii'Uld be duly trained to give . , . (leliK'ioiis) instnu Moii in the Wesleyan day HchoolB. 
 
 fulii 
 
* lia 
 
 p. Vi. 
 
 ISKI.IiilnlN INsIKICIImN IN IllK sriKMil.S. 
 
 27 
 
 iH. 
 
 Rklioious Instruction in thk Roman Oatuolio Schools. 
 
 ;oa " which 
 H materially 
 
 d, as a prac- 
 
 at :— 
 
 thf! roligiou* 
 ).i net apart 
 10 Teacher,* 
 
 lall 1)0 UHed ; 
 '—(Plan of 
 
 tary cf the 
 
 loura in the 
 aken either 
 :ion in Wes- 
 
 jlock." 
 
 thodiat Con- 
 
 Schoola the 
 16 capacities 
 
 lould always 
 )f the Royal 
 
 The Roman Oa*holic Elenicntary Schools of England and Wales arc placed under 
 the direction of a " Oatholic School Committee," appointed in 1847, consisting of three — 
 ono clerical and two lay — representatives of each of the fifteen Dioceses, and the Vicarate 
 of Wales : President, the Duke of Norfolk. On the Committee there are also the foUow- 
 ini,' nohlemen : — The Marquis of ^lipoii, the Earl of Denbigh and (JAinsborough, t.he 
 Lord:? Herries and Mowbray and Siourton. 
 
 The chief function of this Committee, as Ktated in its Report for 1896, is " to secure, 
 as far as possible, the eir^'lency of the Roman Catholic Public Elementary Schools by 
 educating a dwi sujiply of trained Teachern, whioh it doe< in the Training Onllegeh of St. 
 Mary, tor men, at liaaunersmith, London, and Notre Dame, Liverpool and the Sacred 
 Heart, Wandsworth, near Loudon, for women " 
 
 In Notes received by nie from the Rev. Canon (iiaham, Principal of St. Mary's 
 Training College, in reply to my enquiries, ho eays : — 
 
 '' Catholics are treated liy the tJovernnitmt, in the matter of education, on a footing 
 of ( quality with the Church of F'nglaud and the Nonconformist Bodies. . . . Our 
 grievance is that Board Schools, in whicli no definite dogmatic religious instruction is 
 given, are trp^ated more favourably than we, in common with other Managers of Voluntary 
 Schools, are, Vjoing liuiited in our means, whereas Hoard Schools liave the rates to tall 
 back upon. In every oilier respect wo are treated well by the Government in the admin- 
 istration of the Code.' . . . The Insp'^xtors of Oatholic Schools are the same as those 
 for all other School.s, and are appointed by the • iovernments, being (Jovernment OtVicers." 
 
 The Rev. Canon Graham, as requested, has furnished me with the copy cf an extended 
 Syllabus of a " scheme of religious instruction in Oatholic Elementary Schools. " The 
 title.s of the subjects of instruction are : — " Prayers, Catechism, Doctrine, Sacred History, 
 Pictures. " The classes, for which this very full and elaborate system of religious instruc- 
 tion has been prepared, an? : — " Infant class, OoulOKsion class, Ojntirination class, Com- 
 munion class, lower Confraternity class, upper Confraternity class. " For the middle and 
 upper Schools the classes are ; — " Elementary course, divisions one, two and three ; 
 iiiiddlo and higher courses, divisions one and two each. " 
 
 RELIG10U.S Instrdctiox in Thk Homk and Ooloniai. Souikty's Schools. 
 
 1 the moral 
 hing of the 
 E the School 
 
 owing : — 
 
 iiall bo of a 
 Sjcioty." 
 
 isleyan day 
 
 Catechism ; 
 I'd 'a Prayer; 
 ial lessons ; 
 3ular texts. 
 
 tter of thank- 
 ucation, or ia 
 ious charactor 
 
 i 
 
 The educational work of this Society is, as stated in its Report for 1896-97, 
 " centered in two Training Institutions, (with Schools of practice), one of which, the Gray's 
 Inn Boad Training College, is aided by Government grants, and is under the inspection 
 of the Education Department, whilst the other; the Highbury Hill House, for the training 
 of woman in secondary and kind(irgarten subjects, is self-supporting, and is entirely un- 
 connected with the Education Department of the Government. " 
 
 In the Contitntion of this Society it is stated : — 
 
 " That in order (o perpetuate the teaching of sound Christian doctrine within the 
 walls of these institutions, and thus to secure as far as possible its teaching in .Schools, 
 having Teachers from the Society, all individuals, whether Teachers, or other Olllceis, shall 
 sign, in the presence of the Committee, a declaration, setting forth their belief in the great 
 fundamental truths of Christianity, as defined in the doctrinal Articles of the Church of 
 I'neland, and, as to Teachers, pledging themselves that all their religious instructions 
 shall he in conformity therewith. " 
 
 The Report itself adds : — 
 
 '' The constant endeavour has bee. that every student who leaves these walls shall be 
 well instructed in the faith of Christ Jnsm, in thf sens" in which that is set forth in 
 the Thirty-nine Articles of the Church of England." 
 
28 
 
 I'ol'l I. AH 
 
 Civil Alli'V IN KNdl.AND. 1S!»7. M. 
 
 }i c- 
 
 The Manaf^ers of P.oard and Voluntary Sohools havt alike, the light to dvttr.nine 
 the kind and naturo of the reliKJoiiH instructiDn to be f,nv -n to the pupils of their ret-pi'c 
 tive Schools. In no caso, however, can a Parliamentary TJrant be made to these Schools 
 for any 8uch reli(,'iou8 inRtruction, nor unless the law governing this right in both Board 
 and Voluntary Schools be strictly observed. 
 
 Kkligious Instruction in Schools, upjdkr the Forster Act of 1870. 
 
 The enactment of this restrictive provision in the Forster Act of 1870 has greatly 
 simplitied what had always been, up to that year, a most difficult duty, — that of determin- 
 ing the grants to be made to Denominational Schools, which constantly and persistently 
 violated the terms of the " Conscience Clause " which had been adopted by the Privy 
 Council Committee on Education in 1864, but which, up to 1870, had not the sanction 
 of Parliament. 
 
 The Sections of the Forster Act of 1870, which deal with the question of religious 
 instruction in Board and Voluntary Schools, are the 7th, the 14th, the 76th and the 97th. 
 The seventh, and most important of the provisions of this Act, is as follows : — 
 
 " Section 7. Every Elementary School, which is conducted in accordance with the 
 following Regulations, shall be a Public Elementary School." . . . "A copy of these 
 Regulations shall bo conspicuously put up in every such School, namely : 
 
 "(1) It is not to be required, as a condition of the admission, or continuance, of 
 any child in the School, that he shall attend, or abstain from attending, any Sunday 
 School, or any place of Religious Worship, or that he shall attend any religious observ- 
 ance, or any instruction in religions subjects in the School, or elsewhere, from which 
 observance, or instruction, he may be withdrawn by his parents, or that he shall, if with- 
 drawn by his parents, attend the School on any day exclusively set apart for religious 
 observances by the Religious Body to whom his parents belongs. (See section 76 below.) 
 
 " 2. The time, or times, during which any religious observance is practiced, or 
 instruction in religious subjects is given, at any meeting of the School, shall be either at 
 the beginning, or at the end ; or at the beginning and at the end of such meeting ; and 
 shall be inserted in a Time Table, to be approved by the Education Department, and to 
 be kept permanently and conspicuously affixed in every School Room ; and any scholar 
 may be withdrawn by hia parents from such observance, or instruction, without forfeiting 
 any of the other benefits of the School. 
 
 " (3) The School shall be open at all times to the inspection of any of Her 
 Majesty's Inspectors ; so, however, that it shall be no part of the duties of such Inspector 
 to inquire into any instruction in religious subjects given in such school, or to examine 
 any scholar therein in religious knowledge, or in any religious subject, or book. . . . 
 
 •^ Sec .i IJf. Every School, provided by a School Board, shall be conducted . . . 
 in accordance with the following Regulations . . 
 
 " No religious Catechism, or religious formulary, which is distinctive of any partic- 
 ular Religious Denomination shall be taught in the School. . . . 
 
 Section 76. When ^he managers of any Public Elementary Schooi, not provided 
 with a School Board, desire to have their School inspected, or the scholars therein 
 examined, as well in respect of religions as of other subjects, by an Inspector other than 
 one of Her Majesty's Inspectors, such Managers may fix a day, or days, n t exceeding 
 two in any one year, for such inspection, or examination. . . 
 
 •' 2 On any such day, any religious observance may be practiced, and any instrnc- 
 tion in religious subjects given at any time during the meeting of the Schooi, but any 
 scholar who has been withdrawn by his parents from any religious observance, or instrnc- 
 tion, in religious subjects shall not be required to attend the School on any such day. 
 
CI 
 
 lan 
 
 vr. 
 
 iii:i.K!i()is iNsrin'cii(t\ in iiik sciinor^s. 
 
 20 
 
 (letfrmine 
 lir rei-p?c 
 se Schools 
 oth Board 
 
 |70. 
 
 as greatly 
 determin- 
 ersiatently 
 the Privy 
 e sanction 
 
 if religions 
 I the 97th. 
 
 with the 
 )y of these 
 
 nuance, of 
 ly Sunday 
 lus obaerv- 
 rom whish 
 !ll, if with- 
 •r religious 
 76 below.) 
 
 icticed, or 
 B either at 
 iting ; and 
 >nt, and to 
 ny scholar 
 forfeiting 
 
 ly of Her 
 
 1 Inspector 
 examine 
 
 3d . . . 
 
 iny partic- 
 
 ; provided 
 rs therein 
 other than 
 exceeding 
 
 ly instrnc- 
 1, bat any 
 or instrnc- 
 h day. 
 
 4 
 
 
 « 
 
 ^^ Section 97. The conditions required to be fulttllcd by an Elementary School in 
 order to obtain an annual Parliamentary grant shall be those contained in the Minutes 
 of the Education Department. 
 
 "(2) Such grant shall not be made in respect of any instruction in religious sub- 
 jects." 
 
 AUTHOBITY" F0[{ RELIGIOUS InSTRLCTION IN THE BoAIlD SCHOOLS. 
 
 In Sir H. Owen's "Elementary Education Acts, 1876-1897 Manual," the Author, in 
 commenting on Section 14 of the Act of 1870, sriys : — " Where School Boards, being of 
 the opinion that they are not debarred by this 14th Section from iillowing the Apostles' 
 Creed to be taught in their Schools, have allowed it to be so taught, the Education 
 Department have not felt themselves called upon to interfere." They have regarded it 
 as a matter within the discretion of the School Board whether the Apostles' Oreed shall, 
 or shall not, be taught and explained in their Schools. The Education Department have 
 stated that they consider that School Boards, which provide religious instruction in their 
 Schools, are justified in securing, by inspection and examination of the scholars, inform- 
 ation as to the efficiency of the instruction. 
 
 " Regulations to the following effect have been adopted in whole, or in part, by a 
 large number of School Boards, with reference to religious instruction, prayers and 
 hymns in their Schools : — 
 
 "(1) That, in the Schools provided by the Board, the Bible shall be read, and 
 there shall be given such explanations and such instructions therefrom, in the principles 
 of morality and religion, as are suited to the capacities of children ; provided always, that, 
 in such explanations and instructions, the provisions of the||School Act of 1870, Sections 
 Seven and Fourteen, be strictly observed, both in letter and spirit, and that no attempt be 
 made in any such Schools to attach children to any particular Religious Denomina- 
 tion. . . . 
 
 " (2) That such explanations, and instructions, as are recognized by the foregoing 
 Regulation, shall be given by the responsible Teachers " of the Schools. 
 
 " (8) That, in accordance with the general practice of existing Elementary Schools, 
 provision may be made for offering prayer and using hymns in Schools, provided by the 
 Board at the ' time, or times, when, according to Section Seven of the Elementary 
 Education Act of 1870, sub-section two, 'religious observances ' may be practised. 
 
 " (4) That the arrangements for such religious observances be left to the discretion 
 of the Teacher and Managers of each School, with tl'e right to appeal to the Board by 
 Teacher, Managers, parents, or ratepayers of the district. . . . 
 
 " (5) That during the time of religious teaching, or religious observances, any child- 
 ren wiohdrawn from such teaching, or observance, shall receive separate instruction in 
 secular subjects. . ■ ." 
 
 Speaking of the character of Religious Instruction in the Board and Voluntary 
 Schools, Sir John Gorst, in submitting to the House of Commons the Education Esti- 
 mates for 1898-99, said : " Religious teaching in the Schools was of two kinds — histori- 
 cal teaching and the teaching of doctrine. He did not pretend to say that it would be 
 wrong to compare tuf^ relative importance of those two kinds of teaching, but, as a rule, 
 Bible teaching in most Schools occupied a great deal more time than the teaching of 
 doctrine. He had expressed doubt whether that part of the teaching which was historical 
 was not better taught in B nrd Schools than in Voluntary SjhoDls. He entertained that 
 doubt no longer. He had no hesitation in saying that, at any rate, in London, the Bible 
 teaching in Board Schools was so superior to that in Voluntary Schools that there was 
 no comparison between them. These were facts which he might suppress, but could not 
 alter. 
 
fc>' V 
 
 .so 
 
 I'di'i i.Ai; i.ni'cA ! l'i\ i\ km; LAN 1 1, 18:»7, 'N. 
 
 
 1 
 
 ■^'! 
 
 \ 
 
 For thin statpmnrit, S.r John (iorst wiis takoii lo cabK by iht: Arclibiahop ot OAiilnr- 
 bury (Dr. Tempi.') in iho Nous's of Lords. Hia roply, through Lord Salisbury, was that, 
 •what \w stated wa.s the result of his own conviction, although not baaed upon official 
 returns. 
 
 A voluminous return has recently been issued by the Education Department, con- 
 taining a detailed account of the religijus instruction given in Board Schools 'n 1895-96. 
 Out of 2.3l'9 of these Schools, only 57 are reported as not having made any proviaion on 
 the HuViject. 
 
 A vf-ry successful t tVort was made in Winchester in 189 1 to confederate, under a 
 composite " Klementary Schools Council," th<» eleven Voluntary Denominational Schools 
 in that city. This Council is composed of two representrttivtv-i from each of these eleven 
 Schools — Church of England, Roman Catholics, and Wesleyan — and twenty-two persons, 
 elected by the voluntary ratepayers, foroyfour in all. The voluntary rates and subscrip- 
 tions, etc., are put into a common fund and disbursed to each of the St-hools by the 
 Council. 
 
 In a special Report on Denominational Schools, prepared in 1897, under the direc- 
 tion of the Minister of Educat on, I have given particulars of what is practically a 
 Bimilar system, V>utmore comprehensive in its character, which has existed for some years 
 in Poughkoepsie, State of New Vork. It is identical with the Faribault system promoted 
 by Archbishop Ireland, of St. Paul, Minnesota, as fully explained on pages 200-205 of 
 the " Legislation and History of Separate Schools in Upper Canadp.,' (1*^97,) published by 
 the Writer, (See the reference to Archbishop Ireland in the last Chapter, page 03 ) 
 
 Naturr of the Oh.ircticx to Rklioious Instruction in Board Schools, 
 
 ObjeotionB of a very indefinite character are generally the ones uted bj those 
 who object to religious instruction being given in the non denominational Board Schools 
 of England, The Bishop of Guildford, in a speech delivered at the opening of the new 
 Anglican Schools at Ventor, in the Isle of Wight, in October, 1898, put his objectioni 
 to the instruction in a definite form, and said : — 
 
 " The Voluntary Schools were inestinmtely to be preferred to Board Schools, . . . 
 In many cases the Board Schools gave a good secular education, and in London, he 
 believed, the religious education was of a very satisfactory character, as far as it went ; 
 bnt there was always this fatal blot in respect to them, there was no fixity of tenure in 
 religion. Board Schools might give an excellent religious education — they gave the best 
 they could ; but they were debarred from using that useful handmaid of religious 
 instruction — the Catechism. 
 
 " And thev lay under this terrible disadvantage, that, in a Board School, they could 
 not inquire into the character of a Master, or Mistress, or Pupil Teacher. They were 
 not allowed to ask whether a School Master was a Christian or not," 
 
 It may be true that, as a matter of official regulation, certain inquiries may not be 
 definitely authorized ; but it is not at all likely that Managers of Board Schools would 
 engage a Teacher without knuwiri: noi ethin'^ about his character, habits, etc. 
 
 CHAPTER VIL— RECENT EFFORTS TO PROMOTE POPULAR EDUCATION 
 
 IN ENGLAND. 
 
 A new departure has recently been made by the English Education Department, in 
 the establishment, for the use of students, and others, of an Educational Library and 
 Inquiry Office in Cannon Row, Whitehall. This Library contains about 7,000 volumes 
 on " Pedagogy and the Administration of Education," including a large collection of the 
 Education Reports issued in other Oountries, , . . These Reports and Docuk ents are 
 now "available for students vi«iting the Library." There is also in it "a representative 
 variety of foreign educational magazines," 
 
Clial.. \ II. 
 
 i;kiiii;'I's id I'KuMnn: I'liiniAi; kiu-i \rii>v. 
 
 31 
 
 As sht' rtsult, of this new (lep;utun>, ami as ;in niitrrowili fio:n i^, tlit> ]'ri\ y Cniincil 
 Ooniraittee on Education have authorized the isaue, by thf Chiej OlHcer of the Library, 
 (as Farliamentary papers), of "a series of Special Reports on educational subjects" in 
 various Countries. 
 
 The first of this series of Special Reports has just been issufd. It extends to 732 
 pages and contains twenty-six a(parit(^ lleports, signtd by their authors, relatinc; to 
 education in England, [reland, Hel^dum, France, (icrmany, ( Prussia, Saxony, etc,), 
 Denmark, Egypt, Spain, the United States, and Manitoba, and Women's Universities in 
 the British Empire nnd foreign Oountries " 
 
 A second and third Volume were issufd in 1898. These publications are similar, 
 in some rsspects — but with a narrower lange — to the admirable annual volumes issued 
 by the United States Bureau of HMucntion in Washington, 
 
 The reason given, in a Parliamentary note, for the publication cf these special 
 Volume is that of the increased " interest now taken in the comparison of ditT'^rent 
 methods of teaching, and of different forms of school crganizntion," and, therefore, 
 " useful to stulents of education." Many of the Reports in the Volume are reprinted 
 separately for the convenience of distribution. 
 
 The Incrka.ski) English Education Grants for 1898-99. 
 
 Having obtained a copy of the English " Education Estimates ' for 1898 99, I have 
 prepared the following co.idensed summary of them. While, no doubt, they will prove 
 interesting to many, they will also be a surprise to others who are diHpo^ed to oVjHct to 
 our yearly increasing grants for education in various Provinces of the Dominion. The 
 annual average increase of these grants in England is from £300,000 to £400,000. The 
 proposed Parliamentary Grants for Educuktion in 1898-99 are as follows : — 
 
 For Elementary Day Schools £4,692,155 
 
 " Free grant '' — to promote free schools, by diminishing fees payable. 2,303,000 
 
 For Evp"^rg (Oontinuation) Schools 192,183 
 
 Special grant to Voluntary Schools under the Act of 1897 621,000 
 
 Special grant to Board Schools uader another Act of 1897 ..... 193,000 
 
 Education of blind and deaf children 1 8,260 
 
 Teachers pensions and gratuities 37,160 
 
 £8,056,758 
 
 Training Colleges 171,856 
 
 Education Department — salaries 75,673 
 
 Education Department — expenses 1,480 
 
 School Inspect''. •! — salaries 166,705 
 
 School I'-.-pection- -expenses 45,010 
 
 Special ii. fairies and expenses 2,642 
 
 £8,520,175 
 Instruction in Public Elementary Schools and Training Colleges, 
 
 by the Department of Science and Art 69,350 
 
 Proportion for instruction in other Schools, by the Department of 
 
 Science and Art 41,000 
 
 Parliamentary grants to various Universities and Colleges in 
 
 England and Wales 62,507 
 
 Public Education in Scotland 1,281,867 
 
 Scottish Universities 42,000 
 
 Public Education in Ireland 1,1 21,734 
 
 Endowed Schools, and Queen's Colleges in Ireland 5,855 
 
 Science and Art Museums, etc 748,194 
 
 Agricultural Education in Great Britain, (also £7,00u ; from the 
 
 Board of Agriculture) 9,000 
 
 Grand total £11,965,796 
 
 i 
 
I'til'Ci.vi; i;ini\'i |(.\ IN i-Nci.AMi. Is!>7. s, 
 
 la ad lition to these Parliamentary Grants, the income of tho Board Schools from 
 ratf'H in 1^07 was £2,325,li01, and of tho Voluntary Schools from Huhscriptious, etc., in 
 1897, was £'S43,871 ; total £3,109, 17.J. That sum, with the ParlianiPntary j^'rants in 1897 
 of £8,001, :53S, made a total of Lli,170,;'13 tivailaWo for the Public Elementary Schools 
 of Kngland and Wales durinp; 1897 — apart from the expenditure of .£171,850 on behalf 
 of Training ('alleges, beinsj a gross totil of over Kfry five millions of dollars. 
 
 The Gilchrist Kducational Trust was founded in 1841 by the late Dr. Gilchrist, 
 "for the benetit, advancement, and propagation of education and learninjj in every part 
 of the world "... Its income is now devoted to the maintenance of scholarships and 
 lectures on scientific subjects for artizana, etc. Formerly Canada shared in the advantages 
 of the Trust, but not, 1 believe, of late years. 
 
 Technical Colleges. — Of these there are several local institutions, such as the Central 
 Technical College, and tho Technical Art School at Kensington, and also the Technical 
 Colleges at Fmsbury (London), Bradford, Bristol, and Manchester, etc. 
 
 Active Movement to Pbo.mote Seconuauy and Technical Education in England. 
 
 In 1880, an Association was formed in England "for the Promotion of Technical 
 and Sfcondary Education." " Secondary Education," as defined by the Association, is 
 designed " to cover an intermediate region of education, which lies between the Elemen- 
 tary School and the higher Colleges and Universities." The Association further defines 
 its aim to be " to promote Technical, Commercial and Agricultural, Education, and 
 encourage those educational reforms which will improve the capacity, in a broad sense, 
 of all those upon whom our industries depend. It desires : 
 
 "(1) To develop increased general dexterity of hand and eye among the young, 
 which may be especially useful to those who have to earn their own livelihood. . . . 
 (2) To bring about more widespread and thorough knowledge of those principles of 
 science and art, which underlie much of the industrial work of the nation. (3) To 
 encourage better secondary instruction generally ... for those who have to guide our 
 commercial relations abroad, and to develop our industries at home." 
 
 This Association has been very active in its efforts to excite public attention to the 
 subject. Sir Henry Roscoe, the Secretary, in a recent Report, says : — 
 
 " It is with great gratification that the Executive Committee are able to record a 
 remarkable awakening of public interest and activity in the matter of Secondary and 
 Technical Education." As a result, he cites the " legislative achievements of the passing 
 of the Welsh Intermediate Act of 1889, the Technical Instruction Acts of 1889 and 1891, 
 and the educational clauses of tho Local Taxation Act of 1890. . . . The provisions of 
 the Government measure on Secondary Education of last Session were, in many respects, 
 similar to the proposals embodied in the Secondary Education (England) Bill, which this 
 Association promoted in 1892." 
 
 In regard to " the Government measure," to which Sir Henry Rosooe refers, the 
 Rev. Dr. Waller, Secretary of the Wesleyan Education Committee, hae furnished me 
 with the following information : 
 
 " At present, there is no system of Secondary Education under Government control. 
 Tho late Vice-President of the Committee of Council appointed a Departmental Commit- 
 tee to consider the question. This Committee was superseded by a Royal Commission, 
 appointed in March, 1884. Their Report and recommendations were signed by the 
 Commissioners in August, 1895, and subsequently published (in nine volumes). 
 
 The recommendations of the Commissioners may be briefly summarized under five 
 head&, as follows : 
 
 "(1) Central authority — It is recommended that a [new Education] Department 
 should be created, and that a ' Minister of Elementary Edacation ' should also have 
 charge of the administration of Secondary Edacation. 
 
Chap. VII. 
 
 KKKoins TO l'K(iM(»TE POI'L'I.AH KIU'CATION. 
 
 IVA 
 
 " (2) Local authorities to be set np in every County and every County Borough with 
 a population of 50,000 ; special provision being made for London. 
 
 " (3) School Organization — Arrangements for the better organization of Schools to 
 be left in the hands of the ' local authority.' Existing Endowed Schools, and all other 
 Schools, which provide a Secondary Education, and are more or less of a public character, 
 are to be considered in relation to the needs of the locality. . . " 
 
 (4) and (5) relate to finances and Teachers. 
 
 " In the Education Bill brought into Parliament in March, 1896, by Sir John Gorst, 
 (present Vice-President of the Privy Council Education Committee), Clause 12 provides 
 for the creation of > local authorities ' to deal with Secondary Education. The Bill waa 
 not acceptable, and was withdrawn. 
 
 The Imperial Board of Education to be a Central Educational Authoritt. 
 
 England. 
 
 tion to the 
 
 " The Duke of Devonshire, however, (President of the Education Committee of Coun- 
 cil), introduced a measure on Secondary Education in 1898, as lecommended by the Royal 
 Commission. Its consideration was deferred until the Session of 1899, In introducing 
 the subject to the House of Lords, the Duke of Devonshire intimated, that the measure 
 would take a two- fold form. First, a Central Authority would De created, to which would 
 V)e intrusted the whole duty of managing the Elementary and the proposed Secondary 
 Schools. This Central Authority would be ol a very comprehensive kind. It would 
 supersede the present Education Department, and the Committee of the Privy Council on 
 Education, and would be known as " the Bjard of Education for England and Wales." 
 This Board would consist of " the Lord President of the Privy Council, Her Majesty's 
 principal Secretaries of State, the First Commissioner of Her Majesty's Treasury, the 
 Chancellor of Her Majesty's Exchequer, and one other person appointed by Her Majesty 
 the Queen, who shall also appoint a President of the Board. If such President be the 
 Lord President of the Privy Council, then the Queen shall appoint a Vice-President. 
 This Board shall assume all the duties of the present Education Department, and of the 
 Department of Science and Art, as well as certain poweri of the Charity Commissioners. 
 
 The Duke of Devonshire, in speaking of the Government, and of the local author- 
 ities, and, in recommending these important changes, stated that : 
 
 " None, so far as he had been aware, had been accustomed to look at odncational 
 questions as a whole, or to work together with each othp>' for the co-ordination of educa- 
 tional administration. He did not know whether the Pr'isident, or the Vice-President 
 of the Council, had ever attempted to place before Parliam( nt a complete, or well-defined, 
 scheme of Elementary Education, but he was quite sure that it had never been the duty 
 of either to place before his Colleagues, or Parliament, any complete and well-defined 
 scheme with the objects with which Secondary Education was concerned. 
 
 " Dealing with the present state of the question, be found that, beginning with some 
 small grants for the elementary teaching of the principles of science and art, the Depart- 
 ment was now engaged in spending on central Colleges of Science and Art £20,000 a 
 year, and a further sum of £276 000 in class teaching. Local authorities had also been 
 taxing themselves ; and over £800,000 of public money had been absolutely placed at 
 their disposal for the same objects. 
 
 " There was at the present time no definite line of demarcation between Elementary 
 and Secondary Education. It was impossible to state, with any approach to accuracy, 
 what amount of public money was applied by School Boards to what was practically 
 Secondary Ednoation, but, in addition to the amounts mentioned, Parliament had paid to 
 those responsible for the reorganization of Public Schools a sum of £68,000. To these 
 figures might be added an immense number of private and proprietary Schools all over 
 the Country, a great number of which would be willing, it was believed, to enter into a 
 general educational scheme." 
 3 
 
:h 
 
 I'ulTI.Al; IIMi'A TIciV IN KNUr.AM', I S!l7. S 
 
 ■t 
 
 " In rf'coimiH'nfling the PBtaMiahniont of a Central Authority," the DuIch said, 
 that it woulrl ho. " rcpponHibln for Secondary, aa well aH Primary, Education, hut not 
 noccBaarily the natahlishrnont of any Hyatem of H*rict uniformity, such aa must (ixist in 
 in any system of Klcmtniiiry Education. On the contr.;:y, he believed that the systom 
 recommended by the Royal Commission, and adopted under the Hill of IHOii, whoroby 
 thf local authorities wero tiivcn a wide discretion, was practioablo. Ho thought that 
 H Central Authority was becoming an indispensable preliminary to the inaaguration 
 of any satisfactory syKtem." 
 
 Natuiik 01 TiiK Proposkd Hkiiikr Piumaut, (oh Secondary), S'chools. 
 
 Tn regard to this movenK nt in favour of " Secondary Education," the practical and 
 technical side of it finds more advocates than does the " higher," or literary, side. The 
 general feeling, however, so far ar I can see. appears to be greatly in favour of the adop- 
 tion in England of the equivalent of the very successful scheme of the " higher primary 
 school " in France. 
 
 This " higher primary school " is divided into four sections — " the general, the com- 
 mercial, the technical and the agricultural." The advocates of this scheme in England 
 urge that it meets the case of the varied tastes and necessities of youths destined, (as 
 nine-tenths of them are,) for industrial life in workshops, the business, or counting, honse, 
 the farm, or in commerce. The French Minister of Public Instruction states that the 
 " higher primary school " is " intended to give specialized instruction for individual 
 profeesions in commerce, or industry, and to develop in youths destined for manual occu- 
 pation, and the dexterity and the technical information necessary thereto." M. Buisson, 
 a noted French Educationist, emphasizes these words of the French Minister, and adds : — 
 
 " That, wherever there may be found a collection of children of the age of twelve 
 years, who intend going in for agriculture, trade, or business, there shall be found at hand 
 an agricultnral, industrial, or business school, properly organized, adapted to their require- 
 ments, and suitable for helping them to attain the snd which they have in view." 
 
 SuiuKCTs or Instruction in Evening Continuation Schools. 
 
 Night schools date back to 1839. In 18G1 day School Trachers were first authorized 
 to teach in Night Schools. Hut, in 1888, a Royal Commission recommended that " the 
 Evening School system should be thoroughly revi.sed," and, in 1800, the Bysteni was revise!; 
 but, in 181)3, it was not only revised, but enlarged, and a system of " Evening Continua- 
 tion Schools" was authorized, and it was then prescribed by the " Code" that " elemen- 
 tary education should not be the principal part of the education therein given " 
 
 the 
 plat 
 
 In an "Explanatory Memorandum," originally publi.shcd in 189:5, and n^printed in 
 Special "Code" for these Schools in 1898, it is stated that " the objects contera- 
 ,ed in the Evening Continuation Schoola are ; — 
 
 " To give freedom to Managers of Board and Voluntary Schools in the organization 
 of their Schools. 
 
 "To offer to roanHgers and Teachers a wide choice of subjects adapted to the various 
 needs of scholais and districts. 
 
 " To sugge.st, (and herewith provide), both concisely, and in full detail, courses of 
 instruction in these Hubjecta. 
 
 "To cnaVjle Managers to combine instruction in subjects for which special grants 
 are paid by the State, with instruction in other subjects, for which no snch grants ixre 
 paid, but which it may be, for special reasons, desirable to include in the school curricu- 
 lum." 
 
 These Evening Continuation Schools differ widely in their scope from the ordinary 
 " night " or " evening " .schools. They are, in eesencc and in puryiose, designed for higher 
 work, as true "continuation" schools for those who had completed a good piimary school 
 education. Formerly the Evening Schools were rather places where young people, who 
 
 
 
("1 
 
 lap. 
 
 VII. 
 
 Kll'itlflS I'o I'CoMuTi: I'lii'il.M; I I il'i ATli iN. 
 
 lacked elementary pducation could o>itain it Hfter day school ago, in the ovcning, Himilar 
 in gradf) to that of the elcinnntary \)iy School. All this was oh:ingi'd l)y tlin " ('odea ' 
 of 1890 '.)3 ; and now the object and purpose of the " Continuation School " is drvt'lop- 
 nient in higher branchfs ol education. 
 
 To acconiplitth this, th(i " C«de " cniargeil the area of inHtruction, whioli now iru;lu<los 
 within its scope a variety of subjects, in addition to tliOHe prescribed hh ordinary " clasH ' 
 and "special ' siibjfctH. The tcheduie attaclird to the "Code" for Kvening ('ontinuation 
 tSchools contains two wets of Hchenie.s. The first is " adapted to the needs of all Hchools, 
 from which it is provided that portions may be selected suitable to the capacity and 
 attainments of the scholars, and to longer, or shorter, school sessions." 
 
 The second scheme is propoFnl to show how those in the tirst sclieme "may bo 
 lengthened into a more detailed syliabu.s." Managers of ricliools may, however, con.struct 
 a syllabus, or "scheme of their own in any one of the subjects, or in any other subject 
 sanctioned by the Department Such schemes and Time Table of work must bo submitted 
 to and approved by the School Inspector at the beginning of a session of the School." 
 
 The first or "concise scheme," embrace the following subjects : — 
 
 Reading, or Recitation, or both combined. 
 
 Letter Writing, or Oommercial Correspondence, and Composition, or Theme, 
 Writing. 
 
 Reading and Writing combined. 
 
 Arithmetic, including Compound Rules and Reduction ; Fractions, Household 
 Accounts, Bills of Parcels ; Practice ; Proportion, in its Application to Interest, Aver- 
 ages and Percentages. 
 
 English, Languages and Mathematics, Science Subjects, which, among other things, 
 includes Domestic Science, the Science of Common Things t e., the Home, its Fixtures 
 and Furniture, Heating, Lighting, Clothing, Food and Beverages, Cleanliness and Disin- 
 fection, Safety from Accidents and Injuries — including " First Aid to the Injured," etc., 
 Precaution Against Diseases. 
 
 Chemistry and Mechanics ; Magnetism and Electricity ; Human Physiology ; 
 Hygiene, including various matters ; or, as an alternative scheme, that authorized by the 
 St. John's Ambulance Association. 
 
 Commercial and Miscellaneous Subjects. 
 
 The "Detailed Scht mcs " are much more elaborate and include the subjects of the 
 " Life and Duties of a Citizen," Ideals . . . of " Representative Government," in 
 its varied phases and functions. Other topics are, "The Empire," "Industrial and 
 Social Life and Duties," Elementary riiysioj^'raphy— (Measurement of L'jngth, Surfacr 
 Volume, or Bulk) ; Elementary Vhysics ami (.'hrmistry ; Science underlying Domestic 
 Economy and Hygiene; Agriculture; Commercial Aritbmetic ; IJook Keeping; Com- 
 mercial Ccography and History ; V(jcal Music ; Domestic Economy, including the 
 general Sub.'ccts of "Fool; Air; the Skin; (Jlothiiig ; Washing; the Meals; the 
 House; Management of Income; Health and Sickness." Each ot thcbe general R(ad- 
 ings have a number ot subheads. Manual Instruction in Wood and in Metal, etc. 
 
 Very full explanatory notes on these subjects are appended to the " Code," and extra 
 grants are made for teaching them. 
 
 The necessity for these " Continuation Schools " seems to be more necessary in Eng- 
 land from year to year. Their practical fquivalent in France are the " higher primary 
 schools," as before mentioned. Both kinds of Schools are conlined in each Country to the 
 special purpose of continuing the education of the elementary schools into a higher grafle, 
 with a view to develop educated workers — workers for the fields and the farms, tor the 
 factory and the workshop. 
 
 These " Continuation Schools " of England, of Saxony — where they are largely 
 developed— and of France are desigLed solely to :— 
 
POPULAR EDUCATION IN ENGLAND, 18!)7, ><. 
 
 ^1 
 
 ^ 'i 
 
 t > 
 
 " Provide an education higher than that of the ordinary Elementary School, but 
 different in character, but especially in duration, from what is termed ' Secondary Edu- 
 cation,' whether claasical or modern," — as the industrial necessities of the times demand 
 them. 
 
 Except in the country parts of England, the Evening Oontinuation Schools hav^ 
 been most successfal. The Committee of Council on Education, in their Report for 1897" 
 1898, refer to their "increasing usefulness" and to their "doing admirable work." 
 Since 1895, the number of these Schools has increased by over one thousand — from 3,947 
 in 1895 to 4,980 in 1897— the attendance at them from 270,285 to 358,028, and the 
 Parliamentary Grants to them from £112,084 to .€162,158, or over £50,000 ir< two years. 
 
 In i/xaer to make these Schools even more efficient than they were, the Education 
 Department, in its Report for 1897-98, states that it has " made a change in the condi- 
 tions which regulate the admission to Scholars, so that ' no scholar may now be entered, 
 or continue on the Register of an Evening Continuation School, who is under fourteen 
 years of age, unless such scholar is exempt from the legal obligation to attend school ; 
 and no Pupil Teacher engaged in a public Elementary School may be registered as a 
 scholar," 
 
 In the same Report for 1897-98, it is stated that among the subjects for which 
 grants are made by the Dopartftient are : 
 
 Needlework for Girls and Women. 
 
 Shorthand ; (ntudied by 10,882 Scholars). 
 
 Vocal Music, which was taken by 32,019 scholars. 
 
 The other Subjects follow in the order named, so iS to show their comparative 
 popularity in the Evening Continuation Schools : 
 
 Book Keeping. 
 
 Mensuration, 
 
 Domestic Economy. 
 
 The Science of Oommon Things. 
 
 Ambulance Work. 
 
 Algebra. 
 
 Life and Duties of a Citizen. 
 
 Human Physiology. 
 
 Chemistry. 
 
 Magnetism and Electricity. 
 
 Elementary Ph j siography. (Length, Surface and Bulk Measurement.) 
 
 Hygiene. 
 
 Elementary Physics and Chemistry 
 
 Agriculture. 
 
 Horticulture. 
 
 Botany. 
 
 Navigation, etc., etc. 
 
 t, , 
 
 CHAPTER VIIL— SIGNIFICANCE OF THE NEW DEPARTURE IN THE 
 
 ENGLISH EDUCATION POLICY. 
 
 The London Daily Chronicle, in commenting on the advanced programme of the 
 English Education Department, as set forth in the Report for 1896-7, says : 
 
 " In the preparation of this Report their Lordships have fkn^^ all departmental 
 precedent to the winds, and have supplemented the bare record of fait accomplia with 
 a long introductory memorandum, which is nothing less than a pronounciamento on 
 education, filled to the full with the weightiest indications of future policy. Rightly 
 understood, this momentoua demarche is really only another instance of the Government 
 
Chap. VIII. 
 
 NEW DKl'AUTUKE IN Kl:)UCATI()NAI- POhUY. 
 
 37 
 
 
 yielding to that irresistible tendency of to day, to take the democracy into its confidence. 
 If the Keport is remarkable for the expression of policy it contains, the policy itself is 
 more remarkable still. A careful perusal of the points raised, and tht manner in which 
 they are treated, shows that this very policy has a striking resemblance to that devel- 
 oped by Sir John Gorst in the speech which he delivered on the Education Estimates. 
 And what makes matters stranger still is, that this time it is not the Vice-President 
 speaking by himself and for himself, but the Report is signed and countersigned by the 
 two chiefs together. 
 
 "The first question raised by the Report is the leakage of children over eleven in our 
 primary schools. Sir J ohn called it a ' crucial ' matter, and the Report is scarcely less 
 emphatic in its language. It urges the necessity for ' closer inquiry into the causes which 
 explain, however little they palliate, it." Education cannot be ' satisfactory till this 
 detect has been cured.' And the reasons of it are a disinclination to an agricultural 
 life, and defective administration of the school attendance laws, due to their being no 
 'effective public opinion behind the elementary Acts' in certain districts. This is only 
 an endorsement of Sir John Gorst, who further reprobated the overwork of half-timers. 
 Their Lordships take up the question of out-of-schocl employment of full timers. Errand 
 running and caddying at golf may not be ' dangerous trades ' fc r a child, unless they 
 prevent his learning a skilled trade. But their Lordships do not rest here. At all 
 hazards, they wish to dissipate the ' lethargy ' that prevails on this question. One 
 cause of the leakage is immediate gain — a palpable hit for the Lancashire half-timers. 
 The anomalies of the law are instanced as another cause. . . . Nevertheless the rural 
 educational authorities, who are the sole authorities for enforcing school attendance . . . 
 are sometimes among those who are anxious to obtain cheap cliild-labour at certain times 
 of the year. They show an undue leniency in prosecuting contravention.' Here the 
 murder is out ! Surely Sir John, on signing the Report must have muttered to himself 
 aomethiug about Wisdom and Justification. But their Lordships continue : — ' As long 
 as this ' unevenness is perfect ' there is little hope of rousing public interest in education.' 
 Therefore, say their Lordships, ' Let there be more light ; let people understand that 
 education is part of the national defence,' and then comes an assertion on the ethical 
 tone of Schools, apart from the mere influence of Bible lessons, that must make the 
 clerical friends of the Government uneasy, and indeed, reads perilously like the language 
 used in France by those who defend I'ncole la'ique.* What their Lordships say on the 
 vexed question of Country Schools is excellent. They see how much depends on the 
 Teacher : on the duly of making his life a self respecting and attractive one, and of 
 securing in him a true love of the Country, for great is his influence for good and evil. 
 His aim must be not to produce ' multitudes of clerks, but multitudes of craftsmen,' in 
 scholars 'who do not despise !aV)our, but honour it;' who do not regard handicraft as 
 something socially inferior to unskilled service in shop or olHce." 
 
 CUANOES AND ReKOR.MS IN SciIOOL MaNAUKMENT .VNI) Administraiion. 
 
 This forecast of the policy and purpos" of the English Kducntion Department is fully 
 borne out by the statement of what has been accomplished by that Department in 18[)7, 
 as thus summarized in the Keport of the Lords' Connuittet' of the Privy Council on 
 Education for the year 1897 98. It says: 
 
 " The past year has been, from th-; point of view of administration, one of the 
 most important in the history of the Education Department. The ehtablishment of 
 
 * In a recent address by Sir .lohn (ior.st, in UradfDnl, he Hpoke witli a gi)i)d dt^al of eniijliaxis on the 
 problem of the "Derelict Million " of truants. Some derisivr stopx, he stated, "ouLjht to V)e taken to deal 
 with that derelict million, but to do that they would re(|uiroa KtronK central Departii iit of (iovernment, and 
 "tr.nff and enerfjfetic local authorities) to cooperate with th'.vt Department. The mere c.irryinK on of the 
 prei?ent law would never succeed in bringing up the attemlance of IIk! children to anytliin^ liUe the proper 
 ligures." Calling attention to the extreme in portance of this derelict million, from the economical point of 
 view, he Baid "this was the clnna from which our criminals and paupern wer(i mainly recriliti'd. lietwei>n 
 the ages of five and fourteen they were auroly reclaimal)le ; but, if nothing wuh dou<s they grew up to re(iuir6 
 an enormous ex|)enditure in police aud magistrates and prisons in order to prevent tham from preying on 
 .society." 
 
i 
 
 t?K 
 
 I'OITI.AI 
 
 KDITA TKtN IN K.\< :l..\N I). I S!l7. ■'^. 
 
 \ ^ f ?•♦ 
 
 1 
 
 ^ 
 
 AssociationR of Voluntary Schools, under the Voluntary School Act of 1897 ; the 
 increased f^rant to Board Schools ; the transferrence from the Department of Science 
 and Art to the Education D.^partment of the administration of the grants for Drawing 
 and Manual instruction in public ElementRry Day Schools ; and the further develop- 
 ment of the new system of luHpection have taken place. 
 
 Illustration of the Vai.uk of Pulslic Discussion on Educational Matters. 
 
 " These changes have not been merely mechanical in their character. They are 
 significant of far reaching rjovements in public opinion, and are the outcome of pro- 
 longed discussion on the principles of educational policy. . . 
 
 " They indicate, though in different ways, the increasing importance which is 
 being attached by the Nation to the financial and educational needs of the various 
 types of Elementary Schools. We are conscious of a striking growth of public 
 interest in the problem of National Education. There are many signs that iicreasing 
 attention is being given to the aims of the different grades of Schools, to theii various 
 curricula, and to the material conditions and methods of teaching, which may best 
 secure and deepen their moral and intellectual inlluence. 
 
 " This growth of public interest has inevitably been accomplished by some con- 
 troversy ; but we believe that the full diecuesion of educational aims, and of adminis- 
 trative dilliculties, will ultimately be found to have conduced to the enlightened 
 development of our educational resources. 
 
 Qukstionablf, Results ok the Old System of School Examinations. 
 
 " It was our aim to relieve efficient Schools and Teachers from the f ,lse standard 
 of educational excellence which the old system of examination tended to set up. We 
 believe that a Teacher, who is competent for his duties, and zealous in their discharge, 
 does his work best when ho is given freedom in the choice of methods, and liberty 
 to adapt his course of instructica to the needs and abilities of his pupils. The 
 most permanent and valuable res ilts of education are not those which can be elaborately 
 displayed on an annual field-day. 
 
 " It is misleading to attempt to measure a Teacher's educational skill, or the more 
 lasting effeots of his instruction on the faculties and character of his pupils, by a test which 
 tends to throw the chief stress on the reproduction of a certain amount of knowledge on 
 an appointed day. Such a system inevitably encourages sham, rather than true, education. 
 It seta a premium on kinds of special preparation, which are generally incompatible with 
 the necessarily slow and less showy process of thorough intellectual discipline. Children 
 can be usually made to acquire, for a temporary purpose, a good deal of information 
 which is afterwards quickly forgotten, and leaves behind it little permanent impress 
 or lasting good. ... A system which makes [preparation for an examination], the 
 chief aim of School work, is hurtful to the true efiiciency of educational effort. It 
 assesses its merits by a false standard. It induces superficial and fleeting excellence. 
 
 _ .J 
 
 W<i j »,. " • J 
 
 OhauactebForming Influences of a Good School. 
 
 " The character-forming influences of a good School are so manifold that undae 
 concentration of effort on one outcome of efficient instruction tends not only to throw into 
 the shade much that is most valuable in itself, but indirectly to deter the Teachers from 
 giving the due measure of attention to other essential parts of their work. A School is a 
 living thing, and should be judged as a living thing, and not merely as a factory, producing 
 a certain modicum of examinable knowledge." 
 
 Success of thk New System of School Inspection in Englanu. 
 
 In referring to the success of the new system of School Inspection and its effect on 
 Teachers and Schools, the Report of the Privy Council Committee on Education for 1896- 
 97, proceeds : — 
 
 Hi 
 
(.:hap. IX. 
 
 l»EI-t:CT.S IN 1;N(;1.1s|| sVs-I'KM itF KlirCATION. 
 
 39 
 
 1897; the 
 t of Science 
 for Drawing 
 her develop- 
 
 Mattkrh. 
 
 They are 
 301116 of pro- 
 ice which is 
 the various 
 of public 
 at increasing 
 theii various 
 h may beat 
 
 y some con- 
 of adminis- 
 en lightened 
 
 noNs. 
 
 ae standard 
 set up. We 
 tir discharge, 
 
 and liberty 
 supils. The 
 •e elaborately 
 
 . or the more 
 ' a teat which 
 nowledge on 
 e, education, 
 ipatible with 
 e. Children 
 information 
 lent impress 
 ination], the 
 I efiort. It 
 ccellence. 
 
 1 that undue 
 io throw into 
 achers from 
 i School is a 
 y, producing 
 
 SI). 
 
 its effect on 
 ion for 1896- 
 
 " We note with satisfaction that the Teachers are proving themselves worthy of the 
 trust which is placed in them : that the rrlations between them and the Inspectors have 
 become more cordial ; that the mechanical form of teaching, induced by a more mechani- 
 cal method of examination, are tending to disappear ; that the Teachers, relieved from the 
 nervous anxiety inseparable from the formal test of anclUcial examination (of the scholars) 
 . , , are more at liberty to improve their daily methods of instruction. , . . 
 
 " The new methods permit the School Inspectors to see the Schools in their worka- 
 day dress, and to form a more accurate judgment of their daily conditions. They permit 
 many sides of school life to be watched with greater exactitude and care, and direct atten- 
 tion to many subjects upon which our knowledge was previously somewhat hazy and uncer- 
 tain. A searching light has been thrown upon certain aspects of school method and 
 administration, for which the old system had provided no proper test." 
 
 Ill the next succeding Report of the Education Department for 1897-98, it is stated 
 that :— 
 
 " The New System of inspection aims at securing a proper test for all sides of 
 the work of a School. 
 
 " The visits of inspection are, as a rule paid without notice, in order that the Inspec- 
 tors may see the School under its normal conditions, and thus form an accurate judg- 
 ment on its habitual state. . . . The new system of inspection throws upon 
 [Managers of Schools], and upon others conc(>rned a certain increase of responhibility, 
 because it has become more than ever necessary for them to secure that, at proper inter- 
 vals during the school year, steps are taken to test the progress of each child, and to -xscer- 
 tain what measure of accuracy he has gained. But the provision of these tests is a pro- 
 per and necessary function, if those locally responsible for the welfare of the Schools and 
 the task of providing tliom is likely to add to the reality and etl'ectiveness of School man- 
 agement " — 
 
 Frekdom in the Teachrr's Work, under the New System of Inspection. 
 
 "Along 
 
 with a more general acknowledgment of the need for freedom in the 
 Teacher's work, and of necessary distinctions, as well as in the curricula of various 
 types of Schools, as in their administrative relation to the State, there has arisen a deeper 
 feeling of the necessary inter-connection between the several parts of our educational 
 system, and of the profound importance of a high, but wisely adjusted, standard of educa- 
 tional elhciency to the welfare of the Nation at large. , . . 
 
 " The removal of unnecessary limitations on the Teacher's choice of methods has 
 been followed by a remarkable and salutary growth of interest in educational 
 problems. . . . The reports which we receive from the Inspectors as to the working 
 of the new system of inspection are encouraging and satisfactory." 
 
 CHAPTER IX.— DEFECTS IN THE ENGLISH EDUCATIONAL SYSTEM. 
 
 In hie speech, in submitting the Education Estimates in the House of Commons on 
 the 17th of tTune, 1898, Sir John Gorst, Vice-President of the Privy Council Committee 
 on Education, dealt critically with the English Education System as it at present exists. 
 He said : 
 
 " With the amount now to be voted by the State, voluntary contributions, and the 
 amount contributed by rates, the sum to be spent on Elementary Education in the coarse 
 of the current year in England and Wales would be XI 1,690,000 and that he regarded 
 as wn earnest of the conviction of the people that education was a National necessity, and 
 that the Country depended for its greatness as much upon the intelligence of an instructed 
 pupa ation as upon fleets and armaments." 
 
 Sir John Gorst then proceeded to point out the defects in the working of the English 
 £le<iientary School Systbm. He said • — 
 
40 
 
 l'»jl'L'LAI{ KliL'cATION IN EX(JI,.\\D, l.S!>7, H. 
 
 " 1. The first was the early age at which children left school. This was the great 
 obstacle to elementary education. The compulsory school age ceased at eleven, * but 
 the standard of exemption depended upon local by-laws. 
 
 " All standard exemptions," Sir John in his speech, then proceeded to say, " were 
 bad in principle. At the age of thirteen the operation of all such by-laws ceased, and 
 the child reverted to the statute law, which required the passing of the Fourth Standard. 
 Of 600,000 children at school, between the ages of ten and eleven, 20,000 left at eleven 
 forever, and between 50,000 and 100,000 became half timers ; at twelve 85,000 more 
 disappeared ; at thirteen 289,000 disappeared ; after fourteen there were only 48,000 
 left at school — the result being that of those who left at the earlier ages everything they 
 had learnt was very soon wiped out of their minds." He believed that until the Educa- 
 tion Department took the matter in hand and raised the age for leaving to thirteen a 
 great deal of the education given would be wasted, and the tall talk of competing with 
 other Countries in education, under the existing condition of things, was absurd. 
 
 " 2. Another obstacle to the effectual expenditure of the money which the Country 
 was willing to vote for education was the irregularity of attendance, not to speak of the 
 failure of our system to get all the children of the county on the school books. It was 
 estimated that there were 7, 92-4,128 children who ought to be on the books of some 
 school, while the actual number was only 5,509,845, and the percentage was substantially 
 declining. T -it only was the law at fault, but the administration of the law was 
 extremely loose. Irregular attendance inflicted the greatest possible injury upon volun- 
 tary education, because it not only injured the child, but also the School." 
 
 This subject is attracting a good deal of attention in England. Truancy is a great 
 and growing evil there. Sir John Gorst, speaking of truants, (see page .37), calls them the 
 " derelict million," while popularly, they are known, in England, as hooligans." In a 
 recent discussion on the subject in Exeter Hall, London, the President of the National 
 Union of Teachers, stated that the 750,000 children on the books of the London Schools 
 were composod oi three groups — viz., two-thirds regulars, one-sixth casual irregulars, and 
 wuc sixtli chrcriic irregulars. The machinery for enforcing compulsion existed almost 
 entirely for the chronic irregular.'?. In Glasgow the attendance was 8i) per cent,, in Lon- 
 don 81 per cent. ; or that of 750,000 children on the register 145,000 were absent every 
 time the London Schools were epen. It was also pointed out that of the persons convicted 
 in England and Wales in 1898, 20.9 per cent, were absolutely illiterate, and 02 6 per 
 cent, were only able to read and write imperfectly ; while there was indisputable evi- 
 dence that tho " Hooligans" worn the truants and other ill-governed children, who were 
 never brought under the disciplinary intluenoes of a public school. A proposal was sub- 
 sequently agreed to that, as the present system of compulsion and prosecution had, for 
 various caust s, failed, a speciil court for truant cases be established, with special magi- 
 strates, to preside in them, be appointed. 
 
 " .3. The next obstacle to education was that children frequently attended school in a 
 condition unfit to receive instruction, There was, in the first place, the whole army of 
 half-timers, many of whom were work( d for uncon8cional)ly long hours, and there were 
 also children in full attendance who worked both before and after school Lours. Of 
 course, tho.se children when they were at school were not in a lit condition to receive 
 instruction. There were also ehildren who came to .school starving, and to tempt to 
 inculcate education into their minds was not only waste of time but cruelty, 
 
 Inperiokitv of VoLUNTAiiv SCHOOLS IN Lari;e Towns. 
 
 4. The next obstacle to education was the inferiority in great towns of the Volun- 
 tary Schools. Ue considered that the maintenance of Voluntary Schools was of the 
 greatest importan'^e to the country on religious and educational ground ^ but he was con- 
 vinced that voluntary schools could only continue to exist upon the condition that they 
 were made thoroughly ellicient. 
 
 The echool a^e in Ontariu ia from five to sixteen years. Nut compulsory, however. 
 
 I. 
 
Chap. IX. 
 
 DEFECTS IX KNGLISll SYSTEM <»F EDUCATION. 
 
 + 1 
 
 The correctness of this statement of Sir John Gorst was amply verified by the result 
 of the junior County Scholarship examinations in 1898. These examinations are almost 
 exclusively attended by children from the public Elementary Schools of London. The 
 result of this examination shows how very superior the instruction given in the Board 
 School is to that given in the Voluntary Schools of London. The following is the com- 
 parison in tabular form : 
 
 Board Schools, Voluntary Scliools. 
 
 Schools sending children 2S0 out of 458, 8!t out of 509, 
 
 or 61 jjcr cent. or 17.5 pur cent. 
 
 Number of entries a.243 445 
 
 Entries per 1,000 in average attendance 11.8 li.7 
 
 Number of iiasws 1,(101 18.'< 
 
 Proportion of passes to entries 411 per cent. 41 (ler cent. 
 
 Number of scholars 654 44 
 
 Proportion of scholars to entries 17 per cent. 10 per cent. 
 
 These percentages are remarkable for their contrasts, as are also the numbers of those 
 who passed the examination. 
 
 5. Another point to which Sir J. Gorst drew attention was the inferiority of rural 
 schools to urban schools, at the same time that they were more costly ; and, until they 
 got an area of management more like that of the Oounty Councils, it would be hopeless 
 to expect any great improvement. 
 
 6. The next obstacle to education was the want of trained Teachers, and means 
 must be taken to obtain a better supply. 
 
 7. Another obstacle was the want of an organized system of Secondary Education, 
 and if we were to hold our own in the industrial competition of the future wo must have 
 workers and trainers as well equipped as the workers and trainers of other countries. 
 Open doors for our commerce were useless unless we were sufficiently well trained 
 to take advantage of them. Reform of education must begin with the elementary 
 schools, otherwise the Te'^hnical In.Htitutions and ('ommercial Colleges would fail for 
 the lack of properly trained boys and girls to take advantage of them. 
 
 (NoTK. — I have gone more f.illy into this matttr m the last Chapter.) 
 
 LocAii CoNFLicTiS'; Educational Intekests a Great Duawuack, 
 
 Sir John Gorst, in a snb8e(juent speech, durina; the " Parliamentary Recess," thus 
 pointed cut the great ditHculty which the Govermeut Lad expoiienoi'd in reconciling local 
 jealousiefj, and in harmonizing corflicting interefts, as well as in dealing practically and 
 intelligently with the Secondary Education question. He said : 
 
 " Now a-daya, a great deal was heard aboub the reform of SeconJiuy Education. 
 There were two kinds of reformers. In the first place, there were the men who would 
 only aim at that which was ubsoluti ly perfect. Now, all schfmes of ideal perfection 
 n quired the interference of the Government, or of Parliamenl. i'/Iucation, as a Parlia- 
 mentary subject, was flaming with party hatreds and with religious intolerance ; and 
 Parliamentary Govornmonts, which must, after all, set before themselves, as one of their 
 fiist objects, abstinence from exciting' the animosity of any political party in the ronatit- 
 uency, were not at all disposfd to touch it. Tli'in, there wore thw reformers, who tried to 
 make the best of things a-' they were, and he confessed that, in mlujatiop. he belongi d to 
 that class of reforuiers. They took the law as it stood, and tried, by mutual agreement, 
 to make education better. There was no dillloulty in any City, or Oounty, of England, if 
 the people engaged in Ivlucaticn would only come together and agree ui)on a joint 
 scheme for the general bonelit of the District. . . . 
 
 " County Councils', actina under the Technical Education Acts, unfortunately had 
 no rivals. There was no one in most country districts who troubled his head much 
 about Education. . . But, in populous places, like the County of London, and in 
 
 the great City Boroughs, it had pleased Parliament to create two almost rival authorities. 
 It was of no use lamenting the fact, because neither could, by any po.^sibility, bo got rid 
 of. There could only be unity and concord in iSecondary Education by those twoauthori- 
 
v'ii'a^SfS:* 
 
 W 
 
 42 
 
 I'ul'II.AK KliICA rio.V IN KNCI.ANI', INH?. ■'^. 
 
 
 V 
 
 ties coming to terms and making an agrefment together. The Hchool Boards of Englaml 
 had no less than sixty Schools of Science, besides eighty Science Glasses. ... In 
 creating them, the School Hoards might have born acting without statutory authority, 
 but they had certainly been acting in accordance with the wishes of their constituents. 
 It would be madness on the part of any educational reformer to do anything to destroy, 
 or damage, those Schocls and Classes, and it would be extremely foolish to ondeivour to 
 take them out of the hands of those who had established them, and were maintaining 
 them 80 well." 
 
 The Duke of Devonshire fully experienced all of these dltllculties in introducing his 
 long promised Hill on Secondary Education. He had, therefore, to cut the " Gordian 
 Knot " by curtailing the powers of local conflicting authorities, and transferring most of 
 them to a strong. Central National lioard of Education. He Eaid that he " had great 
 doubts whether it would l)e wise to attempt to constitute local authorities with well- 
 detinrd powers, without the preliminary re-organization of a Ceuttal Authority. If they 
 had known the dilliculties they would have had to encounter between the Counties and 
 the County Doroughs, on the one hand, and the small urban authorities on the other, they 
 would have seen that those authorities could not have done very much in reorganizing 
 the educational arrangements of their Counties. They would have had to deal with the 
 School Board, with the ^Managers of the Science and Art Department, with the Governors 
 of Sjhools, under Schemes of charitable endowments, and with Schools under private man- 
 ag( ment. Over each proposal they would have had to enter into correspondence with the 
 Education Department, the Science and Art Department, with the Governors-Commis- 
 sioners ; and none of these Department?, so far as he was aware, had ever been accus- 
 tomed to look at educational (juestions as a whole. 
 
 The Duke of Devonshire further said that, owing to these local difficulties in the 
 case of the proposed Secondary Schools, the Goverment . , 
 
 " Proposed to create a Central Educational Authority. At present, the President of 
 the Council, or the Vice President, was, for any purpose, the Minister of Education, but 
 under him were virtually two distinct powers, the Education Department and the 
 Department of Science and Art. The Governnient proposed to bring these two Depart- 
 ments together, probably under the control of one permanent centre. It was proposed to 
 put an end to the Committee of Council, and to the office of Vice-President of the Com- 
 mittee of Council, and to create a Board of Education on the IModel of the Board of 
 Trade, the Local Government Board, and the Board of Agriculture. (See Chapter VII.) 
 
 Evils of the Pupil-Teacher System in English Schools. 
 
 The Pupil-Teacher system of England is the legitimate outgrowth of the Monitorial 
 System of Bell and Lancaster. In its early simple Monitorial form, it did not affect the 
 role of the " Teacher," as we understand that word. Besides, what Monitors taught in 
 the days of Bell and Lancaster was little more than the Alphabet, Spelling and the 
 elementary forms of Arithmetic. Now, — and until the new Regulations on the subject 
 came into operation, — it was " no uncommon thing," (as stated in the Report of the Com- 
 missioners on the subject), " for a Pupil-Teacher to have charge of large classes of fifty, 
 sixty, or even seventy, children." ..." Small School Boards find in the Pupil- 
 Teacher a cheap and ready means of supplying the School staff . . . and exact an 
 amount of child labour, which, in many cases, is little less than white slavery." It can 
 be easily understood that, under such a miserable system of so-called economy, the entire 
 teaching standard, in many English Schools, is so lowered, that it ceases to be a means 
 of education, in any true sense of the term. It has also developed in some School Boards 
 what may be termed : " a penurious greed," to get « of a very interior grade at the 
 lowest of cheap rates, and then pretend that they hav( mplied with the conditions and 
 requirements of the Code, and, as a consequence, claim the Grant, as if the work done 
 was good and bona fide. Truly, aa the Oommissioners say, " the system has been worked 
 for all that it was worth." 
 
i'liiip. IX. 
 
 DKir.clS 1\ KN(;|.|.SH SVSTKM (M' KDli ATH i\. 
 
 4:5 
 
 of England 
 
 . . In 
 
 authority, 
 
 natitnents. 
 
 to destroy, 
 
 dt'ivour to 
 
 aintaining 
 
 ducinjj his 
 " Gordian 
 ng most of 
 had great 
 with well- 
 If they 
 unties and 
 ther, they 
 organizing 
 il with the 
 Grovernors 
 ivate man- 
 e with the 
 rs-Oommis- 
 )een acous- 
 
 ties in the 
 
 resident o£ 
 nation, but 
 and the 
 vo Depart- 
 I'oposed to 
 f the Corn- 
 Board of 
 pter VII.) 
 
 Monitorial 
 affect the 
 taught in 
 ? and the 
 »e subject 
 the Com- 
 18 of fifty, 
 ie Pupil- 
 exact an 
 It can 
 he entire 
 a means 
 )1 Boards 
 e at the 
 ions and 
 ork done 
 I worked 
 
 In a recent published Letter (Noveiuber, 18'JS,) from Mr. J. H. Yoxall, M.P , on the 
 subject of " Child-Teachers in the .School.'^," he said : — 
 
 " It is unfortunately only too true that the staff of Schools in Great Britain and 
 Ireland is very largely composed of juv-enile, and other imperfectly qualified, Teachers. 
 One finds that there were, at the date of the latest return in Kngland, (in round numbers), 
 il,000 Certificated Teachers, 16,000 Uncertificated Assistant Teachers, 20,000 Pupil 
 Teachers, and 11,000, (Code Article 6S) Teachers (who are inferinr in qualifications to 
 Pupil Teachers, as a rule). The corresponding figures for Wales wore 2,500, 1,."?00, "2,200, 
 780. We are perpetually dinning away in the public ear regarding this great difficulty 
 in our Schools, but the argument of the purse is too strong for us." 
 
 Ill Effkcts of Too Much Oral Teaohinc; in Schools. 
 
 In his Report, of 1897, to the Educational Department, the Rev. T. W. Sharpe, C.B., 
 Her Majesty's Senior Chief Inspector of Schools, thuj points out, as another defect in 
 the English scheme of Education, the ill efi'ects upon scholars of excessive oral teaching. 
 He says : — 
 
 " We all deplore the absence of a well-formed, self-reliant habit of contiuous and 
 concentrated thought among our older scholira I believe this may be attributed, in a 
 large degree, to the excessive amount of oral teaching, originating in a well-meant, bat 
 unwise attempt on the part of the Teacher, to level the rough way of knowledge, and to 
 remove all difficulties from the pupil's path. It may be well, therefore, to call attention 
 to the necessary limitations imposed on oral teaching . . . by the weariness that 
 continuous talking causes to young scholars, who are naturally restless and require •;on- 
 tinuous employment rather than continuous thought. 
 
 " It is well that in all lessons there must be a certain amount of oral explanation, 
 but, by skilful use of the bUck-board, and, by the omission of all useless digressions, which 
 often issue only in losing sight of the real purpose of the lesson ' (the evil) ' may be 
 reduced to a minimum . . . The present excessive amount of oral teaching should, 
 for all these reasons, be diminithed. . . . Oral teaching is as essential an accessory 
 in all subjects as the black-board is, but an excessive amount of oral lessons proper, i.e , 
 lessons, — in which a continuous lecture is given, tends to diminish that exercise of mental 
 effort in the scholar, which is essential to the formation of sound habits of thought. 
 
 " I would, therefore, suggest to all Teachers to avoid unnecessary talking . 
 and unnecessary digression in the course of a reading lesson . . . and also exposition 
 on the Black-board of individual mistakes in writing, when the work of the whole class is 
 suspended to listen to the Teacher's corrections, and that ' thorough teaching,' >is it is called, 
 which recjuires that every step in the process should be laboriously brought within the 
 comprehension of the dullest member of the class. . . . County Council lecturers 
 have discovered that oral teaching to uneducated adults is almost worthless." 
 
 The Chief Inspector then quotes the opinion on the subject of several experienced 
 men. One of them said : 
 
 " There is too much oral teaching. Many Teachers seem to think they are not doing, 
 their duty unless they are talking perpetually . . . Others, he says, " resort to nag- 
 ging, when there is nothing else to be said." Another said : " Oral teaching is overdone ; 
 there is nothing else," and then proceeds to give examples to support his statement* 
 
 *In the J iiurna! nf Education for Upper Canada, I in.><erted in the June number of 18()5, an article from 
 tne English Pupil Teacher oa " The Teacher , is a Talker,". The objection was urfjetl, as in the English 
 Schools of to-day, that there wa.s generally too much talking by the Teacher in a School. The article con- 
 tains some admirable liints on the subject. In conclusion, the writer referring to decijiline, quotes the in- 
 spired words of Solomon : " Words iittly spoken are like apples of gold in pictures of silver," and says : "If 
 *herc be any place where such pictures should be hung, it is in the School Room . . . Oh, the power of 
 silence and the force of a motion or a look ! the pressure of a quiet, self-reliant reserve force upon a school." 
 
 
44 
 
 I'olMt.AK EDUCATION IN ENOLANI), 181>7, 8. 
 
 
 i-*?^ 
 
 
 w. '. 
 
 rei' 
 
 1^ 
 
 CHAPTER X.— TEA0HER8' AND OTHER EDUCATIONAL ASSOCIATIONS 
 AND ORGANIZATIONS IN ENGLAND. 
 
 In addition to the College of Preceptors, there are several organizations of Teachers 
 which have a reorganized status in England, and which execrcise a good deal of influence 
 on their profession, and, more or less on school legislation. These Associations are : — 
 
 The Incorporated Association of Head Mastpvs, organized in 1890, and consists of 
 nearly 400 members, who are recognized Head Masters of Secondary Schools, in " which 
 a majority of the pupils are receiving an education higher than in an elementary ' one. 
 
 The objects of the Association are : — " (1) To facilitate the interchange of views and 
 information on all school matters, eg., teaching, examinations, scholarships, internal 
 management and organization generally ; (2) to influence public bodies connected with 
 education, and, further, to watch, and, if necessary, to suggest legislation on educational 
 matters." 
 
 In the Report of the Association for 1897 it is said that, " considerable interest haa 
 been aroused in the House of Commons with reference to the work and aims of the 
 Association, and Members of Parliament are more widely awake than they were to the 
 claims of Secondery Education on their consideration. Primary education has now been 
 dealt with in separate Acts. Outside Parliament, Secondary Education is coming to be 
 more generally recognized a.s a matter of vital importance to the welfare of the Nation." 
 
 The NatioTial Union of Teachers was established in 1870. The most important 
 objects of this union of Teachers are : — " (1) To unite together, by means of local associ- 
 ations, school Teachers throughout the kingdom, in order to provide a machinery by which 
 they may give expression to their opinions, when occasion requires, and may take united 
 action in any matter afl^ecting their interests ; (2) to aflford to the Education Department, 
 to the Science and Art Department, to School Boards and to other educational Bodies 
 the benefit of the collective experience and advice of Teachers on practical educational 
 ([uestions ; (3) to improve the general education of the Country, by seeking to raise the 
 qualifications and status of School Teachers, and by opening out a career to the best quali- 
 iied members of the profession ; (4) to watch tne working of the Education Acts, to 
 ])romote the insertion of such new articles in the Code of Regulations as may from time 
 bo found necessary, in the interests of public education, and to secure the removal of such 
 Rpgulations as are detrimental to the cause of educational progress; (5) to secure the rep- 
 resentation of the scholastic profession in Parliament ; (G) to seek to have the pension 
 Rpgulations revised and restrictions removed ; (7) to establish provident, benevolent anl 
 annuity funds, for the benefit of the scholastic profession,'' etc. 
 
 The Teachers Guild of Great Britain and Ireland was incorporated in 188r). The 
 chief objects of this Guild are : — To form a body which shall be thoroughly represen 
 tative ot all grades of Teachers, and shall be able to .'ipeak with knowledge and authority 
 on all niattcMS of education, and with this view, fir.st, to facilitate the interchange of 
 thought and cooperation amongst those who arc actively engaged or interested in educa- 
 tion, and, .'secondly, to circulate information regarding educational methods and move- 
 ments in England and elsewhere ; thirdly, to promote and assist the establishment of 
 Educational Libraries, and of central meeting places, where School Books and Apparatus 
 may be exhibited, and information on educational matters obtained and exchanged,'" etc. 
 
 The Society of bcltool Masters is for the promotion of special interests. 
 
 Tlie Frorhle Societi/. This interesting and useful Society was formed in 1874, for the 
 purjjoso, (as its constitution states), of promoting co-operation among those engaged in 
 kindergarten work, of spreading the knowledge and practice of the system, and of main- 
 taining a high standard of efliciency among kindergarten Teachers. It was Incorporated 
 in 1891. Its work is chielly promoted by means of lectures, discussions, public meetings 
 and publications. Examinations of those who attend the lectures are held, and Certificates 
 granted to successful candidates as " kindergarten Teachers." The Society has issued a 
 series of regulations for the use of Inspectors of kindergartens, in regard to premises, 
 arrangements, staff, etc. 
 
iJhaps. X. and XI. teachers' associations— iNnrsTRiAL kdi'catiov. 
 
 45 
 
 At a recent meeting of tnia Society, the Secretary of the Education Department 
 presided, and stated that, " the Department had recognized the Certificate of the Society, 
 for csrtain purposes in connection with Elementary Schools. The Society, (he stated), 
 had done much to promote the happiness of childrer and, without happiness, there could 
 be no true education." At this meeting a Froebelian Syllabus was drafted for the use of 
 elementary School Teachers. 
 
 The National Froebel I'nion is an ex»mination body, supplementary to, and appar- 
 ently acting in concert with, the Froebel Society. Its syllabus of examination is'quite an 
 extensive one, and covers a wide range of 8uV)ject8. Periodical exarainatiuns are held by 
 a representative Board at important centres, and Oertificates granted accordingly. The 
 life and labors of Froebel and Pestalczri form distinct subjects of examinations, and suc- 
 cess in answering qmstions in regard to them is considered to be very desirable in the 
 granting of Certificates. 
 
 CHAPTER XI.— INDUSTRIAL EDQCATION IN CONTINENTAL EUROPE 
 
 This general subject opens up too wide a field for me to deal with in this Report. I 
 shall, therefore, only refer to its progress in some of the smaller European States, so far 
 as it reacts on English Schools, reserving the chief part of my remarks in regard to 
 Germany to the latter part of Chapter XIII., where I deal with it, as affecting Industrial 
 Education in England. 
 
 Industrial Education in Denmark. 
 
 One of the special reports published in the first volume of papers on Education by 
 the English Education Department is on the recent educational progress in Denmark by 
 Mr. J. S. Thornton,* In that report Mr. Thornton says : — 
 
 " Education there is, to some extent, private, rather than governmental, but of late 
 years there has been a good deal of educational progress made." 
 
 Of the more practical and industrial type Mr. Thornton states that : — 
 
 '* Scattered over the country parts of Denmark, often at some considerable distance 
 from a railway station, are sixty-five adult boarding Schools, or residential Colleges, at- 
 tended by students of the peasant, or yeoman, class for the most part. . . . The 
 young men attend from November until Mar oh, or April, and the yourg women during 
 May, June and July. . . . There are besid' s these sixty-five Peoples' High Schools, 
 five Agricultural and two Horticultural School?, on similar lines, as well as seven Schools 
 which are partly high and partly agricultural Schools. At these seventy-nine Schools, 
 about 6,000 men and women from humble homes receive in.'itruction every year. . . 
 In moat of the eighty-eight Technical Schools in the country towns, there are Evening 
 Schools for those requiring technical instruction. 
 
 •' Besides the elementary Schools there are Secondary and Latin schools. (These lat- 
 ter are of two kinds — Latin proper, and Real Schools), besides Continuation Schools," etc. 
 
 Mode of Teaching Drawing in Germany. 
 
 Sir Edmund Verney in his article in the Nineteenth Century for July, 1898, on 
 *• Rural Education," thus explains the method of teaching dra^ring in Geriuany : 
 
 " Drawing, by the lower standard, is encouraged with the best results. It is 
 brought into every branch of study that is possible. In Botany the student draws leaves, 
 
 *There are other special Reports in that "Volume relating to " Ho«He-wifery Schools ... in Bel- 
 gium, and to various other subjects of interest. I have only miifie brief extractn from this Volume by way 
 of illu.stration, and comparicon with the Schools of England on ntriking points. The Department has 
 recently received two additional Volume.s of these "Special Reports on Educational Subjects"— in all 
 forty-one documents. In this respect the Department of Education in England is following in the foot- 
 steps of the United States Bureau of Education in Washington, whch, for years, has issued a large num- 
 ber of suggestive Reports and papers of very great interest and value to educationists. 
 
40 
 
 I'oiM.I.Ai; KDlCAl KiN IN lAfil.AN I •, IM*?. S. 
 
 
 plantH and llowers ; in Geography he draws maps and plans ; in Arithmetic he draws dia- 
 grams and dividfs them up : in (Ipometry he draws designs ; in Object lessons he draws 
 the objects studied, or he draws a collection of ol j ^cts, all he can think of, relating to 
 some one subject, or, for instance, the garden, the field, or the wood," etc. 
 
 J.NDUSTBIAL TftAIMNf. IN SaXONY, AND FuUTIIEK DeVKLOPINC SCHOOLS. 
 
 An intercfcting Report has recently been made by the United States Consul at 
 Chemnil/ upon the " further deviOoping " -Schools of Saxony. The wtalth and industrial 
 greatneKS of Saxony is thown by her f-ucc(H8 in competing in all parts of the world in 
 textile tools and niachines, a Kuccets no doubt largely due to her very complete System of 
 Education. Notwithwtanding that children are at present ktpt at school until fourteen, 
 and that there are numerous industrial and higher Technical and Commercial Schools, at- 
 tendance at the "further developing" Schools, either at certain hours in the early morn- 
 ings, or on afternoons in each week, has now been made comj)uhory for the young people 
 ■who have graduatfd in the EUmcntary School?. Manufacturers, merchants, etc., are 
 made responsible for the attendance of boys in their employment, and the lads take up 
 Bubejcts of study, which have a special bearing on the trade in which they are engaged. 
 
 The Sloyd (Manual Training) Association in England. 
 
 Closely allied to the objects of the " Aesociation for the Promotion of Technical and 
 Secondary Education," are those of the " Sloyd Association." (Sloyd is an Anglicized 
 Swedish word (slrjd), signifying ' skill, or dexterity, of hand,' and sloeg, an adjective, 
 meaning skilful, or dexterous, from which we get the Engli4h word ' sleight,' in sleight of 
 hand.") In Sweden, the word may be applied to any system of instruction which aims at 
 giving increasing dexterity of hand to children, as in the case of kindergarten Schools. 
 
 In England, the Sloyd Association was formed with a view to emphasize the neces- 
 sity for manual training in schools, and to present for adoption in them of a simple ?nd 
 systematized plan of industrial, or manual, work, in the shape of useful articles called 
 " models," in which *' rounded work and the square work of the carpenter are duly alter- 
 nated, and each model introduces . . . some new tool or fresh exercise. The chief 
 tools used are the saw, the plane, the chisel, with the knife — the latter as the original 
 and in.tial tool." 
 
 In 1895 the Scotch Education Department deputed Mr. J. Struthers, one of her 
 Majestj's In?pectoi8 of Schools, to inquire into and report upon the Sloyd system of 
 Mnncal Training, as practised at iS'aas, neat- Gjthenbnrg, in Sweden, where the system 
 originated. His Rej ort, published by the Scotch Education Department, is a most inter- 
 esting and valuable document. The Education Department of Ireland hag also taken 
 evidence on the subject. The President of the Slojd Association in England is the Hon. 
 Ljulph Stanley, and the Treasurer, Sir John Lul>bock. 
 
 CHAPTER XII.— MISOKLLANEOUS MATTERS KELATING TO SOilOOLS, 
 
 There are a few features oE the English Soliool Sy.stem to which I have not 
 referred, but to which 1 shall do so brietly here : 
 
 SUmilard/i. — "There are seven standards in the English Elementary School "Code," 
 elaborated into a number of " Schedules." 
 
 Cdmpulsorii Eihicution. — The 74lh 60'^*i"n of the Forster School Act of 1870 
 authorizes School Boards to make by-laws, requiring parents to causae their children of 
 not less than five, or more than thirteen, years of age, to attend School for a prescribed 
 period, unless there is some leasonable excuse for not doing so, under a penalty of a 
 tine of five shillings tor each oflence. The same Act authorizes the School Board to 
 enforce by-laws on the subject. The Act of 1876 provides for the appointment of a 
 
Cha]). XII. 
 
 MIS( KI.I.ASrol S SCIKidl, M \ITi:iiS. 
 
 local " school attendance committee " to deal chit fly with the cases of children employed 
 in Factories, and known aa ' half timor.^.' In cas! the IJiarJ, or thn Local Attendance 
 Committee, fail in their duty iu this mutter, the Education Department is authorized to 
 practically deal with such cases. 
 
 Backward Children in Schools. — The Department has revised th(! system of dealing 
 with very backward children in School.-^, so as to have them separately and specially 
 treated. 
 
 Feebk- Minded Children. — In 1897, the Department appointed a Committee to 
 inquire into the existing system for the education of feeVjle-minded children, and to 
 suggest improved plans. 
 
 Free Schools. — Under the operation of the Grant-in-aid, so as to do away with 
 School fees, there were in 1897-98 in England and Wales 16,912 (out of 19,958) "free 
 Schools" in England, "attended by 4,771,897 free scholars." 
 
 School Libraries. — There are only 9."53 School Libraries in England and Wales, But 
 the Education Department has issued instructions to Inspectors to seek to promote their 
 further establishment. 
 
 Commercial Education is felt in England to be a prime necessity. The official 
 Code provides for it, under the head of Bookkeeping, Commercial Arithmetic, Geography, 
 and History. In speaking of ths necessity of a better system of Commercial Education, 
 Sir John Gorst strongly urged those who had to do with this subject, viz., the County 
 and Borough Councils, the School Boards, the Trustees of Endowed Schools, and of the 
 great Charities, to sit down together at a sort of " Round Table Conference," when they 
 would be able, in nearly every case, to arrive at a common solution of the ditliculty, as it 
 was now recognized that, in order to maintain British supremacy in Commerce and Trade, 
 we must have a better system of Commercial Education." 
 
 In his speech, urging the tstablishment of the University of Birmingham, (as given 
 in Chapter XIV.,) Mr. Chamberlain spoke strongly in favor of the institution in that 
 University of a " Faculty of Commerce." 
 
 It was only quite recently that Mr. James Bryce, M.P., formally opened a School of 
 Commerce, establiiihed by the City Council of Liverpool. He stated that it was now fifty 
 years since there had been a complete elaborate institutions established in Germany, France 
 and Belgium, for the purpose of giving a good commercial education. . . . Thefxtreme 
 complexity of modern commerce had made special knowledge on the subject a national 
 necessity. 
 
 EJucalioti of Farmers' Sons. — This 8ubj«>ct is attracting a good deal of attention in 
 England and provision has been made in the Departmental Code for instruction in 
 Agriculture, and also in Horticulture. 
 
 ludunlrial Schooh. — School Boards are authorized to establish Local Industrial 
 Schools, or to aid in their maintenance. They can aho appoint officers to enforce by-laws 
 in regard to the sending of children to these Schools. 
 
 Shorthand and Typewriting. — The " Code " prescribing a course of instruction in 
 "Evening Continuation Schools," provides for the teaching of "shorthand." The 
 London School Board have, in addition, introduced the subject of typewriting into the 
 Schools of the metropolis, which has proved to be extremely popular, and already there 
 are nearly two hundred of these machines in use, at a cost of from $50 to $G0 each. 
 
 Savings Banks — Since 1881, Savings B^nks are a feature of social economics in the 
 Public Elementary Scho.)!s of England. There are now in operation 1,306 of these 
 Banks. Their introduction into the Elementary Schools was sironiily pressed upon the 
 attention of the local School Authorities by the Education l^opartment, on the ground 
 that; they promoted thrifty habits. The De|)artnient very justly remarked on the sub- 
 ject that : — 
 
 " In mature years it is often found dilMcult to acquire this knowledge, and still more 
 difficult to apply it in practice. But, in a School much may be done to render its appli- 
 cation easy to children. Simple IcKsons on money ... on the relations of skill, 
 
4H 
 
 I'fil'fl.AI! Klil( A'lloN IN KNCLANl), U)f)7, H. 
 
 
 K'-v 
 
 prudence, and knowlodgo to industrial succesa, and on the right ways of Rpcnding and 
 Baving, may ho made very intelligont and intereating to the young.* 
 
 TbPHO promotora of local thrift and economy were introduced into Upper Canada 
 thirtf'<?n years l)eforo the Education Department in England made a move in favour 
 of their introduction into the Schools of that Country. 
 
 Corporal Punuhment. — In consequence of complaints having been made to the 
 Education Department of the infliction of Corporal Punishment in Schools by pu|)il 
 Teachers, Assistants, and even Managers, the Department has issued an order, in the 
 shape of a " Minute," directing that, wherever necesaity arises for resorting to this sort of 
 punishment, it must be administered by the Head Teacher only, and then, that the fact 
 must be entered in the School Log Book. 
 
 School Premisf.s — The F]ducation Department has issued a series of elaborate 
 instructions in regard to the planning and fitting up of Public Elementary Schools and 
 School Houses and Teachers' Ilesidencos. 
 
 Sionethruining. — In 187;"), and now again (in February, 1S98), the Education 
 Department has issued a Circular to School Managers " on the serious mischief that 
 results from the pernicious practice of stone-throwing," which, in a recent case, resulted 
 in the death, under most painful circumstances, of an experienced Engine Driver, who 
 died in consequence of injuries caused by a stone thrown from a railway bridge which 
 his train was passing. . . . Managers of Schools are therefore requested to caution 
 children seriously against the practice of mischievous, or reckless, stone-throwing, ^A to 
 point out to them the disastrous consequences that may ensue. ... 
 
 The Department also states that " on previous occasions it had requested Managers 
 to endeavour to check the practice of stone throwing at telegraph wires, insulators, and 
 Kailway trains, as injury caused by such conduct renders boys liable to imprisonment, and, 
 perhaps, flogging." 
 
 [ I insert the substance of these official circulars because the reckless and dangerous 
 practice of stone-throwing at trains and into private grounds, etc., is not at all confined 
 to England.] 
 
 Nature of School Grants. — In a memorandum prepared by Mr. M. E. Sadler, (who 
 is in charge of the l<]ducational Library at Whitehall), lii thus sums up what is being 
 done financially by the Government to promote Technical, Commercial, and Industrial 
 Education in England and Wales : — 
 
 " Grants of varying amounts, and in aid of difierent forms and grades of Industrial 
 and Commercial education, are at present made by the State, through the following 
 Departments : — The Treasury, the Education Department for England and Wales . . . 
 the Department of Science and Art, the Board of Agriculture, and, in so far as they 
 contribute towards the Industrial and Technical instruction given in special types of 
 Colleges and Schools, by the India Office, the Admiralty, and the Home Office." 
 
 Naval and Military Training. — The training of naval cadets takes place at Dart" 
 month (Devon), on H.M.S. Britannia, and at Qaeen's Ferry, Scotland, on H.M.S- 
 Caledonia; that of Officers of the mercantile marine on H.M.S. Worcester, near London, 
 and Conway, near Liverpool. 
 
 By the courtesy of Captain A. G. Oarzon Howe I obtained, (when visiting the 
 Britannia), the course of study for cadets there. On its literary side it includes Algebra, 
 English History, Natural Philosophy, Plane and Spherical Trigonometry, French, 
 Drawing, etc. There is also a Maval College at Greenwich, in which a higher professional 
 education is obtained. The Military Colleges are at Woolwich, Sandhurst, and Cam- 
 berley (Staff) 
 
 *In the Journal nf Educafion for Upper Canada of .January, 1868, will be found an elaborate paper, 
 prepared by Mr. (now tfie Honourable) N. Clarke Wallace, and an M.P. for tlie Wesb llidinR of York, on 
 the Byntem of School Savin(?8 Banks, then introduced into the Township of Vau^han by Lawrence Hill, 
 Esq., LL D., President of the "Cent SavioKs Bank " of that Township. Mr. Wallace, in reply to my 
 idiiuiries on the Rubject, siid : "I wrote to the then (18R8) Finance Minister, the Hon. (afterwards Sir) 
 John Rose, and he adopted our system of Savings Banks, with the exception that he made the Post 
 Masters the Agents, instead of the School Teachers. As our system was (in this form) adopted by the 
 Government, we dropped out and wound up our Bank." 
 
 
ding and 
 
 ir Canada 
 n favour 
 
 e to the 
 by pupil 
 in the 
 lis sort of 
 t the fact 
 
 elaborate 
 iooIh and 
 
 ducation 
 hief that 
 ', resulted 
 ver, who 
 ge which 
 ) caution 
 ig, H to 
 
 Managers 
 tors, and 
 iient, and, 
 
 langorous 
 confined 
 
 Her, (who 
 
 is being 
 
 ndustrial 
 
 Industrial 
 following 
 es , . . 
 ' as they 
 types of 
 
 Clmi). Xlll. 
 
 oriLdiiK oK Vol.I'MAKV .S(||<m)|.s. 
 
 4!> 
 
 CHAPTER XIII.— OUTLOOK OF VOLUNTARY SCHOOLS IN KNGLAND. 
 
 Liko all nmttern of national concern in Earope, under the control of thn Oovern- 
 ment, the details in such matters aro elaborated with unuaual minuteness and earn So 
 it is with the system of Popular Education in England. It would soom that every con- 
 ceivable subject which I'ould he made practicj''y availal>lo in furthering the education of 
 youths, so MS to lit hoys aud ^irlH for their after life, and thus shape the deHtiny of those 
 who have to earn their bread by industry, or skill, have l)r'en provided for in the various 
 yearly "Codes" prescribed by the iiords' OommittfO of the Privy Council on Education. 
 This is the j)aternal, and, doubtles^j, the wise and careful, side of Government control, in 
 such matters of public concern, as the education of the people. 
 
 Looking carefully into the structure of the System of Public Instruction in England, 
 with its varied and complicated parts, and its management by the Education l>epart- 
 ment, a person from a pelf governing Colony of acknowledged status and experience, like 
 ours, cannot but be impressed with the fact that, notwithstanding its elaborateness of 
 detail, and its apparent completenesf, there aie elements of weakness in its adminis- 
 trative machinery, as pointed out, in a previous Chapter by Sir John (Jorst and the 
 Duke of Devonshire. There are also evidence.", adduced by other parties, of the coming 
 disintegration of its parts, or, what is better, their consolidation, as pointrd out in the 
 conclusion of the last Chapter of this Report. 
 
 Whether it is that the actual business of carrying on the work of P^ducation in 
 England is controlled by too many persons, (who, while they may have a common incentive 
 in the work, have no common bond of union in it, but rather are antagonistic to each 
 other), the Government may, for thes'i reasons, maintain a vigilant, is not rigid, oversight 
 (in matters of detail), over the proceedings of local School Managers. For, it is a fact that 
 no loans can be contracted, oven by a School Board, or a School Site "appropriated," as 
 provided by Statute, without the assent of the Education Department. So also the plans 
 for the erection of Schtol Buildings, and the arrang(!ment of promiaes, as well as variations 
 o£ the Code, requ'ro theaj)proval of the Department, before being acted upon. 
 
 (In a note attach ^^d to the Building Regulation it is stated that : " School planning is 
 the science of thoroughly adapting every part of a building, even the minutest detail, to 
 the work of School teaching. Conven once of plan, suitable lighting, proper sab division 
 into classes and thorough ventilation, with warmth, but without draughts, are its leading 
 essentials.") 
 
 Even the form of Agreement between the Managers of a Board, or a Voluntary 
 School and a Teacher and his Surety are prescribed by the Department, and it is authori- 
 tatively slated that "no departure froir. this form is allowed." 
 
 at Dart" 
 
 H.M.S- 
 
 London, 
 
 iting the 
 Algebra, 
 French, 
 fessional 
 id Cam- 
 
 ate paper, 
 York, on 
 ence Hill, 
 sly to my 
 rards Sir) 
 I the Post 
 ed by the 
 
 Effect of a Resthictivk Policy in School Administration. 
 
 These restrictive regulations may be wiao and salutary, as being merely precautionary, 
 but they interfere directly with that freedom of choice and action which is inseparable 
 from the sense of responsibility which properly attaches to all persons who are entrusted 
 with the local administration of public aflairs. This principle of ))er8onal and official 
 freedom, coupled with personal and official responsibility, in such matters, is recognized 
 as an essential one in leiifilation in all free-governing communities, especially in Canada 
 and the United States. 
 
 Considering what has bf(n the practical effect on the future of the Voluntary Schools 
 of the recent financial legislation in their favour, f have been led to believe that a change 
 is impending in the future, which will ail'ect the stability if not permanance, of the present 
 dual .system of managing Klenientary Schools in England, What has led nie to 
 this conchuion ^ill, J think, be apparent to others, after I shall have pointed oat 
 what have been the various steps which have led up to the present state of things. 
 
 4 
 
f*. m 
 
 50 
 
 i'iiI'ii.m: 
 
 i:i)n'.\ri(»N in kn<;i..\ni), ISftJ, -S. 
 
 
 
 b'or many yodrs after the paHaing of tho Forsier School Ace of 18.0, (which was then 
 considered in the nature of a " comproaiiHe," the terms of which have not, as is now 
 all('f;(d, bten observed), there has been more, or less, jealousy and friction between the 
 Voluntary and Board Schools. 
 
 The great effort of the Education Department has been to induce the parties con- 
 cerned to provide aullicient accommodation in the various localities for the numbers of 
 cliiidren of school age resident therein. In this the I ^jartmeut has been at length 
 succeanful. 
 
 " Fahric Oiuculak, 321 " of 1893, on Improvement in Elementary School Houses. 
 
 In 1897, the number of children of the school ages of from five to fourteen years 
 was 7.924,128. Up to August in that year, the seating accommodation which had been 
 providi d in Board and Voluntary Si;hoolp, as repor'.ed by the Inspectors, was sufficient 
 for G,220,ir)S of these children, while 5,r)07,039 of them wore reported to be on the School 
 Registers, with an average attendance of 4,488,043. 
 
 Up to 1892, the pressure brought to bear on School .Managers by Her Majesty's 
 Inspectors of Schools to induce them to improve the condition of the school premises was 
 slight, and somewhat desultory. In 1893, however, the (committee of Council en Educa- 
 tion addressed to the Inspectors of Schools the somewhat notable " Fabric Circular. 321," 
 in which it was stated that its object was to obtain : — " A fuller and more detailed state- 
 ment " than the In8pec:;ors' Reports bad hitherto contained, ''with reference to the 
 condition as regards School Buildings and apparatus of each of the Schools in England 
 and Wales." 
 
 In ordinary cases the Inspectors were directed " to press for an immediate alteration," 
 but in the case of " any serious defect in the con' lienco of the School for teaching pur- 
 pcsfs, or in regard to its sanitation," it was to be specially reported on to the Managers 
 of the School concerned, and to " the Education Department, with a view to its 
 inuiudiate removal." 
 
 At first, the issue of this Circular excited strong opposition, as well as a good deal of 
 feelintj, and appeals were made to the Department to relax the strictness of its terms, as 
 to the improvements required in the Schools and their accessories, with a view to better 
 fit them for the purpose-s of teaching, llnasonable time was given in special cases ; and, 
 as stated by C >mmittee of Council in their lleport for 1896 97, " Largo sums of money 
 have been raised, and, with comparatively few exceptions, the demands which it has been 
 our duty to make have bten readily met. As a result, we huve the satisfaction of reporting 
 that the condition of the School Buildings has never beeo so good as it is at the present 
 time." 
 
 In 1890, at a meeting over which ho presided, the Secretary of the Education 
 Department, (Sir George Kckewich), mentioned several of the reasons which had led the 
 Department thus to inquire into the actual condition of the School Buildings and their 
 Biirrounding.s. He also referred to the wonderfully beneficial effects of the issue of the 
 Fabric Circular, 321, as follows : — 
 
 " What has been the result of the issue of that Circular ? We have had a wonderful 
 'object lesson.' No doubt some few buildings have perished in the storm. But I think 
 all of these had reached a ripe old age, if not, indeed, decrepitude. That Circular brought 
 out the strong educational feeling of the Nation, and, to an unprecedented degree, the 
 latent energies of all interested in education ; it destroyed apathy, and led men to support 
 their opinions by their pockets. Enormous sums were contributed to put the Schools in 
 a sanitary and efiicient condition. ." 
 
 The Keactionarv Effect of the Effort to Improve the School Accommodation. 
 
 " The strong educational feeling of the nation," thus justly eulogized, which prompted 
 the generous response on the part of parents to put the Schools for their children in a 
 condition which would add to their comfort and canvenience, and would not, as formerly 
 
cii.ip. xni. 
 
 Ol TI.OOK OK VOI.rNI'AUV Si'lKuiI.S. 
 
 Hi 
 
 /as then 
 
 is now 
 
 reen the 
 
 3n years 
 
 had been 
 
 lullicient 
 
 School 
 
 imperil their health, was indeed most gratifying to ail [jartiod coucerned. Att. la tiim , 
 however, their came a financial reaction ; and, owiug to an accumalation of debts, caused 
 by the outlay for buildirgi and rep^iirs, great difficulty was experienced by the Managers 
 of Voluntary Schools in collecting the reqiirod quota, as one of the conditions of receiving 
 the Parliamentary Grant. Strong procure wa?, therefore, brought to bear upon the 
 Government to induce it to loosen the purse strings of the nation, a:-a to give these Schools 
 a sufficient wum to enable the Managers to keep them up to the required standard ot 
 efficiency. 
 
 Although, through the courtesy of Messieurs Sadler and Morant, I have received 
 from the Library of the English Education Department, in London, a good deal of official 
 information, yet it has been more from private source) that I have -obtained such a state- 
 ment of facts and explanations thereof, which I have been enabled to use, but which are 
 not given in the official publications of the Department. As to the share in the burden 
 vhich has been borne by Voluntary Sohoola, in regard to the expense of School Sites and 
 School Buildings, 1 have been furnished with some special information, which I have 
 condensed as follows : — 
 
 The Rev. J. S. Browaii^^LA., Secretary of the Church of England National School 
 Society, informs me that " the cost of the buildings of the Church of England Elementary 
 Schools since 1870 was ,£7,77G 085. This 'jum does not include the value of School Sites, 
 nor of the numerous Schools built by individual owners of property. The cost of improv- 
 ing the condition of the Church of Eagland Schools, in terms of the ' Fabric Oi-cular, 321,' 
 was £131,976 in the year 1894." 
 
 In a Letter, in reply to mine, from the Rev. Dr. Waller, Secretary of the Wes'riyan 
 Committee on Education, he states that "the great 'Fabric Circular, 321,' involved the 
 Wesleyan Connection in an expenditure of more than £03,000, which money had to be 
 provided by the Trustees and others interested in the maintenance of Voluntary Wesleyan 
 Schools. As you are doubtless aware, (he said) the supporters of Voluntary Schools have 
 had to carry out all structural alterations in their School premises entirely at their own 
 cost, and it is estimated that from 1870 . . . (up to the time of the issue of the Fabric 
 Circular, 321), no less a sum than .£7,000,000 had been spent on the erection, enlarge- 
 ment or improvement of Voluntary Schoola generally, and that, too, without any Govern- 
 ment aid in so doing." The proportion of the expenditure of the Wesleyan Church in 
 the same time, and for a like period, was £004,020. 
 
 Success ok the Voluntary Schools Appeal to the Govkhnment in 1897. 
 
 • 
 
 After the effort to meet the requirements of the " Fabric Circular 321 " had largely 
 drained the resources of the Voluntary Schools — for which, in some caB('8, loans had to 
 be made — urgent appeals were made to the Government for a Spec'al Grant to these Volun- 
 tary Schools, so as to enable the Managers to maintain them efficiently. A deputation 
 of the two Archbifihop.s, twenty-seven Bishops and other persons presented a Memorial 
 to Lord Salisbuiy on the subjoot. The Roman Catholic Hierarchy also sent a strongly- 
 worded statement to the Government on the subject, setting forth their claims. 
 
 The decision of the Government, in regard to the various appeals thus made to it, 
 was communicated to Lord Oranbourno, in 1895, by the Right Hon. Arthur J. Balfour, 
 First Lord of the Treasury. He faid : — " F will take care that the views which, on 
 behalf of many MemV)ers of the House of Commons, you have communicated to mo, 
 respecting the position of Voluntary Schools arelaid before my Colleagues, I am extremely 
 anxious that something etTectual should bo done to relieve the almost intolerable strain 
 to which these Schools are now subjected, and this is, 1 believe, the general wish of the 
 party and of the Government." 
 
 These memorable words of Mr. Balfour : " the intolerable strain," gave rise to a pro 
 longed agitation on the part of opponents to Voluntary Denominational Schools, and 
 which is not yet ended, as these words were regarded as a key to the policy of the Gov- 
 ernment to maintain Voluntary Schools as a permanent part of the Edocational System 
 of the Country. 
 
52 
 
 l'«)IMI..VIl KIX'CATloN IN i;.\< il.VND, 1S!)7, S. 
 
 True to the promise made by Mr. Balfour, a Bill was introduced into the House of 
 Commons bj' the Government in 1896. It met with strong opposition in the House and 
 in the Country, on the ground that it violated in many respects, the terms of the govern- 
 ment and local dual system of school support embodied in the " compromise " contained 
 in the Forster Act of 1870. The Bill was, in consequence, withdrawn. 
 
 In February, 1897, however, a modified Bill was brought into the House of Cora- 
 moDB by Mr. Balfour, which met with op|)38ition, which was strongly resisted by the 
 Government, and the Bill passed, as introduced. It provided for an average additional 
 grant of five shillicgH per pupil in average attendance at Voluntary Schools, amounting 
 in the aggregate to .£617,000. It also exempted Voluntary 8 hool Premises from taxa- 
 tion, and repealed the financial limit of 178 6d pnr child attending Board and Voluntary 
 Schools — beyond which amount Parliamentary grants were not to be made to any School. 
 As a set-off to this special grant to Voluntary Schools, and as a compromise, one of a 
 much less amount was made to the Board Schools, viz , one shilling per child in average 
 attendance, or £110,000. The conditions imposed by this grant-in-aid Act of 1897 — 
 that no part of the grant itself should be applied to the payment of debts, or of loans 
 contracted to eff -ct repairs and improvements in consequence of the " Fabric Circular 
 321." This Departmental decision greatly disappointed the Managers and supporters of 
 Voluntary Schools. The purposes for which the grant in-aid was made to Voluntary 
 Schools are thus specified . 1. Improvement of teaching power ; 2. Improvement of 
 school e(juipment ; 3. Making adequate provision for the maintainance of due efficiency. 
 
 Mr. Balfour's Defence of the Grant-inAid to Voluntary ScnooLS. 
 
 The disappointment felt by the supporters of Voluntary Schools at the restrictions 
 imposed upon them, in the application of this grant-in-aid, increased the feeling against 
 the Government, as it revealed to the opponents of Voluntary Schools what were the 
 claims and expectations of the Managers of these Schools. Early in 1898, Mr. Balfour 
 thus defended himself and the policy of the Government in making this grant-in-aid to 
 Voluntary Schools. He said : — 
 
 Last Session (of Parliament) was signali-ed by tho passage of a Bill [for the relief of 
 Voluntary Schools], for which I have never attempted ... to claim too much, but 
 which I verily believe will do a great deal to mitii,'ate the strain that our system has put on 
 Voluntary Schools, and will hive effects, as I think, in favour of the system of Religious 
 Education, even more far-reaching than may, perhaps, appear on the face of the Bill itself. 
 I do not claim that, after the passage uf this Bill, or, by the passage of this Bill, our 
 system of Elementary Education has been made as clear, coherent, and logical, as are, at 
 this moment, the two widely different systems which prevail in Scotland on the one hand 
 and in Ireland on the other. The history and the development of Elementary Education 
 in England render these clear-cut solutions, in my judgment, almost beyond the power of 
 practical statesmanship, at all events in the immediate future. No attempt, therefore, 
 was made by the Government to carry out, or to attain, any such impo.sHible ideal. We 
 contented our^ elves with a measure, which, as we thought, would have the double effect 
 of relieving the pecuniary strain on our Voluntary Schools, and, at the same time, 
 provide an organization by which all those who aroi nterested in the Voluntary 3y8tem of 
 primary education might have their hands strengthened, not merely in the present, but 
 also in the future. VV(! have succeeded almost beyond my expectations. I do not deny 
 . . . that the experiment of inventing and setting up an entirely nev machinery, 
 E zh as that of the Voluntary Associations, was an experiment . . . of ho bold a 
 character that no prophet could venture with absolute assurance to say that this machinery 
 would carry out th(> intention oi its inventor^. It has carried out this intention. I sent 
 to inquire a few days ago of the Education Otlice, and to ask exactly how the tnatter 
 stood now, with ngard to the inclusion in these Associations of the Voluntary Schools 
 of the Country, and they have sent me the following figures, which 1 think you will admit 
 are of the most satisfactory character. There are in England about 1 4,000 Voluntary 
 Schools, Of these 14,000, only 250 at the present time are not included in one of the 
 
I'll:.}), XIII. 
 
 Dl'TLOOK OK VOMNTAKV SCiroOI^S. 
 
 53 
 
 ■House of 
 louse and 
 Je govern- 
 :;ontained 
 
 )LS. 
 
 estrictions 
 Dg against 
 were the 
 ir. Balfour 
 :t-inaid to 
 
 »e relief of 
 
 much, but 
 has pub on 
 ' Religious 
 
 Bill itself. 
 I Bill, our 
 
 as aro, at 
 ' OQo hand 
 Education 
 } power of 
 
 therefore, 
 leal. We 
 ubie effect 
 ame time, 
 System of 
 t'sent, but 
 
 not dony 
 lachinory, 
 
 HO bold a 
 iiuchinery 
 1. I sent 
 he matter 
 y kSohoois 
 vill admit 
 Voluntary 
 )ne of the 
 
 Voluntary Associations [i.e. Associations of Voluntary ^choolsj that have been formed 
 under the Bill of last Session. Of those 250, 170 schools are not in need of any further 
 public aid, and, for that rf aton, have not joined ; 40 have good reasons, in the opinion of 
 the Education Department, why they should not join ; and there remain, therefore, of 
 the whole 14,000 Voluntary Schools now in existence 40 schools, and 40 schools alone, 
 the Managers of which have not thrown in their lot with the new system . . . devised 
 and formulated in the Act of last Session." 
 
 Mr. Balfour further stated his belief that this new scheme of Associations of Volun- 
 tary Schools would tend to the perpetuation of these Schools, for as he said :— 
 
 " These nf w Associations are not confined, and cannot be confined, to merely advis- 
 ing the Education Department as to the division of the grant which is assigned to them. 
 No ; having brought the Managers, both lay and clerical, together in those bodies, all 
 aiming at one object, all concerned in one great cause, it is quite impossible but that the 
 object shall be better attained, that cause better supported by a co operation, which would 
 never have taken place had these Associations not been called into being by an Act of the 
 Legislature." 
 
 As may have been expected, this bold declaration of the object of the Government, 
 in creating these Associations, has intensified the feeling of strong opposition to their 
 continuance as a part of the system of Public Elementary Education in England. 
 
 Unlocked foe Effect or the Voluntary Schools Grant of 1897. 
 
 The grant itself, though most opportune and a great relief in enabling Managers of 
 the Voluntary Schools to maintain them efficiently for the time, had nevertheless a most 
 serious effect on the income of these Schools from voluntary subscriptions. This fact has 
 recently impressed itself strongly upon the supporters and upholders of the Voluntary 
 School system. Among the fir.st to sound the note of warning on this subject has been 
 Dr. Temple, the Archbishop of Canterbury, President of the National School Societ'^ 
 In an address delivered on the 13th of last May, before the Upper House of Oonvoc; 
 tion of the Church of England, he said : 
 
 " There was one thing which the Bifihops must pay particular attention to, and that 
 was that a real danger existed that the one result of the grant in-aid which had been 
 made "would be a diminution of subscriptions He lelt confident that it would be im- 
 possible to maintain the position which the Church now held in regard to religious in- 
 struction if Churchmen were no longer willing to support the Schools of the Ohurch as 
 they had hitherto done, , . . The amount of support that was obtained had been 
 found to be insuflicient, and the grant inaid had been made to meet this insulficiency, but 
 it would not long be possible to maintain the Ohurch Schools, as the result of the grant 
 was, that the support which had been received in the past from Churchmen was to be 
 withdrawn. For, as he subsequently stated at the Annual Meeting of the National 
 Society : " There was naturally a tendency to consider that the aid grant was to take the 
 place of the voluntary suV.scriptions. This was never intended, and they could not main- 
 tain their Schools if such a result was to follow." ... It would not, he thought, be 
 possible very long to maintain religious instruction in the Board Schools themselves if 
 the Voluntary Church Schools had to be surrendered. . . . "As regarded the gene- 
 ral working of the grant-in aid it would be necessary that they should contemplate the 
 payment of higher salaries to some of the better Masters. There was a danger, if they 
 allowed the Board Schools to give such very big salaries as they did, that the Voluntary 
 Schools, as compared with the Board Schools, would be constantly falling behind. 
 It was for Churchmen to look to themselves that they did not lose the position they had 
 won, by their neglect to do what they could for the maintenance of the Voluntary Schoula." 
 
 " The Bishop of Hereford said that he had found that a great many people in the 
 Country did not realise the (extent to which ad<iilional subscrijitions were required for the 
 Voluntary Schools. There wers two great dangers at the present time to Voluntary 
 Schools. One was the danger of impoverishment, and the other was what seemed to be 
 
'A 
 
 I'DIMI.AI! KIM (All I IN IN KNM.A N I), I S'.iT. 'S. 
 
 
 tho growing dissatisfaction on the part of aiany of the Teachera * . . . The people 
 had not rf-alizid as a wholo the duty of subscribing to the Voluntary Schools, if they 
 really wished to maintain them. That point could not be too strongly pressed upon the 
 people at large." 
 
 Unexpected Falling Off of Subscriptions to Voluntary Schools. 
 
 These notes of warning have been re-echoed at a ruri-decanal Meeting lately held in 
 tho County of Devon. The principal speaker at that meeting said : — 
 
 " If they were to maintain the religious education given by the Church in her 
 Schools, they wanted money, money, money. And there was a particular reason why, at 
 the present moment, the Churchmen of England should be stirred up to face this point. 
 They had just had given to them what was called the grant-in aid, and there was very 
 great fear, a fear which had just been voiced by no less an authority than the Arch- 
 bishop of Canterbury, that it had entered into the minds of Churchmen that the grant in- 
 aid freed them from the responsibility of contributing to their National Schools. There 
 could not be a greater mistake. That grant-in-aid was fettered by a great many condi- 
 tions, which made it altogether not so useful, as they hoped it might be. . . . The 
 stipends paid in many Church of England Schools were thoroughly and entirely inade- 
 quate. That was not tho fault of the School Managers, or of the Olergy. It was the 
 fault of the penuriousness of the laity of the Church of England, who did not recognize, 
 and never had recognized, their responsibilities with regard to the religious education of 
 England. , . The ordinary layman went to Church and, perhaps, enjoyed the 
 
 services, and at the end put a three penny-bit in the ofTortory, but he never went into 
 the National School and knew nothing of the patient, hard, grinding work done by the 
 Clergy and Teachers to maintain those S'^'.ools, and keep them going practically." 
 
 " The Northern Counties Voluntary Schools Prospective Association," in its " Pro- 
 posals as to Financial Aid," issued under the Presidency of Dean Maclure, of Man- 
 chester, in October, 1896, (when the National Schools were in fore need of subscriptions 
 and before the grant-in-aid was made), thus points out the apathy of the iaity of the 
 Church of England in the support of her Schools : — 
 
 " There may still be some who pin their faith upon the resource of Voluntary Sub- 
 scriptions. To test its hopefulness, take the case of Liverpool, where subscriptions are 
 not much over one-half the average for England and Wales- (being £20,000). The 
 same prople pay the larger portion of the School Board Precept (rates). ... A 
 simple calculation will show that those who rely on subscriptions to enable the Liverpool 
 Voluntary Schools to hold their own, must expect the friends of such schools to find, 
 . . a sum which, inclusive of their share of the education rate, will exceed £125,000. 
 
 " As a second illustration, a comparison of Lancashire with London may be instruc- 
 tive. They are not far from equal in population . . . London teaches less than 
 thirty per cent, of her children in Voluntary Schools ; Lancashire teaches over eighty per 
 cent. . . . Our friends in London are, however, face to face with an aggressive 
 Board, . . . b"* ♦^^heir practically stationary attitude, in contrast with the rapid 
 strides of tho School Boai 1, suggests that the ultimate issue is scarcely doubtful. . . . 
 
 " Analysis applied to other Counties and Towns in the North, yield similar results ; 
 at all events, it is safe to say, that no large addition to the subscriptions now paid in our 
 large urban districts can be looked for." . . . 
 
 Such statements, as the foregoing, and those of the Devon meeting, in regard to the 
 falling off of subscriptions to the Church of England Voluntary Schools, are borne out 
 by the two Organizing Secretaries of the Church of England National Society, who have 
 practically the charge of the Society's educational work in the two Districts, into which 
 
 * This diBBatisfaction was largely due to the fact that the Teachers of Church Schools were generally 
 employed in Parish work, while their salaries were lower, as a rule, than were those of the Teachers in 
 the lioard Schools. 
 
 i : 
 
Chap. XI 11. 
 
 Oiri.ooK (IF VOMNTAIM- SC|l(i(M.S. 
 
 55 
 
 |e people 
 
 if they 
 
 Ipon the 
 
 held 
 
 in 
 
 Ih in her 
 
 why, at 
 
 |i8 point. 
 
 ^as very 
 (he Arch- 
 Jgrant in- 
 , There 
 IV condi- 
 The 
 ly inade- 
 
 was the 
 ecognize, 
 cation of 
 oyed the 
 vent into 
 le by the 
 
 its " Pro- 
 of Man- 
 jcriptions 
 ty of the 
 
 tary Sub- 
 itions are 
 )). The 
 
 : • ^ 
 
 Liverpool 
 8 to find, 
 125,000. 
 
 > instruc- 
 es8 than 
 ghty per 
 jgressive 
 be rapid 
 
 results ; 
 d in our 
 
 d to the 
 arne out 
 ho have 
 which 
 
 generally 
 ochers in 
 
 England is, for School purposes, divided. The Rev. 0. H. Burrell, Organizing Secretary 
 of this same Northern Division, in his Report to the National Society, eavs : — 
 
 " With regard to the support given to the Society in the North . . . there are 
 still far too many parishes which, though they have received grants from U8, seem 
 unwilling, or unmindful, to do anything in the way of subscriptions, or collections, in 
 return. Some hundreds of apppals which I have made . . still remain unanswered. 
 
 New subscriptions are very difficult to get" 
 
 The Rev. F. I. Chandler, of the Southern District, in the National Society Report 
 for 1897. says :— 
 
 " I am sorry still to see that the number of grantee parishes, (those receiving school 
 aid from the Society,) which have never given an offertory to the Society, in return for 
 help, is larger than the total number of Cliurches contributing to the Schools during the 
 year. . . 
 
 " We are still some way off that muchto bedepired hour, when no earnest Church- 
 man will be content to be without a School in his parish." 
 
 Quite recently the Education Department gave warning to the authorities of the 
 Church of England School at Arundel that the accommodation for pupils was inadequatpj 
 and that t' e Schools must be rebuilt and enlarged, or make way for the School Board, 
 In consequence of this intimation, efforts were made to raise the funds necessary for this 
 purpose, but so far without success. 
 
 The Bishop of Liverpool, at the last meeting of the Diocesan Board of Education, 
 said, that : — 
 
 " The whole questian of education was rather in a critical condition at the present 
 season. Whether another year would put them in a better condition remaided to be 
 seen. The Church of England Schools were heavily met by the continual support 
 given to the Board Schools. As long as they had Board Schools so liberally supported 
 as they were there, and so well conducted, they must not be surprised if they found 
 such a deficiency as they had at the present moment."' 
 
 The grant-in-aid to Voluntary Schools, as made under the Voluntary Schools Act 
 of 1897 has thus had, as so forcibly stated by the President of the National School Society 
 and other representative men, a paralyzing efiect on the liberality of the Church of Eng- 
 land laity, in support of these Schools. The violation of the actual terms of the com- 
 promises in the Forster act of 1870 — one of which was that " all elementary schools were 
 to be maintained, half out of local sources, and half out of money provided by the State, 
 in the shape of a Government grant " — has been relaxed, and has, therefore, given fresh 
 vigour to the latent opposition, which has long been felt to Denominational Schools as part 
 of the Public School system of England — the grant-in aid now made is quite in excess of 
 the conditional " one-half" to be furnished by the (lovernment, and may, in the future, 
 as feared by the opponents of Voluntary Schools, be definitely increased. 
 
 It has been felt, as expressed by more than one speaker ou the subject in England, 
 friendly to Voluntary Schools, that, in making the grarit-'n-aid to Voluntary Schools : — 
 
 " The first thing that has happened is, what we always said would happen, a falling 
 oflT of subscriptions. It has been, and will be more and more, 1 believe, a Bill, not for 
 the promotion of education, but for the relief of subscribers." 
 
 Proposed Plan op Relief, — The State to Furnish Teachers. 
 
 At a Diocesan Conference held at Oxford in July, 1898, tho present condition of the 
 Voluntary Schools was discussed, and it was stated by Mr. C. A. Cripps, M.P., that an 
 imperative change was necessary in the matter of the teaching staff, He said : — 
 
 He did not think they could speak too highly of the self-denial in some cases and 
 of the energy and enthusiasm in almost all of the Teachers who were connected with 
 their Voluntary Schools. But they must deal in the long run with the average of human 
 nature ; and if they were bound to pay the Teachers in their Voluntary and Denomina- 
 
I'OIMI.AI! KDIiATlnN IN K\<;I,AM). hSi)7, .S. 
 
 
 tional Schools a smaller salary than their more fortunate brethren of the Board Schools 
 — where the ratepayer had what had becu cilleJ his bottomless parse— in the long run 
 they were liktily to have a less etlicient staf! of Teachers in their Voluntary and denomi- 
 national Schools ; and if they wanted an ecjuality of education they must have equality 
 of teaching power and teaching staff. 
 
 The Schools of this Country, whether Voluntary or Board, ought to be provided at 
 the national expense with a similar class of Teachers, similarly trained, similarly efficient, 
 similar in quantity to the number of pupils they had to teach. 
 
 Mr. Cripp, in order to put on record this latter suggestion, moved the following 
 Resolution, which was carried : — 
 
 " That this Conference is of opinion that the State should provide an adequate staff 
 of Teachers for all Elementary Schools, in order to ensure an equally efficient education 
 for the children in all Scl ools, whether Denominational, or not ; and that, in fixing the 
 adequacy of such staff", the limitation between Elementary and Secondary Education, 
 should be further defined." 
 
 This scheme is, however, regarded as but the thin end of the wedge, or as the first 
 instalment of a plan to have Parliament prictically assume the entire charge of the 
 maintenance of the Voluntary Schools — by grant and by local rate — a scheme which has 
 many strong advocates, but few real friends. 
 
 It is, nevertheless, a hopeful sign of the future of a scheme of truly National 
 Education in England, to find among the supporters of Voluntary Schools so influential 
 and important a Body as the "Wesleyan Conference expressing itself definitely in favour 
 of a homogeneous system of popular education in England. 
 
 On this subject the Rev. Dr. Waller has written to me as follows : 
 
 "With regard to the views of the Wesleyan Conference on the subject of Public 
 Education, I may say that it has repeatedly declared that the primary object of Methodist 
 policy in the matter of elementary education is the establishment of Board Schools every- 
 where, acting in suillcient area, and the placing of a Christian unsectarian School within 
 reasonable distance of every family. 
 
 " With regard to the question of State aid for Voluntary Schools . . . the Wesleyan 
 Conference has declared, ' that there should be no increased grant of public funds, 
 whether from local rates, or from the Ir perial taxes, to Denominational Schools, unless 
 the increased grant is accompanied by adequate and representative public management.' " 
 
 Movement in the House of Commons Towards a Homeogenous System op Schools. 
 
 During the last Session of Parliament, the substance of these declarations of the 
 We.sleyan Conference was submitted in the form of a resolution to the House of Oom- 
 mtns by Mr. D. Lloyd-George, as follows; 
 
 " That in the opinion of this House it is Rssential to a just and efficient system of 
 national education that there should be within reach of every child in England and 
 Wales a popular Elementary School, under local representative management, and that 
 there should also bo provided increased facilities for the training of Teachers in Colleges, 
 free from sectarian control." 
 
 In discussing this motion. Sir John Gorst, who is Vice-President of the Committee 
 of Council on Education, expressed the opinion : 
 
 " That unless some plan is invented by which the ratepayers in Towns and urban 
 districts are empowered, if they choose, to support Voluntary Schools out of the rates, a 
 very large number of them must disappear," 
 
 Subspquontly, at the dedication, by the Bishop of London, of the St. Stephen's 
 School, Paddington, in November, 1898, Sir John Gorst predicted the possible perpetuity 
 of the System of Voluntary Schools in England, and said : 
 
Ililp. 
 
 XIII 
 
 (trrr-ODK ok volcntahv sciiodi.s. 
 
 .)/ 
 
 Schools 
 Qg run 
 lenomi- 
 quality 
 
 "... The law had deliberately ostablishod in this cDuntry a double syateni of 
 elementary education," . . . and that, wh le the State h'»d moulded two systems of 
 management, it had not arranged that one of theae systems should have ado(]uate funds 
 wherewith to discharge che duties which it undertook, and the friends of education 
 could promote the cases in no better way than by arranging for the removal of the 
 disabilities under which the managers of Voluntary Schools now lay. 
 
 He did not say this in the interests of Voluntary Schools. ... He com 
 mended to their conHideration the fact, that Voluntary Schools woulj continue to exist. 
 Nobody could kill them : nobody couli destroy them ; and they would continue for all 
 their lives, and perhaps for many generatioas to come. It was, therefore, to the interest 
 of the people of this country, to the interest of the parents, to insist that there should be 
 some plan devised by ^-hich the Voluntary School Managers should have adequate funds 
 by which they could giv? as good a secular education as that given in Board Schools." 
 
 Sir Wm, Harcourt took strong ground against the dual system of education in 
 England, but he hoped that the declarations made by the Minister as to the fundamental 
 deficiencies of national education might sink into the hiart, not only of the House of 
 Commons, but of the people of the Country, so as to give that impetus and support to the 
 Government of the day to enable them to set to work on a task, which he believed to 
 be of the most supreme importance to the future of this Country." 
 
 The ex-President of the Wesleyan Conference of 1S97, forcasting the educationa 
 future of the school question in England, said : 
 
 " While many desire one uniform system for the whole Nation, the force of circum- 
 stances makes it probable that the dual system . . will continue for some time to 
 come. ... It may be that they can be b:-ought into more harmonious relations and 
 co-operate more effectually for the common good. Tao cry for popular representative 
 control in proportion to the support derived from the payers of rates, or taxes, is so 
 simple, 80 ju^t, so reasonabl< , and is taking such hold of public opinion that the principle 
 bids fair to extend and prevail." 
 
 Okqanized Opposition to Voluntary Dknominational Schools. 
 
 Although the Voluntary Schools Act of 1897 was considered to be a great boon by 
 the supporters of these Schools, yet, in some respects, it aro" -"d a stronger opposition in 
 the public mind to such an endorsement by Parliament of w principle of private Deno- 
 minational Schools, as opposed to that of the national system of Board Schools under local 
 public control. That the strength of ihis opposition was lessened, it is true, by the passage of 
 a corresponding Act at the same Session of Parliamt,nt, providing for a special extension of 
 the Parliamentary Grant to Board Schools. In 189V, thi« extra grant was made. At 
 the annual Meeting of the National Education Association, held on the 15th of Febraary, 
 1898, the Report presented stated, that the Voluntary School Grant, under the new Act 
 of 1897, was at the rate of five shillings per child of average attendance, (or X617,000 in 
 the aggregate), and that the increased special granc under the Bo«d School Act of the 
 same year was one shilling per child of average attendance, or £110,000 in all. 
 
 Among the many reasons which have been urged by educational reformers in 
 England " why Voluntary (denominational) Schools should cease to be supported by a 
 Parliamentary Grant ", there are two which seem to me to embody the substance of the 
 whole popular argument in England against these Schools. They are : — 
 
 (1) The " perversion" of State funds, voted by Parliament to aid in the propagation of 
 purely Denominational views and opinions, under the guise of promoting education. 
 
 (2) The utter ab^ience of official local control in the management of those Voluntary 
 Schools by the public. 
 
 Amonsr the active opponents of those Voluntary (denominational) Schools is the 
 National Education A«H0ciation of London, under the Presidency of Lord Battersea. 
 Through its Emergency Committee, this Association has issued a number of pamphlets 
 and about a hundred fly-sheets, con (unil)^' h'coag and vigorous arguments, from the 
 
58 
 
 I'olMI.AII i;l)l( AlION IN i;n(;i,aM), 1S})7, S. 
 
 H - 
 
 '.«. *■■ 
 
 |i 
 
 national Hchool .standpoint, against Voluntary (denominational) Schools. The most inter- 
 
 efeting and striking ot these pamphlets are : " The Education Crisis : A Defence of Popular 
 
 Management of Public Etiucation," '' The Inherent Defects of Voluntary Schools," " The 
 
 Advantage of the School Board System," etc. 
 
 Note.— On page 41, a Ktrikiner example is given of the inferior quality of the education given in the 
 London Voluntary Schools, as evidenced at a recent Counly .Scholar BtStf Examination. 
 
 Active Movement to Promote a Puulic Geneual System of Popular Education. 
 
 I have thus given the views of prominent public men who fully represent the 
 various opinions prevalent in England on educationel matters. Several organizations 
 exist which are pledged to promote in every way the projected reform indicated, and 
 either to abolish the dual system altogether, or to insist on a local representation of rate- 
 payers on all Voluntary School Boards receiving a portion of the Parliamentary grant. 
 
 The most important of these organizitions is the " National Education Association," 
 of which the llight Honourable A. J. Mundella was President for nine years, and until his 
 death last summer. In the Report of this Association for 1897, (which I greatly con- 
 dense), it is stated that : 
 
 " The reactionary educational policy . . . (indicated by the school legislation of 
 1897) — led to proposals for united action in various quarters among Societies , . . 
 friendly to a publicly-managed and undenominational system of Schools ; (viz., the Bir- 
 mingham and Midland League, the Northern Counties' League, and that of the ' Free 
 Churches League.' . A coni'erence of the Association and these Leagues was held 
 
 last summer, and a series of Resolutions was agreed to. Among them were the two fol- 
 lowing : 
 
 " (1) That . . the establishment of School Boards should be extended by Parlia- 
 ment over the whole Country. 
 
 "(3) That School Boards should have the management of all Public Elementary 
 Schools within their area, the management to cover the appointment of Teachers," 
 
 With a view to combined action the Executive Committee urge that a vigorous cam- 
 paign be inaugurated on the ground : 
 
 " That the serious aggreadons upon the School Board system and the unjust dis- 
 crimination in favour of sectarianism embodied in the legislation of last Session, make the 
 diffusion of sound principles more necessary than ever." 
 
 All friends of education are urged to demand " not only the repeal of the reactionary 
 legislation, but also a considerable step forward in the direction of universal School 
 Boards, with unsectarian Schools under their management, and within the reach of all." 
 
 
 CHAPTER XIV.- THE UNIVERSITY EXTENSION MOVEMENT IN ENGLAND. 
 
 Of late years there has been a strong desire, largely in commercial circles, for an 
 extension of university privileges to the larger progressive Cities and Towns in England. 
 
 In an official Report on University Colleges, receiving grants from the Imperial Par- 
 liament, published in 1897, a resum^ of progress in the direction of Colleges is thns 
 given : — 
 
 " The University Colleges of Great Britain are a remarkable development, and have 
 become a very important part of the educational life and system of the Country; University 
 College and King's College, in London, were founded early in the century ; Owens Col- 
 lege, at Manchester, will soon reach its jubilee ; Bedford College is a little older ; but the 
 others have all grown up within the last twenty, or twenty-five, years. . , . They repre- 
 sent a total capital expenditure ... of nearly two millions (£2,000,000) of money, and 
 an annual expenditure of £155,487. . . . They are supplying education to a total of 
 
lost inter- 
 3f Popular 
 \W " The 
 
 iven in the 
 
 IDUCATION. 
 
 esent the 
 anizatiooB 
 ated, and 
 n of rate- 
 |ary grant. 
 
 ociation," 
 d until his 
 eatly con- 
 
 [ielation of 
 
 , the Bir- 
 
 the ' Free 
 
 was held 
 
 le two fol- 
 
 by Parlia- 
 
 jlenientary 
 )rs." 
 
 orouB cam- 
 unjust dis- 
 , make the 
 
 eactionary 
 3al School 
 ih of all." 
 
 rOLAND. 
 
 ss, for an 
 England. 
 
 lerial Par- 
 is is thus 
 
 and have 
 Iniversity 
 vens Col- 
 ' ; but the 
 ley repre- 
 Dney, and 
 a total of 
 
 Clui].. XIV. 
 
 r.MVKusnv i:\i'Kxsi(iN in i:>>(;i,\m>. 
 
 pupils — men and women — in arts and sjiencus, iucludin* Trainiiii,' College studentH, whic!) 
 approaches to some six thousand (6,000) and in all do|iavtTi >at9, includiag Medical, 
 Engineering and Technical students, to some twelve thousand (12,000)." .... 
 
 " It may be noted that the rise and prospority of these Colleges . . . has not been 
 brought about at the expense of previously existinj? Univprsities. Oa the contrary, we 
 find that most of these Colleges are largely manned by Professors drawn from the older 
 Universities, and that there is a frequent interchange of Teachers between the two sets of 
 Institutions. . . . 
 
 Names of the Local University Oolleoes im Englamd. 
 
 The Colleges inspected, and on which reports are given^in this Parliamentary Return, 
 are the following : 
 
 1. University College, London, founded in 1828 — " A place of learning of some con- 
 siderable prestige and tradition. ... It has " been, in a sense the pioneer and model of 
 the University Colleges throughout the country." 
 
 2. King's College, London, founded by Royal Charter, in 1828. ... In 1882, the 
 Charter was enlarped with a view to enable the College to educate women. 
 
 3. Bedford Colleyc, London, founded in 1819 as a College for adult women, 
 
 4. Oiren's College, Manchester, founded in 1841. It is one of the three local Colleges 
 which constitute the Victoria University. 
 
 5. University College, Liverpool, founded in 1878, is the second of the three Colleges 
 of Victoria University. 
 
 6. The Yorktshire College, Leeds, founded in 1874, is the third of the Colleges of 
 Victoria University. 
 
 7. Mason College, Hirmingham, founded in 1875, and which it is proposed to erect 
 into the Birmingham University. (See next page). 
 
 8. University College, Bristol, founded in 187G, " for the education of persons of 
 both sexes." 
 
 9. Tlie Durham College of Science, Newcastle-upon-Tyne, commenced in 1871, and 
 maintained by the University of Durham. 
 
 10. University College, Nottingham, mainly founded and supported by the Corpora- 
 tion of Nottingham and affiliated with the Universities of Oxford and Cambridge. 
 
 11. Frith College, Sheffield, founded by Mark Frith, in 1879. It prepares Students 
 for the University of London. 
 
 12. University Extension College, Reading, founded 1892, and is an amalgamation of 
 the local Schools of Science and Art in lieading, in connection with Oxford University. 
 
 13. Technical and University Extension College, Exeter, founded in its present form 
 in 1893. It is also an amalgamation of the Schools of Science and Art in Exeter. It 
 will likely be connected with Cambridge University. 
 
 Various Universities in England. 
 
 To these University Colleges might be adaed the ones recently founded in Oxford 
 and Cambridge, viz.: — Keble, Mansfield and Manchester, in Oxford ; also Lady Mar- 
 garet, St. Hilda and St. Hugh and Ruskin's Halls, and Towerville College, in Oxford ; 
 and Girton and Newnham Colleges in Cambridge, etc. 
 
 In addition to the Universities of Oxford and Cambridge, there are also the follow- 
 ing recognized Universities in England : — 
 
 1. The University of Durham, founded in 1893. 
 
tiO 
 
 |-OlM.l,All KI>U<ATI().\ IN KNUl-AM), 
 
 89 < 
 
 2. The Univfrflity of London, founded in 1836. It is now propos^'d to make tiiis a 
 Teaching Univprsity, instead of being, as it is n)w, an " Examining University." 
 
 3. The Victoria University, of Manchester, founded in 1880. 
 
 4. University of Wales, fcunded in 1893. 
 
 The Proposed University op Birmingham. 
 
 It has also been proposed to erect Mason OoUege in Birmingham into a Teaching 
 UnivPisity. In advocating this change, the Right Honourable Joseph Ohamberlain, 
 Member for Birmingham, said : — 
 
 "There was a time, no doubt, where members of the older Universities, and men 
 who were altogether independent of them, believed that the multiplication of Universities 
 would injure education, acd that it would lead, in a certain sense, to the degradation and 
 lowering of the value of the Degrees which Universities conferred. But very much has 
 happened in the last twenty years ; and he could scarcely imagine any reasonable man 
 arguing in that strain now, . . . What did they mean by a University 1 What new In- 
 stitution was it they desired to place in Birmingham ? They meant, he took it, a great 
 School of Universal Instruction, not confined to any particular branch of knowledge, bat 
 taking all knowledge as its province, and arranging regular courses of complete inatrac- 
 tion in all the great branches of information. 
 
 University Examples in Germany and Scotland Oitkd. 
 
 " But, if they went outside England, the argument was greatly strengthened. They 
 looked to Germany for an example, and as a model of everything in the way of educational 
 organization and progress. Education was ' made in Germany.' The population there 
 was 46,000,000, and it had 21 Universities. Their own sister Kingdom of S>;otland, 
 with 4,000,000, had four Universities. England and Wales, with nearly 30,000,000, had 
 only six Universities. Birmingham and the surrounding district was the only great 
 centre in England which has not been provided with a University. Liverpool, Man- 
 chester, Leeds have the Victoria University. Newcastle is closely connected with 
 I)urham. W^ales has its own University, and London has a University also. 
 
 " We could not imitate Oxford and Cambridge if we would, and we would not if we 
 could. The older Universities supply a want of their own, and they offered associations, 
 traditions and conditions which we could not emulate. If anything were to b'^pen to 
 them, they would leave an incalculable gap in all that is interesting and picturesque in 
 English life and history. 
 
 " There is no doubt whatever, from the experience of such Universities, as those to 
 which 1 have referred, that to place them in the middle of a great industrial and manu- 
 facturing population is to do something to leaven the whole mass to higher aims and 
 higher intellectual ambitions than would otherwise be possible for people engaged entirely 
 in trading and commercial purouits." 
 
 Other than the Learned Professions Knocking at the University Gate. 
 
 In his* recent inaugural speech as Lord Rector of St. Andrew's University, Mr. 
 James Stuart, M.P., in very striking language, called attention to the new demands on 
 Universities for a far wider range of studies than those now taught in them. He said : — 
 
 " Since Universities were founded, other callings had arisen besides those of what 
 used to be known as the ' learned professions ' ? Engineering had almost won its way into 
 their University System. The Profeseor of Teaching had a claim to University recog- 
 nition. These were two great branches of human knowledge knocking at the gate of the 
 Universities, and offering precisely the same plea for accpptance as the professions -of 
 Mi^dicine, Law and Theology did 800 years ago. If the Universities were not to be left 
 behind, they most respond to that knocking at the gate ; they must remember the 
 demand that called them into btiug. But the professions of the Engineer and of ihe 
 
C'l.ap. XIV 
 
 I NIVKItSITV KXTKXSION IN KViiKANIV 
 
 61 
 
 ce this a 
 
 jTeaching 
 imberlain, 
 
 land men 
 iversit'ies 
 lation and 
 
 uch has 
 able man 
 
 new In- 
 t, a great 
 Bdge, bat 
 e instrac- 
 
 d. They 
 lucational 
 tion there 
 
 Sjotland, 
 0,000, had 
 Dnly great 
 oo], Man- 
 jted with 
 
 not if we 
 
 lociations, 
 ''^jjen to 
 resque in 
 
 I those to 
 ad manu- 
 aims and 
 d entirely 
 
 Gate. 
 
 •sity, Mr. 
 mands on 
 e said : — 
 
 e of what 
 way into 
 ity recog- 
 \te of the 
 issioDs .of 
 to be loft 
 luber the 
 d of >he 
 
 Teacher wore only two of the many callinss of mankind which asked for University 
 recognition. Trade and Commerce were still outside their University system, and those 
 who followed Ihem had to be content with the crumbs that fell from other tabUs. Then 
 there were the professions of the Civil Srr and the Newwpaper proas. Even from 
 
 the University's own point of view, it bcci uly more necessary to tiad more outlets 
 
 for their students. Do not fear the curriculum being too full — students already could 
 select for themselves — give thfm ample opportunity. They ought to strive to give men 
 wide chances of knowing what the state ot knowledge is in its entirety." 
 
 What a Local, or Provincial, University Should Bk. 
 
 Tn another speech at Birmingham, by Mr. ChambfTlain, in November, 1898, he thus 
 empbasiz' d what he thought should be the distinctive character of a lociil, or provincial, 
 University : — 
 
 " There is a tendency with a few people to J 'eer at provincial Universities, and to 
 represent them as what I may call " bread and butter schools ;" that is to .say, as Insti- 
 tutionc, which are inteudpd merely to enable the Htudents to take advuutage of them to 
 stand in rather better positions to earn their own livelihoods than they would do, if they 
 were without them. I do not think myself that even that mission is one altogether to be 
 despised. . . . 
 
 "A provincial University ought to be in some sense distinctive. It ought to have a 
 stamp of its own. In my opinion, it ought to be redolent of the soil, and inspired by the 
 associations in which it exists. Well, what are the aFsociations and the inepirations 
 which we gather from our position ? It appears to me, to begin with, that we must re- 
 member that Birmingham has always been the home of a Medical School of .i very high 
 reputation. . . . 
 
 "Again, the enormous development of science requires, undoubtedly, an extended ap- 
 plication of the means of instruction ; ar.d, of course, there is ajtpcial reason that science 
 should take a very prominent place in connection with a University which is situated in 
 the centre of a manufacturing and commercial district ; and it would be, in my opinion, 
 pedantry were we to pretend that we did not attach the highest importance to this branch 
 of our work, and did not intend that it should be distinctly carried out, and should give 
 to the University a position of its own. 
 
 The Necessity of Equipment for Com.mbrcial Life. 
 
 " I would like, however, to go one step further. There is one branch of education 
 which seems to me hitherto to have been curiously neglected in the UniverHiti.^8 that at 
 present exiit in this Country. There is, as far as I know, nothing like an organised Com- 
 mercial Education. I admit I desire very much to sf e, some time or another, a Faculty 
 for commercial education in connection with the University of Birmingham, in which 
 .there .should be a fully equipped centre for modern languages, taught, not as they are 
 taught now, without much system, but taught scientifically, in which also attention would 
 be paid to Commercial Geography, Commercial Law, Commercial Economy, and the other 
 kindred subjects. In fact, 1 cannot see why we should not do for those who are intended 
 for commeicial life what we already do for those who are intended for the professions. 
 The establishment of such a School as thit would give to our University that spFcial 
 character, which 1 think it will have to attain to, if it ia to maintain a distinctive, separate 
 and important position." 
 
 In referring to the urgent request of the Birmingham Chamber of Commerce that 
 " a real Faculty of Commerce " be established in the proposed University of Birming- 
 ham, Mr. Chamberlain, in a later speech, faid : — 
 
 " That, while it was desirable to give special attention to scientific Commercial 
 Education, . . . the Chamber of Commerce went further, and desired a ' real Faculty 
 of Commerce,' such as exists in only one University in Europe — that of Leipzig. . . . 
 
I'oi'ii.Ai! i:i)i:r,\ii(iN in i:n(;!„\Mi, IMtT, s. 
 
 GIIAFTKK XV.— GKNERAL OBSERVATIONS AND SURVEY OK THE 
 PKOSPECrs OF POPULAR EDUCATION IN ENGLAND. 
 
 I propose in this Ch.iptor to notice some features of the P^nsjlish Eduo.itional System, 
 iis they have |)reaonted thciiiiaolvcH to me, and to analyse and discuss the causes which 
 have produced, of late years, ho f^reat and lieneficial a change in public opinion and fooling 
 in rej.;ard to popular education in England. 
 
 Gknekai, Chauactkkistic's ok Administkation in England. 
 
 I have already, in Chapter XIII., touched upon what may be regarded as character- 
 istic of EngliHh adiiiiniHtrative practice. While it is, as a rule, fair and impartial, it is 
 very methodical and minute in regard to details. It is novertheloss paternal, but it is 
 also somewhat arbitrary and inflexible in its rulings and docisions. 
 
 fy, ' i 
 
 frls 
 
 
 So.MK OK THR HiNDRANCKS TO THK PllOOKKSS OP TIIK EnoI.ISH SCHOOL SySTKM. 
 
 There arc several serious hindrances to the progress and success of the system of 
 Popular Eilucation in England, which have boon but slightly touched on in this Report. 
 They are partly inherent, and partly traditional. 
 
 1. The first, in its after effects, has been, no doubt, the great supinoness, in past years, 
 of the English people in the matter of Popular Education. " It is," as the Rtjpjrt of the 
 Education Department for 1897 98, puts it, that, " as a Nation, we have only within 
 com])aratively recent years, grasped the idea of universal elementary education. We 
 realiz! d but slowly how far liehind we had lagged in the supply of elementary education 
 for the masses of the people." 
 
 It has taken time, therefore, to make up for this early neglect of a subject, which in 
 other countries, (ispecially in Holland, CJermanv, the Unittsd States and Canada, had long 
 since engaged the serious and practical attention of their statesmen and people. 
 
 2. The second great drawback to the efficiency, as to results, is the short-lived attend- 
 ance of children in the Schools. Of the 4,888,307 pnpils in average attendance at the 
 Schools in 1897, only 1,186,30(1, which remained in the Schools, were between ihe ages 
 of eleven and thirteen, (or less than one-fourth of those on the roll, at those ages). 
 After discnssing the causes, which have led to this state of things, the Report of the 
 Education Department for 1897 98, states, that the immediate cause of it is the desire 
 of pupils for immediate gain, and the selfishness of parents for the same. 
 
 Another barrier to successful progress in this matter, is the great diversity of stand- 
 ards fixed V)y local by laws for total, or partial, exemption of children from School 
 attendanc(! in England and Wales. The Education Department deplores this state of 
 things and feels, " that, so long as this unevenne.ss in the normal duration of School liffe 
 continues to be characteristic of our system of public elementary education, little can be 
 done towards impressing on the public mind a definite idea of what should be the normal 
 intellectual outcome of an Elementary School course " of instruction. 
 
 3. The third great hindrance to the successful working of the English School System 
 chiefly atfects its higher grade, of what are termed " Secondary Schools." More than one 
 effort has been made by the Government to deal with this question, but without success. 
 At length, a Royal Commission was appointed to deal with secondary education. Their 
 enquiries brought out into strong relief the inherent difficulties of dealing with a qaeation of 
 this kind in a satisfactory manner, owing to the "vested interests" of a peculiar kind, which 
 claimed and exercised proprie«^ory powers over Schools of a higher grade than those for ele- 
 mentary instruction. These were exercised by School Boards, County Councils, the Science 
 and Art Department, the Charity Commisaioners, and chiefly by the Managers of Pro- 
 prietory Schools. There is, however, every reason to believe that, as proposed in the 
 
(•] 
 
 Dill. 
 
 xv 
 
 HI'KVKV OK rili: I NCI.ISII KDfi ATloNAI. SVsTKM. 
 
 tiS 
 
 Duko of of Devonshirti's Hill on "Secondary Kducation,' all of these intereata and the 
 HO-oalled vested rights will ho mt-rpod in one Htrong cxr-cutive body, ternit'd a Central 
 Kducational Board, like that of th(! other lioaids in the Engliah Governmental SyHteni. 
 
 Basis of the Enqlimh and Amkiucan Systems ok roruLAU Education. 
 
 To ray mind, one of the inherent musfa of the failnro, up to a late date, of tho 
 English S>8tem of Popular Education to provide for, and to reach, tho maasea of the people, 
 was the narrow baaia upon which it waa originally projected by the great and influential 
 Hociety, which undertook, (in 1811,) to lead in thin truly " national" inovement. It 
 appropriated to itself the term " National," hut yet confined its operations, (as it stated), 
 to 'the Education of tho Poor," while, in point of fact, the " poor" of England repre- 
 sented only a fraction of tho Nation at large;. Even Sunday Schools were projected with 
 a very little higher aim than the giving of rcliiiioua instruition to the " poor." It in 
 singular how this narrow view of the purposi^ and ohject of National Education continued 
 to hold sway for so long, not so openly, or publicly, as formerly, hut atill as a tradition. 
 And, in this way, and for this cause, the education of the masses is, more or less, regarded 
 as a tentative movement. Fortunately, the present leaders of public opinion in England 
 repudiate this narrow vitsw of their duty, and that of the U'ition at large, in this matter. 
 
 It is gratifying to know that the former English ideas on this subject never had, for 
 any length of time, a lodgment in the minds of Educationists on this side of the Atlantic. 
 The basis upon which popular education rests in the United States, and in Canada, i«, 
 and was intended to bo, as broad as it was possible to he, so as to include in its grasp and 
 purpote the entire population of the land. It was also designed to he as comprehensive 
 as were the intellectual requirements of every class of the population. 
 
 In the United States, no other idea was, or is, held by public men there, — and, in- 
 deed, hy the whole Nation, — than that the system of popular education should he homo- 
 genous, and that its foundation should he so broad and deep, that, in its operation, it 
 should he co-extensive with the needs of th(! population. No exclusive rights wore 
 to be conceded, or permitted, to any portion of the community, religious or other- 
 wise. The object of the system was, thai the entire people were to enjoy, without let, or 
 hindrance, all the benefits of a comprehensive scheme of national education, free and 
 open to every one alike, without re:jpect to class, natioualitie.s, or degree. 
 
 In this connection, I may here quote the words of a distinguished representative of 
 the Roman Catholic Church in Jie United States — Archbishop Ireland, of St. Paul, 
 Minnesota, who, in an address before the American National Education Association, in 
 1890, said :— 
 
 " I am the friend and advocate of the State School. I uphold tho Parish School. 
 I sincerely wish that the need of it did not exist. I would have all Schools for the 
 children of the people State Schools. 
 
 " The right of the State School to exist, I consider, is a matter beyond the stage of 
 discussion. I fully concede it. To the child must Im; imparted instruction in no mean 
 degree. The imparting of this is primarily tho function of the child's parent. The family 
 is prior to the State The State intervtmr s, whenever the family can not, or will not, 
 do the work that is needed. The place of tho State, in tho function of inrtruction is 
 loco jxirentiii As things are, tens of thousands of children will not be in.structed, if par- 
 ents remain solely in charge of this duty. The State must come forward as an agent of 
 instruction ; else ignorance will prevail. Indeed, in the abience of State action, there 
 never was that universal instruction which we have so nearly attained, and which we 
 deem necessary. In the absence of State action, I believe universal instruction would 
 never in any country have been possible. 
 
 •' State action in favour of instruction implies free Schools. . . . In no othfr 
 manner can we bring instruction Within the reach of all children. . • . Blest, indeed, 
 is that land whose vales and hill sides the [School House] adorns ; and bleat the genera- 
 tion upon whose souls are poured its treasaies. . . . 
 
64 
 
 PDl'fl.Al! KnrcATION IN K\(il>ANl), 18!)7, S. 
 
 " It were idle for me to praise the w^ork of the State School of America in the im- 
 parting of secular instruction. . . It is our pri'fe and glory. The Republic of the 
 United States has solemnly iiUirmed its resolve that within its bordeis no clouds of if;nor- 
 ance shall settle upon the minds of the children o£ its people. To reach this result its 
 generosity knews no limit. The Free Schools of America ! Withered be the hand raised 
 in sign of its destruction I . . . 
 
 " The American people are naturally reverent and religious. Their laws and Public 
 Observances breathe forth the perfume of religion. The American School, as it first 
 reared its log walls around the Villages of New England, was religious through and 
 through. 
 
 " 1 would solve the ditliculiy by submitting it to the calm judgment of the Country. 
 
 " I would permeate the regular State School with the religion of the majority of the 
 children of the land, be it Protestant, as Protestantism can be ; and 1 would, aa they do 
 in England, pay for the secular instruction given in Denominational Schools accoiding to 
 resulttJ ; that is, each pupil passing the examination before the State Officials, and in full 
 accordance with the State programme, would secure to his School the cost of the tuition 
 of a pupil in the State School. 
 
 '■ There is also another plan : 
 
 •' I would do as the Prote^jtants and Catholics have done [for over :wenty years] in 
 Poughkeepsie and other place.s in our country have agreed to do, to the greatest satisfac- 
 tion of nil itizens and the great advancement of educational interen'^c."*' 
 
 The English Code op Elementary Instruction and its Minuteness of Detail. 
 
 The scheme of School education, and the subjects of instruction, prescribed in the 
 yearly '' Code," are so elaborated, as to provid ', apparently, for every j)0S8ible contingency, 
 and every possible detail, of Elementary E iucation, as well as other matters, which are 
 rarely included in the ordinary 8ylla^)U3 of instruction in other Countries, These details 
 are, moreover, fenced in by many restrictions, which can only bo relaxed, " if sanctioned 
 by the Department." 
 
 The Education Department, in its Report, however, for 1897-98, thus admits tho 
 neceasity for a more liberal interpretation of its " Code," 
 
 " It is not generally understood how much encouragement is now given by the Code 
 to the adaptation of educational methods to the needs of difierent districts. It has been 
 our aim to remove, as far as possible, all restrictions which might needlessly hamper the 
 freedom of Teachers and of Alanagors, in their desire to increase the efficiency of the 
 Schools." . . . " We have thought it wise to leave the Managers of Schools as free as 
 posHibloin fotmulating courses ot manual instruction . . . but have published for 
 their guidance a paper of suggestions," on the suV>ject, etc. 
 
 I have pointed to various rfstrictive rnl^'' of the Department in Chapter VII. I. 
 will there be seen what are the extra bubjecib prescribed for the ordinary pupils of a School. 
 
 In the " luatructions to Inpp'cbors," the Department names the kindergarten sub- 
 jects for " Infiiiitf," and (numerates fourteen things which a child of from three to iive 
 years of nge can do, and twenty things which a child between the ages of five and seven 
 can do. It has alno given in these instructions minute details for the teaching and nian- 
 a«ement o? a cookery class, including a Mat of utensils to be used in teaching. 
 
 * Having writtpn ti) Archlii.shi)]) Iri'lniifl for somo iiifcrmation in reprarfl to tho TouKhkeepsie i)!an, 
 wliicli ii (itht'iwisi) kiiii' n ;in"llip ]''iuilvmlt sclimio " of ediUMtion, lie referred inn to the Rhv. .Tiuiipb 
 Is'iluii, Parish ^^i^Ht at Potiulikecpsie, for (ittinite in'oiniatinn on tlie Huhject. He said, howe'ver, "That 
 till' 'l'"aiihmiit Plan ' is iiotliiniT eliip than tfie 'Irish iSthool Plan,' which haw Ix'en in working' ordwr 
 throu^liuut Ireland for the h\st fifty years. It whh first npulied in tliiM Country in Poughknciisie, New 
 Yirk. . . . "I'onottel me " (says tho Archbishcp) "of the dillicultieH of di'tail in v-orking ont 
 either of my Bchini-'R. . . . OIIi^t schenips, nioicMierfect in concei)tion and easier of app „,iti()n, will, 
 perhnps, be preKented in tiire meanwhile, let \i8 do tho best that we can and do know," (See page 30.) 
 
5 
 
 in the im- 
 blic of the 
 la of ignor- 
 reauit its 
 and raised 
 
 and Public 
 as it first 
 'ough and 
 
 e Country. 
 
 )rity of the 
 as they do 
 icoiding to 
 and in full 
 the tuition 
 
 f years] in 
 ;st oatisfac- 
 
 Dktail. 
 
 [bed in the 
 bntingency, 
 
 which are 
 ese details 
 
 sanctioned 
 
 admits the 
 
 y the Code 
 t has been 
 hamper the 
 ncy of the 
 Is as free as 
 iblished for 
 
 r VII. 1. 
 
 of a School. 
 
 ;arten sub- 
 roe to live 
 ) and seven 
 I and Mian- 
 
 kt'('iisiii )i!nn. 
 •■ Rev. .T.'iineH 
 '^'ver, "Thai 
 orkinj,' ordwr 
 kecpsie, Now 
 ^■orkiiif? ont 
 -.ition, will. 
 iimgf'30.) 
 
 Chilli. XV. SUHVKV OK TIIK KMilJSH KDLtATlUNAI. SVSTK.M. 
 
 (5 
 
 
 All of this is very good, very suggestive ami very useful ; and it may be very desir- 
 able thus to ensure uniformity and completeness, and it may also prevent much loss of 
 time in conFtructing, in localities, Time Tables of instruction, as well as necessary direc- 
 tions f( r the Teacher ; but it also shows how greatly eUborated have been these details of 
 instruction in the Oode for English Elementary Schools. 
 
 Object Lessons and Physic.\l Exercises in the Schools, 
 
 The SubJFcts of Object Lessons in Country Schools include " Plant Life," "Animal 
 Life," " The Sky, Air, Land and Water," and are excellent in their extent und variety. 
 Those for Town Schools are also full of useful dt-tail, and are complete of their kind. 
 The Department has also provided, in the '"' Cjde," for " Visits to Museums and Other 
 Institutions of Educational Value," in connection with the teaching of Object Lessons. 
 
 In the matter of Physical Exercises in Schools, the Dep.irtment has given very full 
 directions as to when and how, and under what circumstances, pupils sL^ald, and should 
 not, engage in them, ft rocognizHs four ori;anizatiinH, or institutions, the drtidcates of 
 which it will accept, as evidence of the titnoas of a holder to conduct the physioal exercises 
 of a School, viz : the Military Authorities at Aldor.shot, the IJritish jUege of Physical 
 Education, the Amateur Oymnastic Association acd the Birmingham Athletic Institute. 
 
 Generous Financial Provision for Elementary Schools. 
 
 In BO elaborate and complex a system, it is obvious that it would bo necessary to 
 provide, with no unsparing hand, for the legitimate expenses of a Scheme of Education 
 covering so large an extent of ground, and embracing so extensive a held of scholastic 
 work. 
 
 The Governments of the day have not failed to redeem their implied pledge that, 
 while imposing upon the Country so extended and minute a scheme of education, 
 they would also provide the necessary funds to ensure its elliciency. Hence the 
 following are the amounts which were voted by Parliament in successive years, after 
 the first Education Grant of £20,000, which was made in 1833. 
 
 Very little addition was made to this sum for some years. In 1840, it was, how- 
 ever, increased to £30,000, but in 184], it was raised to £10,000. Subsequent Grants 
 were made year by year, but I have not given them consecutively ; 
 
 In 1843 the Grant was £ 50,000 
 
 In 1845 " 75,000 
 
 In 1847 " KIO.OOO 
 
 In 1849 " 125,000 
 
 In 1851 '• 150 000 
 
 In 1852 " 160,000 
 
 After this last year the Grants began rapidly to increase. 
 
 In 1853 the Grant was £263,000 
 
 In 1855 " 396,921 
 
 In 1856 " 461,213 
 
 In 1857 " 541,233 
 
 In 1858 " 663,435 
 
 In 1860 " 724,403 
 
 In 1861 •' 813,441 
 
 In 1863, under the administration of the Education Department by Mr. Robert 
 
 Lowe, (afterwards Lord Sherbrooke), and the adoption of the echeme of •' payment by 
 
 resultB," the Grant fe'l to £774,743. 
 
 6 
 
66 
 
 P0IM:I,A1{ KI)lT\TION IN lAlil.ANI), 1897, S. 
 
 " Thus," (as the Kiual Report of the Coiumisaioners of Inquiry of Iti-iti Btates^, •' the 
 promise of Mr. Lowe to the House of Commons, that education, under hia system of 
 administering the grants, should, if not ( tBcient, would be cheap, bid fair to bo realized, 
 so far, at least, as the second of these alternatives was concerned, since the cost to the 
 Country of the annual Grants steadily diminished." This will be seen more clearly from 
 the following Table :" 
 
 In 1863 the Grant was £721,386 
 
 In 1864 " 6.')5.()36 
 
 In 1865 " 636,806 
 
 In 1866 " 649,307 
 
 In 1871, a "Revised Code" came into operation, and, in 1872, the Parliamentary 
 Grant was increased to £789,689. 
 
 In 1873 the Grant was £902,177 
 
 In 1875 " 1,031,609 
 
 In 1880 " 2,130,009 
 
 In 1887 " 3,071 547 
 
 In 1895 " 4,081,281 
 
 Thus the Grant was increased in each year, until it hag now practically reached double 
 the sum of the grant of 1895, 
 
 What Havk Bpfv the Causes of this Awakbnino in England 1 
 
 Of course the inquiry would, under thoEe circumstances, naturally be : What were 
 the moving causes which brought about so remarkable a change in the disposition of 
 Parliament, so as to induce it thus ko largely to augment the sum placed each yeitr at the 
 dinposal of Managers of Scho ils, so as to enable these Managers to support their Schools, 
 and to carry out the obligatory requirement h of the Code 1 
 
 Upon a careful review of all the circumstances connectfd with the change in public 
 opinion, in regard to the importance and necessity of an improved and cfb'ctive SyHtem of 
 Education for England, I have been ttrongly imprefsed with the fact, that the causes 
 which have j)roduced so striking an upward movement in public opinion have been 
 manifold. 
 
 Bat however manifold they may have been, ih(y can, neverthelesa, be (iracticably 
 reduced to three — ;wo of them active in their operation, and the third silent in its 
 influence, yet far-reaching ia its tffectf?. 
 
 1. The First Active Influenck on English Public Opinion. 
 
 The firpt and most potent of the influences which have brought about so salutary a 
 change in p )lic opinion in regard to education, has clearly been partly comnitrcial, in its 
 more active and practical form, and partly national, in its competitive aspect, and in 
 connrction with British Commerce. 
 
 Education and Intellioknce the Necessary Basis op Industiiial Kkill. 
 
 Everyone who lias given any attention to these matters, and to the extent and 
 character of British Commerce, and of the interests involved, has not failed to point out, 
 
 more or lens strongly — not the dec*danci of British commercial energy and enterprise, 
 
 but the failure of England to keep pace with other nations in industrial skill and deftness 
 of hand, and in the dexteroun and expert manipulation of thu raw material, and its change 
 into artijles of beauty and taHte. 
 
 It has been over and over again demonstrated that, as a rule, no very successful 
 ellorts can be made to engraft, industrial skill of a high type on the durmant intt Uectual 
 powers tf an uneducated person, so as lo make it a miiutal acquisition, except in special 
 cases. This statement is put in another form by the present Colonial Secretary, Mr. 
 Chamberlain, in a speech delivered by him last year in Birmingham, lie said : — 
 
Chun. XV. 
 
 SURVKV OK THK HNOt.lSII KDrf'ATIONAI, SYSTKM. 
 
 ♦)? 
 
 " All exp:/iuuco fchows iluL TojIhucaI Scuojltj a.i I ti-jimiojl Li\i;iiiiij^ are, ot' j,'tr.i:(H- 
 advantage when they are otfered to those who have already been disciplined and trained 
 in something like a general coiusr of instructiin, [fc is the all round student who is the 
 best practical scientist, and thereforo, without the least hesitation, I would appnal to 
 manufactureis . . . and for their own credit to give their hearty support to this 
 [University] project." 
 
 The Reports of the Soi.'nce and Art Dpp^rtment hy special stress on the fact, that 
 the greatest hindrance to the work of technical and industrial training is the fact thiit 
 children are not sutficitntly prepared in the elementary schools for either, — they leave 
 school too soon. 
 
 What England has Recently Done for Industrial Training. 
 
 So grrat has hren the commercial conip'^tition and rivalry between England and, 
 chiefly, continental nations, that the Government has given special attention to the sub- 
 ject, by increasing facilities for the training of industrial experts. In 1889, an Act was 
 passed, with a view to extend the.so facilities, and to provile, by Act of Parliament, for 
 the establishment of Technical Schools— chiefly by the County Councils. This Act was 
 revised and its provisions extended in 1801. Last year, too, in order to give greater 
 certainty, and fuller precision to the purposes for which the Science and Art Depart- 
 ment was established, the Government has propo.sed, in a recent Bill, to merge that 
 Department, (and some of the functions of others), in the one pertaining to educition, and 
 to constitute a Central Board of Education, (as a substitute for both). An additional 
 Bill places the proposed " Secondary," (or Higher,) Schools under the direction of this 
 Central National Board. 
 
 Experts' Rkcknt Rki'ort on Industrial Education in Germany. 
 
 It was hoped that with such increased facilities for local industrial training, aiul 
 such as would be effectively promoted by the Government direct, that the continental 
 competition, in articles of taste and ekill, would Vjecome less acute as time went on, But 
 a strong note of warning, that thin need not bs expected in the near future, has been 
 uttered by a nnmVjer of experts on technical matters, headed by Sir Philip Magnus, who 
 visited Germany in 18!)n, to attend exhibitions, and to make enquiries on the subject. 
 
 No Pro.si'Kct of a Drckeasb in Commercial Competition. 
 
 In their Beport to the Duke of Devonshire, Lord President of the Privy Council and 
 President of the Committee of that Ojuncil on E lucation, these gentlemen, after referr- 
 ing in detail to the remarkable progress of general scientific and industrial education in 
 Germany, say : 
 
 "The bsEon to be derived from all this activity, in matters pertaining to education, 
 ia clearly this, that our foreign rivals are determined to keep well ahead in the matter of 
 facilities for instruction ... in thoa(< Institutions wherein the highest brarchea of 
 acientific inHttuction are pursued. 
 
 " They are convinced that the Nation which has the V)f'st Schools is the best prepared 
 for the great industrial waifare which lies l)cfrre us,* and no money appears to begrudged 
 for the eriction, equipment and ntaintenance of Educational Institutions of all grades, and 
 especially, of the Science Laboratories, which, as we hsve seen, are being multiplied in 
 Gf rniany. 
 
 "The great industries of today depend more and more upon the ancceBtful applica- 
 tion of recent discoveries fo ordinary manufacturing procesFes. 
 
 " In tl o industrial race, ir which wo are engaged, nearly all the advantages upon 
 which wo prided ours Ives in the pK.^t, are possessed, in a gre'ater or loss degr^ o, by our 
 rivals, and count foi little, as compared with siientific knowledge, and its ready applicalion 
 to the maTUifRcturer." 
 
 • As a coinciflence, bikI, in eoiifuniiitioii of this npinion on tliR part ^>f KneliHh exjierlM, it ih worthy of 
 note, tliiit, in !i (lel)i\to in iho (Jfrninii Uric tiHtu^.', cm tho 13tli <)f .lann:iry, iH'.l'J, a proiniiu-nt D«iiuty, 
 (CaijHl) htattd, nniid dii'tTM, thiit ; " In llie sinnrKlf of coniiiiercial cnnj|» tit.ion tim viotorwill be the Nation 
 poBBcssing tho ini nt intelligent v/ot\imm,"- (Ihbatr im Ihi German Army Jlill). 
 
(J8 
 
 l'-)IM-|,.\H Kltl'i'AlloN IN KNCI.AM). 1S"'7, -S. 
 
 The Report of these Experts coDcludea with the followiag remarks : — 
 
 "There are indications that, in the immediata future, oar owu countrymen will have 
 to encounter a comjjetition far more acute than anything they have yet had to grapple 
 with. 
 
 •' In the coming struggle for trade, our fine insular position, our splendid race of 
 workfiH, and our excellent raw material, will undoubtedly count for much ; but the pos- 
 seHsion of these advantages alone will not suffice ; and we thall have to adopt certain of 
 the methods which prevail aV)road, about which our manufacturers in the past have carca 
 too little, but which mean much to our customers 
 
 " We must not be content to live any longer upon the traditions and reputation of 
 the past ; but we must set ourselves to work diligently to 8t\idy the wishes and fancies 
 of those we have to serve ; and we must, moreover, be prepared to meet them, even in 
 such buiall subtleties as weight, measure and packing. 
 
 " Above all, we must endeavor to improve and develop our higher industrial and 
 aecoiidaiy literary and technical educational machinery to our peculiar conditions ; we 
 must see that it is maintained at least oa a level wioh that of any other Nation. 
 
 " Wo shall have accomplished all that we hoped to do, as the result of our . . . 
 mission, if we succeed in showing that there is no evidence of standicg still, or of being 
 satisfied with past progress in [technical education] in any direction in Germany. 
 
 " Everything is being developed ; and, in all branches of industry, there are signs of 
 great activity." 
 
 Rkcent Utterances on the Neckssity foh AnrrvE Effopts. 
 
 i !r 
 
 ill 
 
 It is clear, from the number of speeches recently made in England on this subject on 
 "industrial KUpren:<'cv," that an unusual amount of interest has been awakened if 
 regard to the necehsity lor active measures being taken to recover lo.Ht ground. The 
 Countess of Warwick is one who has taken a very dosidcd stand in regard to industrial 
 education. Of this she has given a practical proof, in her establibhment at Dunmow, 
 E-isex, of a Technical School, in which is given a syitematic training in eleuient/ary science. 
 In a recent address on the subject, Lady Warwick, in effect, gave her reasons for this 
 experimental movement, and said : — 
 
 " Sir John Gorst has given forcible expression in his utterances on the subject to the 
 accumulated experience cf those who had been engaged in carrying on educatiimstl work. 
 The ground of his complaint, not to say despondemy, was that, until we established, 
 throughout the length and breadth of the bind, places to enable our population to compete 
 with other Nations in the markets of the world we could not maintain the position and 
 industries, in which we were once supreme. Foreign Nations had long been alive to the 
 fact that industrial supremacy was largely dependent upon the training of young children, 
 from the time they entered school until they became bread winners. In thi'j respect we 
 had still much to learn from the foreigner. Money should bo spoat to eqiii|) the coming 
 generation for life's great battle, for we were now behind in the race with other Nations. 
 The knowledge called technical was simply the knowledge of the scientilic principles under- 
 lying any particular industry, combined with the skill connected with that industry." 
 
 At a recent distribution of prizes at the London Institute, Mr. W. H. Preece, C.B., 
 Baid that : — 
 
 " If this country was to hold ita own against foreign rivals, enthusiasm must be 
 aroused At School and at OoUege students could cultivate the great quality of self- 
 reliance, the power of co-operation, and the spirit of justice, which were characteristic of 
 the Anglo-Saxon race." 
 
 Mr. Bousfield said : — 
 
 " In technical teaching, England had some leeway to make up, but he believed she 
 would do it, and that the qualities, which had placed Englishmen in the forefront of the 
 commeroial and manufacturing world, would not fail them now." 
 
ChMp. XV 
 
 sritVF.V n\f iiiK KN(;l,ISIl i:i)l ■(ATK iN.\|. SVVI KM. 
 
 6J) 
 
 3le 
 
 [of 
 loa- 
 
 feu 
 
 [n a recent preaiJontial ad'lmss from Mr. R. L. Taylor, Or^aniziaw Sjienci Miater 
 for the Manchester Hchool Board, he add that : " Clreater facilities for real technical 
 instrnction was one of the inoHt ur;?ent questiona now before the Country. They had 
 lagged behind terribly ; and it was really doubtful whefher, after all their exertions, they 
 had gained any ground during the last aixtoen years. The Germans ani Americana had 
 pushed ahead more, he believed, than the E[igli.sh had, and the English were now no 
 nearer to the former than when they first Htarted to cttch theiu up. And they must 
 catch up To continue to lag behind in the ediioatioaal raco would inevitably have 
 the most di4a8trous efre3tnpon their manufactures and their commerce. It was necessary 
 that we should make up for lost ground."* 
 
 A writer (Mr. 0. Tripp) in the yini',f''.p,iith Craiin-i/ tor February, 1898, on " Gcman 
 veritua British Trade in the East," uses the following strong language, on the aubjeet ot 
 the commercial education of the youth de.signed for employment io houses engaged in 
 foreign trade : 
 
 " If the instructors of our British youth do not watch it, they will one day awt.ke 
 and find that German zeal, industry and discipline are more calculated to win the groat 
 race of life than any amount of British pluck and muscle. 
 
 " A German youth intended for a commercial career is taught to read, write and 
 speak modern languages ; and this knowledge has beyond all doubt been of incalcuable 
 advantage to Germany in gaining and retaining foreign or neutral markets " 
 
 Another feature of the value of industrial training, as a preventive of crime, is thus 
 pourtrayed by Mr. Carroll 1). Wright, an United States statistician ; 
 
 " The intelligent .skilled labourer is rarely found in a penal, or charitable. Institution. 
 That kind of labour, which requires the most skill on the part of the workman to 
 perform, insures him moat perfectly against want and crime. Trade instruction, technical 
 education, manual training, — all these are ellicient elements in the reduction of crime, 
 because they all help to better and truer economic conditions. 
 
 " This conviction has given up, in the United States, Scientific Schools, Techmical 
 Schools, Trade Schools, into which vast sums have been put a? endowments, and which 
 have yielded an hundred-fold in the industrial development of the Country, and many 
 hundred-folds in its morals." 
 
 2. The Second Potent Influence on English Public Opinion. 
 
 It is appeals like the foregoing to the intelligent thoughtfulness of public men in 
 England that have largely called into play the second influential cause which has 
 operated so strongly on English public opinion in favour of a greatly improved system of 
 Popular and Industrial Education. 
 
 During the last year, what may be termed the war-like competition, which sprung 
 op between Great Britain and the other Nations of Europe, had the effect of arousing tha 
 Imperial Government to the extreme danger of allowicg any of these Nations to out- 
 strip hor in such matters. 
 
 * Ah tht'se pageH were pupBinff thrrmgh tlie vrrss, a striking inBtaiico of tlio prompt bntiinePH wayH of 
 tiie Manager of I.osomative woili.s in Eiiglaud i> 'd tliH United States is given by .Sir George Paget, 
 Ohairinan of the English Midland Kailway Oonipany. He said that : 
 
 "The Comiiany had ordered 170 engines from English makers in December, 1897, and not one of them 
 was yet delivered, and that, when the Company gave nn adilitionul order, in December, 1898, it co\ild not 
 get a jjroniiso that one engine wonld bf delivered in fifteen nuinths, ho it was determined to ask for tenders 
 from the Baldwin Ciimitaiiy at I'hiladelphia, and from niiolher Company in Connecticut. Offers wore 
 received ; and, in one instance, the delivery of ten eriginos was promised in ten weeks from the time the 
 drawings were received, ami in another case a shipment from Amorioa was promised in four months. The 
 shareholders, the Chairman continued, could see, from tliis, that while the Midlsind Company could not get 
 B single engine in England in fifteen months, it could get twenty from America in four months." 
 
70 
 
 POPUI-AK KDUCATIDN IN KNULAN'l), IS.)?. H. 
 
 
 '■h 
 
 How equally, if not much nioro, should the possibility of bein;^ overmatched by 
 coniincrcial rivals, and her supremacy endangered, have the effect of evoking in Eagland 
 a similar spirit, but in a more peacfsful direction, that, in the pmctical arts of life, she 
 should not be surpassed by any Nation on the globe. 
 
 England has doubtless been studying that lesson deeply; as recent parliamentary 
 proct ('dings have indicated, 
 
 it is gratifying to know that the practice has become general for public men — in and 
 out of Parliament — to nddress gatherings of various kinds, in which some phase, or feature, 
 of practical education is discubsed or criticised. 
 
 As a rule these addresses are non-partizan and non-political. 
 
 Kven when the Speakers are advocates of Voluntary, (Denominational,) Schools the 
 upecial features of these Schools are generally kept in the back ground. 
 
 I have noted down from the English newspapers, a number of these addresses, and to 
 those I would briefly refer, by way of illustration, of what 1 have stated. 
 
 In addition to various addresses by the Duke of Devonshire, Sir John Gorst, of the 
 Education Department, and those of other Members of the Cabinet, the following are 
 among the many educational addresses which were made by the parties named during 
 
 the year 1898 :— 
 
 Lord Reay on tho Probleua of Business Education. (December, 1898.) 
 
 Lord linssdl, of Killowen, on the Urgencj of Technical Education. (Dec, 1898.) 
 
 Karl Spp.ncnr on Recasting the Machinery fcr Managing Education. (Nov., 1898.) 
 
 Viscojinl Cnms on sustaining Voluntary Schools. (A[iril, 1898.) 
 
 Jjord Bnttersea, on Recreative Evening Schools. (July, 1898.) 
 
 L.nrd Port smouth, on Efficient Education in Voluntary Schools. (Juno, 1893.) 
 
 fjndi/ Warivick, on Elementary Science in Rural Sjhools. (July, 1898.) 
 
 The Arc.hhishop {Templii) of Canterbury, on the multiplicity of subjects to be taught 
 in Schools, (June, 1898,) 
 
 Bishop ^Vestcott of Durham, on the three principles as a basis of Education. (Nov., 
 1898.) 
 
 Bishop Crp.ighton if London, on two qualitie.s in pupils, to which Teachers should 
 appeal, — curiosity and ob.'.;ervation. (October, 1898.) 
 
 The Hon. Lymph Stanleij, on the Position of higher Grade Schools. (Dec, 1898.) 
 
 Dean Alaclnre of Manchester, on the Deairnbility of Secondary Schools. {Die, 1898.) 
 
 Sir Bernhard Samurfnon, on the Desirability of Coml>ining Literature with one'a 
 Oc-upation. (March, 1898.) 
 
 Sir Philip Af'Kjnitx, on the great change which had taken place in Education in the 
 Victorian era. (April, 1898.) 
 
 Sir Albert RoUit, M. P., on the necessity of Oommercial Education. (Doc, 1898.) 
 
 Sir Norman Lockyer, on the progress of Kuowledge, (October, 1898.) 
 
 Sir Williom finrcourt, M.P,, on the Necessity of giving the Humblest a Ohance of 
 a Good Education. (Qjtober, 1898.) 
 
 Sir Jotihun Fitch, on what London has done for Education. (November, 1898.) 
 
 Mr. Arnold Fm^ter, M.P., on the Necessity for Thoroughness in Oonnnercial Educa- 
 tion. (October, 1898.) 
 
 Karl Spencer, on the necessity of meeting the keen industrial competition of America 
 and Germany V)y establishing Ti^chnical Schools, open and fne to all. (January, 1899.) 
 
Cbap. X\'. SUKVKY OV THH i;N(il,lSll 
 
 KDUCATIONAI. SVSTKM. 
 
 71 
 
 y 
 
 d 
 
 Dr. Macnnmara of London, on Higher Grade Unrestricted Schools. (October, 1898.) 
 
 M>: U II. Asquith, M.P., on theSicjesg of tlio Leys School, Oaiubrldge. (Febru- 
 ary, 1898.) 
 
 Mr. Earnest Gray. M.P., on Voluntary School Asaociationa. (April, 1898.) 
 
 Mr. J. 11. Yoxiill, M.P., on the Foundations of Technical Edacition. (June, 1898.) 
 
 Mr. Charles Morky M.P., on the Work of the Education National Asuociation. 
 (October, 189B.) 
 
 Mr. Lloyd George, on National Education, pure and simple. (April, 1898.) 
 It can 1)6 readily understood how public opinion would be aroused and Htimulated 
 under influences such as I have mentioned, and by the Hpeeches and addresses which I 
 have here enumerated. The more so would it be moved to vif^orous action, since the 
 necessity for greater facilities for industrial education has been widely felt and acknow- 
 ledged, 80 as to meet successfully the keen competition for commercial supremacy, not 
 only with the European continental nations but also vith the far east — with Japan, 
 
 The form which, as a matter of fact, this increased and enlightened public opinion 
 haa taken in England has been the enlargement of the scheme cf popular education, and 
 its extension, in the direction of secondary, or higher, Schools, under the Government 
 Scbot>l Boaid System, to every part of England and Wales. 
 
 3. TlIR rNFLpRNCE OF TUK UNIVERSITIES — ON PUBLIO QPIVION IN ENGLAND. 
 
 It has been held by many, that there has been another influence at work all these 
 yeai s, silent and subtile, which has done as much, if not more, than any other force, to edu- 
 cate public opinion in England, in favour of u more enlarged and satisfactory system of 
 puV)lic education. Thi< subject — that of the influence of the UniverHitiea of Oxford and 
 Oambridge— is so well treated by one of tho Heads of Colleges in Oxford, that I append 
 it herewith : 
 
 In an instructive article on " The University of Oxford in 1898," the Honourable 
 George C. Brodiick, Warden of Merton Oollege, thus sums up the various influences 
 which Oxford and Oambridg(! Universitiea have exercised on Naliouil Education in Eng- 
 land. Ho say.H : — 
 
 " Even when the number of students in the Universities of Oxford and Cambridge 
 was much smaller than at prerif-nt (abotil .'3,000) Oxford and Cambridge virtually governed 
 the whole course of higher Education throughout England. 
 
 " Formerly, as University degrees and honours wore to be won by jtroficiency in 
 Okssics and Mathematx'^ alone, Classiiis and Mathematics were tho staple, if not tho 
 exclusive eubjccfof teaching in Public Schools and Grammar Schools. . . . The 
 Universities, by wisely extending thoir old narrow curricaliim, are rapidly l)ringing the 
 new ttudif fi within the range of their control, while, by undertaking the otlice of Examin- 
 ing Boards, on a very large scale, they have strengthened, to an extraordinary degree, their 
 former hold on Secondary Education. 
 
 " But thi.s . . . was as nothing compared with tho influence now acquired by 
 Cleans of the inspection and examinationHof I'ublic Schooh which [tho two Universities] 
 conduct indrp'^ndently, and of the Icctuns organized by the ' delegates for tho extension 
 of teaching btyond the limits of the University' in a large number of populous centres. 
 To this must bo added the experiment . . of atflliating, not only Provincial OoUeges, 
 
 but Indian and Colonial Universities; . . . the experiment of superintending tho 
 practical training of Teachers and the gem rous arrangements made for the academical 
 training of women. ... 
 
 " By forming this widespread network of educational control, and occupying the 
 centre of i^, tho Universities of Oxf )rd and Cimbridge havd virtually made thomseUes 
 arbiters of learning over a largo proportion of S-hools above the el unontary grade, and 
 asHumed some of the most important functions of the Ministry of Elucatiou in other 
 Countries. 
 
 "There is another cause of the vast educational power wielded by the [two 
 Umversitics] . . Many of those destined to guide the educational movement 
 
 
 ^1 
 
72 
 
 l'(,l'ri„\l! i:i)li A llnN IN INfJI AM'. IS'I?, S. 
 
 . , have tfu^mselvps passe'^ under the discipline and teaching of the older Univer- 
 sities. All the Head Masters of the . . Grammar and High Schoola . . . are 
 graduates of Oxford or Cambridge. . , . The great body of Clergymen and Barristers, 
 nearly all the l^iglish Bihhopa, and a large majority of the Judges, are alumni of Oxford 
 or Oambridge. 
 
 " The predominrnne of the older Universities in the direction of National Hlducation 
 is fitill more conspicuous in the persomieloi the Education Office itself. The whole indoor 
 staff of that Office, consisting of Secretaries and Examiners, have been recruited from 
 Oxford or Cambridge, — the former having a certain preponderance. More than half of 
 the School Insprctors for England and Wales are drawn from Oxford, and the rest from 
 Cambridge [with few exceptions]. Not less marked is the prevalence of Oxford or Cam- 
 bridge graduates on the staff of the Civil Service Commission, which now superintends 
 the Examination for every branch of the Public Service. All the Commissioners, 
 Secretaries and Examiners, with rare exceptions, have been selected from one or other of 
 the older Universities, It was Oxford and Cambridge men who originated and shaped 
 the open competitions for the Civil Service of Indin, and the Head Masters of the great 
 Public Schooln, — all Oxfonl and Cambridge men, — have been consulted at every turn in 
 constructing the scheme of Army Examinations. ... Of the last Governor Generals 
 of India several have been Oxford men. ... Of the last nine Prime Ministers five 
 were educated at Oxiord, and one at Cambridge, In the present (Salisbury) Cabinet 
 eleven Ministers, out of nmeteen, are Oxford men, and three Cambridge men; in the last 
 (Gladstone) Cabinet, seven were Oxford men and six Cambridge men. ... In the 
 House of Commons . . . above one-fifth of its jm sent Members are Oxford men, 
 and above one-eighth . . , are from Cambridge, besides many who have graduated 
 from other Universities. . . . 
 
 " Perhaps the most potent of all agencies in a Country like our own ig what is known 
 as 'the Press.' ... If the secrets of anonymous journalism could be unlocked, — 
 if it could be ascertained how largely Newspaper.s, as well as Periodical Literature, are 
 indebted to Oxford and Cambridge men for their special characteristics, and how largely 
 English habits of thought are moulded by English newspapers and periodicals, — it would 
 furnish a crowning proof of the all-pervading influence exercised by our Universities on 
 national life." 
 
 Approximate Completion of the National System of Education in England. 
 
 There is no question that, although the Educational System of England is disjointed, 
 and, in some respects, fragmentary, yet the English Statesmen of to day have seen, for 
 some time, the necessity for the proper and effective dove-tailirg of these several parts of 
 that system into a consecutive whole, — as I have shown in Chapters VII. and VIII. 
 
 The details and appliancrs for a thorough system of Elementary Schools are already 
 provided for. Those in charge of these Schools are required to see to it that every child 
 admitted to them most have facilities to enjoy all the privileges and advantiges of these 
 Schools, whether managed by School Boards, or by Voluntary Denominational Associa- 
 tions. 
 
 So far so well ; but, up to this time, the connecting link has been missing, not. It ia 
 true, as a matter of fact, but as actually part and parcel of a connected whole, and as 
 the recogniaed stepping stone to the University. 
 
 At length, this disjointed system of Elementary and Higher Schools is to be welded 
 together. This joining together ia to be effected by Act of Parliament, and both classea 
 of Schools are to be controlled and directed by a strong central authority, about to be 
 created, in the shape of an Imperial Board of Education — the Members of which are to 
 be chiefly Members of the Cabinet, 
 
 The object of this new departure is thus explained in a Memorandum attached to 
 the "Bill on Secondary Edccation," — a Bill which was introduced into Parliament in 
 June, 1898, by the Duke of Devonshire, Lord President of tbe Privy Council. 
 
Chap. XV 
 
 srii\i:v oi' Tin 
 
 KNiil.lMl Kl)r< .\T1(»N.M. SYSTEM. 
 
 73 
 
 .. Th« obieot of this Bill " says the Memorandum. " is the Parliamentary recognition 
 
 of SecoX^Edultn. to compete the National System of Education .n Englan :- 
 
 »rn By consolidatint; the Educational powers . . . P™'^^ ^^ -^^^ Oo^^^^^^^^^ 
 
 on Education ; and , . . . . „«f 
 
 .. (2) By e,l.bli,l,i„g local Sncondiiry Education Authorities, to »dm,a,i,ter area, not 
 
 les. than those of « i:!onnly, or a Oouiity Borough. ... , .„., ,.„,., 
 
 .. Witl, the obiect ol keeping the administration in constant touch with the P'a""?'' 
 
 aideo. E?nc*:n:tSoLtra?A^thon.y ha.atta.hedtoitan A^^^^^^^^ 
 
 ?r z;s=ariuSit^=f "L*^r Je^i ';:;^^^^^^^ 
 
 "°°' X^:: :hVpi:r:r: 'Cl3ry::r is out, the oonrpletion .ill^ 
 « . 5 .'„fL.. Parliament and the Central Administration are concerned, o( the 
 ° NSnXte" oT "rati in England," »hich will then have become an actual and a 
 gratifying fact. 
 
 J. (iHOKCK H(Jl)(iINS. 
 
INDEX 01^^ NAMHS. 
 
 1'\<1K. I 
 
 .\s.(iiith, Rt. Hon. H. H 71 
 
 I'.a f.nir, Rt. lion. A.J r.l. .■)2. .');: ' 
 
 I'.,iriieU. P. A •_':; 
 
 l'.;itt<'.rsea, Lord ^>~, 70 
 
 H.ll. Rev. Dr. A 10. 42 
 
 r.i.nsKelil, Mr liH ! 
 
 Bright, Rt. Hon. .1 L'.; ! 
 
 liroiU'rick, Hon. (r. ( ' ."(. 71 I 
 
 Urowniny, 'Jscar !;0 
 
 I'.iowiu'iggu, Rev. .1 S '2'). I'l 
 
 I'.ryct', Rt. Hon. .1 47 
 
 liiiisson, IM ;U 
 
 I'.unvii, i{cv. CM nr. 
 
 t '.-ibel, Deputy ti7 
 
 (".mterbury, Arclihi.sliop of . .;iO. r>l. a."!, 70 
 
 Cli!iui))erlain, Rt. Hon, .1 . . . .47. <'0. til, Cd 
 
 Cliandler, l{ev. Y. .) ."..-i \ 
 
 <:!nrston, Mr lO 
 
 Cranbonio, Lord ;")] | 
 
 Creighton, Ui.-'liiip nd, 70 
 
 Crijips, C. A .1,"), Tit) i 
 
 < 'rnss. Lord 70 i 
 
 I >('nlii'.in, Lord Ii7 
 
 i).'\..iisiiirc, Dukr ot' IC), :>:',. :u, 42, 
 
 4!t. 1)7. 72 : 
 
 Fitcli. H'u .1 10. 70 
 
 Kor-stiir. Rt. Hon. \V. I'] li. 14 
 
 Kdstoi-. W. S 70 
 
 l''rasor, Bislio[> <i, 2;! 
 
 (icorgo III 10 
 
 (ieorge. D. Lloyil o 717, 
 
 (iilclirist, Dr ;;2 
 
 <iorst Sir.Lilui n;, i'j. ;*.(), ;;:;, .'i7. 
 
 ."'.». 40, 41. 47, 40, r.C, (kS 
 
 'iraliaiii. Iie\. Canon 27 
 
 • Iray, Earnest 7i 
 
 (Inilford, I'ishop of ;io 
 
 Hartourt. I!t. Hon. Sir ^^ . \' .'i7. "0 
 
 lli'iitfdnl, lli.shoj) of i>'.\ 
 
 HiU'rie.s, Lord 27 
 
 Hdl, Dr L 48 j 
 
 Howe, Ca])t. A. (i. Cui'/.im — 48 
 
 Irel'-ind, .\rc]d)ishop ! o. <;:!. (14 i 
 
 Kek(^\vich, Sir (} HI, 50 ■ 
 
 Lancaster, Joseph 'J, 10, H, -3, 42 | 
 
 Lockyer, Sir N 70 < 
 
 [75] 
 
 l'\(.K. 
 
 Luhhock, Sir John 4(j 
 
 Macdiire, Dean 54, 70 
 
 Maenainara, Dr 7 [ 
 
 .Magnus, Sir P t;;^ 70 
 
 ]\Tarvin, F. S •_>{) 
 
 Morant, R.L 20, 51 
 
 Morley. Charles 71 
 
 Mundella, lU. Hon. ,V. J 58 
 
 Newca.stlc, Diiko of 2'A 
 
 Nilan. Rev. James (i4 
 
 Norfolk, Duke of 27 
 
 ( )\ven, Sir 1 1 29 
 
 Paget, Sii' ( ; (K) 
 
 I'e^calozzi 2;{ 
 
 Preese, W. H m 
 
 Portsmouth, Lord 70 
 
 Reay, Lord 70 
 
 Rigg. Rev. Dr. J. H (J 
 
 Hipon, Lord 27 
 
 |{ollit. Sir A 70 
 
 Ffoseoe, Sir II ;52 
 
 Ru.ssell, C. J., Lord 70 
 
 Ryerson. Rev. Dr 5, (i, 1 1. 2:5 
 
 1:3 le, P.isli,.], 55 
 
 Sadler, .M. K 48, 51 
 
 Salislmry, I.okI 30, 51, 72 
 
 Saniuelson, Sir R 70 
 
 Sli,iri)e, Rev. \V. B" i'.i 
 
 Slierbrooke, Lord (i5, (i(i 
 
 Shuttleworth, Sir J 1'. K 2'A 
 
 SjKMicer. Lord 70 
 
 Staidey, ILm. L 4(1, 70 
 
 Stow, David 12 
 
 Strutliers. J 4ti 
 
 Stuart. J »)0 
 
 Taylor. R. L «9 
 
 Thoi'uton, J. S 45 
 
 Trii.i., C tin 
 
 Waller, Rev, Dr. .10. 12, 22. 2<>, :!2, iJ, 5() 
 
 Wales, Prince of 2a 
 
 Wallace, Hon, N. Clarke 48 
 
 Warwick, l<ady <),S. 70 
 
 Wesley. Rev. John 12 
 
 Westcott, Rishop 70 
 
 Wright, CD (iii 
 
 Yoxall, .1. H 43, 71 
 
\\\)\i\ TO MISrFIJ.AXKorS SUBJFXTS. 
 
 (Sec Contents on paj^i^ .'5.) 
 I 'age. I 
 
 1' 
 
 AiltlrcHsesiiii EduciitinDal Ti>|ti(:8 Ity I'lil) 
 
 lie Men 70 
 
 Agricultural EducJition 47 
 
 \;4ric'ultiiriil (Iriiiits ;{I 
 
 Airiericui Systems of Kdirjarion tiH 
 
 Association, TchcIiits' 7, 44 
 
 •;-j 
 
 .".t 
 
 •24 
 4!) 
 
 Attendnnco ;it Sclio,,). S!i,.rt :i7. V). 
 
 IJofinl .Schools 14, I'M, 
 
 Hofird of Education, Ccntial IIL', ',V.i, 4'J, 
 Hritish and Forciu'ii Sclicmls Si)ci(!ty. . . . 
 
 7, 10, 
 
 Huildiiifj liei^idiition« 
 
 Central Moard of Ivliicition ;'.:!, 4l', VL' 
 
 dhroiiidi' i/iiilfi, (|niit(d .'{<> 
 
 ('ode of instruction 14, (14 
 
 Collej^es ill Phiglaml, etc "»!» 
 
 Colk',!i,'e of Preceptors 'JO, 44 
 
 ConiiiH'rcial Education 47, fil , 07. 70 
 
 Connnerce, School nt' 47, 0] 
 
 ('oininiMcial Competition 07, ti!^, 71 
 
 (' inscii'Uce Clause 2;"), L'H 
 
 (JiiMjiulsory Education 40 
 
 ('outinuation Schools, Kvi^niiijj; .'14, ;!l) 
 
 Corj) ral Punislni^ent l.S 
 
 Country Schools IM 
 
 Defects in tlie Eni^dish Si IhkiI Systi'in . 
 
 :!".», t;i' 
 
 " Derelict Millionj; " '.M) 
 
 Discussion, Value of Public .'J.S 
 
 Domestic Economy H, I,"). |»i, IS, .'iij 
 
 D(a\vin<^ in (Jerman Schools 45 
 
 Eductution Di'iiartmeiit, Eii'^lish . . .(i, '.I, 
 
 10. 20, ;iO, 4!», ol. 04 
 
 Eij^dish .School System, Survey of lln'. . 0.'{ 
 
 Evening Continuation Schools .'!!, ;14 
 
 Exannnations, Old System of .'iS 
 
 Fabric-Circular .•!21 .'52, .'54. .".0 .")2 
 
 Faribault Sy.stem 110 
 
 P'eeble Minded Children 47 
 
 Fee «irant S, .';i 
 
 Free Sclmols H. 47 
 
 Frencli in the Cliannel Islands l"i 
 
 French Higher Primary Schools .■54 
 
 Froeble Societies 44. 4;") 
 
 (Jardening, Cottage 18 
 
 (Jermany, Drawing in 45 
 
 (Germany, Technical Education in . . .4.5, 07 
 
 fjirants, Parliamentary, to Schools. H, 10, 'Al 
 
 " Half-Timers " 48, 5:5, 65 
 
 Home and Colonial School Society . . 13, 27 
 
 "Hooligans ' 40 
 
 Horticultural Schools 18, 
 
 Industiial .Schools in Europe, .45. 47, 
 
 Infant Education Iti, 
 
 Inspection of Schools : H, 
 
 liCKislation / I']nglish Sclmol 
 Libraries, School 
 
 10, 
 11. 
 17, 
 
 liilir.iry, Knudisli Dcpait imui.il .. 
 
 Leakage of (,'luldren .57 
 
 Local Contlicting Interest.^ 
 
 .Manual Tr.iiiiing .S 
 
 iMilitaiy Education 
 
 Monitorial System 10, 
 
 Natiiuial Schools 7. II, 2."), 
 
 Naval Education 
 
 Normal Schools, Oernnm .md French . . 
 
 < )bject Lessons 
 
 ()l)l)osition to Voluntary SChiols 
 
 ()|)tional Suhjccts 15, 
 
 ( )ial Teaching, F^xcess of 
 
 Pcnsidns to Teachers 21, 
 
 Physical Exercises 
 
 P(»st(ir (luale Traiinng of Teachers. . . 
 Piivy < 'ountil, see Kdnca'iun Depart nnnt 
 
 Pulilic Ojiinion Awakeneil 
 
 Pupil Teachers I'.t, 21 
 
 Keligious Instriiclion 22, 
 
 Kom.'in Catholic Schuols 7, II. 
 
 Savings Banks, School. . 
 
 Saxony, Schools in 
 
 Secondary Scho'. Is ;;2. :U , II. 1.2, 
 
 Shorthand in Schools ;i7, to, 
 
 Slu\d Sy.'-tcm 
 
 Stone-throwing 
 
 Subscriptions to \'olunl.;.ry Schools .... 
 
 Teacliers' AssocialiMns 7, 
 
 Teachers, Tr.iining of 
 
 Technical Instruction :'.2, 45, 08 
 
 Training Colleges .s, 1!), 20, 27 
 
 l'i'i'">»ey :!7, 
 
 Typcwiiting in .Schools 
 
 I nivtTsity I'Atcnsion 
 
 Cniversities in (icrmany 
 
 I'nivcrsities in tiu! British Ishs .'!!, 5S 
 I'luversity hilhuMice on Pubhc Educa- 
 
 ♦lii'Mal opinion 
 
 I iiiversity 'i'r.iining (Jolleges 
 
 United Srates Bureau of Education. .;51, 
 
 Wesleyan Education 12, 20, 
 
 Wii: Chester I'nion School Co\incil 
 
 Women Teachers 
 
 ,VUK. 
 
 45 
 
 07 
 
 01 
 
 
 47 
 .'50 
 47 
 
 ti2 
 18 
 18 
 12 
 51 
 4.S 
 20 
 05 
 57 
 10 
 4:5 
 
 ;;! 
 t;5 
 20 
 
 w 
 
 42 
 
 ;!0 
 
 27 
 47 
 40 
 72 
 17 
 40 
 48 
 54 
 44 
 PJ 
 70 
 ;.l 
 40 
 47 
 58 
 
 59 
 
 71 
 20 
 45 
 51 
 ;50 
 20 
 
 [77] 
 
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